Master’s Degree Programme in Modern Language Teacher Education
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Title

Master’s Degree Programme in Modern Language Teacher Education

 

Target Group

Applicants with an undergraduate or other post-secondary degree (equivalent of B.A., Teacher’s Certification, etc.) in a subject compatible with German or English as a Second Language (GSL/ESL) and with some experience as a language teacher

 

Objectives

The main objectives of the programme to be developed include a modernization, broadening and professionalization in language teacher education. The curriculum focusses on second language and culture acquisition research and its applicability to Modern Language Teaching Education (MLT).

 

Duration and ECTS Value

The program is designed to conform to the standard structure of master’s degree programmes consisting of 120 credit points/ECTS.

When offered as a complete program, the studies will last 2 academic years (4 semesters) with 30 ECTS per semester. Therefore, the programme should consist of a total of 9 modules at 10 ECTS each and a final thesis at 30 ECTS.

Each module will have 8 chapters at a workload of 30 hrs. each (1 ECTS). At the end of each module an assessment activity at 2 ECTS (seminar paper, project work, written exam) is required to testify the successful completion of the module for a total of 10 ECTS per module.

 

Curriculum

The program covers the following topics:

  • Module 1: Study skills and methods (10 ECTS)
  • Module 2: Linguistics (10 ECTS)
  • Module 3: Language learning and cognition (10 ECTS)
  • Module 4: Language acquisition (10 ECTS)
  • Module 5: Teaching methods (10 ECTS)
  • Module 6: Classroom management and quality development (10 ECTS)
  • Module 7: Cultural studies (10 ECTS)
  • Module 8: Technical and professional languages (10 ECTS)
  • Module 9: Electives (10 ECTS)
  • Master Thesis: 30 ECTS

 

Pedagogical Approach-Teaching Methods

All course materials will be provided both online and in print. To facilitate learning, an electronic communication platform and learning management system (LMS) will be set up.

Using concrete questions and problems that arise from classroom practice, the modules deal with different theoretical aspects in order to re-apply and project them onto (changes in) classroom practice.

Important components also inlcude the learner support by tutors, the possibility for an intensive exchange among course participants in the collaborative learning environment by using comprehensive tools such as wikis, glossaries, portfolio, pool of available exercises and video conferencing tool and the frequent feedback provided to the learners by both their peers and their teacher.

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