This programme equips you to use ICT to develop TESOL materials or deliver teaching.
You’ll discover e-learning first-hand through exposure to online learning and teaching methods, and gain practical experience of using ICT to develop learners’ speaking, listening, reading and writing skills.
You’ll explore how people learn languages and examine language teaching strategies. Though you study the same core modules as students on other TESOL programmes, you’ll choose from optional modules that focus on the use of ICT in TESOL.
Taught by expert practitioners and researchers, MA TESOL and ICT will give you the skills and confidence to use ICT as a key asset in the classroom and has been designed for teachers, teacher trainers, language school directors, curriculum developers, inspectors, lecturers and materials writers.
Please be aware that this is not an IT skills training course, and we will expect you to have basic IT skills such as word processing, email and using the internet before you start the programme.
In semester one, you’ll deepen your understanding of TESOL. You’ll focus on how people learn languages, how to describe and explain language to learners and the approaches you can take to teaching reading, writing, speaking and listening skills.
You’ll then expand your knowledge in semester two. You’ll choose from a range of optional modules that focus on the use of technology in language learning, covering topics such as digital learning environments, gamification, the factors affecting staff and student technology adoption, making digital materials and the theoretical basis of technology-enhanced language learning.
Throughout the year, you’ll use the knowledge and skills you gain to carry out a small-scale piece of research related to your own interests within education. You’ll submit this dissertation by the end of the year.
If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.
We use a range of teaching and learning methods including seminars, tutorials, group work and lectures. Specialist modules also use online learning to give you hands-on experience of using online teaching materials.
However, independent study is an important aspect of this programme, either alone or in a group, as it allows you to develop key research, analysis and communication skills and develop your own ideas.
Most of our modules are assessed through written assignments. To help you prepare, you’ll be able to submit a draft to your tutor for comment beforehand, and we offer other forms of support as well. You’ll also complete group projects and project reports.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
We work in close partnership with schools in designing, delivering and assessing our course. You will have the opportunity to work with tutors who are actively engaged in research as well as expert classroom practitioners.
Our PGCE MFL course offers four language
Our course emphasises learning through critical reflection on theory, practice and research. We maintain close links with partnership schools and colleagues. A unique feature of the course is the Erasmus opportunity to spend time teaching in the country of your second language in the summer term. We encourage ongoing development of subject knowledge through peer support and our e-learning platform designed in conjunction with colleagues from the King’s Modern Language Centre to develop your linguistic competence and pedagogical awareness. Our course is delivered by tutors who have extensive teaching experience and are actively involved in research of international quality.
University based: You will work with other trainees and tutors in your subject area to consider the principles and practice of teaching your subject including curriculum design, the development of materials, classroom management and lesson planning. You will also work with trainees from other subjects in a programme of lectures and seminar groups to examine a broad range of educational issues. During both secondary school placements there are occasional days in college for tutorials to support and monitor progress towards the standards for Qualified Teacher Status (QTS). There are cross-curricular research tasks and assignments.
School based: For 24 of the 37 weeks the training takes place in schools, mainly in two complementary secondary schools but a short primary school experience. This introduces you to recognising key constituents of good teaching, helps develop your own teaching skills and gain an understanding of how schools work and how children learn. Some trainees undertake part of their teaching practice in France, Spain or Germany, funded by the Erasmus programme.
You can typically expect:
*This 120 day figure represents the standard number of placement days. In certain cases, following assessment by course tutors and mentors, students may be required to undertake a greater number of placement days to demonstrate their ability to meet the Teacher Standards.
**Typically each trainee will have a meeting with their mentor during each week they are on placement. In certain circumstances the frequency may vary.
The types of learning commitment encompassed within the course vary depending on modules. For this course one credit represents the equivalent of 10 hours of learning and engagement.
The study time and assessment methods detailed above are typical and give you a good indication of what to expect.
The majority of trainees go into teaching or other areas of education; many become heads of departments or members of senior management teams; some take up careers in educational administration in the advisory or inspection services.