Course description
Structure and Content
The Postgraduate Certificate in TESOL is awarded if four coursework modules are successfully completed. The Postgraduate Diploma in TESOL is awarded on the basis of successful completion of eight coursework modules. The MSc in TESOL is awarded on the basis of successful completion of eight coursework modules plus a dissertation of 15,000 words.
You will take eight modules from the following:
Autumn: Semester One
Methodology I: An overview of current theory and practice in the teaching of the four language skills – reading, listening (the receptive skills), writing and speaking (the productive skills).
Classroom Observation: This module develops critical awareness and theoretical understanding of current classroom practice by observing experienced English language teachers in real classrooms, which provides exposure to different teaching styles and methods.
Language Learning Theory and Research: An overview of the research which is necessary to understand the processes involved in learning a second language.
Description of Modern English: An overview of English syntax, grammar and cohesion designed to develop language awareness.
Computer Assisted Language Learning (CALL) Concepts and Materials: A rationale for using CALL, background theory and research on how computers process text, images and sound, choosing and using software and exploiting general purpose software for EFL purposes.
Multimedia Authoring for Language Teaching: Creating multimedia materials using HTML and authoring programs for language teaching and learning.
Spring: Semester Two
Methodology II: An overview of current theory and practice in the teaching of language elements – grammar, vocabulary and pronunciation.
Microteaching: Development of critical awareness and theoretical understanding of current classroom practice by providing an opportunity to plan, teach and reflect on lessons taught to one’s peers.
The ELT Curriculum: The first part of the module provides an overview of the principles and practice of designing a curriculum and tasks for English Language teaching and learning; the second part focuses on testing progress in language learning and investigating the impact of teaching and language curriculum provision of different kinds.
Discourse Analysis: An investigation of English discourse using techniques of conversational analysis and genre analysis.
Internet Applications in Language Teaching: Use of virtual learning environments, the principles and practice of HTML and Java script programming for language teaching.
Corpus Linguistics in Language Teaching and Research: The application of corpus linguistics techniques to language teaching, learning and research.
Delivery and Assessment
Delivery of modules is carried out mainly through seminars and workshops. Practical teaching skills are developed through classroom observation and videoed peer teaching sessions. Learning and professional development is facilitated by regular guided group work tasks.
Your progress is assessed by coursework assignments and, for the MSc, the dissertation. The award with distinction may be granted to work of a very high standard.
Career Opportunities
English is regarded as the most widely spoken language in the world. For overseas graduates, a Master’s-level qualification in teaching English as a second language can provide the first step towards a successful teaching career in your home country. For a UK graduate, the qualification can provide entry to a challenging series of jobs overseas. And for those teaching mainstream language classes in the UK, it can provide the opportunity for you to diversify your skills and your teaching environment.
For those who have been teaching English overseas for some time, our MSc TESOL programme will help you consolidate your skills and should provide access to more rewarding posts. Most recent graduates have taken up teaching posts in language schools in the UK or overseas. And in the case of more experienced teachers, the qualification can provide access to posts in the tertiary sector.
