MA Second Language Education (Part Time)

Key details

MA SECOND LANGUAGE EDUCATION (PART TIME)

Start Year

2023

Attendance

Part Time

Award

Degree of Master of Arts

Duration (years)

In our increasingly superdiverse, multilingual and multicultural societies, it is important to understand the principles, practices and policies governing second language education. This is exactly the goal of this Master’s in Second Language Education: to help you develop knowledge to contribute to these areas.

During your time at UEA, you’ll develop a critical understanding of current issues in Second Language Education. You’ll explore major questions and debates in this field and gain insights into issues related to policymaking, planning and innovation and change. You’ll develop a theoretical and practical understanding of teaching and learning second languages as well as research skills.

Whether you’re new to the field or already a qualified second language teacher and practitioner, this MA will help you develop academically and professionally within the field of Second Language Education and will enhance new career prospects.

About

In the MA in Second Language Education, you’ll study with students from around the world, bringing a wide range of perspectives to enrich learning. You'll spend time investigating second language education case studies from a range of countries and exploring research related to second language provision, pedagogy, curriculum development and policy making.

Through reading and analysing existing research, you'll develop skills to critically appraise current issues in second language education. This will inform the development of practice within your own national context and enable comparisons across countries. Understanding related international research will support the development of skills relevant to becoming a policy maker, curriculum planner or second language teacher

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

You’ll experience a range of assessment methods throughout the course. All modules are assessed by coursework.

Structure

The programme consists of six 20-credit modules and a 60-credit dissertation. The modules will provide you with a grounding in second language education and research methods, and you’ll have the chance of choosing an optional module.

In your first year, you’ll take the following four modules (two per term):

Critical Reading

What does it mean to be a 'critical' reader? Why is critical reading important? How can you develop your criticality, both as a reader and a writer? This module will support you in finding answers to these questions and, importantly, help you to become a capable, critical reader of a broad range of academic publications.

Principles and Practice in Second Language Education

Starting with theories of how children acquire their first language, this module will focus on second language learning. You'll consider how different theories contribute to the development of principles and practices in second language education. You'll also consider different approaches and trends in teaching second languages in classrooms globally.

Innovation and Change in Second Language Education

Around the world, teachers and policy makers search for initiatives to improve the teaching and learning of second languages. However, the introduction of new policies can be costly, so careful consideration needs to be given to what is likely to work. Through consideration of case studies and research, this module will prepare you to analyse the factors that can improve attempts to innovate and bring about successful change.

Optional module

You’ll select one optional module from the range on offer. The modules change every year, but typical examples include:

Corpora in Language Research, Learning and Teaching
Leading Teaching, Improving Learning and Global Education Reform
Literacy, Development and Adult Learning: An Introduction to the Concepts

Teaching and Learning

You’ll experience a variety of teaching methods throughout our modules, which will include a combination of lectures, seminars, workshops, group and pair work, and self-directed study. You'll also take part in discussions and give presentations.

You will be taught by experienced specialist lecturers, professors and researchers in the field of Second Language Education.

We place emphasis on interactive activities and problem solving to help you develop effective communication skills. You'll be encouraged to use to use your initiative, creativity and originality to analyse case studies, solve problems and synthesise ideas.

You can find further information about our teaching staff by visiting staff profiles available on the School of Education and Lifelong Learning website.

Enrichment activities

Guest lectures, opportunities to observe teaching and talking to current practitioners form an integral part of the course, providing you with valuable insights and networking opportunities.

Academic support

All Master’s students in the School of Education and Lifelong Learning have access to enhanced English language tutoring to support the development of their academic writing. In addition, our ‘Critical Reading’ module will offer you focused activities and workshops designed to support critical reading and advanced academic writing skills. You'll also be encouraged to engage actively with your academic advisers and module leaders.

Independent learning

To master independent learning, you’ll spend time conducting your own research. You’ll have access to UEA’s excellent library and online journals and resources as well as the specialist study spaces designated to postgraduate students at UEA.

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Assessment for Year 2

You’ll experience a range of assessment methods throughout the course. All modules are assessed by coursework.

Structure

In your second year of study, you’ll take the following two modules in the first term. You will then focus on your dissertation work.

Language Learning in Context

In this module, you’ll examine the role that context plays in determining how second language education (policy and practice) manifests itself. Some of the key questions guiding this module are: why teachers teach the way they do, which second languages are prioritised and what effect this has on learners.

Educational Research Methods

This module will provide you with a grounding in the methods employed in educational inquiry as well as equip you with skills to design and conduct your own research. It will offer an introduction to some key research techniques and cover crucial aspects of qualitative inquiry.

Dissertation

You’ll choose a Master’s dissertation topic based on your interests and professional background, with guidance from our internationally experienced team of academics. You’ll then work with an individual supervisor to design, conduct research, and write up your project.

Teaching and Learning

You will be taught by experienced specialist lecturers, professors and researchers in the field of Second Language Education.

You can find further information about our teaching staff by visiting staff profiles available on the School of Education and Lifelong Learning website.

Enrichment activities

Guest lectures, opportunities to observe teaching and talking to current practitioners form an integral part of the course, providing you with valuable insights and networking opportunities.

Academic support

Independent learning

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Open Days

Assessment for Year 1

You’ll experience a range of assessment methods throughout the course. All modules are assessed by coursework.

Compulsory Modules

CRITICAL READING

Code EDUE7035A

Credits 20

What does it mean to be a ‘critical’ reader? Why is critical reading important? How can you develop your criticality, both as a reader and a writer? What is the single question that reminds us to take a critical stance when reading a range of published ‘texts’?

PRINCIPLES AND PRACTICE IN SECOND LANGUAGE EDUCATION

Code EDUE7036A

Credits 20

This module examines research on second language learning and how it contributes to the development of principles and practices in second language education. We start by looking at teaching contexts and approaches before focusing on the learners – e.g. their motivation, interaction, language use and strategies. The module ends with sessions on teacher development and on L2 classroom research as a way of extending the impact of your learning during the semester.

INNOVATION AND CHANGE IN SECOND LANGUAGE EDUCATION

Code EDUE7040B

Credits 20

Initiatives to improve the teaching of a second language are a feature of many government policies across the world, especially English Language Teaching, but not exclusively. Given that the formulation and introduction of new policy usually aims to improve student out-comes but can be costly, careful consideration needs to be given to what is likely to work and what not. This is exactly what this module will focus upon, aiming to prepare you to analyse those factors which can help to improve attempts to innovate and bring about successful change in second language teaching and learning. In this module, you will consider the principles of innovation and change at both system and the local levels through case study. You will have the opportunity to consider innovation and change through taking a critical look at teacher education, curriculum design, second language assessment, and the use of digital technologies within spe-cific contexts in order to understand how these influence student outcomes. Your knowledge and understanding will be enhanced through a mixture of lecture input, seminars, group work, pair work, and self- directed study. Through studying the principles of innovation and change in second language education, you will be enabled to make judgements and arguments about how planning for second language education could proceed, in addition to evaluating the factors which are likely to in-fluence successful change. This module will also build upon concepts introduced in other com-pulsory modules for the MASLE course.

Optional A Modules

(20 credits)

EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT

Code DEV-7011B

Credits 20

The aim of this module is to help you understand and critically examine, policy-making processes and specific policies for educational development. You will discover the relationships between policy and practice in a range of international, national and local development contexts. Through this module you will explore different approaches to policy development and familiarise yourself with dominant global policy agendas in education - asking who makes or influences policy, and considering policies as socially situated documents, practices and processes. The module introduces you to educational policy-making to address a range of development challenges and how related strategies are enacted in practice; drawing on policy theory and ethnographic and school-based research, as well as practical sessions to critique policy-related writing, examine models of educational quality and curricula, and explore issues of school-related gender based violence.

QUANTITATIVE RESEARCH METHODS IN EDUCATION

Code EDUE7025B

Credits 20

The content of this module complements and elaborates the 20-credit Research Methods in Education compulsory module of the full-time MA programme in the School of Education and Lifelong Learning. It aims to you to elementary concepts and methods in statistical analysis and to help them make well-informed choices in their uses of appropriate methodological techniques and tools in their own research. The module is of relevance if you want to understand the way quantitative evidence is generated, analysed and interpreted and if you choose to collect quantitative data (e.g. through questionnaires) or use mixed methods (i.e. both qualitative and quantitative).

ADULT LITERACY, SUSTAINABLE DEVELOPMENT AND LIFELONG LEARNING

Code EDUE7041B

Credits 20

Starting with the concept of literacy as a social practice, we draw on ethnographic research to unpack the relationship between literacy and international development. We will discuss current theories in adult learning and their relevance for policy, planning and practice in lifelong learning, as well as including an introduction to key debates and approaches in development theory.

LEADING TEACHING, IMPROVING LEARNING AND GLOBAL EDUCATION REFORM

Code EDUE7043B

Credits 20

As governments in many countries across the world seek to transform their education systems, questions about leading teaching and improving learning are more important than ever. How do we know that our students are learning and making progress? What forms of knowledge are needed to improve teaching? Can we scale up local improvements or borrow policies from other countries to improve teaching and learning locally? This module enables you to investigate the relationship between approaches to improving learning ‘locally’ and the tendencies towards standardisation and complexity reduction characteristic of global education reform. You will have opportunities to reflect on the leadership (or management) of improvement initiatives that are sensitive to the individual needs of children, young people or adults learning in diverse local contexts. Through a depth study of a specific ‘local’ issue, you will also have an opportunity to examine the complex nature of leadership initiatives and policies aimed at improving teaching and learning. The advantages and limitations of researching the ‘local’ and the ‘particular’ will be discussed in relation to knowledge gleaned from large-scale educational surveys, schools’ ‘league tables’ and international comparisons.

PUBLIC POLICY, STRATEGIC MANAGEMENT AND COMPLEXITY

Code EDUE7044A

Credits 20

Why are education managers increasingly focused on strategy design and implementation? To what extent are organisational strategies influenced or determined by institutional contexts (policy environment, local social orders)? How can education policymakers and managers become more effective in achieving their objectives? This module will enable you to develop an advanced understanding of the problematic nature of strategies for organisational improvement that rely on the ‘delivery’ of predetermined outcomes. You will have an opportunity to evaluate such strategies by drawing on ground-breaking insights into the nature of stability and change developed by complexity science. Complexity science offers an explanation of how change emerges from many local interactions of people engaging in everyday work and the pursuit of organisational goals, as well as personal agendas, power relations, rational and emotional responses to strategies, compliance and resistance. Organisational strategies also take shape at the intersection of global, national and local policy contexts that stimulate, hinder or transform reform processes. Because managers cannot completely control employees’ responses or the impact of policy, their strategies often produce unexpected or undesirable outcomes. By looking at a number of current education policies as ‘case studies’ to evaluate, you will also have an opportunity to explore the complexities of policy interventions in a range of international contexts.

CORPORA IN LANGUAGE RESEARCH, LEARNING AND TEACHING

Code EDUE7045B

Credits 20

Computer-assisted investigations of collections of texts representative of a language (e.g. English) or one of its uses (e.g. academic English) have become increasingly popular since the 1980s. Explorations of these textual collections, which are known as ‘corpora’ (the plural of ‘corpus’), have revolutionized our knowledge of language (e.g. is ‘small’ or ‘little’ used with ‘hill’?) and about language (e.g. do we use more subordinate clauses in spoken or written English). Such explorations have also impacted on the ways we learn and teach languages – for instance, they can help learners to develop their autonomous language learning skills. This module is aimed at introducing you to the fascinating area of investigating language through computer tools for research, learning and/or teaching purposes. The module will primarily focus on English language corpora, but you will be encouraged to transfer the skills acquired in the module to the analysis of corpora in other languages if that is relevant to your current/future profession if, for example, you are or aim to be a translator. The final assignment is flexible, allowing you to choose a topic for further investigation which is most relevant to your own needs and wants.

LANGUAGE ISSUES IN A GLOBAL MULTILINGUAL CONTEXT

Code PPLC7001B

Credits 20

Every day millions of people across the globe consume information on the internet or on television, mediated from languages that they do not know. How does this happen? What is at stake? Linguistically, socio-culturally? These are the kinds of question that we address with Language Issues in a Global Multilingual Context. We focus on language-related issues associated with the globalisation of communication and the media. You will consider a range of materials - texts and their translation(s), multilingual sources of information (e.g. global news, consumer information), products of audiovisual translation (e.g. subtitling, dubbing), IT mediated or processed texts - to explore issues involved in the transposition and dissemination of (spoken and written) text into other media and other languages across different spheres of activity (e.g. media, politics, culture). The subject matter relates to different domains of enquiry (including mediation/translation studies, linguistics, communication studies, cultural studies, for example) and the aim is to sensitize you to language-related issues in a global context from a range of theoretical and methodological perspectives. Within the interdisciplinary context of the module, you will develop to a high level your awareness and understanding of language and communication issues in a global world, and become familiar with different critical approaches to these issues. You will gain the ability to evaluate these approaches critically and evaluate their relevance and usefulness to your own needs and circumstances. You will acquire skills of independent research, with a focus on appropriate methodology, data collection, analysis, synthesis and evaluation, and refine your oral and written presentation skills of your findings. Sound receptive knowledge of at least one language other than the mother tongue required.

INTERCULTURAL EDUCATION AND TRAINING

Code PPLC7014B

Credits 20

It is often claimed that intercultural communication is essential in today’s globalised world, but how can it be taught, learned and assessed? This question is essential for practitioners in a wide range of educational contexts and it is the central theme you will explore. You don’t need to have a teaching qualification to take this module. Whether you are a current or an aspiring teacher, trainer, mentor or coach, you will examine the pedagogical tools of intercultural learning that can be applied in your subject specialism. You will have the chance to gain a firm grounding in key notions from theoretical and empirical perspectives, delving deeply into critical pedagogy and uncovering core concepts, such as curriculum internationalisation, global citizenship and intercultural education. You will benefit from the flexibility of this module and gain experience in adapting new knowledge to suit your individual interests, needs and career aspirations, and will learn through a mixture of seminars and self-directed study carefully structured around central themes, analysing current research in highly interactive and critically reflective teaching sessions. As you study, you will put your new knowledge into practice through the application of theories to specific teaching and training contexts. On successful completion of this module, you will have the knowledge and skills to put yourself in a better position to gain employment where intercultural training and education is required, for example in multinational companies, non-governmental organisations, government departments, the education sector and health care industry. This module is open to both home and international students training to become teachers. It is also suited to practising or future teachers, trainers, trainees, educators, coaches, consultants, mentors, curriculum developers and any other professionals in a broad range of fields (e.g. language teaching, content and language integrated learning, media, business, politics, international relations, translation and healthcare). The teaching sessions will be delivered in the English language.

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Open Days

Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. The University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

You’ll experience a range of assessment methods throughout the course. All modules are assessed by coursework.

Compulsory Modules

EDUCATIONAL RESEARCH METHODS

Code EDUE7038A

Credits 20

This module provides students with a grounding in the methodology of educational inquiry as well as with some preparation before they apply their own research skills. The module offers an introduction to some key research methodologies and covers crucial aspects of qualitative inquiry. A range of methodological approaches are explored, such as ethnography and case study, and various methods of collecting qualitative data are discussed (e.g. interviewing, doing observations). Students are equipped with some key skills that can help them design and conduct research in their own specialist areas of educational interest.

LANGUAGE LEARNING IN CONTEXT

Code EDUE7039A

Credits 20

What role does context play in determining how Second Language Education (SLE) and English Language Teaching (ELT) take place? Wider global, cultural, and educational trends affect what occurs in language classrooms as well as local factors - and these are the important issues that you will learn about in this module. This module covers a range of themes. You will examine concepts related to teacher and learner identities, the influence of critical theory, and intercultural understanding, competence and learning. Why do teachers teach the way they do? What influences their practice? What are the factors that they believe are important for effective second and English language teaching and learning? What effect does this have on learners? You will explore answers to these questions and develop your knowledge and understanding through a mix of lecture input, seminars, group work, pair work, and self- directed study, so that you learn about SLE and TESOL/ELT in action. All of this will support the development of your evaluation skills and enable you to ask and answer critical questions about how SLE/TESOL/ELT might be influenced in different learning contexts and environments - from pre-school to university settings around the world. You will have the opportunity to present your ideas on the themes covered through discussion, debate, oral, visual and written presentations throughout the module. Assessment is through 100% coursework.

DISSERTATION

Code EDUE7037X

Credits 60

Working with an individual supervisor, the student is required to design, research and write up an inquiry-based project for a dissertation. With guidance from the course team, the student chooses a dissertation topic according to his/her individual interests and/or professional needs.

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MA SECOND LANGUAGE EDUCATION (PART TIME)