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Masters Degrees (Esol)

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We are a multicultural country that attracts students from around the world. . Our PGCE Lifelong Learning Sector (LLS) will give you vital skills to teach English to Speakers of Other Languages (ESOL). Read more

We are a multicultural country that attracts students from around the world. 

Our PGCE Lifelong Learning Sector (LLS) will give you vital skills to teach English to Speakers of Other Languages (ESOL). This full time programme will lead to a qualification for teaching in further education colleges.

While training with us you will gain essential teaching skills and classroom management, the essential qualifications required to achieve your goals. Our PGCE LLS focuses on a career teaching in colleges, adult education centres, art colleges, health care or community organisations. Our programme also encompasses training for public services and a wide range of commercial and voluntary organisations.

The quality of teacher training in Further Education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. The report identified "the good understanding trainees develop of cultural diversity and of individual learners' needs in the providers where they are placed or employed" as a key strength.

Teaching and learning

Our programme teaches you how language and literacy is acquired and learned. You will review and analyse a variety of innovative approaches and resources for the teaching of literacy and ESOL. This will include the four key skills of reading, writing, speaking and listening. This is taught in a range of contexts and embedded models.

During your time with us, you will plan, deliver, assess and evaluate teaching and learning strategies. Most importantly you will learn how to generate enthusiasm for language learning, as well as how to challenge and empower your learners.

Degree structure

Our core programme will see you based in a placement college where you will participate in a range of professional activities.

In Phase 1, you will be there for three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus. You will complete between 25 and 50 hours of teaching during this time.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day. In total you will complete a minimum of 125 hours of teaching experience.

By the end of your teacher training with us, you will have gained an awareness of a range of key theoretical and practical issues relating to the teaching of literacy and ESOL in the lifelong learning sector.

Ranking

  • 98% of students completing the programme in 2015/16 were judged as good or outstanding against the teaching standards (SED, 2014/15)
  • 96% of our students are employed within 6 months of graduating (SED, 2014/15)
  • 100% of our students said they were confident that our training would make them a better teacher. (Exit survey, 2014/15)

Full time

Year 1

Students are required to study the following compulsory courses.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Careers

Graduates for this programme can pursue a teaching career in the lifelong learning sector.



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Our country thrives on its international community. Here you will learn how to teach essential English language skills to students from around the world. Read more

Our country thrives on its international community. Here you will learn how to teach essential English language skills to students from around the world.

If you want teach English to Speakers of an Other Language (ESOL) in further education colleges, our PGCE will provide you with the skills you need, including teaching and classroom management.

The quality of teacher training in Further Education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. The report noted that "NQTs successfully capture the learners' interests in their subject as a result of their good subject knowledge, coupled with the innovative and wide range of activities they use in lessons."

Training with us will lead to the essential qualifications required to achieve your goals. Our PGCE Lifelong Learning Sector focuses on a career teaching in colleges, adult education centres, art colleges, health care or community organisations. 

Our programme also encompasses training for public services and a wide range of commercial and voluntary organisations.

Teaching and learning

Our programme will teach you how language is acquired and learned. You will review and analyse a variety of innovative approaches and resources for the teaching of ESOL. This will include the four key skills of reading, writing, speaking and listening. This is taught in a range of contexts and embedded models.

During your time with us you will plan, deliver, assess and evaluate teaching and learning strategies. Most importantly you will learn how to generate enthusiasm for language learning, as well as how to challenge and empower your learners.

Degree structure

Our core programme will see you based in a placement college where you will participate in a range of professional activities.

In Phase 1, you will be there for three days a week to observe and undertake teaching in your subject area. For the remaining two days, you will be based at the university campus. You will complete between 25 and 50 hours of teaching during this time.

In Phase 2, you will attend your placement college for four days a week, and the university for the last day. In total you will complete a minimum of 125 hours of teaching experience.

By the end of your teacher training with us, you will have gained an awareness of a range of key theoretical and practical issues for the teaching of ESOL in the lifelong learning sector.

Full time

Year 1

Students are required to study the following compulsory courses.

Assessment

The programme is entirely coursework based. You will be assessed on the quality of written assignments and also your classroom teaching. Your teaching will be observed on eight occasions and you will need to pass all courses.

Careers

This qualification is mapped to the national teaching standards for the sector and provides full professional recognition as a teacher/trainer.



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This Master’s course focuses on Skills for Life education, emphasising policy, practice and theoretical approaches in literacy/ESOL or numeracy/mathematics. Read more

This Master’s course focuses on Skills for Life education, emphasising policy, practice and theoretical approaches in literacy/ESOL or numeracy/mathematics. Suitable for existing education professionals, it’s ideal if you wish to advance your career in the area of basic skills education.

What the course offers

At the University of Bolton we have a ‘Teaching Intensive, Research Informed’ ethos. This means we aspire to offer postgraduate student-focused learning opportunities that inform best practice in education, underpinned by the research knowledge of our high quality staff.

This exciting and contemporary Master’s course gives you the opportunity to develop your knowledge and critical thinking skills in relation to the principles and practice of learning and teaching in literacy/ESOL or numeracy/mathematics. We’ll guide you to explore a range of theoretical perspectives that relate to this area of education and look at the implications for best practice.

You’ll also have the opportunity to explore and critically compare a wide variety of models of language or mathematics learning including socio-cultural, constructivist and psychological theories. The course also examines the potential barriers to learning faced by some adult learners.

Our supportive team of experienced, professionally and academically qualified offer a combination of face-to-face and online tuition. We’ll encourage you to critically reflect on and evaluate your own professional practice, and develop creative solutions for improvement.

Course Highlights:

  • Poor levels of literacy and numeracy can adversely affect both the life chances of the individual and the economic performance of the country as a whole. This course is designed to help you explore the very best practice in teaching and learning in this crucial field.
  • Our students are drawn from a wide variety of backgrounds – sharing the individual and unique educational insights and perspectives of your peers helps to enrich your learning experience.
  • We promote research and critical enquiry, helping you learn to make sound, evidence-based independent judgements.
  • Our highly experienced and research active team will support you as you develop critical thinking and research evaluation skills and apply these during your independent Master’s-level project.
  • You can explore the diversity of educational practice and learn how to balance subject knowledge, theoretical perspectives and professional best practice with creativity and originality in your own classroom and organisation.

Key Features:

  • This course is designed to meet the professional development needs of experienced educationalists, in particular the need to be able to engage in informed, sustained change based on sound theoretical principles and appropriate and evaluated practices.
  • Face-to-face sessions and one-to-one support is offered by our team of highly experienced, enthusiastic and dedicated experts.
  • You’ll have the opportunity to develop high levels of proficiency in key skills including team working, problem solving, numeracy, oral and written communication, and information and communication technology.
  • Inter-professional working is embedded throughout the programme.
  • Our academic team is actively involved in educational research, helping you to explore issues from a robust research-informed knowledge base.
  • Intensive use of learning technologies and multimedia resources, such as virtual learning environments, cloud technologies and eLearning tools, raise your awareness of resources from across the educational spectrum.

For more information please visit http://www.bolton.ac.uk/postgrad



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Large numbers of people need help to improve their English language, literacy and employability skills. If you have a bachelor’s degree along with English skills at Level 3 and a passion for communication, this nationally-recognised qualification opens the door to teaching and assessing learners aged 14 and over. Read more

Large numbers of people need help to improve their English language, literacy and employability skills. If you have a bachelor’s degree along with English skills at Level 3 and a passion for communication, this nationally-recognised qualification opens the door to teaching and assessing learners aged 14 and over.

What the course offers

Good verbal and written English skills are associated with access to better jobs and higher pay as well as better overall health, happiness and wellbeing. If you’re seeking a career helping people aged 14 and over to gain these skills, whether they are native English speakers or learning English as a second language, this course is ideal.

Including two specialisms – Literacy and English for Speakers of Other Languages (ESOL) – this course explores the key theories and techniques of teaching, learning and assessment. Using a combination of traditional study and work-based learning, we’ll support you as you discover how to apply this knowledge in practice. Teaching placements are key to this and offer you experience supporting learning of both literacy and ESOL up to Level 2 (GCSE standard).

We’ll guide you as you learn to plan lessons, deliver classes, assess your students’ performances, and provide constructive feedback. Our expert and supportive tutors will work to help you become an expert, engaging and inclusive teacher with high standards of professionalism.

Course Highlights:

  • Ofsted rated us as ‘outstanding’ for the quality of leadership and management across our Initial Teacher Education (ITE) partnerships at the last inspection in December 2012, and rated the quality of outcomes for our trainee teachers, the quality of the training they receive and the overall effectiveness of our partnerships as ‘good’.
  • Work-based learning through teaching placements is essential for success on this course and you’ll have the opportunity to gain a minimum of 120 hours’ experience planning and delivering learning.
  • We’ll organise your work placements and these may be in a variety of settings, helping you gain a rounded appreciation of the types of environment you can work in and experience teaching a diverse range of learners.
  • Face-to-face sessions and one-to-one support is offered by our team of highly experienced, enthusiastic and dedicated experts, ensuring you have access to feedback and advice.
  • The course is designed to help you achieve your potential and enjoy teaching. By encouraging you to reflect on your performance and take charge of your own development, we aim to prepare you for a successful career in education.

Key Features:

  • The University of Bolton is one of the largest providers of teacher training for further and higher education in the UK. Sitting at the heart of an extensive network of partners, we offer access to an impressive range of educational environments.
  • This is a pre-service Initial Teacher Education (ITE) course – you don’t need prior experience of teaching or current employment in education.
  • Our highly qualified and dedicated team offer a wealth of experience of teaching both in post-14 education and training and teacher education, as well as educational research, ensuring you have access to the latest thinking in teaching and learning.
  • We offer a warm and friendly environment for your studies, with relatively small class sizes and excellent IT and library facilities.
  • This PGCE 14+ course meets the requirements of the FE-specific Diploma in Education and Training (DET) which is the recognised full teaching qualification for the sector. It is ideal if you wish to teach in adult and community education, further education, sixth form colleges, universities, the prison and probation services, pre-employment training and work-based learning.
  • After completing this ITE course, you can progress towards QTLS (Qualified Teacher for Learning and Skills) which is recommended for teaching in the further education and training sector.

For more information, please visit http://www.bolton.ac.uk/subject-areas/education-teacher-training



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Large numbers of people need help to improve their English language, literacy and employability skills. Read more

Large numbers of people need help to improve their English language, literacy and employability skills. If you have a bachelor’s degree along with English skills at Level 3 and a passion for communication, this nationally-recognised Master’s level qualification opens the door to teaching and assessing learners aged 14 and over.

What the course offers

Good verbal and written English skills are associated with access to better jobs and higher pay as well as better overall health, happiness and wellbeing. If you are seeking a career helping people aged 14 and over to gain these skills, whether they are native English speakers or learning English as a second language, this course is ideal. Offering 60 credits at Master’s level that can be transferred to a full Master’s award, it’s designed to show your ability to work independently at a high level in the field of education.

Including two specialisms – Literacy and English for Speakers of Other Languages (ESOL) – this course explores the key theories and techniques of teaching, learning and assessment. Using a combination of traditional study and work-based learning, we’ll support you as you discover how to apply this knowledge in practice. Teaching placements are key to this and offer you experience supporting learning of both literacy and ESOL up to Level 2 (GCSE standard).

We’ll guide you as you learn to plan lessons, deliver classes, assess your students’ performances, and provide constructive feedback. Our expert and supportive tutors will work to help you become an expert, engaging and inclusive teacher with high standards of professionalism.

Course Highlights:

  • Ofsted rated us as ‘outstanding’ for the quality of leadership and management across our Initial Teacher Education (ITE) partnerships at the last inspection in December 2012, and rated the quality of outcomes for our trainee teachers, the quality of the training they receive and the overall effectiveness of our partnerships as ‘good’.
  • Work-based learning through teaching placements is essential for success on this course and you’ll have the opportunity to gain a minimum of 120 hours’ experience planning and delivering learning.
  • We’ll organise your work placements and these may be in a variety of settings, helping you gain a rounded appreciation of the types of environment you can work in and experience teaching a diverse range of learners.
  • Face-to-face sessions and one-to-one support is offered by our team of highly experienced, enthusiastic and dedicated experts, ensuring you have access to feedback and advice.
  • The course is designed to help you achieve your potential and enjoy teaching. By encouraging you to reflect on your performance and take charge of your own development, we aim to prepare you for a successful career in education.

Key Features:

  • The University of Bolton is one of the largest providers of teacher training for further and higher education in the UK. Sitting at the heart of an extensive network of partners, we offer access to an impressive range of educational environments.
  • This is a pre-service ITE course – you don’t need prior experience of teaching or current employment in education.
  • Our highly qualified and dedicated team offer a wealth of experience of teaching both in post-14 education and training and teacher education, as well as educational research, ensuring you have access to the latest thinking in teaching and learning.
  • We offer a warm and friendly environment for your studies, with relatively small class sizes and excellent IT and library facilities.
  • This PGCE 14+ course meets the requirements of the FE-specific Diploma in Education and Training (DET) which is the recognised full teaching qualification for the sector. It’s ideal if you wish to teach in adult and community education, further education, sixth form colleges, universities, the prison and probation services, pre-employment training and work-based learning.
  • After completing this ITE course, you can progress towards QTLS (Qualified Teacher for Learning and Skills) which is recommended for teaching in the further education and skills sector.

For more information, please visit https://www.bolton.ac.uk/subject-areas/education-teacher-training



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The Applied Linguistics & English Language Teaching MA is for experienced teachers wanting to learn more about current ELT/ESL research, theory, pedagogy and practice. Read more

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

Key benefits

  • Opportunities to expand your knowledge of current theoretical and practical aspects of language teaching.
  • Excellent tutorial support and extensive programme-specific training in research methods and academic writing.
  • Exchange ideas with other experienced language teaching professionals from many different backgrounds.
  • Opportunities to develop professional expertise relevant to your career development in areas such as EAP, teaching ESOL, materials development, language testing and assessment, teacher education.

Description

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. 

Course purpose

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.

Course format and assessment

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.

Career prospects

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.

Sign up for more information. Email now

Have a question about applying to King’s? Email now



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This full-time programme will help students develop the generic skills needed to teach their own subject, or develop generic and specialist subject skills in either Mathematics (including Numeracy) or English (including Literacy and/or English for Speakers of Other Languages). Read more

This full-time programme will help students develop the generic skills needed to teach their own subject, or develop generic and specialist subject skills in either Mathematics (including Numeracy) or English (including Literacy and/or English for Speakers of Other Languages).

About this programme

Through taught sessions and mentored teaching practice in the workplace you will learn about employment in the sector, how to plan lessons in your subject, how to teach, engage and assess learners, how to manage the learning environment, and how to understand and use theory and research to broaden and improve your professional knowledge and expertise in teaching.

Students undertake modules to the value of 120 credits or 135 credits (for English (including Literacy and English for Speakers of Other Languages) combined route only.

The programme consists of modules to the value of 120 credits (60 at Bachelor’s level and 60 at Master’s level) or, for those on the English (with Literacy & ESOL) combined route only, 135 credits (75 at Bachelor’s level and 60 at Master’s level).

Core modules

  • Planning and Enabling Learning and Assessment
  • Theories and Principles of Teaching and Learning
  • Curriculum Design: Principles and Practice
  • Professional Enquiry (generic pathways) or Wider Professional Practice and Development (English (including Literacy and/or English for Speakers of Other Languages) and Mathematics (including Numeracy) pathways
  • Literacy and ESOL Learning and Teaching (English (including Literacy and English for Speakers of Other Languages) pathway only

Optional modules

  • There are no optional modules for this programme

Placement

All students on this programme will undertake a teaching practice placement and your development as a teacher will be assessed as part of the course. You will spend at least 120 hours, working with subject-specialist mentors who support you through your placement. We are fortunate to have a good choice of colleges and other providers, as well as some outstanding mentors in the field of post-compulsory teaching, with whom we work.

Teaching and learning

The programme is delivered via taught sessions, (including lectures, presentations, discussions, and classroom group tasks), and a practical teaching element based in a partner-provider organisation, usually a further education college. You are also required to read widely and to carry out written assignments in your own time. The programme is assessed through written assignments, module tasks and formal and informal observations of practical teaching skills.

Further information on modules and programme structure is available on the department website: PGCE Post-Compulsory Education (full-time)

Funding

In previous years government-funded bursaries have been available for students specialising in English (including ESOL and Literacy) or Mathematics with Numeracy. These will be available in 2018/19 but details have not yet been confirmed. Please see the Get Into Teaching website for more details.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working for a very diverse range of employers. They typically gain employment as lecturers, classroom teachers and/or managers in FE colleges, sixth form colleges, secondary schools, independent training providers, adult education services and prisons. The programme can also serve as route towards higher qualifications.



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If your career involves educating other people and you'd like to improve your professional expertise or progress into a more senior role, our MA / PGCert Education (English for Speakers of Other Languages) online degree is designed to help you. Read more

If your career involves educating other people and you'd like to improve your professional expertise or progress into a more senior role, our MA / PGCert Education (English for Speakers of Other Languages) online degree is designed to help you.

The MA / PGCert Education (ESOL) Pathway is designed to meet the interests of both novice and experienced teachers of:

• English as a Second Language (ESL)

• English as a Foreign Language (EFL)

• those teaching international students and immigrant groups within Community, FE and HE (ESOL/ EAP/EGAP)

• those involved in teaching non-native speakers of English within the private and state school sectors and work based contexts ( • EFL/EAL/ESOL/ESP).

It provides students with a strong theoretical and practical foundation, touching on such areas as applied linguistics, language acquisition, ESL/EFL classroom methods, testing, cross-cultural considerations and English as a Global Language.

Our modules will encourage you to consider ways of understanding language learning processes, and expand your awareness of the approaches and principles, models and pedagogies, alongside policies that support or influence successful English Language Teaching (ELT) across a range of local, national and international contexts.

Try this course for free

Visit our website where you can try this course for free! Our course taster allows you to access a selection of content from a module within this course and experience online learning first hand.

Enriching your career

Our MA Education is not a teaching qualification but previous students have benefited from this postgraduate degree, helping them to gain more senior roles, enriching their teaching, challenging their preconceptions and boosting their confidence.

Be inspired by others

Students frequently tell us that they most enjoy hearing the diverse mix of experiences, ideas and opinions brought by others taking the course, especially when that challenges their own thinking. Online discussion forums make this possible, and with such a wide variety of people on the course, from the UK and overseas, that’s not surprising. Our tutors have many years’ experience in the education sector themselves, so they understand your profession and are sympathetic to the pressures of balancing study with a busy teaching job.

You are in control

Studying online gives you the flexibility to study at the most convenient time and place for you. The course is divided into modules which are scheduled over fixed trimesters so there will be deadlines to meet; however you can organise your study time around your work and personal commitments in order to complete each module within the set time parameters.

Online class discussions are largely focused on contextualisation of theory to practice, so it’s stimulating, engaging and highly relevant to your day-to-day, professional life.

Start September, January or May.



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This part-time programme will help students develop the generic skills needed to teach their own subject, or develop generic and specialist subject skills in either Mathematics (including Numeracy) or English (including Literacy and/or English for Speakers of Other Languages). Read more

This part-time programme will help students develop the generic skills needed to teach their own subject, or develop generic and specialist subject skills in either Mathematics (including Numeracy) or English (including Literacy and/or English for Speakers of Other Languages).

About this programme

Through taught sessions and mentored teaching practice in the workplace you will learn about employment in the sector, how to plan lessons in your subject, how to teach, engage and assess learners, how to manage the learning environment, and how to understand and use theory and research to broaden and improve your professional knowledge and expertise in teaching.

Students undertake modules to the value of 120 credits or 135 credits (for English (including Literacy and English for Speakers of Other Languages) combined route only.

The programme consists of modules to the value of 120 credits (60 at Bachelor’s level and 60 at Master’s level) or, for those on the English (with Literacy & ESOL) combined route only, 135 credits (75 at Bachelor’s level and 60 at Master’s level).

Core modules

  • Planning and Enabling Learning and Assessment
  • Theories and Principles of Teaching and Learning
  • Curriculum Design: Principles and Practice
  • Professional Enquiry (generic pathways) or Wider Professional Practice and Development (English (including Literacy and/or English for Speakers of Other Languages) and Mathematics (including Numeracy) pathways
  • Literacy and ESOL Learning and Teaching (English (including Literacy and English for Speakers of Other Languages) pathway only

Optional modules

  • There are no optional modules for this programme

Placement

All students on this programme will undertake a teaching practice placement and your development as a teacher will be assessed as part of the course. You will spend at least 120 hours, working with subject-specialist mentors who support you through your placement. We are fortunate to have a good choice of colleges and other providers, as well as some outstanding mentors in the field of post-compulsory teaching, with whom we work.

Teaching and learning

The programme is delivered via taught sessions, (including lectures, presentations, discussions, and classroom group tasks), and a practical teaching element based in a partner-provider organisation, usually a further education college. You are also required to read widely and to carry out written assignments in your own time. The programme is assessed through written assignments, module tasks and formal and informal observations of practical teaching skills.

Further information on modules and programme structure is available on the department website: PGCE Post-Compulsory Education (part-time)

Funding

In previous years government-funded bursaries have been available for students specialising in English (including ESOL and Literacy) or Mathematics with Numeracy. These will be available in 2018/19 but details have not yet been confirmed. Please see the Get Into Teaching website for more details.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the UCL Scholarships and Funding website.

Careers

Graduates of this programme are currently working for a very diverse range of employers. They typically gain employment as lecturers, classroom teachers and/or managers in FE colleges, sixth form colleges, secondary schools, independent training providers, adult education services and prisons. The programme can also serve as route towards higher qualifications.

Employability

This course will help you gain employment in a wide range of educational settings in the post-compulsory sector, in other industrial and professional contexts, and also, increasingly, in schools. As well as learning improved subject-specialist knowledge and expertise in pedagogy and assessment, you will gain a wide range of highly transferable ‘people skills’ which are essential for teachers: including empathy, patience, listening, cultural awareness and sensitivity. Through your teaching practice placement, you will also gain awareness of aspects of workplace life and the norms of professional behavior, around respect for others, equality and diversity, health and safety, rights at work, line-management and appraisal, inspection and quality assurance procedures, etc.

Why study this programme at UCL?

The post-compulsory teacher education programmes at the UCL Institute of Education (IOE) are designed to meet the training needs and qualification requirements of people who are working or would like to work in the post-compulsory sector.

Our post-compulsory PGCE qualifications are recognised by the Department for Business, Energy and Industrial Strategy and provide a basis for higher qualifications, such as Master’s degrees and professional doctorates.

Following their most recent OFSTED inspection in November 2013, our post-compulsory programmes were deemed outstanding and given a Grade 1 (the highest possible grade).

Accreditation:

The programme leads to an award of a PGCE (post-compulsory) at level 7 (Master’s level), with a possible exit route at level 6 (undergraduate/Bachelor’s degree level). Following successful completion of the programme, students may apply through the Educational and Training Foundation for the QTLS licence to practice in the sector. NB: QTLS is not part of the IOE programme.



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This programme is studied entirely in China. It is jointly delivered by the University of Leeds and Guangdong University of Foreign Studies, and allows experienced Chinese TESOL professionals to gain a deeper understanding of how languages are learned and the strategies used to teach them. Read more

This programme is studied entirely in China. It is jointly delivered by the University of Leeds and Guangdong University of Foreign Studies, and allows experienced Chinese TESOL professionals to gain a deeper understanding of how languages are learned and the strategies used to teach them.

You will explore current insights, issues and problems withinTESOL, and assesses the theoretical frameworks for the language learning,teaching and testing processes. You will have the opportunity to appraise the proceduresand outcomes of different approaches to pedagogy and evaluation in TESOL, andthe ability to explore how such issues and frameworks relate to your ownprofessional environment.

You’ll study four core modules exploring current theories of language acquisition, the complex context in which any language learning takes place, different approaches to and strategies for TESOL, and current theories around language assessment.

You’ll be taught at Guangdong University of Foreign Studies by tutors from both universities and be registered as a full-time student at Leeds, giving you access to all of our online library resources as well as those available at Guangdong University of Foreign Studies.

Research and professional insight

The Language Education team in the School of Education is nationally and internationally recognised for its range of teaching, research, knowledge transfer and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics.

The Language Education team in the School of Education is one of the largest such teams in the UK. Members have experience of teaching, teacher education and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics in many contexts in the UK and around the world, and are nationally and internationally recognised as researchers.

This programme is not suitable for those without professional TESOL experience.

Course content

This programme is jointly delivered and has been designed by academic staff from both the University of Leeds and Guangdong University of Foreign Studies.

All teaching and learning is influenced by the context in which it occurs. The programme begins by considering the components of an educational context, from visible features of the classroom to the less visible but influential educational norms that affect teacher and learner roles and behaviours.

You then explore current theoretical models of language acquisition, and consider the ways in which people learn, or acquire a second language. The course continues by deepening your understanding of learning and teaching integrated skills in TESOL, focusing explicitly on oral and written language processing and their implications for different teaching and learning activities. You’ll use this knowledge to design, adapt and evaluate language learning tasks, and to think carefully about methods of assessment that will be appropriate for your working context

At every stage of the course, you’ll develop your research skills and think about the relationship between research and TESOL practice. You’ll demonstrate this awareness when you complete your critical study: an intensive, small-scale, research project related to your own interests in TESOL education.

In March of the year after you successfully complete the programme, you’ll receive a MA TESOL degree from the University of Leeds at a graduation ceremony in Guangzhou.

Course structure

Compulsory modules

  • Dissertation 60 credits
  • Approaches and Contexts in TESOL 30 credits
  • Introduction to Second Language Acquisition 30 credits
  • Teaching Oral and Written Skills for TESOL 30 credits
  • Language Testing 30 credits

For more information on typical modules, read Teaching English to Speakers of Other Languages MA in the course catalogue

Learning and teaching

This course is all taught face-to-face at Guangdong University of Foreign Studies with two modules each taught by tutors from each university. You’ll experience a range of teaching methods including lectures, seminars, discussions, small group tasks and presentations, and extra study support will be available online through the University of Leeds’ Virtual Learning Environment. Independent study is also an important part of this programme.

Assessment

All modules are assessed by written assignments of up to 6000 words, and you’ll be encouraged to write on topics that are directly relevant to your own professional context. Your critical study is around 12,000 words. All your assignments will be submitted online through the University of Leeds’ Virtual Learning Environment.

Career opportunities

You’ll gain a range of knowledge and skills from this programme that could make a big difference your career prospects.

Many of our graduates go back to their previous work contexts, where they often become candidates for promotion thanks to their greater expertise. Others find new jobs in different institutions or other parts of the country. Some have even progressed to PhD level study at institutions in China, Hong Kong and the UK.



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Studying for your Masters in TESOL is the key to unlocking international career opportunities in a sector that is enjoying impressive sustained growth. Read more

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.

Programme structure

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.

Educational aims of the programme

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:

  • Advance students’ knowledge and understanding of the grammatical, lexical and phonological structures and stylistic registers of English and how they work together in producing effective communication
  • Introduce students to theoretical issues in TESOL through an exploration of scholarly writing in the field and to the application of these theories within the ESOL classroom
  • Promote critical engagement with concepts, theories and practices associated with English language teaching through reflection and evaluation
  • Provide a theoretical and methodological framework within which students can take responsibility for their own learning and formulate and address their own research questions
  • Provide opportunities for students to create and carry out a project of significant complexity in the field of TESOL
  • Foster reflective practice

Programme learning outcomes

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:

  • Describe and explain the underlying grammatical, lexical and phonological structures of the English language
  • Demonstrate understanding of the way communication is constructed, maintained or repaired through English
  • Evaluate theoretical issues relevant to second language acquisition and learning
  • Critically assess the principles underpinning curriculum design, language teaching methodology and materials selection
  • Demonstrate understanding of the main issues relevant to testing and assessment of language learning
  • Apply the principles which underpin the design and implementation of research projects in English language teaching

Intellectual/cognitive skills

Following completion of the programme, students should be able to: 

  • Demonstrate high level learning and problem-solving skills
  • Reflect upon the knowledge gained and incorporate this into independent learning strategies and practical classroom practice
  • Formulate and address research questions relating to the field of study
  • Create and carry out a project of significant complexity in the field of TESOL
  • Critically appreciate and evaluate theories of language acquisition and learning, curriculum design, teaching methodologies and apply this

Professional practical skills

Following completion of the programme, students should be able to:

  • Apply theoretically informed understandings to various contexts in TESOL
  • Critically assess the appropriate approaches for applying teaching and learning strategies within various TESOL context
  • Apply appropriate English language teaching methodologies in various TESOL contexts
  • Evaluate and apply appropriate methods of assessment and testing in language teaching
  • Display competence in a range of skills at postgraduate level, including advanced analysis and synthesis of arguments, presentation, conducting independent research

Key/transferable skills

Following completion of the programme, students should be able to:

  • Work both independently and with others in order to achieve common goals
  • Manage learning self-critically
  • Critically evaluate research using appropriate theoretical and/or methodological frameworks
  • Organise and manage a research project of significant complexity

Global opportunities

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.



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For Details see below. The deadline for Applicants who graduated outside of Europe allready expired. This international oriented 2-year master’s degree programme is based on the following pillars. Read more

Application for EU graduates until 30 September 2016

For Details see below. The deadline for Applicants who graduated outside of Europe allready expired.

About the Program

This international oriented 2-year master’s degree programme is based on the following pillars:
▪ The study of a range of topics within the field of human-computer interaction: usability, user-centred design and user interface testing and research, and innovative interface technologies such as virtual reality, mobile systems, adaptive systems, mixed reality, ubiquitous computing and graphic interfaces.
▪ Acquisition of key skills and competences through a project-based study approach.

In the English-language Human-Computer Interaction M.Sc. programme, students focus on theoretical and practical issues in current computer science research in the fields of user-centered design, interactive system development and evaluation. In addition, this technically-oriented HCI master offers the opportunity to participate in interdisciplinary projects and attend courses from Architecture and Urbanism, Art and Design, Media Studies and Media Management.

In general, our programme aims at people with a bachelor’s degree or minor in computer science. The medium of instruction for all mandatory courses is English. The program has received accreditation by Acquin until 30.09.2020 in April 2015.

More Information under https://www.uni-weimar.de/en/media/studies/computer-science-and-media-hci/human-computer-interaction-msc/

Program Structure

The programme comprises 120 ECTS, distributed into the following components:
▪ Four compulsory modules (Advanced HCI, Information Processing and Presentation, Virtual/Augmented Reality and Mobile HCI), each comprising 9 ECTS.
▪ Elective module (24 ECTS in total).
▪ Two research projects (15 ECTS each).
▪ The Master’s thesis module (30 ECTS).

In accordance with the Weimar Bauhaus model, research-oriented projects contribute towards a large proportion of the master’s programme. The elective modules allows students to incorporate courses from other degree programmes such as Media Studies, Media Management, Architecture and Urbanism, and Art and Design alongside the general Computer Science and Media course catalogue. Graded language courses up to 6 ECTS may also be included, or an additional HCI related project. The fourth and final semester is dedicated to the master’s thesis.

Further information on the curriculum : https://www.uni-weimar.de/en/media/studies/computer-science-and-media-hci/curriculum-master-hci/

Career Perspectives

The HCI Master was developed based upon our experiences with the long-standing Computer Science & Media Master program. CS&M graduates have all readily found employment in industry and academia, in R&D departments at large companies (e.g. Volkswagen, BMW), research institutes (e.g. Fraunhofer), as well as at universities, with many continuing into a PhD.

Usability is becoming more and more important for computer systems as computers are embedded in many aspects of everyday life. The ability to design complex systems and interfaces with regard to usability and appropriateness for the usage context increases in importance. HCI graduates can work both in software development, in particular in conception and development of novel interface technologies, and in the area of usability and user research, which both grow in demand on the job market. Our unique project-based study approach provides graduates with a skill set that qualifies them both for research and industry careers.

Studying in Weimar

The Bauhaus, the most influential design school in the 20th century, was founded in 1919 in our main building. A tie to this history was established in the renaming as Bauhaus-Universität Weimar in 1996. We are an international university in the unique, cultural city of Weimar. We are a vibrant institution, not a museum. Experimentation and excellence prevail throughout the 4 faculties where transdisciplinary projects and co-operations in research and education are conducted.

Weimar is a medium-sized city with UNESCO World Cultural Heritage sites. It is known for its connection to literature, the arts and music and also has a music university. The affordable living costs in this area of Germany and the rich cultural program of Weimar make it a very attractive location for students.

Application Process

Applicants who graduated outside of Europe apply online at: http://www.uni-assist.de.
Applicants who graduated in Europe and do not require a visa apply online at: Online-Application.

For details see http://www.uni-weimar.de/en/media/studies/computer-science-and-media-hci/application-master-hci/

Many typical questions about the program, application process and requirements are answered in our FAQ http://www.uni-weimar.de/en/media/studies/computer-science-and-media-hci/faq-application-hci/

Requirements

Higher Education Entrance Qualification:

Students need a school leaving certificate for studies completed at secondary education level. The formal entrance qualifications for international students are checked by uni-assist (see application process).

Academic Background in Computer Science (CS):

You need some academic background in CS, such as a bachelor's degree in CS, business informatics, HCI or related areas with a focus on CS and HCI. Students with a minor in computer science (at least 60 European Credit Points) may apply, here, decisions are on a case-by-case-base.

Only diplomas of international accredited universities will be accepted. Non-academic, practical experience in computer science alone does not suffice to qualify you.

Sufficient Marks from previous studies:

If the converted credit-weighted average grade of your Bachelor's degree is between 1.0 and 2.0 in the German system, your chances of acceptance are very good. Uni-assist does the conversion into the German system.

Language Requirements:

See http://www.uni-weimar.de/en/media/studies/computer-science-and-media-hci/application-master-hci/

The medium of instruction is English, some electives can be taken in German. B2 level (CEFR) of English proficiency is needed. We require a standardised language certificate (unless your bachelor degree was done in a native-English speaking country). We accept three types of language proficiency certificates:

TOEFL (80 internet-based, 550 paper-based at minimum)
IELTS (6.0 minimum)
ESOL Cambridge First Certificate in English

To be admitted, international students have to provide proof of German proficiency at level A1 (CEFR). This is required for registration to the program. You can apply before having the A1 certificate, but might need to show you are registered for the exam for your visum.


Motivational Letter and CV:

We highly recommend a detailed CV and motivation letter. Please do not send lengthy standard letters. Make clear you know our curriculum and point out why you chose our programme, and describe your specific interest in HCI i and why you want to specialize in this area.

Further information

Please check our FAQ
http://www.uni-weimar.de/en/media/studies/computer-science-and-media-hci/faq-application-hci/


link to Video by an international Master student (from the sibling program) talking about her experiences: https://vimeo.com/77485926

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COURSE OVERVIEW. This level 7 course seeks to train and support student teachers in the field of Post-Compulsory Education and Training (PCET). Read more

COURSE OVERVIEW

This level 7 course seeks to train and support student teachers in the field of Post-Compulsory Education and Training (PCET). This includes further education, adult education, work-based training and community education.

You will acquire the necessary skills to work as a teacher in PCET by undertaking practice-based placements as well as course work.

You'll benefit from our strong partnerships, as well as learning from expert teaching staff and professionals in the workplace. We have a national reputation for our teaching education, which prepares trainees to tackle teaching in a challenging 21st century environment.

Trainees learn in a productive, modern and supportive learning environment at the faculty and can take advantage of sophisticated facilities and resources.

KEY FACTS

  • 97 per cent of our graduates were in graduate-level employment or further study six months after their course according to the 2014/15 DLHE survey report.
  • You get a nationally-recognised qualification, making you eligible for Qualified Teacher Learning and Skills status (QTLS).
  • We have partnership arrangements with most of the large further education colleges in the West Midlands, as well as prison education units and a number of training agencies and private providers.
  • Full-time trainees undertake at least 150 hours of teaching in their main subject area and are all supported by a subject specialist mentor.

HOW TO APPLY

All applications need to be made via the UCAS Teacher Training website using the following codes for subject specialisms. You can apply with any first degree. Contact us if you're not sure which subject umbrella your undergraduate degree fits into.

  • 2V7X - PCET with specialism in Arts, Media and Perform
  • 2V7Y - PCET with specialism in English, Literacy and English for speakers of other languages (ESOL)
  • 2V83 - PCET with specialism in Humanities and Social Sciences
  • 2V84 - PCET with specialism in Maths and Numeracy
  • 2V85 - PCET with specialism in Science and Technology


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Our MA in Teaching English to Speakers of Other Languages (TESOL) is a 12-month full-time taught MA programme designed for students who plan to teach English as a second/foreign language in the UK or internationally or to do research on the teaching, learning or assessment of English as a second/foreign language. Read more
Our MA in Teaching English to Speakers of Other Languages (TESOL) is a 12-month full-time taught MA programme designed for students who plan to teach English as a second/foreign language in the UK or internationally or to do research on the teaching, learning or assessment of English as a second/foreign language.

The programme is designed primarily for people with little or no prior experience of English language teaching, but who have a relevant first degree (English Language/ Linguistics or Education with a substantial English component) and who intend to be an English teacher or researcher.

The MA TESOL is an academic programme of study and not a teacher training course. Therefore, it provides a foundation in Applied Linguistics, Approaches to English Teaching and Research Methods on which later training in practical teaching can build. Theories of language acquisition and language teaching are explored, with the emphasis on how such theories may be practically applied; however, there is no teaching practicum as part of this programme.

The programme aims to:
-Provide an introduction to current issues and key trends in language learning and teaching in a global context
-Develop students' knowledge of Applied Linguistics and approaches to language teaching that will facilitate better teaching practice
-Provide basic research skills that students will need in order to (1) be able to engage critically with the language teaching and learning literature they read, and (2) carry out their own research project
-Help provide the knowledge and skills for those who want to conduct doctoral research in TESOL, Applied Linguistics or related areas

Content

Term 1
-TESOL Methods (20 credits)
-Research Methods in Language Learning and Teaching (20 credits)

One option module from a list of about 10 options (20 credits). These may include:
-Bilingualism
-Citizenship Education
-Cross-linguistic influences in second language acquisition
-Discourse analysis & language teaching
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and Teaching Second Language Reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition

Term 2
-English Linguistics (20 credits)

One option module from a list of about 10 options (20 credits). These may include:
-Approaches to English language teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental psycholinguistics
-Learning and teaching grammar in a second language
-The practice of English language teaching
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-Testing and assessment in English language teaching

Term 3
-Planning and Communicating Research (20 credits). These classes are spread over Terms 2 and 3

The third term and the summer is devoted to writing a dissertation based on a small-scale research study (60 credits), to be submitted by early September.

Teaching

The MA in TESOL programme is proud of its international standing and attracts high quality students and experienced academics from the UK and around the globe. With this experience, we are ideally suited for supporting our home and international students alike.

Learning is maximised through the use of a variety of teaching approaches which are student-centred and research informed, including lectures, small group seminars, tutorials, and through the use of our online virtual learning environment. The Education Department also has a vibrant guest speaker programme and students are encouraged to attend and participate in lectures and presentations from many key researchers in the field of Language Education and TESOL. Students are also able to take advantage of additional English language lessons and study skills workshops should they need them.

Students are assigned a personal supervisor who they will have on-going contact with throughout the duration of the course through face-to-face meetings and through email contact. The supervisor provides academic and pastoral support throughout the course. The Department of Education is highly regarded within the university for its teaching and supervision and has won many awards at university level to reflect this.

Careers

Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.

Many become English language teachers all around the world, in private language schools, state schools, universities and other organisations requiring English language instruction.

Others find employment opportunities in areas of course and syllabus design, and materials writing in large and small scale publishing houses.

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.

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The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. Read more

The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.

The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.

Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.

The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).

Why come to York?

The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.

As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.

Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.

The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.

Programme Aims

The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:

-To enhance knowledge and understanding in science education

-To develop educational research capabilities and skills in the fields of education and science education

-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice

Programme Content

Term 1

-Science, Education and Society (20 credits)

-Research methods in education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:

-Bilingualism

-Citizenship education

-Cross-linguistic influences in second language acquisition

-Discourse Analysis

-Education and social justice

-Evaluating ESOL classroom practice

-Intercultural communication in education

-Learning and teaching second/foreign language reading

-Motivation in education

-Teaching and assessing speaking skills

-Teaching and assessing writing skills

-Teaching and learning in schools

-Teaching World English

-Topics in second language acquisition

Term 2

-Recent research and innovation in science education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:

-Approaches to English teaching

-Contemporary issues in teaching

-Cross-cultural perspectives on language and discourse

-Developmental Psycholinguistics

-Learning and teaching grammar in a second language

-Pragmatics: language, meaning and communication

-Psychology of language and language learning

-Qualitative and quantitative data analysis

-Teaching and learning citizenship and global education

-Teaching English for academic purposes

-The practice of English language teaching

-Testing and assessment in English language teaching

Term 3

Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.

Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.

Assessment

Students will complete:

-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)

-An exam in Research Methods in Education

-An assessed presentation + dissertation outline + ethics audit

-A dissertation of 12,000 words in length

Careers

Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.



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