The MA TESOL with Applied Linguistics is for teachers of English as a foreign - second - additional language who wish to enhance their professional development and further their careers in teaching or associated English Language Teaching industries. The course will build on you previous teaching experience and professional training to develop your systematic understanding and critical awareness of the trends and debates in modern ELT pedagogy and Applied Linguistics. Throughout the masters course you will be encouraged to consider how insights gained from your own personal experiences as teachers and learners of foreign languages relate to the issues and debates in both ELT pedagogy and Applied Linguistics.
There are four strands to the course, which are studied concurrently throughout the year. These strands are a methodology and second language acquisition strand; a course design and evaluation strand; a language analysis strand; and a research methods strand. The concurrent study of these strands allows for links to be made from the content of one strand to its accompanying strands.
We welcome applications from graduates with a good honours degree, or equivalent qualification, in an appropriate subject. We also consider candidates with other relevant qualifications and individuals with a minimum of three years' work experience. Those without formal qualifications need to demonstrate relevant work experience and the ability to study at postgraduate level.
English language requirements
You must have competence in English language and we normally require Grade C GCSE or an equivalent qualification. The most common English Language requirements for international students are IELTS 6.5 or TOEFL (paper based) 575 or TOEFL (internet based) 90 with specified minimum scores for each component.
Graduates of this programme and its sister programme, MA TESOL, have gone on to work in universities and other Higher Education institutions in the UK, Japan, South Korea, China, Vietnam and Saudi Arabia; in colleges of Further Education in the UK as ESOL specialist teachers; as state school English language teachers in Greece, Turkey and Cyprus; as private school language teachers in Cyprus and Pakistan. Some MA graduates have set up their own language schools
There are four main strands to the programme. The first strand - Second Language Acquisition and Language Teaching Methodology combines a study of the history of teaching methodology with the study of Second Language Acquisition. The development of ELT as a discipline is examined for its pedagogic, social - cultural and linguistic trends and how these trends are manifested in classroom practices. These classroom practices will then be examined in the light of SLA research findings in order to see how insights from SLA may be used to evaluate the effectiveness of various teaching methodologies and classroom practices.
The second strand - Course Design and Evaluation in ELT is pedagogic in focus. It encourages students to look beyond the day to day choices they make in terms of classroom practice to consider the wider social and practical implications of course and syllabus design and student assessment - evaluation. The relationship between course and syllabus design and the design of assessment and evaluation procedures is explored within the context of societal and institutional demands and personal goals. Different frameworks for different client groups in different working contexts are examined, for example, adult and child general purpose English (GPE) courses, specialist English courses for specific and academic purposes. Links will be made between this module and Second Language Acquisition and Language Teaching Methodology to encourage students not only to see the relationship between SLA and classroom practices but also to see the relationship between classroom practice and the broader social, educational and institutional implications of course and assessment design.
The third strand of the programme is Research Methods Research Methods in TESOL and Applied Linguistics. This module introduces students to types of research paradigms and the scope of research topics in the field of TESOL and Applied Linguistics. The nature of research data is explored and the role of evidence and the interpretation of evidence in building a coherent argument are examined. A focus on Action Research enables students to see how they can participate in researching their own teaching - learning contexts whilst the evaluation of published research helps students to develop their own critical analysis.
The fourth strand of the course is the language study strand. In the MA TESOL with Applied Linguistics this focus is very much on linguistic grammars and their relation to empirical language data. This strand is made up of two 15-credit modules Empirical Investigation into Language Structure and Use and Grammatical Descriptions of English. The first module looks at empirical investigation of language data and so links with the content of the Research Methods module concerning types of data. The second module looks at the linguistic grammars of Halliday and Chomsky and the implications these linguistic grammars have for language description, and where relevant, language teaching. In this respect the language strand in the MA TESOL with Applied Linguistics makes strong links with the Applied Linguistics aspects of the module- Second Language Acquisition and Language Teaching Methodology and the discussion of the scope and nature of Applied Linguistics research in- Research Methods in TESOL and Applied Linguistics.
In this way the design of the MA TESOL with Applied Linguistics provides a comprehensive view of common core principles in the field of ELT and how ELT relates to Applied Linguistics whilst allowing students to develop their own particular research interests appropriate for their career aspirations. As well as providing a good knowledge base, the MA programme facilitates the development of students' critical faculties in the evaluation of data analysis, research design and argument.
Students attending the programme are expected to attend 100% of the classes. They are also expected to contribute to the intellectual vibrancy of the course by giving class presentations and generally preparing for and participating in the seminar discussions.
The assessment procedures contain varied formative and summative assessments. They include take home tasks, discursive essays, a reflective report, an oral presentation, a 2-hour exam and various research projects. Each module has more than one assessment form associated with it, so allowing students several opportunities to demonstrate their capabilities in the quality of their work. The assessment culminates in a dissertation proposal and a dissertation, an extended piece of individual research in an area of the student's choice. Over the duration of the course, students will write a combined total of approximately 18,000 words (excluding the exam and oral presentation) for their assignments plus 16,000 words (+-- 10%) for the dissertation.
|Lead time||36 months|
|Costs (indication)||More than € 4,550|