COD 2015 - G801
Cambridge International Certificate in Teaching Bilingual Learners
7
sessions, start: 16-Apr
The course chosen does not allow any new enrolment
Course detail
Year: 2015
Level: General
Language: English
Status: Postponed
Lugar: A distancia
Facilitator/s: Fernando Lasala Quintana MA, Carlos A. González MA
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
ARS 6000.00
ARS 6000.00
Sessions
| Sessions | Dates | Schedule | |
|---|---|---|---|
| 1 | 16 April 2015 | 05:30 pm | 08:30 pm |
| 2 | 30 April 2015 | 05:30 pm | 08:30 pm |
| 3 | 07 May 2015 | 05:30 pm | 08:30 pm |
| 4 | 21 May 2015 | 05:30 pm | 08:30 pm |
| 5 | 04 June 2015 | 05:30 pm | 08:30 pm |
| 6 | 18 June 2015 | 05:30 pm | 08:30 pm |
| 7 | 02 July 2015 | 05:30 pm | 08:30 pm |
Facilitator/s
Fernando Lasala Quintana
Carlos A. González
Aims
In the Certificate, teachers will have the opportunity to:
? understand the challenges of learning through an additional language, and estimate the language levels of their learners and themselves
? understand principles of teaching bilingual learners through an additional language, through reading, observation and discussion – they will apply these principles to their own practice
? design individual lessons focused on content and language
? implement and evaluate individual lessons focused on content and language
? reflect on and evaluate their own practice in order to help learners learn
content through an additional language more effectively
? learn collaboratively, supported by their colleagues.
In the Certificate, teachers will have the opportunity to:
? understand the challenges of learning through an additional language, and estimate the language levels of their learners and themselves
? understand principles of teaching bilingual learners through an additional language, through reading, observation and discussion – they will apply these principles to their own practice
? design individual lessons focused on content and language
? implement and evaluate individual lessons focused on content and language
? reflect on and evaluate their own practice in order to help learners learn
content through an additional language more effectively
? learn collaboratively, supported by their colleagues.
What is the purpose of the Certificate in Teaching Bilingual Learners?
The Certificate and Diploma are designed to help teachers develop their professional thinking and practice. They will also help bilingual learners learn curricular subjects through an additional language more effectively, by promoting the learning of both the subject and the additional language. The qualifications also help teachers to reflect on learners’ first language development.
Who is this qualification for?
The Certificate is for practising teachers who are teaching a non-language curricular subject (such as history or mathematics) to bilingual learners through an additional language.
Teachers who teach language-only subjects (such as English second language or Spanish first language) are not eligible to enter for these qualifications.
For the purpose of this syllabus, ‘bilingual learners’ are typically learners who use their first language at home/in the community. They are learning subjects through a language that is an ‘additional language’ – a language that is not their first language, such as a foreign or a second/third language. Their learning may take place in a variety of ‘bilingual or multilingual contexts’ – they may be learning all subjects through the additional language. Or, if they are on a ‘bilingual education’ programme (or a ‘trilingual education’ programme), they may be learning some subjects through the additional language(s) and some through the first language, or the same subject through two languages.
The qualification focuses on the development of knowledge, skills and understanding in the key aspects of teaching bilingual learners. It is inclusive and relevant to all teaching and learning contexts: from primary and secondary general education, adult and higher education. It helps teachers to explore and apply new ideas in their own context, integrate new approaches in their own practice, and demonstrate their professional development as reflective practitioners.
There are many different terms in use for ‘teacher’, ‘learner’, ‘learning context’ and ‘learning session’. In this syllabus, we refer to ‘teacher’, ‘learner’, ‘school’ and ‘lesson’ as generic terms. For assessment purposes, we also use ‘candidate’, where appropriate, to refer to the teacher preparing for the qualification. ‘Subject’ is used to refer to a non-language curriculum area involving content and coverage of knowledge and skills, as taught in primary, secondary or other contexts.
Structure
The Certificate comprises three units related to practice:
Unit 1 Reviewing principles of teaching bilingual learners through an additional language
Unit 2 Teaching a lesson for bilingual learners with a focus on understanding content
Unit 3 Teaching a lesson for bilingual learners with a focus on active learning and productive language skills
Candidate requirements
Candidates need to:
- be a full-or part-time teacher teaching in an educational institution such as a school, college, university, or adult training centre
- be teaching a non-language curricular subject to bilingual learners through a language that is an additional language for learners (i.e. a language that is not their first language, such as a foreign or a second/third language)
- teach in their current school over a full academic year, for a minimum of 24 weeks and a minimum of six hours per week
- have the regular support of an experienced, trusted colleague(s) who understands the essential principles that underpin this qualification, and can provide helpful advice and observations
- have language competence in English at B2 in the CEFR (Council of Europe Framework of Reference).
The course
The Certificate involves approximately 120 learning hours in preparation. As much preparation time as possible is integrated within the leader’s day-today practice. Leaders should allow time for background reading and discussion with their colleagues, to enrich their reflective practice.
The course will last 15 weeks and the fee includes all sessions (face to face and online) and international certification granted by Cambridge International Examinations.
Fees
The fee can be paid in one or more installments.
ESSARP schools: one payment ($5000), 2 payments ($2750) or 4 payments ($1500).
Non-ESSARP schools: one payment ($6000), 2 payments ($3300) or 4 payments ($1800).
Starting date: Thursday 16 April from 5.30 to 8.30p.m.
Finishing date: Friday 31 July, 2015
Face-to-face sessions (5.30 to 8.30 p.m.)
Thursday 16 April
Thursday 30 April
Thursday 7 May
Thursday 21 May
Thursday 4 June
Thursday 18 June
Thursday 2 July
Online sessions
Thursday 14 May
Thursday 25 June
Thursday 16 July
The Certificate and Diploma are designed to help teachers develop their professional thinking and practice. They will also help bilingual learners learn curricular subjects through an additional language more effectively, by promoting the learning of both the subject and the additional language. The qualifications also help teachers to reflect on learners’ first language development.
Who is this qualification for?
The Certificate is for practising teachers who are teaching a non-language curricular subject (such as history or mathematics) to bilingual learners through an additional language.
Teachers who teach language-only subjects (such as English second language or Spanish first language) are not eligible to enter for these qualifications.
For the purpose of this syllabus, ‘bilingual learners’ are typically learners who use their first language at home/in the community. They are learning subjects through a language that is an ‘additional language’ – a language that is not their first language, such as a foreign or a second/third language. Their learning may take place in a variety of ‘bilingual or multilingual contexts’ – they may be learning all subjects through the additional language. Or, if they are on a ‘bilingual education’ programme (or a ‘trilingual education’ programme), they may be learning some subjects through the additional language(s) and some through the first language, or the same subject through two languages.
The qualification focuses on the development of knowledge, skills and understanding in the key aspects of teaching bilingual learners. It is inclusive and relevant to all teaching and learning contexts: from primary and secondary general education, adult and higher education. It helps teachers to explore and apply new ideas in their own context, integrate new approaches in their own practice, and demonstrate their professional development as reflective practitioners.
There are many different terms in use for ‘teacher’, ‘learner’, ‘learning context’ and ‘learning session’. In this syllabus, we refer to ‘teacher’, ‘learner’, ‘school’ and ‘lesson’ as generic terms. For assessment purposes, we also use ‘candidate’, where appropriate, to refer to the teacher preparing for the qualification. ‘Subject’ is used to refer to a non-language curriculum area involving content and coverage of knowledge and skills, as taught in primary, secondary or other contexts.
Structure
The Certificate comprises three units related to practice:
Unit 1 Reviewing principles of teaching bilingual learners through an additional language
Unit 2 Teaching a lesson for bilingual learners with a focus on understanding content
Unit 3 Teaching a lesson for bilingual learners with a focus on active learning and productive language skills
Candidate requirements
Candidates need to:
- be a full-or part-time teacher teaching in an educational institution such as a school, college, university, or adult training centre
- be teaching a non-language curricular subject to bilingual learners through a language that is an additional language for learners (i.e. a language that is not their first language, such as a foreign or a second/third language)
- teach in their current school over a full academic year, for a minimum of 24 weeks and a minimum of six hours per week
- have the regular support of an experienced, trusted colleague(s) who understands the essential principles that underpin this qualification, and can provide helpful advice and observations
- have language competence in English at B2 in the CEFR (Council of Europe Framework of Reference).
The course
The Certificate involves approximately 120 learning hours in preparation. As much preparation time as possible is integrated within the leader’s day-today practice. Leaders should allow time for background reading and discussion with their colleagues, to enrich their reflective practice.
The course will last 15 weeks and the fee includes all sessions (face to face and online) and international certification granted by Cambridge International Examinations.
Fees
The fee can be paid in one or more installments.
ESSARP schools: one payment ($5000), 2 payments ($2750) or 4 payments ($1500).
Non-ESSARP schools: one payment ($6000), 2 payments ($3300) or 4 payments ($1800).
Starting date: Thursday 16 April from 5.30 to 8.30p.m.
Finishing date: Friday 31 July, 2015
Face-to-face sessions (5.30 to 8.30 p.m.)
Thursday 16 April
Thursday 30 April
Thursday 7 May
Thursday 21 May
Thursday 4 June
Thursday 18 June
Thursday 2 July
Online sessions
Thursday 14 May
Thursday 25 June
Thursday 16 July
How is the Certificate assessed?
Assessment is through a portfolio of evidence, examined by Cambridge. In their portfolio, each teacher demonstrates their knowledge, skills and understanding in the context of their own work, from a variety of sources:
- classroom practice and observations.
- materials that arise naturally out of the teaching process.
- feedback from colleagues, learners and others.
- the teacher’s own reflections on their practice.
Assessment is through a portfolio of evidence, examined by Cambridge. In their portfolio, each teacher demonstrates their knowledge, skills and understanding in the context of their own work, from a variety of sources:
- classroom practice and observations.
- materials that arise naturally out of the teaching process.
- feedback from colleagues, learners and others.
- the teacher’s own reflections on their practice.