MA Teaching English to Speakers of Other Languages (TESOL)

The careful design of this academic Master’s course will meet your needs as a current/future English language teacher. You’ll acquire in-depth expertise in your field and graduate ready to contribute to the teaching of English worldwide, for example, as a teacher, policy-maker, or academic researcher.

Over the course, you’ll develop your advanced teaching and learning skills and cultivate a breadth of knowledge about teaching English to speakers of other languages. You’ll also benefit from the depth of study that comes with this unique Master’s level programme.

You’ll study with top academics, who are active researchers and educators in the fields of TESOL, applied linguistics and education. These highly experienced professionals have worked in a range of different countries and will share their pedagogical/research expertise with you.

During your MA TESOL, you’ll develop critical awareness of both current practice and research in English language teaching in the UK and internationally. You’ll also become an expert in matters of professional responsibility, integrity and ethics – essential for your later career. At the same time, you’ll build your academic and linguistic skills, including transferable skills such as independent study, critical thinking, and effective spoken and written communication in English.

One key feature of your time as an MA TESOL student at UEA is having the ability to customize the curriculum to your needs. For example, you’ll have the option to complete a dissertation, focusing on a research topic of your own choosing, or to add to your breadth of knowledge by taking additional taught modules.

Upon completion of the MA TESOL, you may also decide to pursue an additional qualification – the Certificate in English Language Teaching to Adults (CELTA) – with a local partner of ours. You’ll have the opportunity of starting it right after the MA TESOL, and you’ll benefit from a promotional rate (i.e. a 15% discount).

About

Learn to teach English to speakers of other languages and help people all over the world open doors, unlock their potential and communicate across borders.

According to the British Council, 1.5 to 1.6 billion people speak English around the world today, with the number likely to grow and stabilise around 2025. With more and more people learning English, the demand for high quality English language teaching is only set to grow.

With an MA TESOL qualification from one of the UK’s leading universities you will be able to meet that demand. You will be able to benefit your future students, and you will kick start a career that could see you work anywhere in the world, and in any number of different sectors.

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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

Assessment is normally by summative essays submitted at the end of each module, though there will also be formative assessment during each module, often in the form of oral presentations. There may also be alternative forms of assessment included on occasions, such as poster presentations, reports, or annotated bibliographies. Those taking the dissertation route will submit a supervised dissertation to complete their studies.

Structure

You’ll begin by building a firm foundation in your subject with the modules ‘Critical Reading’ and ‘Principles and Practice in Second Language Education’.

You’ll be able to adapt your curriculum to suit your educational needs and wants as well as to prepare you for your career path. As an MA TESOL student at UEA, you’ll have the option of choosing between the research route, which entails the completion of a dissertation, and the pedagogical route, which gives you the opportunity to study a wider range of modules. Both routes are of equal status, and whichever you choose you’ll enjoy the same quality of support from your experienced tutors.

If you decide to go for the research route, you will undertake the Education Research Methods module in your first semester to prepare for your dissertation in the second semester. This module is also available as an option if you decide to go for the pedagogical route.

You’ll have the chance to choose from a list of optional modules, which is routinely updated. This is a great opportunity to explore the areas that interest you most and to tailor your studies to your career aspirations. You’ll be able to choose from a range of options on topics of relevance to the practice of current and future TESOL practitioners. One example is the module Observed Practice where you’ll have the chance to observe English language teachers in action and learn from your reflections on their practice. Your MA TESOL can also be interdisciplinary as you may decide to select optional modules from other Schools.

The structure of the course allows for a large amount of choice so that you can choose the route and the modules that best suit your needs. You’ll be assigned an adviser who will give you academic advice and support. Your adviser will also provide pastoral guidance and be a key point of contact throughout your time with us. We work hard to make sure that your academic and personal experience at UEA is exceptional and that your own use of the English language develops too as you progress through the year.

Teaching and Learning

Teaching

You will study through a combination of lecturers, seminars, small group and individual supervisions. You will also have the benefit of our excellent library and online resources, as well as learning from a community of students, all of whom are committed to attaining advancement in the field.

Independent study

You will be expected to complement your taught sessions with independent study including reading and essay writing. This means that you will leave the course with the skills and confidence to keep learning and enhancing your knowledge throughout your career. There is also the option to complete a dissertation, which allows you to investigate a topic of your own choosing, in consultation with your supervisor who will oversee your work on the project.

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Assessment for Year 1

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

Starting with theories of how children learn (or acquire) their first language, we look at research on second language learning and how this contributes to the development of principles and practices in second language education. We examine differences among learners and learning contexts and the implications for second language teaching. We then examine different approaches to teaching a second language in classrooms globally, including the communicative approach, immersion, the bilingual classroom and the post-methods approach, with its focus on teacher and learner strategies and goals.

Optional A Modules

(140 credits)

INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH

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).

AN INTRODUCTION TO KEY CONCEPTS AND IDEAS IN EDUCATIONAL PRACTICES

Code EDUE7028A

Credits 20

You may wonder why this module encourages you to explore some ‘obvious’ concepts and ideas such as ‘learning’. Isn’t it obvious what ‘learning’ is? Not if we take into account the fact that a google search yields millions of different answers to the question: ‘What is learning?’ Or that it is rather difficult to answer the question: ‘How do we know that someone has learned something?’ The meaning of ‘learning’ may not be as ‘obvious’ as we think. This module provides an introduction to key concepts and ideas about learning and teaching in compulsory, post-compulsory and lifelong learning that are often taken for granted as ‘obvious’. You will explore how different theoretical perspectives on learning illuminate different aspects of learning and teaching interactions. You will examine these within the broader context of educational organisations and systems. The key concepts and ideas studied in this module include: ‘learning’; ‘cognition’ and ‘emotion’; learning and teaching as ‘social interaction’; ‘agency’, ‘structure’ and ‘culture’; ‘education leadership’ and ‘education policy’. You will also explore how diverse approaches to learning and teaching offered by psychologists, sociologists, educational researchers and policy-makers influence everyday educational practice. The core approach to our module discussions will be based on challenging concepts and ideas that appear ‘obvious’ but, on closer examination, turn out to be problematic. In writing an assignment on a topic of your own choice, you will have an opportunity to challenge some of the ‘obvious’ ideas about your topic.

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.

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) takes 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 language teaching and learning? What effect does this have on learners? You will answers to these questions and develop your knowledge and understanding through a mixture of lecture input, seminars, group work, pair work, and self- directed study, so that you learn about SLE in action. All of this will support your evaluation skills and enable you to ask and answer critical questions about how SLE is influenced in different learning environments, from pre-school to university settings. You will have the opportunity to present your ideas and beliefs on the themes covered through discussion, debate, and oral, visual and written presentations throughout the module. Assessment is through 100% coursework.

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 outcomes 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 specific 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 influence successful change.

LITERACY, DEVELOPMENT AND ADULT LEARNING: AN INTRODUCTION TO THE CONCEPTS

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.

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.

TEACHING LANGUAGE THROUGH LITERATURE

Code EDUE7046B

Credits 20

An under-explored area is the teaching of English as a Second Language (ESL) and English as a Foreign language (EFL) through literature. In the last twenty years in particular, teaching language through literature has been a more commonly practised approach to teaching English to speakers of other languages, not least because of the useful linguistic patterns to be found in adult and children’s literature. Furthermore, the affective dimension of enjoyment and engagement with literature is used to increase motivation in second or additional language learning.

OBSERVED PRACTICE

Code EDUE7047B

Credits 20

The focus of this module is the observation and analysis of teaching in the English language classroom. The module will help identify the challenges faced by educators and how these challenges can be best met. We will look at a range of different approaches in order for students to gain a comprehensive understanding of the main ideas and issues related to classroom observation. Students will also have a practical opportunity to apply their reading and research by observing English language classes.

OBSERVED PRACTICE

Code EDUE7047X

Credits 20

LANGUAGE ASSESSMENT

Code EDUE7048A

Credits 20

This module provides an introduction to key principles in language assessment. The focus is on the theoretical concepts and practical techniques needed for designing effective classroom language tests. It seeks to show the significant interconnections between classroom assessment on one hand and classroom teaching on the other to help teachers answer the question: How best can I assess my students’ learning?

ENGLISH LANGUAGE ANALYSIS FOR LANGUAGE PROFESSIONALS

Code EDUE7049A

Credits 20

This module provides an in-depth introduction to the description and analysis of the English language, equipping you with the main concepts and terms needed for you to undertake your professional role (e.g. teacher, translator). The module explores different systems of the English language such as grammar and discourse, and provides you with tools to analyze spoken and written language in use. You will also be encouraged to reflect on how these language systems are present in the materials that are used in your professional field and to apply your enhanced linguistic knowledge to your professional practice.

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.

Optional B Modules

(140 credits)

INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH

Code EDUE7025B

Credits 20

AN INTRODUCTION TO KEY CONCEPTS AND IDEAS IN EDUCATIONAL PRACTICES

Code EDUE7028A

Credits 20

EDUCATIONAL RESEARCH METHODS

Code EDUE7038A

Credits 20

LANGUAGE LEARNING IN CONTEXT

Code EDUE7039A

Credits 20

INNOVATION AND CHANGE IN SECOND LANGUAGE EDUCATION

Code EDUE7040B

Credits 20

LITERACY, DEVELOPMENT AND ADULT LEARNING: AN INTRODUCTION TO THE CONCEPTS

Code EDUE7041B

Credits 20

CORPORA IN LANGUAGE RESEARCH, LEARNING AND TEACHING

Code EDUE7045B

Credits 20

TEACHING LANGUAGE THROUGH LITERATURE

Code EDUE7046B

Credits 20

OBSERVED PRACTICE

Code EDUE7047B

Credits 20

OBSERVED PRACTICE

Code EDUE7047X

Credits 20

LANGUAGE ASSESSMENT

Code EDUE7048A

Credits 20

ENGLISH LANGUAGE ANALYSIS FOR LANGUAGE PROFESSIONALS

Code EDUE7049A

Credits 20

LANGUAGE ISSUES IN A GLOBAL MULTILINGUAL CONTEXT

Code PPLC7001B

Credits 20

INTERCULTURAL EDUCATION AND TRAINING

Code PPLC7014B

Credits 20

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Apply

Explore our research

Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, the University will endeavour to consult with students and others. It is also possible that 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. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will inform students.

MA TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL)