Postgraduate Course: Japanese Language Beyond University (PG) (ASST11116)
|School||School of Literatures, Languages and Cultures
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Student-Led Individually Created Course
||Availability||Available to all students
|Summary||Japanese Language Beyond University (PG) is a Student-Led Individually Created Course (SLICC). In this course students undertake a self-directed learning experience, designed in close collaboration with the academic staff to promote their learning within the field of Japanese Language Pedagogy.
Students will explore personal and professional skills for language teaching and learning, and critically evaluate them in the context of teaching Japanese as a Foreign Language. Students will generate an e-portfolio, which will include: three core items (items they must include), as well as options (items of their choice) such as photographs, field notes, teaching materials, event reports, feedback, video, podcasts, etc. The required three core items are (1) an original project proposal, (2) a regular reflective blog/diary, and (3) a self-assessed report on completion of the proposed project. They will write a reflective report for the final written assignment and submit this report with their e-portfolio of evidence.
In this course, you will propose, develop and manage a unique learning experience that will enable you to evidence how you have achieved your own self-designed learning outcomes for the course. The development of a structured project proposal, which needs to be approved by your tutor, is the starting point for this work. The course offers two pathways for your project.
The first option opens up a language teaching experience. You have ample opportunities for the realization of your proposed project through engaging with local school teachers and pupils. For the second option, your project will focus on promoting Japanese language learning opportunities as part of the course: Japanese Language Beyond University. Such a project can be realized in the form of real-life activities, as well as the creation of virtual products. For example, a team/individual could organize a full-scale outreach event (planning, budgeting, scheduling, promoting, etc) or you could apply your existing knowledge and skills to building a web-based shared space for SLICC students, young Japanese learners and their teachers in Scotland and beyond. For the second pathway, you should discuss your initial idea with the course organiser (Dr Yoko Matsumoto-Sturt Yoko.Matsumoto-Sturt@ed.ac.uk ) before drawing your draft project proposal.
Throughout the project, you will regularly reflect on your learning experience through your e-portfolio, providing evidence of learning and progression and demonstrating how you have met the learning outcomes for the course.
The steps in undertaking the course are as follows:
1) Identify a suitable project for your learning experience, and attend an introductory course workshop
2) Write your draft proposal and submit to your course tutor for approval
3) Self-direct and manage your own learning experience
4) Actively and regularly reflect upon and document your experience, and use this evidence as a basis for writing your self-critical formative Final Reflective Report
5) Formatively self-assess and submit your Final Reflective Report for summative assessment by your tutor.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| Student travel cost to local schools will be met by the School of Literatures, Languages and Cultures.
Students may be liable for the cost of the Disclosure Scotland certificate if they withdraw from the course.
Information for Visiting Students
|Pre-requisites||For the Japanese Language teaching option:
- Japanese speaking students MUST have reached an English proficiency level equivalent to IELTS overall band score 6.5.
- Non-native speakers of Japanese/English MUST have passed the Japanese Language Proficiency Test at level JLPT 5 AND an English proficiency level equivalent to IELTS overall band score 6.5.
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the complexities, challenges and wider implications of the proposed SLICC project in the specialist Japanese language pedagogy context.
- Draw on and apply relevant skills and attributes (academic, professional and/or personal) in order to engage effectively and critically with the proposed SLICC project, identify where I need to improve these and/or develop new ones.
- Recognising the complexity and/or uncertainty of the context of the proposed SLICC, and critically evaluate pedagogical materials and assess their suitability for young Japanese learners.
- Use experiences generated during SLICC to develop professional skills in one of the following focussed areas: personal and intellectual autonomy; communication; personal effectiveness; applied knowledge.
- Evaluate and critically reflect upon one's own approach to language/cultural education and outreach and be able to identify where these skills need improvement and/or development.
|Beadle, P (2010) How to Teach. Crown House Pubs.|
Burns, A. and Richards, J. (2012) The Cambridge Guide to Pedagogy and Practice. New York: Cambridge University Press.
Cameron, L. (2001). Teaching languages to young learners (Cambridge language teaching library). Cambridge: Cambridge University Press.
Enever, J., & Lindgren, E. (2017). Early language learning : Complexity and mixed methods (Early language learning in school contexts ; 1). Bristol: Multilingual Matters.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.
James, P. (2001) Teachers in Action. Cambridge: CUP.
Kirsch, C. (2009). Teaching foreign languages in the primary school. London ; New York: Continuum.
Nunan, D. (1991) Language teaching methodology. Hemel Hempstead: Prentice Hall.
Scrivener, J. (2005). Learning teaching. London: Macmillan ELT.
Thornbury, S. (2002). How to teach vocabulary. London: Longman.
Willis, D. & Willis, J. (2007). Doing task-based teaching. Oxford: OUP.
|Graduate Attributes and Skills
||- Undertaking self-critical reflection, organisation and time-management, self-assessment, and application of prior language learning in a defined context.
- Exercising autonomy and initiative for classroom teaching, and understanding of current professional practice.
- Looking into future professional and personal aims and career aspirations through the project.
||This course will involve a blended learning environment. First, a focus on active learner participation will be encouraged the use of tutor-made materials, such as virtual flipping videos, which can be repeatedly reviewed by SLICC students, encouraging a greater responsibility for their own learning. Students will be able to manage their own activities throughout the learning process, and this will be helped by the completion of practice tasks for the proposed project. Next, this virtual learning mode will be enhanced by face-to-face interaction in personalized coaching sessions, based on each student's individual needs.
|Keywords||Teaching Japanese as a Foreign Language,Employability,Poartfolio,Skill development,Student-led
|Course organiser||Dr Yoko Sturt
Tel: (0131 6)50 4228
|Course secretary||Miss Charlotte McLean
Tel: (0131 6)50 4114