The MA in Teaching Chinese to Speakers of Other Languages is a full-time programme running for 12 months, or a part-time programme running for 24 months, from the date of first registration for the programme.

Candidates should normally hold a Second Class Honours Grade 2 primary degree (or equivalent) in a relevant subject area such as Chinese or Asian Studies. Candidates who are native speakers of Chinese should have a degree in the following discipline areas: Chinese or Asian Studies, Linguistics, Education, Pedagogy, Foreign Languages, Literatures and Communication.

Candidates who hold a 2H2 in another relevant area may also be considered, following a review of their individual qualifications and experience and based on the information provided in a supplementary statement and/or interview acceptable to the Department selection committee. Prospective candidates may be called for interview (in person or, where more feasible, online), with a view to assessing their suitability for the programme.

Fluency in Chinese (minimum HSK level 5 or equivalent)
Candidates whose first language is not Chinese should hold an HSK (hanyu shuiping kaoshi/Chinese Proficiency Test) Level 5 certificate (or certified equivalent). Alternatively, they should have an approved undergraduate degree in which at least 50% of the credit weighting is in Chinese language and Chinese Studies. Candidates without these qualifications but who have a demonstrably strong proficiency in the Chinese Language may be exceptionally considered on a case by case basis subject to the approval of the College of Arts, Celtic Studies and Social Sciences.

Garda Vetting
Students, or applicants in receipt of an offer, on this programme will be subject to Garda Vetting as relevant. Students will be prohibited from engaging in a relevant work placement unless the vetting process has been cleared. Click here to view UCC's Student Garda Vetting Policy.

Students take 90 credits as follows:

Part I

Core Modules
CH6301 Theory and Practice in Learning Chinese (10 credits)
CH6303 Introduction to Teaching Practice (5 credits)
CH6304 Teaching Practice Internship (15 credits)
CH6306 Teaching Chinese in different contexts (10 credits)
CH6307 From Pedagogical Theory to Effective Classroom (5 credits)
CH6308 Postgraduate Research Skills (5 credits)

Elective Modules
Students select one of the following:
CH6302 Advanced Chinese for TCSOL Teachers (10 credits)
LC1101 English for Academic Study (10 credits)

Part II
CH6305 Dissertation in Teaching Chinese to Speakers of Other Languages  (30 credits)

Part-time option

Year 1
Core Modules
CH6301 Theory and Practice in Learning Chinese (10 credits)
CH6306 Teaching Chinese in different contexts (10 credits)
CH6308 Postgraduate Research Skills (5 credits)

Elective Modules
Students select one of the following:
CH6302 Advanced Chinese for TCSOL Teachers (10 credits)
LC1101 English for Academic Study (10 credits)

Year 2
Core Modules
CH6303 Introduction to Teaching Practice (5 credits)
CH6304 Teaching Practice Internship (15 credits)
CH6307 From Pedagogical Theory to Effective Classroom (5 credits)

Part II (Year 2)
CH6305 Dissertation in Teaching Chinese to Speakers of Other Languages  (30 credits)

Postgraduate Diploma in Teaching Chinese to Speakers of Other Languages
Candidates who pass at least 60 credits of taught modules may elect to exit the programme and be awarded a Postgraduate Diploma in Teaching Chinese to Speakers of Other Languages.

Module Semester Information may be found here. Module descriptions may be found here.

Examinations
Full details and regulations governing Examinations for each programme will be contained in the Marks and Standards 2020/2021 Book and for each module in the Book of Modules, 2020/2021.

Programme Learning Outcomes for MA in Teaching Chinese to Speakers of Other Languages (NFQ Level 9, Major Award)
On successful completion of this programme, students should be able to:

• Critically outline the challenges facing students learning Chinese (referencing both teacher and learner perspectives) and discuss issues arising in the teaching of Chinese with those in other languages;
• Demonstrate improvement in personal language learning as required (Chinese or English);
• Situate their own and others' pedagogical practice within a broad framework of language learning and teaching theories;
• Plan schemes of work and lessons and materials for set classes, teach effectively and take part in post-class discussions with the teacher, students, peers and programme leaders;
• Reflect on their own teaching and document the reflections in a teaching and learning portfolio;
• Communicate understandings and insights related to teaching Chinese to speakers of other languages to peers, teaching staff and students in oral presentations;
• Create and develop a range of teaching and ancillary learning materials;
• Develop an understanding of research methods required to write a dissertation;
• Critically evaluate the role of portfolio-based approaches in teaching languages specifically drawing on the European Language Portfolio and its implication for the teaching of Chinese;
• Design, carry out and write up a personal programme of dissertation research on a topic related to TCSOL and second language acquisition.

Programme Learning Outcomes for Postgraduate Diploma in Teaching Chinese to Speakers of Other Languages (NFQ Level 9, Major Award)
On successful completion of this programme, students should be able to:

• Distinguish in written or oral presentation the historical and cultural contexts of the broad range of textual material encountered during the course;
• Demonstrate digital literacy in the use of discipline-specific online resources;
• Set forth, in written or oral presentation or otherwise, the interconnectedness of the Gaelic literary experience;
• Demonstrate in their own future work an in-depth understanding of the themes and topics that constitute Gaelic literature, from earliest times to present day;
• Discuss arguments made in the course regarding Gaelic literature;
• Analyse Gaelic literature applying the theories covered in the course, and critically analyse  key texts dealt with in the modules;
• Apply aspects of the course to their own writing, creative, academic, journalistic etc.