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This is a part-time accredited specialist course for all teachers working with bilingual learners. It’s open to qualified teachers as well as allied professional workers such as speech and language therapists and educational psychologists. Read more

Why this course?

This is a part-time accredited specialist course for all teachers working with bilingual learners. It’s open to qualified teachers as well as allied professional workers such as speech and language therapists and educational psychologists.

You’ll enhance your knowledge and practice of innovative approaches to curriculum design and delivery for bilingual learners.

This course is part of the Master of Education programme.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/supportingbilinguallearnersinthemainstreamclassroom/

You’ll study

You’ll complete three compulsory modules, a maximum of two per year. Modules must be taken in sequence.

Modules:
- Theories & Policies of Bilingualism & Second Language Acquisition
- Policy & Practice in Supporting Bilingual Learners 3 to 18
- Action Research to Effect Change for Bilingual Learners

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

The course is offered on a part-time basis over two years, with flexible delivery options available in terms of time and venue. It's not currently available by distance learning.

The course is delivered by a team of experts from the School of Education who have both teaching and research experience in the area of support for bilingual learners.

Sessions include lectures, workshop activity, seminar presentations and guest speakers.

Assessment

Each module is assessed throughout the Certificate and is graded on a satisfactory/unsatisfactory basis. Students are normally expected to have passed the assignment for each module prior to undertaking the next. The modules are assessed in a range of ways:
- Module 1 – 3,000 word written assignment and peer assessed presentation
- Module 2 – materials production and two 1,500-word written assignments
- Module 3 – research diary and written research report

Careers

All teachers must be able to demonstrate the ability to respond appropriately to linguistic differences among pupils. The Additional Support for Learning legislation (2004) emphasises the need to match educational provision to the needs of each individual learner, including bilingual learners.

This course enables teachers to meet these requirements thus enhancing their own practice and improving the learning opportunities of bilingual pupils.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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This programme is for English as a Second / Additional Language teachers, mainstream teachers with bilingual children in their classes and bilingual support teachers. Read more

Programme Description

This programme is for English as a Second / Additional Language teachers, mainstream teachers with bilingual children in their classes and bilingual support teachers. It provides support for teachers in facilitating bilingual learners’ access to the curriculum.

Our Additional Support for Learning programmes are designed to meet the needs of practising teachers and other professionals. This programme will enhance your skills and confidence and develop your knowledge of the linguistic and cultural demands of the curriculum.

As well as increasing your ability to operate practically in the classroom, the knowledge you gain will allow you to develop your role in policy making, ensuring that bilingual learners and their families are fully included in the opportunities offered by schools

Programme structure

Your learning will be in the form of lectures, seminars, small-group discussions and skill-development sessions.

Most courses are offered in e-learning or blended learning format, combining on-campus and online study.

All the courses are studied part time, and you can select individual courses for your CPD needs, complete 60 credits for a Postgraduate Certificate, or complete 120 credits for a Postgraduate Diploma.

Career opportunities

The skills you gain with this qualification will enhance your confidence and ability to take on a wider range of roles in this area of teaching. You may also choose to continue on to an advanced research degree, e.g. an MEd or EdD.

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UCAM Master’s Degree in Bilingual Teaching (English) was particularly designed for people who want to reach the level of linguistic and methodological competence necessary to teach in bilingual education and CLIL (Content and Language Integrated Learning) programs. Read more
UCAM Master’s Degree in Bilingual Teaching (English) was particularly designed for people who want to reach the level of linguistic and methodological competence necessary to teach in bilingual education and CLIL (Content and Language Integrated Learning) programs.

This Master’s Degree is aimed at international and Spanish university graduates from different academic backgrounds such as Pre-Primary and Primary Education, Engineering, and other graduates with an interest in bilingual teaching and in the CLIL approach. This Master’s Degree in Bilingual Teaching is also aimed at all those teachers now working in Primary or Secondary private or state schools. As an entry requirement for this postgraduate degree, candidates must have and prove the B1 level of English language (according to the CEFR).

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This course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in areas such as; teaching bilingual learners, English as first language and modern foreign languages. Read more
This course is for teachers already working in a range of language related fields in primary and secondary education, who wish to develop their expertise in areas such as; teaching bilingual learners, English as first language and modern foreign languages.

The PgCert/PgDip in Teaching Bilingual Learners responds to the diversity of background in children in primary and secondary schools and to the increasing governmental focus on the learning of English as an additional language (EAL).

Students who enrol on the MA Language Education can exit with PgCert/Dips in Language Education, Teaching Bilingual learners and Teaching of Reading depending on their combination of unit choices.

This course is intended to:

Support those wishing to become co-ordinators, consultants, advanced skills teachers, heads of department and mentors of trainees and NQTs.

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The MA Bilingualism and Multilingualism is a unique postgraduate qualification offered through distance learning provision, being the first degree of its kind offered in Europe and part of the University’s mission to contribute to the range of initiatives in the field of language planning and bilingual/ multilingual development, both in Wales and elsewhere. Read more
The MA Bilingualism and Multilingualism is a unique postgraduate qualification offered through distance learning provision, being the first degree of its kind offered in Europe and part of the University’s mission to contribute to the range of initiatives in the field of language planning and bilingual/ multilingual development, both in Wales and elsewhere.

Course Overview

The MA Bilingualism and Multilingualism takes full advantage of the rich linguistic experience offered by Wales’ own bilingual context, as well as University of Wales Trinity Saint David's long-established expertise within this field as part of an extended network of institutions across Europe where bilingualism, multilingualism and language planning is an everyday phenomenon.

The degree offers modules which encompass a range of aspects on bilingualism and language planning in Wales and internationally. Different pathways are offered to meet the professional demands of a variety of careers in the field of bilingualism. It consists of five modules in Part One and a dissertation of 15,000 words in Part Two.

In Part One students may choose from a range of modules according to their personal professional or vocational needs, including:
-Introduction to Bilingualism
-Societal Bilingualism (political aspects of language vitality)
-Cognitive Aspects of Bilingualism
-Models of Bilingual Teaching
-Language Planning Essentials
-Research Methodology

Students will choose their own research subjects for the dissertation in Part Two based on aspects of the modules studied previously in Part One and agreed in advance with the Programme Director. It is intended that students will be given the opportunity to conduct in-depth research in a field of study which will promote their professional development.

Although the modular structure of the postgraduate degree allows students to study a single module, on the successful completion of three modules students will be eligible to exit the course with a Postgraduate Certificate in Bilingualism and Multilingualism, and a Postgraduate Diploma in Bilingualism and Multilingualism on the completion of five modules. Students wishing to progress to the MA in Bilingualism and Multilingualism would undertake an additional dissertation.

Modules

A summary of the aims of individual modules:
-CYAD-7015: Introduction to Bilingualism
-CYAD-7002: Societal Bilingualism
-CYAD-7007: Research Methodology
-CYAD-7008: Cognitive Aspects of Bilingualism
-CYAD-7009: Development of Bilingual Education in Wales
-CYAD-7010: Models of Bilingual Teaching
-CYAD-7012: Language Planning Essentials

Key Features

The MA Bilingualism and Multilingualism takes full advantage of the rich linguistic experience offered by Wales’ own bilingual context, as well as University of Wales Trinity Saint David’s long-established expertise within this field. The University is part of an extended network of institutions across Europe where bilingualism, multilingualism and language planning is an everyday phenomenon.

The programme aims to:
-Provide students with various aspects of bilingualism and multilingualism, both in Wales and in international contexts
-Develop students’ ability to critically analyse the various factors involved in the study of bilingualism/ multilingualism and to relate those factors to national and international contexts
-Equip students for various vocations involved with bilingualism/ multilingualism and enable them to apply basic principles, together with knowledge, understanding and subject-based skills, to their daily vocational needs
-Introduce students to the most relevant research and thinking in the field which forms the basis for the most recent theories and learning
-Develop students’ transferable skills and enable them to research, interpret and critically evaluate
-Develop students’ cognitive skills including their ability to reason, to critically analyse, as well as to think creatively in appraising any current policies in the field of bilingualism/ multilingualism and to propose improvements

The programme will focus on various aspects of bilingualism and language planning relevant to a range of professional and vocational posts in order to extend and deepen knowledge, understanding and skills in specific fields. The professional / vocational skills related to this programme will enable students to:
-Rise to the challenge which faces individuals in the field of bilingualism / multilingualism and language planning
-Undertake projects concerned with various aspects in the field
-Undertake individual and team research to promote linguistic plans and strategies
-Analyse and interpret data concerned with various developments
-Exhibit proficiency in the use of ICT in presentations and in communication

Students are given an opportunity to undertake field studies occasionally (eg in Scotland and Ireland) in order to study language revitalization projects and, when geographically convenient, to attend national and international conferences on bilingualism and language planning.

The advantage of the MA Bilingualism and Multilingualism to students is the flexibility which allows them to gain the necessary knowledge and skills through distance learning, by studying part-time or full-time and with the assistance of technology and the reading materials provided.

One can study as few as two modules per year and spread the cost over the period of study. By now, the course is studied by students in Wales and in various parts of the world including, for example, Italy, Switzerland, Czechoslovakia, Cyprus, Greece and Mongolia.

Assessment

A range of assessment methods are adopted in order to enable students to illustrate their knowledge and skills in relation to learning outcomes, including:
-Written assignments
-Presentations (adapted for distance learning purposes)
-Extended essays

Assessment methods are adopted on the basis of their appropriateness for ensuring that students can show that they have achieved the learning outcomes which are explicit in every module and on which the assessment criteria are based.

At the start of every module students are provided with:
-The assignment(s) for the assessment of the module and the weighting for each assignment
-A list of the criteria used to mark an assignment or presentation
-Further guidance in relation to the requirements of the set tasks and dates for presentation

Following the completion of an assignment, each student will receive:
-A formal report containing an assessment of the individual criteria on which the final mark was based, and feedback containing comments on how to improve as part of a formative process
-An opportunity to discuss the assignment with a tutor if necessary

Every assignment is assessed internally by a second-marker and by an external examiner.

Career Opportunities

The University has excellent resources, thus enabling us to offer a range of modules available to suit professional developmental needs and personal interests. The degree has a broad focus which is suitable for a range of professional fields and aims to equip students with the information and skills to work confidently in the field of bilingualism / multilingualism and language planning. The course offers a range of experiences and would appeal to anyone involved in the development of the use of language in modern society, including:
-Language Officers
-Policy Makers & Government Officers
-Language Planners
-Teachers & Trainers
-Translators
-Youth/ Community Workers
-Those currently working in adult education in various countries
-Those developing learning opportunities in both youth and adult contexts

The MA degree offers opportunities to progress to undertake subsequent research for a PhD.

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The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Read more
The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), our programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

Please note that this programme is currently only open to home/EU students

Our Bilingualism in Education programme is aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. You will study the programme on a part-time distance learning basis.

Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), the programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

The programme aims to:

Increase knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language
Increase knowledge and practices of working across a diversity of cultures
Improve classroom practice in planning, implementing and evaluating the curriculum, taking into account the needs of bilingual learners
Enable students to develop more effective practices with bilingual learners with alleged special educational needs
Enable students to participate in, and evaluate interpersonal intervention with bilingual children with language learning and learning needs

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. Read more

Programme description

This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. You will study particular approaches to removing barriers to learning and including all children.

The programme has specific pathways for Postgraduate Diploma (visually impaired learners), Postgraduate Diploma (deaf learners) and Postgraduate Diploma (bilingual learners).
Programme structure

Compulsory courses:
Inclusive Pedagogy
Sources of knowledge
Conceptualising research

Option courses:
You will choose three option courses from this range:

Comparative approaches to inclusive and special education
Collaborative working in children’s services
Education for all
Teachers as agents of change
Foundations of international child protection
Issues and strategies for teaching and learning (VI)
Inclusion of pupils with visual impairment
Cerebral VI and profound and multiple learning difficulties
Audiology and audiometry
Language and communication (deaf children)
The developing bilingual learner
Specific learning difficulties: dyslexia
Assessing pupils with visual impairment
Bilingualism and other additional support needs
Promoting achievement and curriculum access to deaf / bilingual learners
Specific learning difficulties: co-occurring difficulties
Deaf Studies
an option course worth up to 40 credits from within the School or from elsewhere in the University (at SCQF level 11), subject to approval by the programme director
Dissertation (MSc)
Planning research
Research dissertation

Learning outcomes

The programme aims to:

develop and appropriately apply knowledge, skills and attitudes relevant to inclusive education and the contexts in which it takes place
reflect critically on the relationships between theory and practice and explore issues in the implementation of educational and social principles and ideals
engage with and where appropriate influence policy issues and the practice of professionals in relation to the delivery of inclusive education
develop extended skills in research and enquiry, including the use of literature, reviewing evidence, gathering, organising and evaluating data, responding to evidence and providing critical comment

Career opportunities

Suiting newly qualified teachers and experienced practitioners alike, this programme provides a qualification that can open doors to a new career in inclusive and special education, or an advanced role in the field.

It can also provide the foundations for a career in policy formation and development, as well as a broad range of highly transferable skills, such as communication and project management, which can be applied to roles in any field.

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The HEC Paris Executive MBA offers senior managers and executives from around the world the opportunity to select from a number of specializations and to take classes in 14 locations worldwide. Read more
The HEC Paris Executive MBA offers senior managers and executives from around the world the opportunity to select from a number of specializations and to take classes in 14 locations worldwide. With its specific focus on leadership and strategy, the HEC Paris Executive MBA is a practical and intensive program designed to provide you with comprehensive, innovative, and applicable knowledge and skills.

Overview: A world-class degree

The Executive MBA is run in Paris and Doha, which allows you to remain in your home track throughout the program, or to take classes in five different tracks.

The HEC Executive MBA is a unique degree program in general management that offers eight specializations and the opportunity to learn in four different locations around the world.

It is an intensive program designed to equip executives with the latest in management research and techniques on the social, economic and environmental aspects of international business from some of the finest minds in the academic world. The focus on leadership and strategic management ensures that our participants gain comprehensive, innovative, and applicable knowledge and skills.

The duration of the EMBA is 13 to 16 months and the curriculum is structured around a core program, a choice of specializations and a capstone project.

Locations -

The program is available in Paris (http://www.exed.hec.edu/locations/france) and in Doha (http://www.qatar.exed.hec.edu/). The 8 majors are run in 14 locations worldwide.

Mobility between locations

The core content of the Executive MBA is the same in each track, which enables participants to take courses in different tracks worldwide.

5 tracks

The HEC Paris Executive MBA offers 5 flexible schedule options (http://www.exed.hec.edu/executive-mbas/admissions/next-intakes), termed "tracks":

Four residential tracks
- Paris Modular - Bilingual French/English, Paris Campus
- Paris English Modular - English, Paris Campus
- HEC Paris in Qatar EMBA - English

Two non residential tracks
- Paris One-Day-a-Week - Bilingual French/English
- Paris End-of-Week - Bilingual French/English

8 Majors

You can choose from one of the majors mentioned on the right in order to specialize in the area of your choice.

Executive MBA degree

The Executive MBA degree is delivered by the French Ministry of Higher Education, and is accredited by three prestigious international associations:

- AMBA (Association of MBAs)
- AACSB (Association to Advance Collegiate Schools of Business)
- EQUIS (European Foundation for Management Development)

A global community and powerful network

HEC Paris Executive MBA participants build strong relationships both during and after the program. Our highly diverse and exclusive alumni network provides them with unlimited opportunities to exchange with like-minded peers worldwide. On completing the program, participants acces the HEC Executive Community (http://www.exed.hec.edu/executive-mbas/the-program/the-hec-executive-community) and the HEC Alumni network (http://www.hecalumni.fr/en).

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Applied linguistics addresses real-life language problems through insights gained from current linguistic theory, psychology and education. Read more
Applied linguistics addresses real-life language problems through insights gained from current linguistic theory, psychology and education.

Our MA is designed for people who want to know more about how foreign or second languages (particularly English) are learned, and how different kinds of classroom practice might affect proficiency. You explore different approaches to understanding language and language acquisition, and the methods that can be used to investigate language learning and teaching. You select a mixture of modules on language learning and its application to classroom practices.

You can choose areas of special study from a wide range of options, including:
-Teaching speaking and listening skills to language learners
-Psychological factors in second language learning
-Computer-assisted language-learning
-Literature and language-learning
-Age and bilingual development

You'll also be part of our Centre for Research in Language Development throughout the Lifespan (LaDeLi), a unique research centre specialising in all aspects of language learning and development.

We are one of the largest and most prestigious language and linguistics departments in the world, a place where talented students become part of an academic community in which the majority of research is rated ‘world-leading’ or ‘internationally excellent’, placing us firmly within the top 10 departments in the UK and among the top 150 departments on the planet (QS World University Rankings 2016).

If you want a global outlook, are interested in human communication, and want to study for a degree with real-world practical value in a world-class department, welcome to Essex.

This course is also available on a part-time basis.

Our expert staff

Our staff maintain excellent student-staff ratios with capped language-specific seminars.

In applied linguistics, Florence Myles, Monika Schmid, Sophia Skoufaki, Karen Roehr-Brackin, Adela Gánem-Gutiérrez, and Roger Hawkins focus on the learning of second and further languages, whilst Julian Good, Christina Gkonou and Tracey Costley focus on issues to do with the classroom teaching of English as a foreign language.

Specialist facilities

-An exciting programme of research seminars and other events
-Our Languages for All programme offers you the opportunity to study an additional language alongside your course at no extra cost
-Our ‘Visual World’ Experimental Lab records response times and eye movements when individuals are presented with pictures and videos
-Our Eye-Tracking Lab monitors eye movement of individuals performing tasks
-Our Psycholinguistics Lab measures how long it takes individuals to react to words, texts and sounds
-Our Linguistics Lab has specialist equipment to analyse sound
-Our Albert Sloman Library houses a strong collection of books, journals, electronic resources and major archives

Your future

Our course can lead to careers in areas such as academic research, publishing, journalism, administration, public service and teaching. You develop key employability skills including research design, data analysis, thinking analytically, report writing and public speaking.

We work with the University’s Employability and Careers Centre to help you find out about further work experience, internships, placements, and voluntary opportunities.

Within our Department of Language and Linguistics, we also offer supervision for PhD and MPhil. We offer supervision in areas including language acquisition, language learning and language teaching, culture and communication, psycholinguistics, language disorders, sociolinguistics, and theoretical and descriptive linguistics.

Our graduates are successful in a wide variety of career paths. They leave Essex with a unique set of skills and experience that are in demand by employers.

Example structure

Postgraduate study is the chance to take your education to the next level. The combination of compulsory and optional modules means our courses help you develop extensive knowledge in your chosen discipline, whilst providing plenty of freedom to pursue your own interests. Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field, therefore to ensure your course is as relevant and up-to-date as possible your core module structure may be subject to change.

MA Applied Linguistics
-MA Dissertation
-Assignment Writing and Dissertation Preparation
-Language Learning
-Research Methods I
-Research Methods II
-Advanced Phonology (optional)
-First Language Acquisition (optional)
-Phonological Development (optional)
-Second Language Vocabulary: Learning, Teaching and Use (optional)
-Topics in the Psychology of Language Learning and Teaching (optional)
-Second Language Acquisition and Linguistics Theory (optional)
-American Languages (optional)
-Varieties of English (optional)
-Sentence Processing (optional)
-Language Rights (optional)
-Semantics (optional)
-Literature and Language Teaching (optional)
-English Syntax 1 (optional)
-Description of Language for TEFL/ELT and Applied Linguistics (optional)
-Individual Differences in L2 Learning (optional)
-Syntactic Theory I (optional)
-Variationist Sociolinguistic Theory (optional)
-Experimental Design and Analysis (optional)
-Materials Design and Evaluation (optional)
-Sociolinguistic Methods 1: Data Collection (optional)
-English Syntax 2 (optional)
-Syntactic Theory II (optional)
-Teaching, Listening and Speaking (optional)
-Sociocultural Linguistics (optional)
-The Role of Age in Bilingual Development (optional)
-Variation in English II (optional)
-Sociolinguistic Methods: Data Coding and Analysis (optional)
-Graduate Research Assignment (optional)
-Language Attrition (optional)
-Teaching Practice I (optional)
-Approaches, Methods and Teacher Development for TEFL/TESOL (optional)
-Language in Context: From Pragmatics to Conversation Analysis (optional)
-Teaching Reading and Writing in TEFL/TESOL (optional)
-Intercultural Communication: communicating across languages and cultures (optional)

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This is a dynamic, pioneering interdisciplinary Masters course which meets the global demand for greater professionalism in interpersonal and inter-institutional bilingual communication. Read more
This is a dynamic, pioneering interdisciplinary Masters course which meets the global demand for greater professionalism in interpersonal and inter-institutional bilingual communication. The course will focus on enhancing your personal skills as a communicator and facilitator of communication. This can be as an advocate, as a mediator, communication strategist, intermediary or communication facilitator. Firmly grounded on the latest international communications theories and using real life simulations, you will learn to locate and analyse resources, pre-empt communications challenges and develop strategies to overcome obstacles to successful interaction.

The course will enrich your knowledge and application of the key paradigms of international communication, information handling and presentation in a range of contexts from the field of public diplomacy to international media, intelligence, business and international NGOs. It also enhances your competencies in handling information across and between languages and cultures, in various professional settings. You will have the training and preparation to make significant contributions in your chosen profession.

Course applicants typically come from fields such as language studies, translation and interpreting, social work, teaching, journalism and other areas of the media as well as from public office. However, the course will prove invaluable to anyone with high-level bilingual competence and experience in mediation between peoples from different cultural backgrounds.

Course content

You will take three core modules, two of which are taught and the third is research based. Theories and Practices of Global Communication covers the key underpinning knowledge and analytical tools for the programme as well as your abilities as a presenter of information. International Liaison focuses on your practical communication competences. In the research component you have the choice of an MA Thesis (the Dissertation module), conducting research into a topic of your choice, or a Professional Project where you apply your knowledge and expertise to creating a communication strategy. In both you are required to demonstrate research competence at Masters level. You then have the choice of four option modules to complete the MA.

Modules

The following modules are indicative of what you will study on this course.

Core modules
-DISSERTATION
-INTERNATIONAL LIAISON
-PROFESSIONAL PROJECT
-THEORIES AND PRACTICE OF GLOBAL COMMUNICATION

Option Modules
-ANALYSING SPOKEN AND WRITTEN DISCOURSE
-INTERCULTURAL COMMUNICATION
-INTERNATIONAL ORGANISATIONS AND INSTITUTIONAL DISCOURSE
-MIGRATION AND CULTURAL ENCOUNTERS
-SOCIOLINGUISTICS
-TRANSLATING CULTURES
-VALUES, BELIEFS AND MEDIA NARRATIVES

Associated Careers

Course graduates have gained success in communications-related positions in NGOs, diplomatic missions, international divisions of business and international organisations, as well as achieving a step-change in their original professions.

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The course provides a programme of graduate-level study in the broad field of bilingualism as well as research training in this area. Read more
The course provides a programme of graduate-level study in the broad field of bilingualism as well as research training in this area. It consists of a taught component including a combination of core and optional modules, and a research dissertation of 20,000 words.

The course provides a comprehensive, varied and flexible programme of training in multi-disciplinary topics associated with the study of bilingualism, including issues relating to language, education, and cognition.

The purpose of the course is to provide students with the necessary theoretical, analytical and methodological tools and skills to undertake advanced research in an area of bilingualism.

Students must take at least 180 Credits.

Modules
The modules for this degree vary each year, but a selection will be offered including:

Bilingual Research and Methods
Language Acquisition
Language Contact and Bilinguals
Current Issues in Bilingualism
L2 Speech Learning
Agweddau ar Ddwyeithrwydd
The Bilingual Mind

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A high standard of oral proficiency, grammatical accuracy and a sound knowledge of the countries are looked for at interview. Your second language should ideally be at least at or near A-level. Read more
A high standard of oral proficiency, grammatical accuracy and a sound knowledge of the countries are looked for at interview. Your second language should ideally be at least at or near A-level. A lower level may be acceptable, so long as you work at raising your competence before entry and during the course; please enquire. If you do not have a second language to offer you may still be considered.

A Disclosure and Barring Service Check and DfE Fitness to Teach test are also required.

The Faculty of Education has a national reputation for high quality initial teacher training which was rated 'outstanding' by Ofsted in their last inspection. We work with over 1,500 schools, colleges and educational organisations and offer a wide range of of secondary specialisms.

MFL is a national shortage subject and government priority with training bursaries available and this course has an excellent reputation. There is a growing need for high calibre language teachers and as such our trainees are very employable. Where appropriate, sessions are conducted in the relevant target language.

Trainees take a course of supporting study, including English as an additional language (EAL) and special educational needs (SEN). We also provide subject knowledge enhancement (SKE) courses to support graduates who would benefit from intensive MFL tuition before joining a PGCE MFL initial teacher training programme.

This course will be based at our £139 million new academic building at Birley Fields, All Saints campus, Manchester.

In addition to your main language, you will take one of the other two languages as your second language. You will be prepared to teach your main language throughout the 11-18 age range. In your second language, you will be prepared to teach up to either key stage 3 or key stage 4/GCSE, according to qualifications and linguistic competence. Where possible, we take into consideration other languages you may have.

This course enables you to acquire and develop language teaching skills. You will become aware of the needs of pupils of different abilities and of the goals and methods appropriate to them. You will be prepared for a wide variety of teaching situations by observing good practice in schools, by the use of DVDs, through discussions, peer teaching and practical workshops and through intensive practical teaching to a range of abilities. Feedback from experienced teachers and tutors facilitates your professional development.

Classroom management skills are given high priority both at the University and during school placements. Equally, an emphasis is placed upon careful planning, and you will develop the skills of linguistic analysis and sequencing.

You will learn how to teach both the spoken and written language, how to approach teaching grammar and how to plan for using the target language in the classroom. The course aims to develop a thoughtful and critical approach to the relationship between teaching strategies and the pupils' language learning in the classroom. You will learn how to assess and evaluate pupils' learning and how to use this in future planning. Other issues that form part of the course include language acquisition, cultural background, global citizenship and equal opportunities.

In addition to preparation for Key Stages 3-5, we also include provision for Key Stage 2 and you will compile a Primary Languages Portfolio. Methodology sessions in the university are conducted in your main foreign language where appropriate foreign language tutors and assistants will help you develop or maintain your language skills in your second foreign language.

We aim to develop analytical, successful and enthusiastic beginning teachers who are fully aware of the excitement and challenges which lie ahead and who can work effectively in a variety of educational settings.

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:

Promoting an inclusive learning and teaching environment:
Working in multi-professional teams
Creating a climate for learning in the classroom
Learning and teaching strategies
Managing students' behaviour
Planning and evaluating students' learning
Developing knowledge and understanding of teachers' professional responsibilities

Trainees will be prepared to teach in a range of different schools, varied in social context, size, philosophy and intake. Posts now also offer scope for Modern Foreign Language teaching in primary schools, to support the 2010 introduction of languages for all primary school children. Many graduates also take up mentoring of new trainee teachers.

There are also opportunities for further study. The PGCE MFL course includes 60 Masters Level CAT ponts which can be credited to our MA Language Education for teachers wishing to develop expertise teaching bilingual learners, English as first language and MFL. We also offer MAs in Education, Educational Leadership and Management and opportunities to study to PhD level at the Education and Social Research Institute, ranked in the UK top 10.

School placements are central to the course and 24 of the 36 weeks will be spent in school. As an intending teacher, you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community. Your placements will be in at least two different schools or colleges and will range from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.

Special Features

. Programme rated Ofsted 'outstanding'
. European Award for Languages 2010: Teacher Training Toolkit for COLT (Community and Lesser Taught Language Project)
. National reputation in secondary teacher education
. Practice placements available in a diverse range of schools and colleges
. SKE courses available where required (on confirmation of PGCE place)
. Community languages considered
. Course includes 60 Masters Level CAT points which can be credited to our MA Language Education for teachers wishing to develop expertise teaching bilingual learners, English as a first language and MFL
. Access to NQT alumni support in your first year of teaching

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The two-year MA Advanced Chinese Studies offers comprehensive language-based training across a wide range of disciplines in the humanities and social sciences. Read more
The two-year MA Advanced Chinese Studies offers comprehensive language-based training across a wide range of disciplines in the humanities and social sciences.

Students on the programme take four taught courses at SOAS during their first year, including a team-taught core course provided by a range of SOAS China experts. In addition, students take a text-reading seminar, allowing them to integrate their Chinese reading skills into their disciplinary studies, or an approved language-based course. Further courses can be selected from available disciplines including Anthropology, Art and Archaeology, Cinema, Cultural and Regional Studies, Economics, History, Law, Literature, Music, Politics, and Study of Religions.

In their second year, students will undertake an extended period of study at Zhejiang University in Hangzhou, where they will follow a tailor-made bilingual programme in Chinese Studies. Options for short-term internships with local companies will be made available. The second half of the second year will be taken up with the writing of the dissertation under close supervision back in London.

The programme is aimed at students pursuing careers in the academic world, business, government and the media that require a skill set which encompasses disciplinary rigour, comprehensive area knowledge and cultural and linguistic fluencies. Applicants should have at least intermediate-level proficiency in modern Chinese (HSK Level 4). The language element of the training will be tailored to meet the needs of students’ existing language skills. Alternative elements are available for applicants not in need of further Chinese language training, such as native speakers of Chinese.

Visit the website http://www.soas.ac.uk/china-institute/ma-advanced-chinese-studies/

Structure

In the first year at SOAS students on the programme take the team-taught core course provided by a range of SOAS China experts Approaches to Chinese Studies - 15PCIC001 and two taught courses (2 Units) from the list given below. In addition, students take a Reading Seminar in Chinese Studies - 15PCIC003 (1 Unit) or an approved language-based course (1 Unit).

In their second year, students will undertake a Period of Postgraduate Study in China (15PCIC004) at Zhejiang University in Hangzhou, where they will follow a tailor-made bilingual programme in Chinese Studies. Options for short-term internships with local companies will be made available. The second half of the second year will be taken up with the writing of the dissertation under close supervision back in London (Extended Dissertation in Chinese Studies 15PCIC999).

These courses should be chosen in close consultation with the programme convenor.

MA Advanced Chinese Studies - Programme Specification 2014/15 (pdf; 207kb) (http://www.soas.ac.uk/china-institute/courses/file93666.pdf)

Teaching & Learning

Lectures and Seminars
Most courses require students to attend two or three hours of classes each week. This time will be spent in lectures, seminars, tutorial discussions and student presentations: the exact mixture of activities varies somewhat from course to course. At Masters level there is a particular emphasis on students’ contributions and presentations, and students are also expected to read extensively and prepare for each class in advance.

Language courses typically involve more hours of contact time, especially at elementary level, and regular homework.

The assessment on most courses consists of two or three coursework essay assignments and an unseen written examination, sat in April or May. However, some courses are assessed purely on the basis of coursework, including essays and reaction papers.

Dissertation
A 20,000-word dissertation will be written by each student on this programme after his/her return from China, for submission in September of the second year. The dissertation will be on an approved topic linked with one of the taught courses.

Learning Resources
SOAS Library is one of the world's most important academic libraries for the study of Africa, Asia and the Middle East, attracting scholars from all over the world. The Library houses over 1.2 million volumes, together with significant archival holdings, special collections and a growing network of electronic resources. The China and Inner Asia collection consists of approximately 200,000 volumes and 5,000 periodicals.

Find out how to apply here - http://www.soas.ac.uk/admissions/pg/howtoapply/

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This is a dynamic, pioneering interdisciplinary Masters course which meets the global demand for greater professionalism in interpersonal and inter-institutional bilingual communication. Read more
This is a dynamic, pioneering interdisciplinary Masters course which meets the global demand for greater professionalism in interpersonal and inter-institutional bilingual communication. The course will focus on enhancing your personal skills as a communicator and facilitator of communication. This can be as an advocate, as a mediator, communication strategist, intermediary or communication facilitator. Firmly grounded on the latest international communications theories and using real life simulations, you will learn to locate and analyse resources, pre-empt communications challenges and develop strategies to overcome obstacles to successful interaction.

The course will enrich your knowledge and application of the key paradigms of international communication, information handling and presentation in a range of contexts from the field of public diplomacy to international media, intelligence, business and international NGOs. It also enhances your competencies in handling information across and between languages and cultures, in various professional settings. You will have the training and preparation to make significant contributions in your chosen profession.

Course applicants typically come from fields such as language studies, translation and interpreting, social work, teaching, journalism and other areas of the media as well as from public office. However, the course will prove invaluable to anyone with high-level bilingual competence and experience in mediation between peoples from different cultural backgrounds.

Course content

You will take three core modules, two of which are taught and the third is research-based. Theories and Practices of Global Communication covers the key underpinning knowledge and analytical tools for the programme as well as your abilities as a presenter of information. International Liaison focuses on your practical communication competences. In the research component you have the choice of an MA Thesis (the Dissertation module), conducting research into a topic of your choice, or a Professional Project where you apply your knowledge and expertise to creating a communication strategy. In both you are required to demonstrate research competence at Masters level. You then have the choice of four option modules to complete the MA.

Modules

The following modules are indicative of what you will study on this course.

Core modules
-DISSERTATION
-INTERNATIONAL LIAISON
-PROFESSIONAL PROJECT
-THEORIES AND PRACTICE OF GLOBAL COMMUNICATION

Option modules
-ANALYSING SPOKEN AND WRITTEN DISCOURSE
-INTERCULTURAL COMMUNICATION
-INTERNATIONAL ORGANISATIONS AND INSTITUTIONAL DISCOURSE
-MIGRATION AND CULTURAL ENCOUNTERS
-SOCIOLINGUISTICS
-TRANSLATING CULTURES
-VALUES, BELIEFS AND MEDIA NARRATIVES

Associated Careers

Course graduates have gained success in communications-related positions in NGOs, diplomatic missions, international divisions of business and international organisations, as well as achieving a step-change in their original professions.

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This programme looks at language from a sociocultural perspective. It's designed for anyone with an interest in the relationship between language, culture and society but also provides a solid understanding of English language and linguistics- http://www.gold.ac.uk/pg/ma-sociocultural-linguistics/. Read more
This programme looks at language from a sociocultural perspective. It's designed for anyone with an interest in the relationship between language, culture and society but also provides a solid understanding of English language and linguistics- http://www.gold.ac.uk/pg/ma-sociocultural-linguistics/

The MA develops your understanding of historical and contemporary debates in (socio)linguistics and discourse analysis and enhances your analytic and linguistic skills by introducing different approaches to the analysis of written and spoken language use from a range of everyday and institutional contexts.

Topics covered include:

language and ideology
linguistic performances of identity (particularly language and gender, sexuality, ethnicity and social class)
language and the media
talk at work
English in a multilingual world
intercultural communication
multilingualism and code-switching
varieties of English
You're encouraged to engage with these topics by drawing on your own social, cultural and occupational backgrounds in class discussions and in your written work.

You're also encouraged to collect your own samples of written and spoken language use and learn to subject those to in-depth critical analysis.

This MA will draw on findings, theories and methodologies from: sociolinguistics, semantics, pragmatics, spoken and written discourse analysis, ethnography, semiotics, feminist stylistics; multimodal analysis; interactional sociolinguistics, conversational analysis, membership categorisation analysis, performativity and narrative analysis.

The programme’s distinct interdisciplinary ethos is also reflected in your opportunity to choose from a selection of relevant option modules in other departments in Goldsmiths.

Contact the department

If you have specific questions about the degree, contact Maria Macdonald.

Modules & Structure

On this programme you will complete two core modules, two option modules and one dissertation.

Core modules:
Core Issues in English Language & Linguistics- 30 credits
Language in its Sociocultural Context- 30 credits

Option modules:
You may choose two linguistic options or one linguistic option and one option from other MA programmes within the College, where specifically approved by the Programme Co-ordinator.

Option modules from other departments:
You may also choose one non-linguistics module, either from our own department (English and Comparative Literature) or from another department. Please note that availability of options across the College varies, but typically you can choose from the following selection. Please note that your choice of option module from another deparment needs to be discussed with the Programme Co-ordinator of the MA Sociocultural Linguistics in advance.

Dissertation:
You also produce a dissertation. Dissertation topics in the past have included:

discursive construction of religious identities in interviews with British Muslim converts
code-switching practices in a Tunisian family
discourse and identities in the SLA classroom
language and gender in dream narratives
pauses and silences on Talk Radio
attitudes towards bilingual signs in Thailand
representations of parenthood in UK parenting magazines
political debates on Irish TV
lifetime narratives of older Asian immigrants in the UK
the language of text messaging
language and literacy practices on Facebook
attitudes to non-standard language use
discursive analysis of EFL textbooks
gendered speech style in an all-female group of Iranian friends
The best (UG or MA) linguistics dissertation is rewarded every year with the Hayley Davis Prize.

Approach to teaching

Our lecture/seminar sessions are designed to combine discussions of preparatory reading materials with tutor-led input and hands-on analyses of data/texts by students. We also tend to invite guest lectures for our option modules and introduce you to a number of linguistics talk series across the University of London.

Our MA group is usually very tight-knit, students and student reps organise study/revision groups, online discussion forums, outings to lectures across London, and a number of social events.

Assessment

Coursework; essays; examinations; dissertation.

Skills

Transferable skills, including enhanced communication and discussion skills in written and oral contexts; the ability to analyse and evaluate a wide variety of spoken and written texts from informal as well as institutional settings; an understanding of the concept of communicative competence; the ability to organise information, and to assimilate and evaluate competing arguments.

Careers

Publishing, journalism, british council roles, public relations, teaching, research, translation, advertising, the civil service, business, industry, the media.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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