MA in TESOL: Course Structure

This module focuses on key areas in the fields of TESOL and Second Language Acquisition (SLA), and explores them from the perspective of both language learners and teachers. These include:

• implications of first language acquisition for SLA;
• individual differences in SLA (gender, age, beliefs, aptitude,
• motivation, learning styles, personality, intelligences);
• learning strategies and ‘the good language learner’;
• the role of formal instruction in second language learning.

This module focuses on key areas and recent trends in applied
linguistics which are of considerable importance to the field of
TESOL, and explores them from the perspective of both language
teachers and learners: 

• the scope of applied linguistics;
• language systems and the teaching of grammar, vocabulary and
  pronunciation;
• psycholinguistics and the teaching of receptive skills;
• discourse analysis and the teaching of productive skills;
• pragmatics and sociolinguistics.

This module focuses on topics which have been the subject of
recent discussion and research in the field of TESOL. 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.

The module enables you to explore important or controversial
topics which have been the subject of recent discussion and
research in the field of TESOL. These include:

• What English(es) should we teach?
• Who should teach English (native or non-native
• English-speaking teachers)?
• Is authenticity important in language teaching?
• What is the role of culture in language learning?
• What is the future of English and English language teaching?
• Should we teach content subjects through the medium of English?
• Should the LI be used in the L2 classroom?

This module is aimed at TESOL professionals who work, or intend
to work, with adult or tertiary level learners who need English for
occupational purposes or the study of specific subjects. It provides
an overview of the development of ESP course design theory and
approaches, using illustrative case studies. The module covers:

• an overview of the development of ESP course design theory
  and approaches;
• current definitions and descriptions of ESP, the roles of the ESP
  instructor, and the knowledge and skills required by the ESP
  instructor;
• approaches to ESP course design and implementation, with
  reference to case studies;
• the theory and practice of Needs Analysis for different ESP
  contexts;
• student assessment, programme evaluation and accountability;
  the management of ESP programmes.

This module explores how our understanding of grammar and our relationship with it is changing in the light of recent developments in applied linguistic and pedagogic research. It focuses on the growing sophistication of linguistic description, and the implications of recent developments in this area. Of particular importance are:

• understandings of pedagogical grammar;
• differences between spoken and written grammar;
• discourse approaches to grammar;
• the role that language corpora (collections of authentic texts)
• can play in language description and language teaching.

Throughout the module, these developments are exemplified
through the study of current grammar books and published
materials. Participants are encouraged to bring materials relevant to
them to the sessions.

This module is concerned with how ELT professionals can help to
increase the effectiveness and independence of language learners
of all ages. It reflects current concern around the world for helping
learners to develop their learning and thinking skills so that they
have the capacity and willingness to participate in life-long
learning. The course content is negotiated with the participants,
according to their own needs and interests, but is likely to cover
areas, such as:

• current theory, philosophy and definitions of autonomy in
  language learning;
• practical approaches to developing greater learner autonomy;
  self-access learning;
• distance learning;
  self-assessment ;
• cross-cultural issues in autonomy;
• the evaluation of autonomy.

Throughout, participants are encouraged to reflect on and develop
themselves as learners on the course.

This module relates practice to theory. It aims to help you reflect on
your approach to teaching and the way you actually teach in the
classroom. It will introduce you to:

• the action research cycle and how this can be applied in your
  own teaching context;
• approaches to micro-teaching in teacher education.

A major part of the module is learner-generated, involving:

• choice of a particular aspect of teaching to focus on;
• video-recording of micro-teaching;
• online self- and peer-evaluation of micro-teaching;
• reflection on the learning process.

This module focuses on an important aspect of TESOL that is often
ignored in classrooms around the world. It covers the following
areas:

• segmental and suprasegmental features of spoken English;
• arguments for teaching core pronunciation features;
• the learnability of English pronunciation features;
• approaches to the teaching of English pronunciation.

This is a practice-based module which should be of interest to all
those who are aware that technology is changing fast, and want to
understand more about the technologies that are available, and
how they may be used to support language learning. The module
covers:

• the history, principles and future of TELL;
• the Web (webquests, creating a simple web page);
• Web 2.0: blogs, social networking, podcasts, wikis, Second Life;
• mobile language learning;
• integrating TELL into the classroom.

A major part of the module consists of a group project, in which
you will plan, create, present, evaluate and report on a TELL
activity of your own choice.

This module is designed for students who hold, or wish to hold, a
management position within a TESOL institution. The module
covers: 

• organisational structures and policies of language teaching
  organisations;
• the applicability of general approaches to management and
  leadership to TESOL;
• managing staff: staff selection, appraisal, relations, and
  development;
• managing change;
• issues in marketing and finance