Aims

The Master of Arts in TESOL has been designed to provide learners with an introduction to current research, theories, principles and practices in the teaching of the English Language. It will enable them to acquire a range of practical skills for teaching English as a second/ foreign language, and will prepare them to engage independently and critically with current language teaching and research issues. It will give learners the research skills they need to investigate language learning, and tools help them to reflect on their practice and develop their individual pedagogy and advance their career in teaching English to Speakers of Other Languages.

The 6 core modules will allow learners to develop in-depth knowledge of approaches to second-language teaching, theories of second-language learning, research methods, and ways to analyse the linguistic systems of English for teaching purposes. This will give them a solid foundation of professional knowledge and expertise in preparation for a teaching placement and provide skills to continue their professional development.

The dissertation will allow them to connect the knowledge acquired on the programme to specialist areas such as teaching methodology, lesson planning, language assessment, the development of teaching materials, and teaching English in a variety of contexts.

Programme Learning Outcomes

The programme aims to provide an opportunity for learners to understand the teaching of English through an investigation of the links between theory, practice, and current research. Specifically, upon successful completion of the programme, learners will be able to:

In relation to subject content

• exhibit knowledge of the current methods employed in the field of TESOL;
• articulate the rationale, purpose, and strength of various methodological approaches to English teaching;
• apply the methods studied in class to the teaching of both oral and written skills in a language classroom;
• develop materials and curricula that enhance accuracy and fluency in a language; and
• analyse their own performance as teachers.

In relation to academic and graduate skills

• Engage critically with academic and language teaching publications;
• Formulate critical and balanced arguments orally and in writing;
• Undertake problem identification and solving activities;
• Undertake and report short, empirical data collection and analysis work appropriately;
• Demonstrate effective planning and time management;
• Use ICT and education technology;
• Develop confident and well-informed language teaching practitioners; and
• Extend disciplinary learning and applied language research skills.

 

Assessments

The aim of the assessment strategy is to identify formal practices and procedures for assessing and appraising the performance of the MA in TESOL learners to enable judgments and decisions to be reached concerning:

1. The progression of students through the programme;
2. How well students have met the programme learning outcomes through the combination of the individual unit learning outcomes;
3. The provision of feedback information to students concerning their performance and how they adhered to the generic assessment criteria and the unit-specific assessment criteria;
4. The granting of the MA in TESOL award; and the granting of interim awards should the student fail to complete the programme but successfully completes specific elements.

The underpinning principles which drive the assessment strategies adopted for this programme are the profile of the target students and the programme itself (its philosophy and associated learning outcomes). The section below summarises the varied assessment tasks or instruments which will be employed in assessing the different programme learning outcomes.

(i) Assessment Instruments Work – Based Reports

Selected units will contain one work-based report with word limitations of usually between 3,500 – 4,000 words. Each unit document will outline the specific word limit. Normally the expected presentation of reports should be structured as outlined in below.

General Structure of the Report:

• Sections and Page Number
• Title Page (including unit title, assignment title, name, word count and date)
• Executive summary (one page)
• Contents (page numbers)
• Introduction
• Analysis Subsections
• Statement or evaluation of alternatives Conclusions
• Recommendations (justifications and implementations)
• References (American Psychological Association style)
• Appendix A Title ….
• Appendix B Title ….

The purpose of the word limitation is for students to:

• Focus on issues
• Be critically concise
• Assist them in their time management throughout the programme

(ii) Articles / Assignments

Written assignments are designed to allow students to demonstrate understanding of the unit, which students must then apply to an issue concerned with that particular subject area in their own organisation, or one with which they are familiar. Students are either required to identify a process, task or problem which they must describe, analyse and discuss. The assignments provide a regular assessment process, which tests the following:

• Knowledge
• Critical analysis
• Planning skills
• Organising ability
• Report writing skills

Students are requested to adhere to precise written instructions laid out in the Unit document to
produce an academic article/essay on a selected area conforming to standards expected of good
academic writing.

(iii) Case Studies
Selected case studies may be incorporated into the assessment of units.

(iv) Simulation
Often students will be assessed via scenario and simulation types of tasks related to the intended
learning outcomes.

Entry Requirements

An applicant may be admitted on the basis of evidence to suggest that he/she will be able to
fulfill and benefit from the objectives of the programme and achieve the standard required
for the award.

1. A Bachelor’s Degree qualification in any subject from a recognised institution; or
2. A professional qualification equivalent to a degree;
3. Demonstrate English Language proficiency in order to participate in the programme taught in English; and
4. Relevant working experience in the following areas:

• academic and administrative leaders of higher education
• institutions working at the central, faculty or department levels; or
• policy makers and planners from Ministries of Education and other
• educational regulatory and planning bodies; or
• senior-level educational administrators; or
• educational consultants.

Advanced Standing/ Exemptions/ Credits Transfer (APL)

Consideration for the above for students admitted onto the programme may be considered
either at the beginning of a programme, or beyond the beginning of a programme, through an assessment of that student’s prior learning, whether certificated or un-certificated
experiential learning. The process for making such a decision is known as the Accreditation
of Prior Learning (APL) is a matter of academic judgment exercised by the appointed panel
considering applications and approvals of APL. Where cohorts of students are to be admitted with advanced standing on a regular basis, the arrangement should be subject to an Academic Progression Agreement.

Programme Structure

The rigorous and dynamic curriculum of the Master of Arts in TESOL is designed to give learners mastery in the academic disciplines and applied functional areas critical for success in teaching English to speakers of other languages. Specifically, the programme is made up of 6 taught modules of 10 ECTS credits each and a 30 ECTS credits dissertation.

CORE MODULES	ECTS
Principles of Second Language Acquisition	10
Introduction to General Linguistics	10
Approaches and Strategies for Language Teaching	10
Design, Evaluation and Assessment in TESOL	10
Digital Technology in Second Language Education	10
Research Methodology in Second Language Learning	10
Dissertation	30
Total	90

Each module is an immersive experience through which learners explore new ideas and develop their own thinking and applications.

Mode of Delivery

A. BLENDED LEARNING

Self-Paced Learning or independent learning	Online interaction	Face-to-face interaction
To facilitate and support independent learning, students are provided with detailed SELF-INSTRUCTIONAL MODULE (SIM) which are available online. Included are learning activities to be discussed online and during face-to-face tutorial sessions. Included is a study guide explaining what students need to do, a timetable for each week’s activities, deadlines for assignments and examination dates. Also include other media such as video & audio clips and simulations; to watch and listen, which is a change from reading and may give a different perspective of the course.	Students discuss online using a discussion forum through the online Learning platform. Students join a community of learners with other fellow course mates to discuss and share ideas about learning activities included in the course materials. Discuss, share and collaborate on assignments and projects.	For each course, students are assigned an academic facilitator (AF) or tutor who is an expert in the subject and Conducted at Approved Learning Centres.

B. ONLINE LEARNING

Self-Paced Learning or Independent Study

Online Interaction

To facilitate and support independent learning, students are provided with detailed SELF-INSTRUCTIONAL MODULE (SIM) which are available online. Included are learning activities to be discussed online and during face-to-face tutorial sessions. Included is a study guide explaining what students need to do, a timetable for each week’s activities, deadlines for assignments and examination dates. Also include other media such as video & audio clips and simulations; to watch and listen, which is a change from reading and may give a different perspective of the course.

Students discuss online using a discussion forum, through the -Learning platform. Students join a community of learners with other fellow course mates to discuss and share ideas about learning activities included in the course materials. Students discuss, share and collaborate on assignments and projects.

Location

For the Blended Mode and Face to Face Fully Taught Mode please Contact Us to find an Approved Learning Centre near you.

For the Fully Online Mode please enrol now to sign up for the next available intake.

Notional Hours

Notional hours are defined in terms of the amount of time it should take a learner to achieve the learning outcomes. Each ECTS credit requires on average 20 notional hours of a learner’s time.

Guide to Learning Hours / Student Learning Time
This MA (TESOL) Programme requires 90 ECTS credits. The MA in TESOL has 6 modules and a Work Based project or 1800 notional hours in total. The programme can be completed within 10 to 15 months.