MA in TESOL – DUAL AWARD from Brittany Université, France and UCAM – Universidad Católica San Antonio de Murcia

Aims

Teaching English to Speakers of Other Languages or TESOL encompasses both TESL (Teaching English as a Second Language) and TEFL (Teaching English as a Foreign Language). The MA in TESOL is designed specifically designed for teachers of English who seek to adapt their teaching methods, their expectations of students, their teaching materials and their classroom activities to their local environment and the needs of their learners.

Programme Learning Outcomes

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

1. Explain the underlying concepts, principles and theories related to the teaching of English to speakers of other languages.
2. Analyse how people learn languages, how to describe and explain language to learners.
3. Apply appropriate teaching methods and technique in teaching reading, writing, speaking and listening skills.
4. Develop learning materials and apply a variety of methods in assessing language performance.
5. Synthesise research findings in English language learning and their application in the classroom.
6. Recognise how cross-cultural differences affect and impact the learning of the English language.
7. Adapt instruction to learners’ age, communicative and academic needs, linguistic backgrounds, literacy development, native languages, and proficiency levels.
8. Develop critical and analytical skills in discussing relevant and substantive research in the field extend disciplinary learning and applied research skills in a dissertation.

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:

(a) The progression of students through the programme;

(b) How well students have met the programme learning outcomes through the combination of the individual unit learning outcomes;

(c) 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; and

(d) 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.

(a) 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

(b) 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:

(a) Knowledge
(b) Critical analysis
(c) Planning skills
(d) Organising ability
(e) 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.

(c) Case Studies

Selected case studies may be incorporated into the assessment of units.

(d) 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 fulfil and benefit from the objectives of the programme and achieve the standard required for the award.

(a) A Bachelor’s Degree qualification in any subject from a recognised institution; or

(b) A professional qualification equivalent to a degree; or

(c) For those without a degree, sufficient and relevant working experience in any of the following areas:

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

(d) Demonstrate English Language proficiency in order to participate in the programme taught in English

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 programme is made up of 6 taught modules and a Dissertation. Each of the 6 taught modules has a credit value of 10 ECTS while the Dissertation has a credit value of 30 ECTS.

 

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