Postgraduate study
Designed to develop your critical understanding of recent developments in TESOL theory and practice, this course will motivate you to reflect on your own teaching.
 
  
Qualification
MA Teaching English to Speakers of Other Languages (TESOL)
Duration
1 year full-time including dissertation, 2 years part-time plus dissertation
Entry requirements
2:2 level (or international equivalent). Applicants without a first degree but with an approved, relevant professional qualification and/or substantial teaching experience will be considered on an individual basis.
Other requirements
Minimum of nine months' full-time classroom English language teaching experience (650 hours of part-time experience)
IELTS
6.5 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses may be available
Start date
September
UK/EU fees
£7,785 - Terms apply
International fees
£17,910 - Terms apply
Campus
Jubilee Campus
School/department
 

 

Overview

Please note this course is now closed to international applicants for September 2019 entry.

This course is suitable if you are a teacher of 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.

You may be able to take part in a community-based project to provide language teaching to refugees who need general and functional English language to survive and adapt to life in the UK.

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Shahneela Tasmin Sharmi

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Tutors

Academic English preparation and support

If you require additional support to take your language skills to the required level, you may be able to attend a presessional course at the Centre for English Language Education, which is accredited by the British Council for the teaching of English in the UK.

Students who successfully complete the presessional course to the required level can progress to postgraduate study without retaking IELTS or equivalent. You could be eligible for a joint offer, which means you will only need to apply for your visa once.

Key facts

 

Full course details

Detailed entry requirements

If an applicant has a first degree that includes a focus on language teaching theory and methodology or has successfully completed a substantial, approved TESOL methodology course, the experience required will be reduced to a minimum of two months’ full-time classroom English teaching experience (145 hours of part-time experience).

The teaching experience calculation should not include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. 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).

Structure

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation. It can be completed over one year full-time, or two years part-time plus an eight-month dissertation. There are PGDip and PGCert exit points, and it is also available at the University's Malaysia Campus, or via online 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.

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.

Applying

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

Important dates
Mode of studyStatusStart dateApplication deadline
Full-time and
part-time
Home/EU 23 September 2019 2 September 2019

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

Core

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 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 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

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 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
  • 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.

 
Teaching English for Academic Purposes: Context, Language and Pedagogy (web-based)

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
 

Dissertation module

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 view an example timetable, however this is subject to change year on year and your live timetable will be available via the various online timetable systems.

The above is a sample of the typical modules that we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Due to the passage of time between commencement of the course and subsequent years of the course, modules may change due to developments in the curriculum and information is provided for indicative purposes only.

 
 

Fees and funding

Extra costs

There are very few extra costs that you need to factor in. We provide an extensive e-library (books and journals), comprehensive study materials and dissertation guidance.

However, you should budget on buying a maximum of two core texts for each of the four taught modules – even when core texts are available through the library, we recommend students get their own copies to keep and refer to. These titles are all widely available, but the costs may vary depending on the format. 

See information on how to fund your masters, including our step-by-step guide. Further information is available on the school website.

Government loans for masters courses

The Government offers postgraduate student loans for students studying a taught or research masters course. Applicants must ordinarily live in England or the EU. Student loans are also available for students from Wales, Northern Ireland and Scotland.

International and EU students

Masters scholarships are available for international students from a wide variety of countries and areas of study. You must already have an offer to study at Nottingham to apply. Please note closing dates to ensure your course application is submitted in good time.

Information and advice on funding your degree, living costs and working while you study is available on our website, as well as country-specific resources.

 
 

Careers and professional development

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

99.5% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,500 was the average starting salary, with the highest being £38,000.*

* Known destinations of full-time home postgraduates 2016/17. 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.

 
 
 

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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