Dutch as second language

6 ECTS credits
180 h study time

Offer 1 with catalog number 4020126FNR for all students in the 1st semester at a (F) Master - specialised level.

Semester

1st semester

Enrollment based on exam contract

Impossible

Grading method

Grading (scale from 0 to 20)

Can retake in second session

Yes

Taught in

Dutch

Faculty

Faculty of Languages & Humanities

Department

Linguistics and Literary Studies

Educational team

Esli Struys (course titular)

Activities and contact hours

13 contact hours Lecture
13 contact hours Seminar, Exercises or Practicals
75 contact hours Independent or External Form of Study

Course Content

This course offers students a didactical framework for teaching Dutch as a second language (NT2) in Flanders and Brussels. In the first part of the course, a number of key concepts and theories in the field of second language acquisition and second language education are provided. The second part is built around a didactical framework for teaching Dutch, composed of six components: each of the four language skills (listening, speaking, reading, and writing), grammar and vocabulary. The third part of the course contains a few guest lectures or practical seminars about current topics in the domain of NT2, such as adult literacy acquisition or language acquisition ‘in the wild’. All these parts explore the connection between the study of second language acquisition and education, and actual teaching practices of NT2.

The first two parts of this course are built around the principles of blended learning, with contact moments once every two weeks that consist of class discussion and prior preparation by means of group assignments.

Course material

Digital course material (Required) : Provided by the teacher

Additional info

Esli.Struys@vub.be

Learning Outcomes

General competencies

Students know and have insight into the key concepts and theories in the domain of second language acquisition and second language education and they can apply these concepts and theories to the daily teaching practice of Dutch as a second language (NT2).

Students know the building blocks of an evidence-based didactical framework NT2 in the domains of language proficiency, vocabulary, and grammar; they have insight into the mutual relationships between these domains; and they can connect this framework to key concepts and theories in the domains of second language acquisition and second language education.

Students can apply their knowledge and they can reflect on the implications of an evidence-based didactical framework for NT2 teaching practices.

Students can communicate both orally and in written form the findings of recent scientific research in the domains of second language acquisition and second language education, and they can critically reflect on this research in light of NT2 teaching practices.

Grading

The final grade is composed based on the following categories:
Written Exam determines 50% of the final mark.
Other Exam determines 50% of the final mark.

Within the Written Exam category, the following assignments need to be completed:

Individual paper with a relative weight of 10 which comprises 50% of the final mark.

Note: Individual paper with a critical reflection on a chosen scientific article in the domain of second language acquisition or second language education

Within the Other Exam category, the following assignments need to be completed:

Individual presentation with a relative weight of 10 which comprises 50% of the final mark.

Note: Individual presentation based on the feedback on the paper

Additional info regarding evaluation

All information regarding evaluation will be announced timely on the online learning platform. The student is responsible for ensuring that he/she is registered on the online learning platform. If the student encounters problems with the registration on the online learning platform, he/she is expected to notify the teacher as soon as possible by email.

The student will be graded for each evaluation component. If the student has not participated to one or more of the evaluation components, he/she will be given an ‘absent’ score. To evaluate the paper, the teacher will use software for detecting plagiarism.

The evaluation components are the same for the first and the second session. The results of individual components may, upon written request of the student via email, be transferred to the next exam session.

Allowed unsatisfactory mark

The supplementary Teaching and Examination Regulations of your faculty stipulate whether an allowed unsatisfactory mark for this programme unit is permitted.

Academic context