Programme Information

Programme Information

2020
Online
Application Online Application

Bachelor of Arts (Honours) in Teaching Chinese as a Second Language

Programme Aims

The BA(TCSL) programme aims to graduate students who have the following attributes:

  1. perform a mediating role between theory and practice in teaching Chinese as a second language with demonstrative knowledge in classroom organization, curriculum development, textbook design, and language assessment;
  2. demonstrate a sound understanding of Chinese language and develop high proficiencies in Chinese and English in both oral and written skills;
  3. exhibit the ability to communicate effectively with speakers from various cultural regions, plus analytical skills to issues and concerns in language use in the context of multilingualism and globalization; and
  4. improve as critical thinkers with high moral and ethical standards and reflective learners who can always self-improve through life-long practice.

The BA(TCSL) programme offers a “Chinese Language Strand” to its senior year entrants. Upon completion of this strand, students will be recognized by Standing Committee on Language Education and Research (SCOLAR) as graduates of a Chinese major degree. They will be eligible for Specialized Teaching under the current government policy and can further apply for local Postgraduate Diploma in Education (PGDE) programmes. This “Chinese Language Strand” is exclusively for the BA(TCSL) senior year entrants.

Note: The title “Chinese Language Strand” will appear in students’ academic transcript upon successful graduation.

In addition, “Chinese Language Strand” aims to equip students with:

  1. comprehensive subject knowledge in Chinese language (including Phonetics, Semantics, Grammar, Etymology, etc.) and latest approaches in L2 acquisition and child language development; and
  2. the awareness of interpreting issues related to phenomena in language use and language learning by using knowledge of Chinese language, literature and culture.

Programme Structure (for Senior Year Entrants)

Domain Credit Points (cps)
Major 30
Electives (including Strand) 15
Field Experience 3
University ePortfolio 3
General Education / Language Enhancement / Experiential Learning 3

Final Year Project

  • Research Methods (3 cps)
  • Honours Project / Capstone Project (3 cps)
6
Total: 60

Major (30 cps)

The Major courses are designed to equip students with deep understanding on Chinese Language and L2 teaching.

  Course Title
1 古代漢語
Classical Chinese Language
2 現代漢語
Modern Chinese Language
3 中國現代文學
Modern Chinese Literature
4 國際漢語課程與教材設計
Curriculum and teaching material design for International Chinese
5 漢語二語教學與資訊科技
Teaching Chinese as Second Language and Information Technology
6 漢語二語教學法(一):聽說教學
Chinese L2 Teaching Pedagogy I: Listening and Speaking
7 漢語二語教學法(二):讀寫教學
Chinese L2 Teaching Pedagogy II: Reading and Writing
8 Child Language Development
9 Intercultural Communication
10 Major Interdisciplinary Course

Chinese Language Strand

Students taking this Strand are required to complete the following set of Major courses:

  Course Title
1 古代漢語
Classical Chinese Language
2 現代漢語
Modern Chinese Language
3 中國現代文學
Modern Chinese Literature
4 國際漢語課程與教材設計
Curriculum and teaching material design for International Chinese
5 漢字學
Chinese Etymology
6 漢語語音學
Chinese Phonetics and Phonology
7 漢語二語教學法(一):聽說教學
Chinese L2 Teaching Pedagogy I: Listening and Speaking
8 漢語二語教學法(二):讀寫教學
Chinese L2 Teaching Pedagogy II: Reading and Writing
9 Child Language Development
10 Major Interdisciplinary Course

Electives (15 cps, including Strand)

Students can choose to take electives offered by the BA(TCSL) programme to strengthen their subject knowledge, or the courses available in the University’s Elective Course List and General Education. Students may also use the cps under this domain to study towards Minors (except Minor in Teaching Chinese as an International Language) or Second Majors offered by FHM and other Faculties. Students must complete at least one course from the Elective domain offered by a Faculty other than FHM, and one elective course provided by the Faculty of Education and Human Development (FEHD).

Students may be required to take extra cps to fulfill the requirement of obtaining a Second Major.

Chinese Language Strand

Students taking this Strand are required to use the 15 cps available in Elective domain to study elective courses in the following domains throughout the period of their study on the programme.

The list of courses is as follows:

Domain Course Code Course Title
Chinese L2 Teaching
(Choose any 1)
CHI3673 國際漢語教學與評估
CHI3919 漢語二語教學與資訊科技
CHI4615 中國語文課程(非華語學生)單元教學設計及開發
ENG2336 Intercultural Communication
ENG3344 Chinese-English Contrastive Grammar
Chinese Cultural Study 
(Choose any 1)
CUS1001 中國傳統人生哲學
CUS1002 中國文化概說
CUS3007 儒道文化互動
Chinese Language and Literature
(Choose any 3)
CHI3565 漢語修辭學
LIT1002 兒童文學
LIT2006 中國古代文學(一)(先秦 - 隋唐)
LIT2007 中國古代文學(二)(宋 - 清)
LIT3013 專家詩
LIT3014 香港文學
LIT4020 中國文學批評

Field Experience (3 cps)

Students are required to participate in the Field Experience in their Semester 2, Year 3. The Field Experience consists of (1) local school visits and (2) a 4-week Field Experience (tentatively during May - June) in the international colleges of non-local universities. It aims to help students develop a comprehensive understanding of teaching Chinese as a second language through a range of structured activities from school visits to block practice in varied school settings.


University ePortfolio (3 cps)

It is a 3-cp ‘capstone’ course which requires students approaching the end of their undergraduate studies both to reflect critically on their experience – within General Education, in their disciplinary, professional and co-curricular studies, and in their lives beyond the classroom – and to develop an integrated view of how and where they position themselves in relation to their future goals, plans, and aspirations. Students have to take the course in the semester of study assigned by individual programmes.


GE Breadth Courses / Experiential Learning / Language Enhancement (3 cps)

Students are required to take a total of 3 cps in the domains of General Education, Experiential Learning or Language Enhancement.

  1. General Education Breadth Course domain: It consists of General Education Breadth Learning Strands (1-3) (GELS) (Level 1-2), Positive and Values Education (PAVE) Course and General Education Interdisciplinary Course (GEIC) (Level 4), which aim to equip students better for the study of the ontological, epistemological and/or methodological issues in a wide variety of disciplines. There is no pre-requisite for GE courses for Senior Year students.
  2. Experiential Learning domain: It consists of Co-curricular and Service Learning Course (CSLC) and Experiential Learning Course (ELC), which aims to provide students with an opportunity to engage in learning in action and encourages students to learn through experimentation, observation, reflection and (re-)conceptualization.
  3. Language Enhancement: The University is committed to nurturing graduates who will acquire trilingual proficiency in English, Putonghua and Chinese. Interested students may take “University Writing” or “University Speaking” offered by the Centre for Language in Education (CLE) or “Intermediate Putonghua” offered by the Department of Chinese Language Studies (CHL).

Final Year Project (6 cps)

  1. Research Methods (3 cps)

    Honours Project I/ Capstone Project I aims to develop students as learners, researchers, inquirers and knowledge creators in education and their related disciplines; and prepare them for conducting a research-based or an inquiry-based project in Honours Project II/ Capstone Project II. It consists of two parts:

    Part A “Generic Research Methods” (1.5 cps) introduces basic research knowledge and principles of research methods for students to use and/or conduct research in education and related disciplines, and ethical issues in the research process. It emphasises students’ roles as users of research as well as researchers themselves and the process of action research and/or action learning. Topics include recognising the value of educational research, understanding the process of research, the search and effective use of literature, identifying research topic and questions, features of research proposal and research report, ethical issues in educational research and reliability and validity of different research methods. Students study short online units and attend face-to-face tutorials in which they are guided to connect and consolidate online learning with in-class learning activities. The assessment tasks include online and in-class exercises on research methods.

     

    Part B “Methods for Specific Area in Preparation of Honours Project/ Capstone Project” (1.5 cps) prepares students to develop a proposal for conducting a research-based/ project-based study in their chosen areas. Topics may include understanding the purposes and methods of sampling, quantitative research methods (e.g., survey research, experimental study, descriptive statistics and correlation, inferential statistics and data analysis with SPSS), qualitative research methods (e.g., interview, observation, documents and artefacts, case study), mixed-methods research, research in comparative education and philosophical methods in educational research. Students will be guided to identify a topic, conduct a literature review, select appropriate methods of data collection and analysis/inquiry, and write a proposal.

  2. Honours Project / Capstone Project (3 cps)

    Honours Project II is a continuation of the Honours Project I, and serves as a culminating academic and intellectual experience for students. It provides opportunities for students to conduct research independently under the guidance of their supervisors. Students are expected to finalize their initial project proposal first. By the end of the course, students are expected to present their research findings and submit a research report.

    Capstone Project II is a continuation of the Capstone Project I, and serves as a culminating academic and intellectual experience for students. It is an inquiry-oriented learning avenue that enables our students to consolidate, integrate, and reflect on their undergraduate experiences for transiting to (and even celebrating) their upcoming post-graduation life –such as entering the workplace. Students are expected to complete an individual project. They will first refine their original project proposal from Capstone Project I. By the end of the course, they are expected to create a project output, present on it, and submit a project report.


Language Exit Requirement

Students admitted to the BA(TCSL) programme with a normal study period of two years will be exempted from the Language Enhancement Courses and Language Exit requirements.


Information Technology Competency Requirements in Education (ITCE)

To demonstrate the attainment of ITCE, students are required to pass all the required courses in the Programme and to complete the IT e-Portfolio Checking before graduation.


Career Prospects/Professional Qualifications

The BA(TCSL) programme aims to produce graduates with high Chinese and English proficiency, who possess solid subject knowledge for their career in teaching Chinese to non-Chinese students in public schools, local/overseas international schools, kindergartens, or other education agencies. The concentration on professional knowledge in TCSL and the diversity of graduates’ career opportunities distinguish BA(TCSL) from similar programmes currently offered by local and non-local universities in the domain of Chinese Studies.

Graduates may apply for local PGDE programmes or overseas qualified teaching programmes when they plan the career to be a Chinese teacher.


Disclaimer - Any aspect of the course and course offerings (including, without limitation, the content of the course and the manner in which the course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course and its course offerings, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.

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