Language-aware teachers for an evolving teaching system
The Master's programme in Language Awareness in Education equips teachers of all subjects with the skills to become language-aware professionals. They implement language policy and translate knowledge into everyday teaching practice. The programme focuses not only on subject knowledge, but also on training teachers to drive educational innovation. The new tracks focus on qualifications in language subjects. The Master's programme has a broader scope. It is aimed at teachers from all subject areas who wish to apply language awareness as part of their own discipline.
By doing so, the Language Awareness in Education programme responds to a growing demand from the professional field. Rotterdam University of Applied Sciences, together with professional partners, is taking the next step in future-oriented education. At the same time, the programme addresses an urgent social issue: how can we ensure robust language education at a time when its importance is increasing, yet its reputation and standards are under threat? How do we train teachers to stimulate innovation and collaboration at schools?
Course director Annemarie van Efferink and principal lecturer Marlon Ruwette are involved as founders in the Language Awareness in Education track at the School of Education (Teacher Training). Alongside Janneke Louwerse, who is a principal lecturer and the developer of the new Dutch track, they will tell us more about this unique programme.
New track to grade 1 teaching qualification
According to Marlon, the defining feature of the Language Awareness in Education programme is its broad view of language. Language is not an isolated subject, but rather the foundation that underpins all other subjects. “Language belongs to everyone,” he says. “We train teachers from various disciplines, from history to accountancy. They make specialist language accessible to their pupils.” This diversity enriches the programme and provides new insights. Students learn from one another and discover how language functions in different contexts. Annemarie adds, “It is precisely this mutual collaboration between teachers from different backgrounds that brings about improvements at schools.” This approach is more innovative than the traditional first-degree teacher training programme, as reflected in the new specialised learning tracks for language subjects.
The latest development is the introduction of a track to a first-degree teaching qualification in collaboration with Fontys. This track is primarily aimed at Dutch teachers who already hold a second-degree teaching qualification. Students first complete the 60-credit Master's programme. They can then obtain their first-degree teaching qualification via a subsequent 30-credit lateral inflow track at Fontys. “In total, it is a fully-fledged programme worth ninety credits,” says Annemarie van Efferink. “But what's more important is the richness of the content. Students develop into ambassadors for language and culture within their schools.”
“We’ve long had the ambition to train first-degree teachers,” says Janneke. “But teachers who fit with today's education: innovative, inquisitive, and able to connect with others. We found a strong foundation for this in the Master's in Language-Aware Learning.”
Urgent issues call for collaboration
The new tracks address an urgent issue: the declining standard and reputation of language subjects, particularly in secondary education. According to Janneke, this decline is reflected in inflow figures and subject choices. “Language education is not thriving. If we do nothing, we will lose ground. We need teachers who can teach well and bring about change. They must demonstrate why language matters and how things can be improved.” The programmes therefore address broader issues such as equal opportunities, low literacy levels, teacher shortages and quality of education.
A distinctive feature of the programme is the collaboration between universities of applied sciences. While institutions often compete, Fontys and Rotterdam University of Applied Sciences have chosen to collaborate in this matter. According to Annemarie, the ambition is to extend this collaboration to other languages and possibly to other universities of applied sciences too. “the collaboration requires trust and time, but it is essential for addressing our shared societal challenges. As we do not train large numbers of students, we need to collaborate and organise these types of programmes together.”
‘Leading Teachers’ bring language policy to life
Schools need teachers who are subject specialists and can make a strategic contribution to school development. This ambition aligns with our strategic direction of providing education that goes beyond the mere transfer of knowledge to contribute to sustainable change.
The study programme therefore explicitly focuses on the role of the teacher leader. Teacher leaders improve their own teaching and involve colleagues in educational development. Marlon Ruwette, “There is a wealth of research available, but translating this into practice often proves challenging. Students learn how to apply knowledge effectively in the classroom and within the organisation. This role adds a new dimension to the study programme and the teaching profession, and students respond enthusiastically to this challenge.”
The Master's programme and the new tracks are closely linked to educational practice. Students work on issues from their own working environments and learn how to effect change. “Our students learn to examine an educational issue from multiple perspectives. They learn how to handle resistance within a teaching team and achieve improvements alongside their colleagues.”
Issues may concern new assessment policies, the transition to further study programmes or the use of digital resources in the classroom, for example. This requires motivated professionals willing to look beyond their own classroom. “We're looking for people who are willing to roll up their sleeves. It’s an intensive programme, so we’re honest about that from the start at our informational sessions,” says Janneke.
Language as a unifying factor in education
The master’s programme is based on a clear mandate: to critically review the range of master’s programmes and develop master’s-level education that meets the needs of the professional field. Annemarie van Efferink explains how her experience in primary education informed this process. “I have seen how crucial language skills are to a school’s success across all subjects. Language is the key to learning and a lever you can pull to improve quality.” This insight was confirmed in discussions with colleagues, researchers, and professionals in the field.
Her experience on the teacher training course also confirmed this view. “As an educator, I would use certain terms, but I noticed that students didn’t always understand them. This meant I had to spend a lot of time explaining things. Language is a prerequisite for learning and therefore promotes equality of opportunity.”
New master’s programme developed rapidly through internal collaboration
It took eighteen months to develop the Language-Aware Learning track. This was made possible thanks to the School of Education's (Teacher Training) existing expertise and strong collaboration. The study programme collaborates closely with Research Centre Urban Talent to ensure that research and practice are continuously linked. "We examined existing master's programmes closely and incorporated elements such as research and innovation," says Annemarie.
The programme hopes to serve as an example of how schools, practice and research can collaborate in master's education. At the same time, exploration of new tracks continues. The aim is not to create as many tracks as possible, but to develop targeted, relevant ones that align with the professional field. “We continually receive lots of ideas, and that is valuable,” says Annemarie. “At the same time, we remain critical. They must fit within the curriculum and contribute to quality. Collaboration is always the starting point.”
Would you like to find out more?
The new first-degree track is an example of how collaboration and in-depth content can both be part of the Master's programme. It is flexible and practice-oriented, and involves close collaboration with the professional field and other institutions. Visit the study programme page for more information about the Master's programme and the new tracks.