The part-time, online PGDip in Learning and Teaching Mandarin is for practising Mandarin teachers, focussing on enhancing professional practice through research-informed pedagogy.
The core aims of the course are to help students:
- Gain a deep understanding of the theories and research related to Mandarin learning for school-aged learners, covering effective teaching methods across cognitive, social, and emotional domains. This includes analysing different research methods and their impact on policy and practice
- Develop practical skills to engage in research-informed teaching, learn how to seek out and critically evaluate evidence, and design and conduct classroom-based action research
- Understand important themes in Mandarin teaching, such as cultural considerations, individual and group differences, engaging with families and communities, pedagogical leadership, and building communities of practice
- Learn how to apply research and theory to teaching practice through reflection, enhancing your professional performance
- Build skills in independent critical thinking, rational inquiry, and self-directed learning
- Critically engage with and reflect on current issues and debates in Mandarin language research and practice, using research and theory to inform your perspectives
Watch an interview with Course Director, Dr Rob Neal:
By the end of the course, students will:
- Have a solid grasp of theories and current research on the cognitive, linguistic, and personal development of school-aged learners, along with the teaching methods that support them
- Be able to find, critically evaluate, and discuss various sources of theory and research evidence, and understand their implications for classroom teaching, policy, and practice
- Know how to use research to make informed decisions about teaching school-aged learners who are mastering a new language
- Be able to design and conduct classroom-based research, and provide concrete examples of how their teaching has improved by applying research and theory
- Have a broad knowledge of important themes in Mandarin learning and teaching, such as cultural considerations, individual and group differences, engaging with families and communities, pedagogical leadership, and developing communities of practice
- Be able to critically reflect on their own teaching practices and related policies in their educational settings
- Gain insight into current issues and debates in the field of Mandarin learning and teaching, and apply research and theory to present informed opinions on these debates
Course structure
With the exception of the residential induction week and the independent study, all modules are delivered online through Canvas, the University’s online learning platform.
One lecture will be provided for each week of the taught modules, accompanied by a carefully-designed mix of pre- and post-lecture readings, forum discussions, quizzes and activities.
Each module will consist of 24 hours of teaching, with a total number of 48 teaching hours for the PGDip as a whole. Teaching hours include both the pre-recorded lectures and interactive post-lecture learning support. Activities and discussions will be designed to maximise independent, peer and staff-supported learning, support classroom application/experimentation and encourage professional reflection.
During Michaelmas and Hilary terms, each week will include 2 hours of pre-session reading, 1.5 hours of pre-recorded video lectures, 0.5 hours of in-session reading and activities, 2 hours of post-session reading, and 4 hours of post-session tasks, such as reflection journals, forum postings, in-school enquiries, etc. You will also interact directly with others on the course or course tutors for an additional hour each week. During Trinity term, the weekly commitment will include 10 hours of independent study per week.
Assessment
Modules 1 and 2 are assessed by submitted assignments, usually taking the form of a 2,500 word essay, responding to a choice of titles that draw on module content; Module 3 will be assessed by a 10-15,000 word research report based on your independent study.
Degree-level qualifications
As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:
- a first-class or strong upper second-class undergraduate degree with honours in any discipline, though qualifications in a related discipline such as education or languages and linguistics will be an advantage.
For applicants with a degree from the USA, the minimum overall GPA that is normally required to meet the undergraduate-level requirement is 3.6 out of 4.0.
If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.
The requirement for a first-class or strong upper second-class degree with honours can be alternatively demonstrated by a strong degree at master’s level and/or substantial relevant professional experience.
Other qualifications, evidence of excellence and relevant experience
- Teaching qualifications (such as QTS, PGCE, TEFL, CELTA, DELTA and/or HLTA) are not mandatory but may be taken into consideration. Relevant evidence should be provided for these qualifications in the application
- You will be expected to have some experience of working with Mandarin language learners
- Publications are not required
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