Lower Secondary School and Language School Teacher Training in English Language

The aim of this study field is to prepare teachers of the generally educative subject English language at the upper level of primary schools, who understand the professional issues and are able to continue their self-education based on self-reflection.

The programme also provides qualification for the English language teaching at language schools and for employees in non-teaching positions requiring an excellent knowledge of English (e.g. in public administration).

Linguistic-didactic competence of the graduate is developed to a larger extent compared to the double-subject programme students. Thus, after gaining the necessary practice, the graduates can work as mentors (introductory teachers).

An equal part of the studies is represented by the pedagogical-psychological subjects, which provide the theoretical background for the subject didactics. Everything is interconnected by the teaching practice at primary and language schools.

The profile of the graduate

Professional competence in the field of the English language and literature includes:

1. communicative competences: - includes linguistic, socio-linguistic, and pragmatic competences

• - the graduates level of the spoken and written language is between levels C1 and C2 of the Common European Framework of Reference for Languages
• - the graduate is especially able to speak grammatically accurately and without errors in pronunciation; his/her spoken language can thus become an everyday model to his/her pupils

2. linguistic competences: - the graduate has theoretical knowledge and practical skills in the field of phonetics and phonology, morphology, syntax, communicative syntax, lexicology and stylistics

• - understands the basic linguistic terminology and is qualified to enlarge his or her knowledge in the field of linguistics
• - is able to study scientific literature in applied linguistics and linguistic didactics and draw conclusions for his or her own pedagogical practice

3. inter-cultural competences: - the graduate has basic knowledge of the history, the everyday life, society, and culture of the English speaking countries and is able to apply it to his or her pedagogical practice

• - is able to critically compare his or her own culture to the culture of other countries and is able to lead his or her pupils towards this ability
• - is able to take advantage of the modern information sources and to use them in the primary school teaching
• - is able to arrange a direct contact with the target language countries in the form of a study trip

4. literary studies competences: - the graduate has knowledge of the Anglo-American literature with the focus on childrens and youths literature - is able to choose literary texts suitable for teaching at primary schools and work with them to raise the pupils interest and to develop not only their language competence, but also their personalities

5. linguistic-didactic competence: - the graduate has knowledge of the basic issues of language acquisition and is able to enlarge his or her knowledge in this field

• - is able to apply the basic linguistic-didactic principles to practice
• - is able to plan lessons, use combinations of various methods and forms of teaching, including modern approaches (project teaching, problem teaching)
• - understands the issue of choosing the right teaching materials for primary schools
• - is able to take advantage of modern information technologies
• - is able to creatively process didactic materials
• - is able to flexibly react to changes and particular situations in his or her practice
• - is able to develop professionally, based on self-reflection
• - is also able to co-work in conducting e-learning courses

Occupational profiles of graduates with examples

The future functioning of the graduates is primarily focused on the work of the subject teachers at primary schools. They can use their qualification as English language teachers at the upper primary school level, English language teachers at language schools, or employees in non-teaching positions requiring an excellent knowledge of English (e.g. in public administration).They are also capable of obtaining re-qualification in the professions of their field of study and in the educative field.

The basic unit of studies is a course. The amount of study necessary to complete a course is expressed in the assigned number of credits (henceforth credit value). The credit value of each course or group of courses or stage of studies is determined in line with the ECTS principles.

A condition for completion of study in each of the programmes, fields of study or specialisations is the acquisition of credits awarded for completing the courses within a prescribed plan, the overall count of which reaches at least the minimum credit value of studies that is set at thirty times the standard length of studies in a programme expressed in semesters. For the programmes that combine multiple fields of study the minimum credit value is set as weighted average value calculated for each field of study. The weight of the value calculated for the field of study, is defined by the recommended number of credits that represents the field of study in the combination, or is determined in the programme. The credits received during studies in programmes including the lifelong learning programmes held at MU are included into all concurrently studied programmes.

For the purposes of these Rules, courses and groups of courses that are parts of the programmes held at MU, at the MU faculties or at other institutions of higher education, are classified as required, selective, or elective. Required courses are those whose completion as well as the prescribed manner of completion is mandatory. Selective courses are those included in a required group of courses. Required groups of courses are sets of courses from which it is mandatory to complete a certain number of them, including the prescribed manner of completion, or a minimum number of credits. Other courses are elective in relation to the study.

For the purposes of study credit value, only credits for courses the content of which is not identical or substantially overlapping may be recognized. For particular elective courses for which the content of study activities is substantially different each time the course is offered, the Dean of the faculty holding the programme may allow repeating the course more than once during the period of studies, and the accumulation of credits thus acquired.

Students who attain Mgr. academic degree will:

• be capable of spoken and written language at C1+ level of the Common European Framework of Reference for Languages
• understand the essentials of basic linguistic fields; be able to apply the acquired knowledge in their own pedagogical practice; analyze authentic texts and use them creatively for practical purposes in their own teaching
• interpret specific relation between culture and language; analyze the influence of intercultural aspects on the communication among different cultures; assess the impact of socio-cultural aspects, namely prejudice, racism and xenophobia, on the formation of multicultural society; apply their cultural knowledge in their pedagogical practice
• demonstrate the knowledge of the Anglo-American literature with the focus on childrens and young adult literature; interpret a variety of texts from different critical perspectives; be able to choose literary texts suitable for teaching at primary schools and work with them to raise the pupils interest and develop not only their language competence, but also their personalities
• acquire knowledge of basic issues of language acquisition, know mandatory curricular documents for teaching English language
• be able to plan lessons, use combinations of various methods and forms of teaching, including modern approaches (project teaching, problem teaching) and assess them critically; understand the issue of choosing relevant teaching materials for primary schools and be able to process didactic materials creatively
• be prepared to use modern information technologies in their pedagogical practice and collaborate in conducting e-learning courses

Courses with the highest enrollment rates within this field of study

1. semester

• FEdu:A2MP_DI1A Methodology 1A (100 %)
• FEdu:A2MP_LEXI Lexicology and Lexicography (100 %)
• FEdu:A2MP_NOPP Observation Teaching Practice A (100 %)
• FEdu:A2MP_PPA1A Practical and Professional English 1A (100 %)
• FEdu:A2MP_SOBR Contemporary British literature (100 %)
• FEdu:A2MP_VPX1 Teaching practice 1 (100 %)
• FEdu:AJ_CEEC Current Events in English Speaking Countries (100 %)
• FEdu:AJPV_VDET Teaching children (100 %)
• FEdu:SZ1010A General Didactics (100 %)
• FEdu:SZ1011A General Didactics Exercise (100 %)
• FEdu:SZ1028A Personality Psychology - lecture (100 %)
• FEdu:SZ1029A Educational Psychology Lecture (100 %)
• FEdu:SZ1030A Educational Psychology Seminar (100 %)

2. semester

• FEdu:A2MP_ACWR Academic Writing (100 %)
• FEdu:A2MP_DI1B Methodology 1B (100 %)
• FEdu:A2MP_STYL Stylistics (100 %)
• FEdu:A2MP_VPX2 Teaching practice 2 (100 %)
• FEdu:AJPV_CSAT Culture, Society and Tolerance (100 %)
• FSS:BSS456 Conflict Management (100 %)
• FEdu:SZ1012A Alternative Pedagogy (100 %)
• FEdu:SZ1013A Alternative Pedagogy Exercise (100 %)
• FEdu:SZ1031A Psychology of Teaching and Education lecture (100 %)
• FEdu:SZ1032A Psychology in school - seminar (100 %)
• FEdu:SZ1064A Special Education 2 (100 %)

3. semester

• FEdu:A2MP_DI2A Methodology 2A (100 %)
• FEdu:A2MP_LVAJ Literature in English Classroom (100 %)
• FEdu:A2MP_PRAG Pragmatics (100 %)
• FEdu:A2MP_SAML Contemporary American literature (100 %)
• FEdu:A2MP_VPX3 Teaching practice 3 (100 %)
• FEdu:AJPV_WRIA Writing A (100 %)
• FEdu:DPP_AJ Diploma Thesis - Project (100 %)
• FEdu:SZ1014A School Policy, School System and Legislation II (100 %)
• FEdu:SZ1015A Pedagogical Diagnostic (100 %)
• FEdu:SZ1016A Aplication in Pedagogy (100 %)

4. semester

• FEdu:A2MP_DI2B Methodology 2B (100 %)
• FEdu:A2MP_LDML Children's Literature (100 %)
• FEdu:A2MP_PPA1B Practical and Professional English 1 B (100 %)
• FEdu:A2MP_TEHO Testing and Evaluation (100 %)
• FEdu:AJPV_ASSP Academic Skills: Speaking (100 %)
• FEdu:DP_AJ Diploma Thesis (100 %)
• FEdu:DPD_AJ Diploma Thesis - Completion (100 %)
• FEdu:SZ1050A Basics of social pedagogy and multicultural education (100 %)

Admission to a Master’s degree programme (one to three years) is conditional on graduating from a Bachelor’s degree programme.Applicants applying for multiple fields (or faculties) at MU (except Faculty of Medicine and Faculty of Social Studies) need to take only one test in a given year, as the result is valid for all applications for which the LPT is required. The applicants must pass written test on the Basics of Human Sciences and field test on the English language.Information on entrance examinations designed for this degree programmeA legal prerequisite for the applicant’s admission is the completion of the Bachelor’s degree programme in the field of study. The completion of the Bachelor’s degree programme of English Language Assistant for Primary Schools or of a programme focused on education is the best.The entrance examination tests the applicant’s knowledge, skills, and approaches in the human sciences basics (pedagogy, psychology, sociology, etc.). The field-of-study entrance examination (written) tests the applicant’s knowledge and skills in the foreign language. The entrance level of the receptive and productive skills in the English language must be at least A1 of the Common European Framework of Reference for Languages. The written test checks both the language competence and knowledge of the culture and realia of the English speaking countries. English Language Requirements IELTS band: 6.5 TOEFL paper-based test score : 550 TOEFL iBT® test: 79

Accreditation

Accreditation: 2005/05/5 – 2017/12/31