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Building blocks for planning language-sensitive teacher education

Introduction
1
Language-sensitive education
2
School
curricula
3
Teacher
education
curricula
4
Teacher
education
modules
5
Teaching
practice
6
Teacher
competence
profiles


Introduction


Examples of modules


Reviewing a module: Questions for a quick start

Reviewing a module: Questions for a quick start

The following questions aim to guide the practical process of reviewing and/or creating a module (or a course) based on language-specific contents. Think of the detailed programme for one of the courses you (co-)teach, or are involved in planning.
A
What is the main topic of the module?
B
Where would the module fit into Table 1 (Examples of teacher education modules for three subjects)?
C
Who is responsible for the module? Who will be involved in the review and the redesign?
D
Do any parts of the module already contain elements relevant to language-sensitive education? If so, what aspects are addressed and for what purpose?
E
In what way do you need to adapt your module to increase the attention to language-sensitive education?
F
What help and advice would you need from your colleagues for this review?

For topic areas that may be relevant when reviewing and/or creating teacher education modules for language-sensitive education, you can refer to descriptors in Building block 6 and the List of elements for language-sensitive teacher education.