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

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

This course is taught entirely online and 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.

The course will develop your critical understanding of recent developments in TESOL theory and practice and motivate you to reflect your own teaching. It also prepares you to conduct independent research into teaching and learning and provides a pathway to doctoral study. You will work with expert tutors in the field of English language teaching, who have many years experience teaching at this level and who are committed to providing you with the best quality study experience.

If you would prefer to study at Nottingham, we also offer a face-to-face version which can be studied full or part-time.

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

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Tutors

Key facts

  • 200 years of experience in the field of education
  • 4th in the UK and 22nd worldwide for education in the QS World University Rankings by Subject 2017
  • 3rd in the UK in the latest Research Excellence Framework, with 84% of our research considered world-leading or internationally excellent
 

Course details

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation. It can be completed over two years part-time plus an eight-month dissertation. There is gap in between each module and each takes approximately 19 weeks to complete. There are PGDip and PGCert exit points, and it is also available at the University's Malaysia Campus, or via face-to-face study.

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. All assessed work is submitted online.

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.

Online course materials and support

Our online materials provide an interactive learning experience and allow you to study at your own pace. You will be encouraged to interact with other course participants, and each module will involve group activities such as using blogs, wikis and discussion boards.

For each module, you will have an academic tutor who will be active online. They contribute to discussions as well as supporting you through the assessment process. There is an online masters-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.

Applying

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

Important dates
Start dateApplication deadlineFee year
12 February 2018 22 January 2018 2017/18
13 September 2018 6 August 2018 2018/19
11 February 2019 21 January 2019 2018/19

Recognition of Other Learning (ROL)

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

 
 

Modules

Year one

Core

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.

 

Year two

Two from:

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) or MA Special and Inclusive Education (online).

Suitable modules include:

  • Learning Through an Additional Language (EAL/CLIL)
  • Changing Classrooms: Policy, Research and Practice
  • Relationship and Behaviour

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.

 

Timetable

You can download the timetable for 2017/18, but please note this is subject to change.

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 and 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/secondary teachers and vocational/industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Employability and average starting salary

99.2% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,797 was the average starting salary, with the highest being £44,000.*

* Known destinations of full-time home postgraduates 2015/16. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

 
 
 
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Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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