This Masters course will give you a completely new insight into how language really works and the way people use words to create meaning.
If you would like to learn how to explore language using innovative techniques and computer tools, then our course will offer you cutting-edge, research-led training of the highest quality, taught by leading researchers in the fields of linguistics and computer science.
You will have options enabling you to study:
- How people use words to make meanings;
- How to analyse real language usage;
- The role of phraseology, metaphor, and idioms;
- Creative and poetic uses of language;
- New approaches to language teaching;
- Translation tools such as translation memory systems;
- Creating dictionaries using new kinds of evidence;
- Using computer tools for teaching and translation.
The course will enable you to develop interdisciplinary knowledge and practical, transferrable skills, enabling you to meet the most recent and relevant demands of the field.
If you are interested technological aspects of language study, you will also have an option to learn basic computer programming – a skill that is increasingly sought after by companies seeking to employ language professionals.
As a Masters student on this course, you will be part of our Research Institute of Information and Language Processing (RIILP), an independent, research-driven University unit specializing in linguistics and natural language processing.
Join our team of international researchers and start exploring language now!
MA Practical Corpus Linguistics for ELT, Lexicography and Translation is an innovative, unique, and up-to-date course based on high-quality interdisciplinary research, with a selection of modules that is unparalleled both on a national and international level. Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field. As a result, the knowledge and practical skills developed on the course will allow you to meet the most recent and relevant demands of the industry.
You will become proficient in the use of sophisticated corpus tools such as the Sketch Engine (https://www.sketchengine.co.uk), as well as state-of-the-art specialist software for professional translators and lexicographers. You will also be given an option to learn basic computer programming in Python, which is one of the most robust, popular, and widely used programming languages in the field. By the end of the course, you will have developed a unique set of transferrable skills that will make you highly competitive in the marketplace and allow you to find employment as a language professional in industry or in academia.
Figures speak louder than words: the University of Wolverhampton boasts an outstanding graduate employability rate – 96 % of students are in work or further training six months after graduation!
Facilities
The course will be run on the City Campus, which is situated in the heart of the city centre, only a seven-minute walk from both the train station and St Georges Metro terminus, and a five-minute walk from the main bus station.
The newly renovated City Campus features:
- The Harrison Learning Centre, which has four floors of electronic, online, hardcopy and audio-visual materials;
- The Technology Centre, which has 500 PCs available for you to use for work or play;
- A 'Social Learning Space', which incorporates a coffee and sandwich bar with islands of PCs and comfortable seating;
- On-campus food court, shops, and outlets such as Starbucks;
- Sports facilities including a gym and a sports hall;
- Three Halls of Residence for 1,000 students, located only a short walk from the campus and next to a 24-hour supermarket;
- City centre location, close to all amenities (post office, restaurants, shopping centres, art gallery, theatre etc.);
- Excellent train connections to all major cities (Birmingham: 20 minutes, London: 1 hour 50 minutes).
Graduates will be able to pursue a career path in language teaching, translation, lexicography, editing, and human language technology, working either as freelancers or in a variety of industry locations, including publishing houses, translation agencies and IT companies that specialize in the development of language resources and tools (e.g. language learning applications, CAT tools). English language teachers will benefit greatly from the course, as they will develop knowledge and practical skills in using modern lexical resources, corpus data and tools in the preparation of teaching material and in the classroom, which will significantly improve their chances of securing a job in the ELT sector.
The course will also provide a sound intellectual platform for students to progress onto doctorate level study and a career in higher education. As the teaching on the course is based on research carried out within the Research Institute of Information and Language Processing (RIILP), graduates will be well-placed to continue their academic careers by applying for PhD positions within our institute or at other leading centres specializing in Corpus Linguistics, ELT/TESOL, Lexicography, Translation Studies, or Natural Language Processing.
The Diploma in TESOL at the University of Brighton is a postgraduate professional qualification for experienced English language teachers wanting to develop their practice and understanding of English Language Teaching (ELT).
The Diploma combines assessed teaching practice with academic study into aspects of language teaching and learning such as ELT methodology, use of technologies, materials, language analysis and exploration and second language acquisition.
A key component of the Diploma in TESOL is the development of teaching practitioners’ reflective ability. Our aim is to help teachers deepen their understanding about their own professional practice and this is integrated throughout the course.
The TESOL Diploma is designed around the needs of working teachers. Taught classes run on Tuesday and Thursday afternoons from 2pm, and you book teaching observations to take place when and where it suits your professional circumstances.
The course is comprised of six modules, which relate theories and research to professional contexts. Assessments are varied and most encourage the development of reflective practice, which plays a key part in professional development. This reflection is assessed in the form of a reflective blog that documents your teaching assessments, peer observations and reactions to and thoughts about issues relating to your experiences on the course, in your professional context and from your reading.
The Diploma in TESOL is validated by the University of Brighton and has the appropriate amount of assessed teaching practice and input hours set by British Council guidelines. The course is therefore equivalent to other ELT Diplomas such as the Cambridge DELTA or Trinity DipTESOL.
ELT Methodology – Approaches and Methods – this module informs you of a range of developments in English language teaching methodology and extends your repertoire of teaching skills. It also familiarises you with a range of ELT resources for different contexts and enables you to approach a variety of teaching contexts reflectively. The module is assessed by a portfolio comprising of – a longer reflective essay, where you can relate an issue from the module to your practice, and a presentation that you will give in class. There will also be formative (non-assessed) work to give you practice and experience at producing work at this level.
Language Awareness – this module develops an awareness of language systems. It helps you to critically evaluate analytical and classificatory frameworks of English grammar and pronunciation and to analyse the organisation of discourse in English. The modules is assessed by a three-hour exam.
Second Language Acquisition – this module explores research on second language acquisition (SLA), from the analysis of learner language to current cognitive and sociocultural models. An important focus is the consideration of the implications of SLA research for English language teaching. The module is assessed by a 4,000-word essay that applies SLA research to a professional context.
LT Materials – this module focuses on the role, use and development of materials in the language classroom. It explores the evaluation and design of materials as well as the use of new technologies. The module is continually assessed via your own reflective blog.
Professional Teaching Practice – this module allows you to demonstrate how you are applying new ideas to the English language classroom. You are assessed five times during the course at times and dates that best suit you (where assessor availability allows). Your classes need to demonstrate a variety of levels, content and approaches across the observations.
Teaching and Reflection – this is the most important module, allowing you to gain practical experience teaching English as a second language. Your classes need to demonstrate a variety of levels, content and approaches, as you are assessed in your place of work five times over the duration of the course. From the five assessments, the top four make up your final module grade. Observations are recorded so you can look at your own practice and develop reflective skills and self-awareness. Even students who were at first apprehensive have responded very positively to this experience.
Reflective Teaching Development – in addition, you are required to document your learning and developments through a reflective blog. This blog will contain reflections on your assessed teaching, peer observations and at least five ‘critical incidents’ that have made you question aspects of your own practice or the ELT context in general.
There will be ongoing support and tasks throughout the academic year to enable you to develop reflective skills. There will be ongoing support and tasks throughout the academic year to enable you to develop reflective skills.
From the six assessments, the top four make up your final module grade. Observations are recorded so you can look at your own practice and develop reflective skills and self-awareness. Even students who were at first apprehensive have responded very positively to this experience.
The Diploma in TESOL at the University of Brighton is recognised as being equivalent to other similar Diplomas (DELTA, Trinity DipTESOL) as it has the required amount of teaching assessments and course content. As such, it equips language teachers with the skills needed to develop professionally within a wide range of ELT contexts.
Some students have progressed to further study through our TESOL MA.
At Cass School of Education and Communities we have developed an expertise on language education, in particular, teaching and learning in multicultural contexts. Dr Mario Moya, Programme Leader for the MA English Language Teaching, focuses his research on second language acquisition and the role of language learning strategies in second/additional languages. He is a Consultant for the British Council and works in cooperation with Universities worldwide to improve teacher and learning in English-medium instruction environments. The MA in English Language Teaching is linked to the Higher Education and the Teacher Education Research Groupson, publishers, and school managers, among other high-stake posts.
This programme provides a focused route for new English language professionals who wish to develop advanced knowledge and skills in the English language curriculum, pedagogy and assessment. You will study contemporary approaches to curriculum, assessment and pedagogy, with opportunities to follow specialist interests, such as learner autonomy and English as an international language. You will develop a deeper understanding of the theory and practice of English language teaching and gain the skills required to challenge current professional practice, to innovate, and to undertake a range of leadership roles in English language teaching.
This programme provides a focused route for recent graduates wishing to develop their understanding of the theory and practice of English language teaching in order to start their career as English language professionals and gain the skills required to develop their professional practice.
This programme provides a focused route for new English language professionals who wish to develop advanced knowledge and skills in the English language curriculum, pedagogy and assessment. You will study contemporary approaches to curriculum, assessment and pedagogy, with opportunities to follow specialist interests, such as learner autonomy and English as an international language. You will develop a deeper understanding of the theory and practice of English language teaching and gain the skills required to challenge current professional practice, to innovate, and to undertake a range of leadership roles in English language teaching.
View the programme specification document for this course
The MA English Language Teaching (ELT) is a post experience programme which provides English as a Foreign Language (EFL) teachers from the UK and overseas with the opportunity to reflect on their professional experience, develop a deeper understanding of the theory and practice of English language teaching and gain the skills and competences required for leadership roles in ELT.
Provide people all over the world with the ability to speak and communicate fluently in English and start building the foundation towards a rewarding and exciting career with a Masters course in English Language Teaching (ELT) at the University of Southampton. This MA degree provided by the University of Southampton can give you the tools needed to teach English effectively, through current issues in language teaching methodology to the critical appraisal of language teaching.
The programme is offered by the Centre for Applied Language Research. Staff contributing to the programme are involved in the direct teaching of English as a Foreign Language (EFL) and other languages, research and development work in applied linguistics and language learning, as well as sociolinguistics and cultural studies. This blend of theoretical expertise and ongoing practical experience is one of the distinguishing features of our programme.
View the programme specification document for this course
The Applied Linguistics & English Language Teaching MA is for experienced teachers wanting to learn more about current ELT/ESL research, theory, pedagogy and practice.
The study course offers you an excellent opportunity to further your career in TEFL/TESOL and develop expertise in specialist fields such as language assessment and testing, materials development, teaching EAP, management and evaluation and ESOL.
Please note that we also offer an alternative version of the Applied Linguistics & English Language Teaching MA, in conjunction with International House London. That route involves a slightly different programme of study and leads to the award of the Cambridge DELTA, as well as the MA itself
The Applied Linguistics & English Language Teaching MA course offers you opportunities to explore current research and specialist areas such as teacher education, materials development, teaching English for academic purposes, management and evaluation in ELT and intercultural studies.
You will study required modules covering language-teaching methodology and curriculum design, linguistic analysis for language teaching, issues in language acquisition and use (sociolinguistics, social and psychological aspects of second language learning) and research methods. We also place emphasis on the view of informed teaching and the need for teachers to mediate between theory and practice in constructing pedagogies according to specific teaching-learning situations.
If you are studying full-time, you will complete the 180-195 credit course in one year, from September to September. If you are studying part-time, your course will take two years to complete. If you have the Cambridge ESOL DELTA or Trinity House Diploma in ELT, you may be eligible for the ‘fast track’ version of the course which will give you exemption from Principles and Practices in Second/Foreign Language Teaching. The fast track option can only be studied part-time. As students on this pathway are exempt from a module, they will not take any taught modules in one of the terms (normally Term 1 of Year 2). They may, however, be working on their dissertation during this time.
For experienced language teachers who want to reflect upon and further develop their understanding of the various theoretical and practical issues that impact on the field of language learning and teaching.
Teaching
You will be taught through a combination of lectures and seminars. The total contact time for each 30-credit taught module is typically 40 hours (20 hours per 15 credit module). These sessions will include lectures, teacher-led and student-led group discussions based on the main areas of study, in addition to other practical, technical and analytical activities. Each 30-credit taught module has 260 hours of self-guided learning time (130 hours for a 15 credit taught module). Typically, one credit equates to 10 hours of work.
For the dissertation module, you will receive six hours of one-to-one dissertation supervision. Lectures involving research methods will involve an additional 20 hours of contact time, to complement the 574 hours of self-study.
Assessment
You will be assessed through a combination of essays, language analysis tasks, exams and oral presentations. Most optional modules are assessed by a 3,500-word essay. The dissertation will be assessed by one 15,000-word extended piece of writing. The format of your optional module assessment will depend on the options chosen.
Many of our graduates from the Applied Linguistics and English Language Teaching MA course choose to remain in further education and go on to follow MPhil/PhD pathways.
This is a professionally-oriented higher degree for those who intend to follow a career in English Language Teaching (ELT) and teachers who wish to extend and develop their knowledge of teaching English language learners.
The programme enables participants to gain the necessary knowledge and skills to devise and teach effective English language courses, in addition to equipping students with the essential research and analytical skills to keep up with the rapid developments in the field.
One of the key features of the MSc TESOL is the emphasis on learning through interaction; much of the course is organised around class-based data.
◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide high quality teaching delivered through face-to-face communication;
◦Supportive academic tutors and staff;
◦Graduates have found the programme very beneficial in gaining employment;
◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificate) are available and individual course modules can also be taken as short courses.
The MSc in TESOL is awarded to students who have successfully completed 180 CATS points (including 60 CATS points from a Master's dissertation).
Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
Core Modules include (all 20 CATS):
This introductory research methods module is compulsory for all Masters students in the School of Social Sciences, Education and Social Work and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research.
This module will consider the different systems and skills of the English language (phonology, grammar, lexis, discourse, speaking, listening, reading and writing) and equip course participants with the skills needed to analyse language for teaching purposes. The module will place emphasis on the use of pedagogic grammars and adopt a systemic/ functional approach to grammar. Particular attention will be given to the study of spoken and written discourse.
This module will provide an overview of the key theories associated with language learning and language acquisition in the formal context of the classroom. It will offer module participants an opportunity to assess different approaches to the support of learning in a range of TESOL contexts.
This module will examine the notion of ‘context’ in relation to the teaching of English to Speakers of Other Languages. Beginning with the classroom as context, participants will have an opportunity to develop their own interactional awareness as a means of promoting learning opportunity. The module will then consider the broader notion of ELT contexts in relation to the cultural politics of English as an international language and assess the impact that different contexts has on approaches to teaching and learning, assessment and the design and use of curricula and teaching materials.
This module will consider the principles and practices of ELT methodology and trace developments over the past 20 years. From the advent of ‘the communicative approach’ to the current ‘post-method’ era, the course will examine a range of pedagogical issues and evaluate their impact on current classroom practice.
One optional module may be chosen from those offered on the Educational Studies (MEd) programme including the following:
This module explores a number of issues in assessment including the relationship between assessment and learning and the impact of assessment and testing on learning. It provides an overview of key assessment concepts of validity and reliability and considers various models of assessment practice. This module examines the notion of language proficiency for TESOL and current methods and practices in second language classroom-based assessment.
*Students cannot take Assessment Issues in Teaching and Learning in Classrooms if taking this module.
The aim of this module is to examine theories of understanding and researching digital literacy. The module begins from a social practice view of literacy, which is then used as a lens to critically examine digital literacy in contemporary society, digital media in education and learning, and TESOL. Course participants will also examine methodologies that have been applied to researching language and literacy in digital environments. The module equips course participants with the skills needed to practically examine and analyse digital literacy in the lives of people, in institutions, and in wider society.
There are no written examinations. Modules are assessed through written assignments, including case studies, language analysis and coursebook evaluations.
Studying for your Masters in TESOL is the key to unlocking international career opportunities in a sector that is enjoying impressive sustained growth.
We will help you to master the main theories and principles of language learning and teaching so that you can apply them with confidence and imagination in your own teaching practice.
A range of optional modules will allow you to specialise, while the dissertation will enable you to undertake in-depth research into a topic of particular interest to you.
This course is a great complement to a teaching qualification, opening up opportunities to become an active member of the international academic and professional English Language Teaching community.
This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation.
Example module listing
The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
This programme is designed for students who have little or no previous language teaching experience or training but who have a strong interest in English language teaching and who are planning a career in the sector.
It's main aim is therefore to provide a sound academic basis in English language teaching through the exploration of major issues in language teaching and learning, including how practice is informed by theory, thereby determining the methods/approaches as well as the materials teachers use and their impact in ESOL classrooms.
The programme thus combines the study of the major principles of, and scholarly approaches to, TESOL with opportunities for application and practice. Specifically, the programme aims to:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Knowledge and understanding
Following completion of the programme, students should be able to:
Intellectual/cognitive skills
Following completion of the programme, students should be able to:
Professional practical skills
Following completion of the programme, students should be able to:
Key/transferable skills
Following completion of the programme, students should be able to:
We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.
In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Teaching English to Speakers of Other Languages (TESOL) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
The MA in Teaching English to Speakers of Other Languages (TESOL) is offered by specialists in the field of Applied Linguistics.
Swansea University has one of the longest established Teaching English to Speakers of Other Languages (TESOL) training and education centres in the UK and is internationally known for excellence in vocabulary research. Currently staff expertise exists in corpus linguistics, computer assisted language learning and stylistics. Internationally recruited staff offer a wide range of relevant experience and contacts across countries and continents as well as different levels of kinds of education. The MA in Teaching English to Speakers of Other Languages (TESOL) is intended for those who have already begun to develop an informed interest or have some previous training or relevant experience in the field.
El Gazette ranked the Department of English Language and Applied Linguistics at Swansea, top for world class research in English Language.
Students enrolled on the Teaching English to Speakers of Other Languages (TESOL) programme will benefit from the College of Arts and Humanities' Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught Master's study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.
The MA in Teaching English to Speakers of Other Languages (TESOL) has two parts: a taught component and either a dissertation or practical teaching of English language classes.
TESOL students following the practical route will be supported, observed and assessed teaching English. They are also required to produce a portfolio of teaching and testing materials. This route would be indicated on the final MA certificate.
- The MA TESOL is a one-year full time, campus-based programme designed to give (prospective) teachers of English as a foreign/second language a thorough understanding of current theories, trends, and cutting edge applied linguistics research relevant for language teaching.
- The Teaching English to Speakers of Other Languages (TESOL) programme also aims to stimulate reflection on students’ own teaching practices.
- TESOL students are assessed through a range of assessments, including essays, data analysis projects, group projects, and in-class
exams.
- TESOL students with some experience in language teaching and/or some formal background in linguistics are likely to benefit most from the programme.
Modules on the Teaching English to Speakers of Other Languages (TESOL) programme typically include:
• Vocabulary: Teaching and Learning
• Describing English
• Discourse Analysis for ELT
• Communicative Language Teaching
• Second Language Acquisition
• Young Language Learners
• Research Methods for ELT
• Language Testing and Assessment
- Prospective students interested in teaching English as a foreign or second language.
- Prospective students who have experience of teaching English as a second or foreign language, or who have some previous training or relevant work experience in the field.
- Prospective students who wish to gain academic training in applied linguistics, in preparation for advanced academic degrees (e.g., MPhil, PhD) in applied linguistics or related disciplines.
Graduates from the MA Teaching English to Speakers of Other Languages (TESOL) at Swansea can expect to pursue careers in ESL and EFL teaching, teacher training, material development, international education, publishing, and in a wide range of international settings requiring in-depth understanding of language learning, teaching, and research.
“Studying abroad has always been one of my dreams. My friends have always told me that the period studying as a student is the most enjoyable time in life. I didn't really believe it till I started my MA course at the Swansea University. The course in Teaching English As a Foreign Language (TEFL, now TESOL) helped me to deepen my knowledge in that field. All of the lecturers I had a chance to meet were really helpful, motivating and friendly. They were professional and possessed a great knowledge of what they teach. The modules offered include theory as well as practice. The facilities provided by the University, such as computer rooms and the library were great as well and well equipped. I really regret that the time I spent in Swansea is now over. It was a great experience for me and gave me a chance to meet and make friends with many people from all over the world.”
Anna Marie Poczta, Teaching English to Speakers of Other Languages (TESOL), MA
The English Language Centre's MA TESOL programme offers excellent opportunities to develop careers in English language teaching for inexperienced teachers or for those starting out in the field.
The programme is designed for anyone with an interest in the wider aspects of teaching English as a foreign language, combining innovative classroom practices with an understanding of issues such as language structure and research methodology.
The programme offers a core of syllabus design and assessment, with greater depth provided through further required modules focusing on both theoretical and practical aspects of the English language and on classroom practice. You will then have the opportunity to broaden your knowledge base by taking three or four further optional modules covering a wide range of relevant areas. The MA is completed by a 15,000-word dissertation.
Core Modules
Optional Modules
Previous optional modules have included:
You can also choose to study an optional module offered to students across the University as one of your four optional modules.
You can choose to further focus your Masters qualification through our programme streams. To qualify, you must choose one of the below as an optional module and complete your dissertation in the same topic area.
ELC MA programmes are delivered via lectures, seminars, practical sessions and micro-teaching sessions, giving you a solid grounding in both the theoretical and practical aspects of the field. In many cases, contact hours will be a mixture of these approaches (rather than, say, a session consisting solely of a two hour lecture). The balance will depend on the particular module, with some more suited to a lecture/seminar approach, others being of a more practical nature.
The focus throughout the programmes is on independent learning and student engagement, with you being expected to participate in presentations, micro-teaching and the like. The average weekly number of contact hours over the first two terms is 12, with you filling the remaining time with reading, class preparation and assignments.
In addition, starting in the first term, you will attend a series of dissertation sessions (typically 2 hours per fortnight) culminating in a poster conference in term 3. You will be assigned a dissertation supervisor, and can expect 3 or 4 meetings during term 3 and the summer.
You will each have an academic tutor, with whom they will meet on average once a term, and all staff have office hours.
