All programmes > Becoming a Language Teacher: Introductory Stage German-Greek

Becoming a Language Teacher: Introductory Stage German-Greek (B-KUL-F0ZE1A)

This is a translated version. Original version in Dutch.
15 ECTSGerman, Dutch37 Both termsCannot be taken as part of an examination contractCannot be taken as part of a credit contract
Van den Branden Kris (coordinator) |  Buyse Kris |  Sercu Lies |  Van den Branden Kris |  N. |  Aerts Leen (cooperator) |  Boone Karin (cooperator) |  De Naeyer Nathalie (cooperator) |  Gevaert Bert (cooperator) |  Maes Sientje (cooperator) |  Rombauts Wim (cooperator) |  Vandecruys Koen (cooperator)  | LessMore
OC Educatieve master talen

Aims

In this course the students develop relevant knowledge of, and basic insights into effective language education, develop the observation and research skills to carry out a small-scale, practice-oriented study in a concrete educational setting, and the competence to report on their findings in a well-structured, academic style. More specifically,

 

- the students acquire relevant knowledge of, and insights into processes of language acquisition, theoretical and research-based models of language education, research into effective language education, and the normative and institutional context in which language education in Flanders is situated;

- the students develop the competence to use the above-mentioned knowledge and insights to critically analyse educational activities designed to foster language learning, and to analyse the ways in which diversity is dealt with while doing so;

- the students develop insight into the role of language in education across the curriculum and in the goals and processes of school-based language policy and learn to apply these insights while carrying out observations in a formal educational setting;

- The students learn to observe relevant aspects of classroom activity and to critically analyse those aspects on the basis of relevant research and theory;

- The students learn to carry out a small-scale study in a specific educational setting. To this end, the students learn how to formulate a research question, to adopt one (or more) specific research method, to critically review relevant research literature, to write down a state of the art regarding the research question, to collect data and carry out focused observations in a school setting, and to write a well-structured report in an adequate and accurate academic style (all under guidance of a mentor).

 

Previous knowledge

Students are familiar with the content of the course L-Data Processing.

Order of Enrolment

You can only take this course if you have to acquire no more than 72 credits to obtain your degree.

Mixed prerequisite:
You may only take this course if you comply with the prerequisites. Prerequisites can be strict or flexible, or can imply simultaneity. A degree level can be also be a prerequisite.
Explanation:
STRICT: You may only take this course if you have passed or applied tolerance for the courses for which this condition is set.
FLEXIBLE: You may only take this course if you have previously taken the courses for which this condition is set.
SIMULTANEOUS: You may only take this course if you also take the courses for which this condition is set (or have taken them previously).
DEGREE: You may only take this course if you have obtained this degree level.


FLEXIBLE(F0YR1A)OR FLEXIBLE(V0YR1A)

The codes of the course units mentioned above correspond to the following course descriptions:
F0YR1A : L-Data Processing
V0YR1A : L-Data Processing

Is included in these courses of study

Activities

3 ects. The Methodology of Language Teaching: Cross-Linguistic Principles (B-KUL-F0YV8a)

3 ECTSDutchFormat: Lecture10 First term
Buyse Kris |  Sercu Lies |  Van den Branden Kris
OC Educatieve master talen

Content

In this course a wide range of topics related to cross-linguistic principles of language teaching methodology are covered:

  • The basic competences of the language teacher and their integration in the preservice training program
  • Language competences: definition, frameworks of reference, proficiency levels, assessment
  • Processes of first and second language acquisition
  • Theories of language learning and theoretical models of language education: basic principles and historic overview
  • Language education in a European perspective
  • Language education in the Flemish institutional context: official objectives, curricula, official guidelines and regulations
  • Aims of literature education
  • Basic principles of school-based language policy
  • Assessing language competences
  • Class management in the language class
  • Researching the quality of your own education: action research

Course material

Blended learning modules made available on Toledo.

Is also included in other courses

3 ects. Teaching Methodology: German: Basic Principles and Starting Points (B-KUL-F0YV9a)

3 ECTSGermanFormat: Lecture15 First term
Sercu Lies |  Boone Karin (cooperator) |  Maes Sientje (cooperator)
OC Educatieve master talen

Content

During this learning activity, the student delves into selected teaching methodology literature with regard to the DaF education. (S)he thus acquires insight into the answer to the questions "what works?' Next to that, (s)he familiarises him-/herself with basic information about the context and normative frame of DaF education in Flanders, and with the most relevant theoretical and didactic models. Models and theories are discussed and specified with the help of current (commercial) class material for DaF.

Subjects that are dealt with are:

  • DaF education in Flanders: context, normative frame and contours
  • objectives and curriculum of DaF education
  • basic principles of intercultural communicative language education (including the schools of learning autonomy)
  • teaching of oral and written skills: teaching methodology basic principles
  • teaching of pronunciation, vocabulary and grammar: teaching methodology basic principles
  • DaF education to specific target groups (Wirtschaftsdeutsch, CLILiG)
  • assessing language competences German

Course material

Brinitzer, M., Hantschel, H-J., Kroemer, S., Möller-Frorath, M. u. Lourdes Ros (2016) DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett-Sprachen.de

Language of instruction: more information

German

Format: more information

As preparation of every meeting, the student goes through the prescribed chapters from the course material. During the meeting, the contents of the course text are further deepened and illustrated with the help of current class material for DaF.

Is also included in other courses

3 ects. Internship German, Initiation Stage (B-KUL-F0AW8a)

3 ECTSDutchFormat: InternshipBoth terms
Sercu Lies |  Boone Karin (cooperator) |  Maes Sientje (cooperator)
OC Educatieve master talen

Content

The students carry out observations in a formal education setting (secondary school or adult education centre), and observe 5 language-specific lesson periods. The students also carry out observations of teacher activities beyond the classroom context (e.g., team meeting, deliberation of the examination board). The students use the guidelines made available by the teacher education institute to make a critical evaluation of their observations. The students write down their insights and conclusions in a clear, coherent, profound, critical and well-documented report that is added to the digital portfolio.

Format: more information

The students are given the opportunity to observe experienced teachers and to build up a clear idea of authentic classroom practice. The guidelines make clear what will be expected from the students once they prepare and organize lesson activities themselves (during later stages of the internship). The guidelines also help the student to get a grip on the basic competences and attitudes of the beginning teacher. The observations of the meso-tasks beyond the classroom context allow the students to get familiar with the broader school environment, to gain insight in the full range of tasks that teachers are expected to fulfill, and to gain insight in the basic teacher competences and attitudes at school level.

Is also included in other courses

3 ects. Internship Ancient Greek, Initiation Stage (B-KUL-F0AX7a)

3 ECTSDutchFormat: InternshipBoth terms
N. |  Aerts Leen (cooperator) |  De Naeyer Nathalie (cooperator) |  Gevaert Bert (cooperator) |  Rombauts Wim (cooperator) |  Vandecruys Koen (cooperator)  | LessMore
OC Educatieve master talen

Content

The students carry out observations in a formal education setting (secondary school or adult education centre), and observe 5 language-specific lesson periods. The students also carry out observations of teacher activities beyond the classroom context (e.g., team meeting, deliberation of the examination board). The students use the guidelines made available by the teacher education institute to make a critical evaluation of their observations. The students write down their insights and conclusions in a clear, coherent, profound, critical and well-documented report that is added to the digital portfolio.

Format: more information

The students are given the opportunity to observe experienced teachers and to build up a clear idea of authentic classroom practice. The guidelines make clear what will be expected from the students once they prepare and organize lesson activities themselves (during later stages of the internship). The guidelines also help the student to get a grip on the basic competences and attitudes of the beginning teacher. The observations of the meso-tasks beyond the classroom context allow the students to get familiar with the broader school environment, to gain insight in the full range of tasks that teachers are expected to fulfill, and to gain insight in the basic teacher competences and attitudes at school level.

Is also included in other courses

3 ects. Teaching Methodology Classical Languages: Basic Principles (B-KUL-F0BT6a)

3 ECTSDutchFormat: Lecture12 First term
N.
OC Educatieve master talen

Content

The students actively explore the existing research literature regarding Latin teaching and learning in order to discover effective approaches and methods. They are also offered basic information about the institutional and socio-cultural context as well as of the normative framework of Latin and Greek teaching and learning in Flanders. Last but not least, they are acquainted with the most relevant theoretical and didactic models currently used in Flanders and abroad. The students learn to apply these insights to the critical reflection on Latin and Greek learning activities developed by others (e.g. activities in coursebooks).

 

Among the topics that are discussed, are:

  • the position of the Latin and Greek curriculum in Flanders and Europe
  • official learning objectives in Flanders
  • language study and language acquisition
  • comprehensive reading
  • interpretation and assessment of (literary) texts
  • ancient culture and reception

Course material

A printed syllabus is made available at the beginning of the course. Additional material is offered through Toledo.

Language of instruction: more information

This OLA is taught in Dutch as Latin and Greek are not being taught as ‘living’ languages in Flemish secondary schools

Format: more information

The meetings are interactive. Lectures, student-activating methods and group discussions are neatly combined with one another

Is also included in other courses

Evaluation

Evaluation: Becoming a Language Teacher: Introductory Stage German-Greek (B-KUL-F2ZE1a)

Type : Continuous assessment without exam during the examination period
Description of evaluation : Paper/Project, Presentation

Explanation


For this course the bachelor paper takes the shape of an “education paper”, which is the basis of  the integrated performance assessment for this course. In the paper the students show that they are able to integrate relevant theoretical and methodological frameworks, research and insights, to carry out focused observations in an educational setting and to critically analyse them in the light of the above-mentioned frameworks, research and literature, and to write down their findings in a well-structured and academic style. The student presents his paper during an oral presentation.

 

Faculty regulations regarding the bachelor paper apply:

https://www.arts.kuleuven.be/studeren/studenten/leuven/bachelorpaper_masterproef/bachelorpaper/bachTL

 

 

 

 

Information about retaking exams

Only the paper is submitted again.