MA in Education: Teaching English to Speakers of Other Languages

General

Program Description

This course is suitable if you are currently or looking to teach English to speakers of other languages, keen to build on your existing knowledge and experience, seeking to improve your career prospects or interested in researching your own teaching practices/context.

It will prepare you to conduct independent research into teaching and learning and provides a pathway to doctoral study. You will meet expert tutors in the field of English language teaching, a major branch of applied linguistics, who have many years' experience teaching at this level and who are committed to providing the best quality study experience.

Our teaching is informed by leading research and we offer optional modules which reflect the latest in applied linguistics and language teacher education. You will learn in a modern, high-tech learning environment with a lively, multi-cultural social experience.

We offer a range of support including interactive, collaborative teaching methods, individual tutorials, opportunities to pursue your professional and research interests, access to extensive study materials and free support for developing proficiency in academic English.

Course structure

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation.

To be awarded an MA TESOL, you need to complete and pass four modules (two core and two electives) plus a dissertation.

134788_campfire.jpgimage courtesy of University of Nottingham Malaysia

Modules

Core modules

Language Teaching: Methodology and Curriculum
The module focuses on topics which have been the subject of recent discussion and research in the field of foreign and second language teaching. These include:

  • A historical review of language teaching methods and approaches.
  • Content vs process syllabus design in language teaching.
  • Humanism in language teaching.
  • Communicative Language Teaching and Task-Based Learning.
  • Areas of applied linguistics particularly relevant to the teaching of productive skills, especially sociolinguistics and pragmatics.
  • Areas of applied linguistics particularly relevant to the teaching of receptive skills, especially psycholinguistics.

You will be expected to read, understand and engage critically with the research presented on these topics.

Understanding Language Learning and the Language Learner

The module focuses on key areas in Applied Linguistics relating to Second Language Acquisition (SLA) and explores them from the perspective of both language learners and teachers. These include:

  • 'The good language learner'.
  • A historical overview of theories of SLA (key insights from applied linguistics research).
  • Recent applied linguistic developments in the theorisation of SLA as a dynamic complex system and social process.
  • Implications of first language acquisition for SLA.
  • Variability and individual differences in SLA (gender, age, aptitude, motivation, attitudes and beliefs, cognitive styles, strategies, autonomy and self-regulation).
  • The role of grammar, vocabulary and phonology instruction in second language learning.
  • Trends in applied linguistic research into SLA including the broadening of the field, greater exploitation of computerised samples of language, the growing stature of classroom-based investigation.

You will be expected to read, understand and engage critically with the research presented on these topics.

Elective modules

Four electives will be offered each year. Only one elective module is offered during each module delivery point. There are four module delivery points every year.
There are two options for choosing your elective modules:

  • Option 1: Choose TWO elective modules offered in TESOL groups.
  • Option 2: Choose ONE elective module in TESOL group, and another module from other programmes offered by the School of Education.

Assessment in Language Education
This module will look at:

  • Purposes of assessment.
  • Types of assessment.
  • Communicative assessment.
  • Assessing the '4 Skills'.
  • Case studies of key international exams.
  • Current issues in language assessment.

Managing Language Teaching and Language Teachers

The module covers:

  • Organisational structures and management of language teaching organisations (LTOs).
  • Issues in marketing, finance and managing change.
  • Managing staff: staff selection, appraisal and relations, staff development.
  • Models of teacher learning developing activities and materials for teacher training observation of teachers investigating the discourse of managing, training and teaching.

Material and Technology in Language Education

This module will look at:

  • The role of learning/teaching materials and resources.
  • Types and models of evaluation of materials and resources.
  • The relationship between methodology and materials/resources.
  • Models of Technology Enhanced Langue Learning.
  • Mobile langue learning.
  • Computer-mediated communication.
  • The implications of materials and technology for teacher education.

Teaching English for Academic Purposes: Context, Language and Pedagogy

This module considers:

  • Current status of English for Academic Purposes (EAP) and English for Specific Purposes.
  • Academic communities and contexts: knowledge creation, critical thinking and evidence-based reasoning.
  • Genre: communicative purpose, rhetorical organisation and stance.
  • Academic grammar and vocabulary.
  • Text processing and production.
  • EAP learner identity, backgrounds and expectations.
  • Types of EAP courses based on needs, contexts and constraints.
  • EAP classroom practice.
  • EAP teachers: beliefs, identities and professional development.
  • Research philosophies and methods.

Teaching Language to Young Learners

The module focuses on key areas relating to the teaching of languages to younger learners and explores them from the perspective of both language learners and teachers. These include:

  • Profiles and language needs of younger language learners age-appropriate methodologies.
  • Multisensory, learner-centred activities, for example, stories, songs, films drama and play.
  • Cooperation, interactive interpersonal communication and integrated grammar.
  • Classroom management/organisation and the investigation of critical classroom incidents.
  • An overview of theories and research relating to younger learners.
  • Engaging with culture and community.
  • Issues relating to bilingualism, multilingualism and translanguaging.

Dissertation Module

This substantive piece of scholarship within the field of the course will normally be based on interests and skills you have developed in the course of the modules already studied. You will choose a topic in consultation with your course leader and an appropriate supervisor.

Assessment

Each 30-credit module is assessed by a 6,000-word written assignment. To complete the masters, you must achieve a pass of 50 on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Entry requirements

A relevant second class honours degree (or international equivalent). Relevant experience may be required for some of the programmes.

Non-UK qualifications will be assessed against this standard.

Mature applicants without any standard entry requirements but with substantial and relevant experience may be considered for entry at the Postgraduate Certificate level and the acceptance is at the discretion of the School of Education.

English language requirements

  • IELTS: 6.5 (with no less than 6.0 in each element).
  • TOEFL (iBT): 87 (minimum 20 in Speaking and 19 in all other elements).
  • PTE (Academic): 62 (with no less than 55 in each element).
  • MUET: Band 4.

IELTS, TOEFL and PTE (Academic) test results must be less than two years old and all IELTS must be the academic version of the test. MUET results are valid for five years from the date of the release of results.

Last updated Apr 2020

About the School

The University of Nottingham first began as a civic college in the city of Nottingham, UK, in 1881. The college became The University of Nottingham in 1948 and has since rapidly expanded to become a t ... Read More

The University of Nottingham first began as a civic college in the city of Nottingham, UK, in 1881. The college became The University of Nottingham in 1948 and has since rapidly expanded to become a truly global university, with a number of campuses at home and international campuses in China and Malaysia. Read less