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UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
Template 2: Qualification Change Template
Proposal Description
R
Purpose of the proposal
To add an endorsement in Teaching and Learning Languages to the Postgraduate Diploma in Education.
Justification
A review of all professional development qualifications offered by the College of Education following the merger of the
Christchurch College of Education and University of Canterbury resulted in the recommendation that most areas would
benefit from being offered at the postgraduate, rather than graduate level. The Graduate Certificate in TESOL (Teaching
English to Speakers of Other Languages) is being phased out. (reported to CUAP in 2010). Rather than being a direct
replacement, this new endorsement to the PGDipEd is a reconceptualised programme that extends the research and
content-base to appeal to a broader range of teachers.
The Postgraduate Diploma meets the strategic academic and professional goals of the College, particularly in relation to
the enhancement of opportunities at the postgraduate level and as a pathway into the Master of Education, as well as an
exit pathway from it.
The Diploma meets these goals by:
 Offering a curriculum that will be attractive to potential students and employers in the wider educational sector in
terms of advanced academic study and professional development
 Strengthening the academic rigour of postgraduate studies in Education in professionally relevant ways
 Offering a qualification that provides a clear path to a Master of Education
 Marketing to potential students and employers; regionally, nationally and internationally.
This proposal and particular endorsement adds an important new option to existing offerings at this level. It reflects the
University’s key strategic areas by:
 enhancing the PGDipEd to attract students to the study of Education from a wide diversity of backgrounds and
supporting them in their graduate study
 promoting the University’s policy of internationalisation by providing a qualification that will be attractive to
international English language teachers wishing to upgrade their qualifications in an English-speaking country
 providing curriculum development and teaching that is research rich and which supports life-long learning and
develops the intellectual potential and independence of students
 developing a sense of scholarly community for students of Education within the College and extends that sense
beyond the University
 developing a programme that encourages strong and mutual relations with sectors of the wider educational
community, both nationally and internationally
 developing graduates who are prepared to make a difference and be leaders in the educational profession.
The proposed endorsement represents a particular strength and need in the Postgraduate Diploma in Education. It is of
particular relevance to:
 teachers interested in gaining a qualification that enhances their ability to serve the learning and achievement
needs of the students in their classroom who have diverse and varied language learning needs within the
bicultural/bilingual educational context of New Zealand, particularly students for whom English is an additional
language. Such students may be born in New Zealand, come from refugee and migrant backgrounds, or may be
international students. The qualification also would include a focus on teaching Pasifika students, and as such
support the goals of the Pasifika Education Plan.
 teachers interested in enhancing their ability to support Māori students in transitioning from immersion/bilingual
programmes into English medium contexts, as well as to support students’ continued te reo Māori language
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learning in a variety of language learning contexts. In this way the endorsement also supports the goals of Ka
Hikitia.
 languages teachers seeking a specific second language teaching methodology qualification, including native
speakers of international languages;
 generalist primary teachers who may now be teaching language to their students as a result of the introduction of
the new Learning Languages area of the New Zealand Curriculum (2007). With schools being required to offer
students the opportunity to learn languages other than English from Year 7, there is demand from schools for
suitably qualified languages teachers and thus a need for professional learning opportunities to enhance teachers’
ability to undertake this teaching;
 international English language teachers. There is strong identified interest from overseas government education
funding bodies for English language teachers to gain a post-graduate languages teaching qualification in an
English speaking country.
NOTE: To date the professional development needs of teachers working with students for whom English is a second
language has been met by the GCertTESOL, which is now being phased out. The GCertTESOL has enjoyed strong
demand and has been one of the preferred qualifications supported by the Ministry of Education for its TESSOL
scholarship programme, which funds up to 20 teachers each year to complete a TESOL qualification. In this scholarship,
the Ministry of Education funds teachers to complete a suitable qualification to better equip them to teach students
learning English as an additional language. The Ministry of Education were consulted prior to the GCertTESOL being
disestablished and indicated their support for the move to a Postgraduate Diploma. At that time the Ministry of Education
also gave their support in principle to a redesign of the programme. The Ministry is now part of the consultation on the
specific structure and content of this reconceptualised programme. A condition of the MOE scholarship is that the course
undertaken by teachers must be delivered face-to-face, so for students to be eligible for the scholarships this endorsement
would have to have campus occurrences as well as distance occurrences.
The endorsement fits within the regulatory structure of the Postgraduate Diploma and provides a means of upgrading the
Graduate Certificate qualification to the postgraduate level.
Acceptability
Consultation was undertaken as part of the programme reviews of the Professional Development and Masters
qualifications within the Postgraduate Board of Studies and the wider Faculty. Alongside the reviews of the Masters and
Professional Development qualifications in 2007 and 2008, the Faculty of Education set up working groups to consider
postgraduate study. The Faculty resolved at its November 2008 meeting to add a number of endorsements to the
postgraduate diploma. This decision was based on the recognition of the needs and reality of postgraduate study for
members of the wider educational profession. An endorsement in leadership was added to the Postgraduate Diploma in
Education in 2009 and a further three endorsements were added in 2010. The current proposal adds one further
endorsement which was considered and agreed to in the working group and Faculty discussions and resolutions.
During the process of reviewing all qualifications as part of the merger, consultation was carried out on a broad range of
issues in respect of proposed revisions to the Masters and Professional Development Qualifications. The review panels
heard from the working groups for the review of Masters, Postgraduate Qualifications and Professional Development
Qualifications, the College’s Research Committee and Teaching and Learning Committees, the College Executive,
current students, the Primary and Secondary Principals Association and leaders in the Early Childhood sector, and the
University of Canterbury Students’ Association.
Specific consultation for this proposal was undertaken with:
The School of Languages, Culture, and Linguistics, UC (Susan Bouterey, HOS)
The School of Māori and Indigenous Studies, UC (Hamuera Kahi, Lecturer)
Professor Angus Macfarlane, Professor of Māori Research
Professor Steven May, Auckland University
Dr. Janet Holmes, Auckland University
Dr. Margaret Franken, Waikato University
Dr. Penny Haworth, Massey University
Adele Scott, president of NZALT (NZ Association of Language Teachers)
Dr Jo Rittey, Canterbury Regional Officer for NZALT and HoD Languages, Rangi Ruru School
TESOLANZ (Hilary Smith, President)
Ministry of Education (Susan Gamble, Manager ESOL, Migrant, Refugee and International Education)
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Primary Principals’ Association
Secondary Principals’ Association
UCSA
Goals of the programme
The Postgraduate Diploma in Education is designed to give teachers, counsellors and other educational professionals the
opportunity to improve their professional practice and to critically examine significant issues in education. The Diploma
develops research skills and investigates theories and practices in a range of areas of education. Through a range of
learning experiences across courses the programme aims to develop a rigorous approach to the theory/practice nexus in
the field of educational studies.
Postgraduate Diploma in Education (Teaching and Learning Languages)
The Postgraduate Diploma in Education endorsed in Teaching and Learning Languages is designed to give educators
from a range of backgrounds and contexts the theoretical understandings and practical skills to teach a range of languages,
and to meet the needs of culturally and linguistically diverse students. Successful participants in this endorsement will:
 articulate current theoretical underpinnings and relevant research in first/second language acquisition and the
teaching and learning languages;
 describe and utilise research-informed strategies that support curriculum-based language learning for
communicative and academic use in the classroom, including te reo Māori, Pasifika languages, English as an
Additional Language and international languages;
 demonstrate awareness of the language needs of culturally and linguistically diverse students in mainstream
classes with particular reference to the New Zealand Curriculum and the Aotearoa/New Zealand context;
 describe the sociocultural foundations of language, and analyse the inter-relationship of language, culture and
identity;
 explain systems of languages;
 analyse students’ productive language to provide appropriate feedback and identify next steps for learning ;
 utilize current research to critically evaluate languages teaching and learning materials, including text, multimedia and web-based, using appropriate criteria;
 apply (implement) intercultural communicative language teaching methodology in various contexts appropriate
to their professional practice;
 apply principles of Action Research as a means for inquiring into and examining one’s own professional
practice;
 critically engage with current issues and policy related to languages teaching and learning in Aotearoa/New
Zealand, including bicultural/bilingual education; language immersion programmes; te reo Māori language
revitalization initiatives; heritage language maintenance; ESOL/TESOL, and multilingualism.
Graduate profile
The Postgraduate Diploma in Education provides graduates with an advanced research-based understanding and
knowledge of contemporary educational theory and professional practice. The Diploma emphasises critical thinking about
and understanding of issues across a range of educational areas.
A graduate of the Postgraduate Diploma in Education is expected to:
 have an advanced knowledge of specific areas of educational practice and thought;
 have the ability to conceptualise and analyse the dimensions of educational issues and problems;
 have some knowledge of relevant educational research methods;
 have an understanding of research literatures relevant to particular contexts of educational practice;
 have the ability to apply theoretical models and research results to the analysis of educational policy and
practice;
 effectively synthesise the complex dimensions of educational problems, practices and policies;
 have the skills to convey research results with precision;
 develop the analytical and critical skills relevant to life long learning and professional engagement;
 be able to work collaboratively on projects;
 communicate effectively and professionally.
Postgraduate Diploma in Education (Teaching and Learning Languages)
A graduate of the Postgraduate Diploma in Education endorsed in Teaching and Learning Languages is also expected to
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be able to:
 Articulate an understanding of the scope of research and theory of Second Language Acquisition (SLA) processes
and related research-based methodologies, programmes, teaching strategies, and assessments;
 Critically evaluate current policy and social issues in the field;
 Read critically and academically in the field;
 Demonstrate a sound understanding of curriculum design that is responsive to language learning needs of
students, giving specific attention to the New Zealand Curriculum and Te Marautanga o Aotearoa;
 Demonstrate appropriate pedagogical content knowledge for teaching and learning languages;
 Evaluate and critique languages teaching methodologies and resources
 Design research informed language learning experiences for a variety of language learners and teaching contexts;
 Understand and apply principles of intercultural communicative teaching;
 Respond in pedagogically and culturally appropriate ways to diverse teaching and learning contexts and changing
learning environments.
Outcome statement
Graduates will have an advanced research-based understanding and knowledge of contemporary educational theory and
professional practice in each of the endorsed areas. The Diploma emphasises critical thinking about and understanding of
issues across a range of educational areas. Students in the endorsement options are, almost entirely, already in
employment in the educational sector or a related sector in human services.
Programme overview
The Postgraduate Diploma in Education (Endorsed) is a one-year fulltime programme of study or a maximum of four
years part time. Across the Postgraduate Diploma and the endorsements the relevance and standard of undergraduate
studies and any subsequent professional work experience are the main criteria of approval, with the normal expectation
being at least a B average in 300-level courses. Each endorsement has its particular goals, outcomes and graduate profile.
Following successful completion of the PGDipEd(Endorsed) the student may choose to proceed to a Master of Education
degree.
To be admitted to this endorsement, student must satisfy PGDipEd entry regulation ii (b). To gain this endorsement,
students must complete two compulsory courses (30 points each) and any other courses from the MEd Schedule, or
approved courses from the MA Schedule, totalling 60 points, to achieve the required 120 for the award. The two
compulsory courses explore:

historical perspectives and contemporary theories and research in first and second language acquisition and
learning;

the interrelationship of language, culture and identity

cultural and linguistic diversity, specifically in relationship to language learning and the principles, values, key
competencies, and learning areas of the New Zealand Curriculum and Te Marautanga o Aotearoa;

languages teaching methodologies, materials and resources;

intercultural communicative language teaching;

description, assessment, and analysis of language acquisition and development;

designing curriculum-based language learning opportunities and instructional programmes;

teaching as inquiry;

current social and policy issues in languages teaching and learning, (e.g. including bilingual
programmes/bilingualism, 1st language/heritage language maintenance, language revitalization)
Proposed new regulations and prescriptions (use the Calendar Form at the end of Section A)
See Calendar form
Proposed teaching/delivery methods
The teaching of this endorsement will comprise lectures, seminar presentations, workshops and case studies and may
draw on the experience and expertise of members of the educational profession as appropriate. Teaching will be
classroom-based and web-based or via flexible learning methods. The College is well-equipped with expertise among the
members of the Faculty in teaching methods, including the methods of flexible and online teaching.
Assessment procedures
Assessment will be undertaken using a range of methods which are consistent with the University’s and the College’s
assessment procedures and will include the following: essays, tests, reports, examinations, portfolios, presentations (both
individual and group), field reports and theses. Assessment will be moderated annually by a committee chaired by the
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Associate Dean of Postgraduate Studies in Education, as well as by academics in Colleges of Education at other New
Zealand universities. As appropriate, academic visitors to the College and members of relevant professional bodies will
also be used for purposes of ongoing moderation and review.
Predicted student numbers/EFTS
In 2009, 38 people were enrolled in the Postgraduate Diploma, totalling 16 EFTS. In 2010, this total increased to 121
students and 56.2 EFTS. This number will increase for the next two to three years as students move into this new
qualification, as the professional development qualifications are phased out and as a number of students transfer into the
endorsements. The provision of endorsements is expected to be an attractive option for practitioners in the teaching
profession seeking specialisation in a particular area of study and expertise.
Numbers in the GCertTESOL have been strong since the merger between the Christchurch College of Education and the
university. In 2008 there were a total of 102 enrolments across the four courses. In 2009 there were 110 enrolments, and
in 2010 there were 109 enrolments, and a total of 17 EFTS. This represents between 15 and 30 students in each course.
However, we did not accept any new enrolments into the qualification for 2011 as we have given notice that the
qualification has been discontinued (reported to CUAP in 2010).
Therefore, it is very important that this endorsement be available at the beginning of 2012 for teachers who successfully
win a Ministry of Education TESSOL scholarship. There is a serious risk to the programme, if continuity does not
continue, as the MoE may place this funding elsewhere if the College does not have appropriate courses to offer.
Resources
The current facilities of the University and the College will be sufficient for the delivery of this redeveloped endorsement.
The College already offers the Postgraduate Diploma in Education. The redeveloped endorsement will utilize existing
library and IT resources and sufficient funds are available to purchase new resources should they be required. The
Education Library, based at the College of Education, brings together on a single site the principal educational holdings of
the University, and already has significant holdings relevant to the endorsement. Other sections of the University Library,
in the social sciences, humanities, science, engineering and commerce, are, of course, also available to Education
students. The transition from the GCertTESOL to the PGDipEd endorsement may require some additional staffing as the
GCertTESOL courses must continue to be offered until all participants have completed, at the same time as the new
compulsory courses in the PGDipEd endorsement are developed and introduced. However, we do currently have staff
with expertise in this area.
Plans for monitoring programme quality
Teaching and courses will be assessed through the regular use of UCTL evaluative instruments. The Faculty of Education
will conduct regular graduate surveys under the direction of the Associate Dean of Postgraduate Studies of Education and
these will include seeking the views of the professional educational sector. At the end of the first year and each five years
thereafter a review will be undertaken of the programme. The monitoring of programme quality will make use of external
reviewers.
Calendar Form
Degree Regulations
2011 Calendar pp. 169-171
Add: Add new regulations as follows
2. Structure of the Diploma
(f) The course of study for the Diploma endorsed in Teaching and Learning Languages shall comprise the courses
set out in the Schedule to these Regulations and courses equivalent to 0.50 EFTS (60 points) from the Schedule to
the Master of Education, or approved courses in languages, linguistics or related areas from the Schedule to the
Masters of Arts.
Schedule to the Regulations for the Postgraduate Diploma in Education
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Endorsement
Teaching & Learning Languages
Required Courses
 EDEM 631 Foundations of Language Acquisition
and Learning
 EDEM 632 Languages Learning: Context and
Curriculum
and 60 points from the MEd Schedule or approved
courses from the MA Schedule
Course catalogue entry
2011 UC Calendar page 557
EDEM 631 Foundations of Language Acquisition and Learning
30 Points 0.2500 EFTS
This course extends the professional knowledge-based of educational professionals through the examination of the main
theories of first and second language acquisition, examining the linguistic, psychological and social processes that
underlie language(s) learning and use.
P: Subject to Approval by Head of School.
EDEM631-12S1 (D) Semester 1
EDEM631-12S1 (C) Semester 1
EDEM 632 Languages Learning: Context and Curriculum
30 Points 0.2500 EFTS
This course is designed for practicing educators to support their ability to apply current research on how learners acquire
second language proficiency to language pedagogy. It will enable students to develop a range of research-based practices
for classroom teaching and school programmes that are grounded in critical examination of second language acquisition
research and theory.
P: Subject to Approval by Head of School.
EDEM632-12S2 (C) Semester 2
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