Teaching English to Speakers of Other Languages (TESOL) by Web-based Distance Learning MA

 
  

Fact file

Qualification
MA Teaching English to Speakers of Other Languages (TESOL) by Web-based Distance Learning
Duration
2 years part-time plus dissertation
Entry requirements
Normally an Hons degree at 2:2 level or above/international equivalent. Applicants without a first degree but with an approved, relevant professional qualification, or those with non-standard applications, will be considered on an individual basis.
Other requirements
Work experience: Applicants with a first degree that does NOT include a focus on language teaching theory and methodology must have a minimum of nine months’ full-time classroom English language teaching experience (650 hours of part-time experience).Teaching experience calculation should NOT include teaching practicum taken as part of a course. Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application). Consideration will also be given if an applicant can demonstrate that their first degree included English language teaching methodology components, or that they have attended a substantial, approved TESOL methodology course and have a minimum of two months’ full-time classroom English teaching experience (145 hours of part-time experience). Applicants should show how hours for part-time English teaching experience have been calculated.
IELTS
6.5 overall with a minimum of 6.0 in all elements.

If these grades are not met, English preparatory courses are available
Start date
September or February
Campus
Jubilee Campus
School/department
Tuition fees
You can find fee information on our fees table.
 

Overview

This online course will develop your critical understanding of recent developments in TESOL theory and practice and motivate you to reflect your own teaching.
Read full overview

The MA Teaching English to Speakers of Other Languages (TESOL) by web-based distance learning is taught entirely online and is suitable if you are:

  • a teacher of English to speakers of other languages (TESOL), or working in a related profession
  • keen to build on your existing knowledge and experience, or seeking to improve your career prospects
  • interested in researching your own teaching practices or context

The course prepares you to conduct independent research into teaching and learning. To find out more about students' individual experiences of this course, you can view a selection of short videos from around the world. These student stories give practical advice for anyone thinking about studying at a distance and give you an idea about fellow students you would be communicating with should you decide to study online.

Find out more about online learning with the School of Education.

If you prefer to study the MA TESOL in the UK, we also have a face-to-face course which can be studied full-time or part-time. 

Tutors

Key facts

  • We are ranked 4th in the UK and 22nd in the world for education by the QS World University Rankings by Subject 2017
  • In the latest Research Excellence Framework we ranked 3rd in the UK with 84% of our research considered world-leading or internationally excellent
  • All of our Research Excellence Framework submission relating to research impact and research environment was considered to be world-leading - our school is the only education submission to achieve this
 

Course details

This course is taught entirely online and is part-time only. The taught element takes two years, there is then an eight-month dissertation period. There are also Postgraduate Certificate and Postgraduate Diploma exit points.

The MA programme is structured so that you complete:

  • two 30-credit core modules in your first year of study (a total of 60 credits)
  • two 30-credit elective modules in your second year of study (a total of 60 credits)
  • a 60-credit dissertation in your final year

You can view an example timetable for but please note this is subject to change.

Assessment

The MA programme is made up of four 30-credit modules and a 60-credit dissertation. Each 30-credit module is assessed by a written assignment of 6,000 words or equivalent. The dissertation is a 15,000-word piece of independent research on an approved topic. To complete the programme successfully, a pass of 50 must be achieved on each piece of assessed work.

Online course materials and support

The course is designed with people working around the world in mind. Each 30-credit module takes 19 weeks to complete and there is a gap between the taught modules.

Our online materials provide an interactive learning experience. They allow you to make decisions about which aspects of a module to work on when, and at what pace. We also know that you'll stay motivated because you'll be part of an online community contributing to weekly discussion activities.

For each module, you will have an academic tutor from the MA TESOL team who will be active online. They contribute to discussions as well as supporting you through the assessment process. All assessed work is submitted online. There is an online M-level toolkit to support all aspects of academic study, a dissertation preparation module available to you from the beginning of the course, and one-to-one dissertation support from your supervisor, usually via Skype.

To ensure you have the appropriate computer requirements to enable you to study online, please view our computer specification guidance notes.

Please note: If you are based in China, you may encounter restrictions on software used in some of our online modules. Please contact us to discuss this further.

Teaching experience

If you have a first degree that does NOT include a focus on language teaching theory and methodology, you must have a minimum of nine months' full-time classroom English language teaching experience (650 hours of part-time experience).

Please note that teaching experience calculation should NOT include any teaching practicum taken as part of a course. Consideration will also be given to applicants if you can demonstrate that your first degree included English language teaching methodology components, or that you have attended a substantial, approved TESOL methodology course and have a minimum of two months' full-time classroom English teaching experience (145 hours of part-time experience).

Written evidence of experience from employers should be submitted at the time of application. If you have part-time English teaching experience, you should show how your teaching hours have been calculated. If you have online teaching experience, you will also need to show how your hours have been calculated, and provide written evidence from employers.

Applying

To ensure your application is considered in time, please note the following deadlines apply:

Important dates
Start dateApplication deadline
4 September 2017 7 August 2017
12 February 2018 22 January 2018

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption for credit requirements for the course.

  • If you hold the Cambridge ESOL DELTA, you are eligible to apply for 30 credits to be set against one 30-credit core module (Language Teaching: Methodology and Curriculum [web-based])
  • If you hold the Trinity DipTESOL, you are eligible to apply for 30 credits to be set against one 30-credit core module (Language Teaching: Methodology and Curriculum [web-based])

Applications for consideration for remission under this scheme should be made at the time of application for admission and at least four weeks before the start of the course. All ROL applications for this programme are processed free of charge. Please visit our ROL pages for further information.

 
 

Modules

There are two entry points each academic year (September and February).

Please note: each individual module requires a minimum number of participants to run and we reserve the right to cancel a module if we do not meet the required number.

Core modules

In year one, you take two core modules:

Language Teaching: Methodology and Curriculum (September starters begin with this module)

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 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 (February starters begin with this module)

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 linguistic 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.

 

Optional modules

In year two, you will need to complete two modules chosen from the following:

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 Developing 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
 
Materials 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 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 Languages to Younger 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 learnersage-appropriate methodologies, for example, TPR, CLT, TBL, Narrative
  • 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

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

 

In year two, it is possible to take one 30-credit optional module from the list above and one from the MA Education (Flexible) programme. Suitable modules include:

  • Learning Through an Additional Language (EAL/CLIL)
  • Practice-Based Inquiry

Alternatively, you may which to choose one 30-credit module from the MA Education taken intensively at Summer School.

Dissertation module

In year three you will write your dissertation:

Dissertation

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.

 

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

Funding information is available on the school website. Funding information can also be found on the Graduate School website.

International and EU students

The University of Nottingham offers a range of masters scholarships for international and EU students from a wide variety of countries and areas of study.

Applicants must receive an offer of study before applying for our scholarships. Please note the closing dates of any scholarships you are interested in and make sure you submit your masters course application in good time so that you have the opportunity to apply for them.

The International Office also provides information and advice for international and EU students on financing your degree, living costs, external sources of funding and working during your studies.

Find out more on our scholarships, fees and finance webpages for international applicants.

 
 

Careers

Career destinations for our graduates include counsellors, education advisers, language tutors, primary and secondary school teachers and vocational and industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study and study for professional development within their chosen career.

Average starting salary and career progression

In 2015, 91% of postgraduates in the School of Education who were available for employment had secured work or further study within six months of graduation.*

* Known destinations of full-time home higher degree postgraduates 2014/15.

Career prospects and employability

The acquisition of a masters degree demonstrates a high level of knowledge in a specific field. Whether you are using it to enhance your employability, as preparation for further academic research or as a means of vocational training, you may benefit from careers advice as to how you can use your new found skills to their full potential.

Our Careers and Employability Service will help you do this, working with you to explore your options and inviting you to attend recruitment events where you can meet potential employers, as well as suggesting further development opportunities, such as relevant work experience placements and skills workshops.

 
 
 
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NG8 1BB
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