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Masters Degrees (Foreign Language)

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The main aim of the Master's Degree in Spanish as a Foreign Language is to train students to teach Spanish to speakers of other languages. Read more
The main aim of the Master's Degree in Spanish as a Foreign Language is to train students to teach Spanish to speakers of other languages. It provides students with the theory and practical tools they need to teach Spanish as a foreign language at home or abroad. The programme guarantees that students will have a thorough knowledge of Spanish and will be familiar with the most suitable techniques and methods for satisfactory teaching.

The subjects are taught entirely in Spanish, as is the training programme, but this may not be the case of the optional subjects.

In addition to the professional track, the course also offers a research track for those who are interested in pursuing any theoretical or practical aspects of foreign language teaching with a view to taking a doctorate.

Student Profile

The master programme is aimed at future language teachers who wish to work in Spain and abroad.

Student profile is in general graduates in Spanish Filology or similar (Translation, Foreign Language Teacher, etc). However, it may also be admited othe candidate profiles if a teaching vocation does extist.

Career Opportunities

Graduates in the University Master's degree in Teaching languages: Spanish as a Foreign Language are capable of working in:
-Teaching Spanish in language schools in Spain or abroad
-Teaching Spanish in foreign universities
-Teaching Spanish in civic centres
-Posts as Spanish language assistants at foreign universities
-Cultural mediation in official refugees centres and immigrant services
-Tourism field
-Translation field
-Correction of media texts

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Introduce your future students to the wonderful world of language. Have a love for languages and a yearning to teach them? The University of Canberra’s TESOL and FLT programs are highly regarded internationally and have placed graduates in senior positions throughout Australia and across the world. Read more

Introduce your future students to the wonderful world of language

Have a love for languages and a yearning to teach them? The University of Canberra’s TESOL and FLT programs are highly regarded internationally and have placed graduates in senior positions throughout Australia and across the world. This course will broaden your understanding of language teaching in a variety of educational, social and cultural contexts, enhance your knowledge in areas such as curriculum design, assessment, discourse analysis and language acquisition and prepare you for a role as a teacher-researcher, foreign language teacher or TESOL instructor or director.

Study a Master of Arts in TESOL and Foreign Language Teaching at UC and you will:

  • broaden and deepen your understanding of language teaching in a variety of educational, social and cultural contexts
  • enhance your knowledge in areas such as curriculum design and evaluation, testing and assessment, discourse analysis, language acquisition, research methods and approaches to teaching grammar
  • gain practical knowledge and skills whilst reviewing the way that beliefs, principles and theories affect teaching
  • be able to make informed pedagogical decisions
  • understand the relationship between language teaching and learning.

Typical study pattern

Year 1

Semester 1

Semester 2

Year 2

Semester 1

  • Four Restricted Choice Units- 12 cp

Career opportunities

A range of career opportunities exist for Master of Arts in TESOL and Foreign Language Teaching graduates, including as a:

  • Foreign language teacher
  • Academic adviser
  • TESOL language instructor
  • TESOL program director
  • TESOL textbook writer or editor


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This Teaching English as a Foreign Language programme (TEFL, also known as TESOL in some countries) based in the School of Education, offers a unique opportunity to study for a qualification which links teaching English to wider issues of school-based education. Read more
This Teaching English as a Foreign Language programme (TEFL, also known as TESOL in some countries) based in the School of Education, offers a unique opportunity to study for a qualification which links teaching English to wider issues of school-based education.

The modules will provide you with a strong grounding in theoretical literature as well as appropriate classroom methodology, course design and an introduction to the key research tools. The programme is designed to be practical and you will have opportunities to create bespoke teaching and learning materials as well as visit British schools to observe classroom teaching.

The TEFL programme is aimed at individuals with knowledge and understanding of current debates relevant to the teaching and learning of English as a Foreign Language. The aim is to support you in becoming a reflective TEFL practitioner, a competent educational researcher and an active member of the international academic and professional TEFL community.

There are three core modules for the Teaching English as a Foreign Language programme:

Communicative Language Teaching, Syllabus Design and Assessment
Language, Discourse and Society
Second Language Learning
These modules give you a strong grounding in appropriate classroom methodology, and course design with the opportunity to create your own teaching and learning materials. Other modules provide opportunities to visit British primary, secondary and language schools, and prepare you for your dissertation. The MA Education TEFL Dissertation Prize is awarded annually to the best TEFL dissertations in the School of Education whose work demonstrates significance, originality and methodological rigour.

We offer a wide range of options to choose from, including Curriculum Design in Global Contexts, Leadership for School Improvement, Personal and Professional Skills for Education Management, Online Learning, ICT in Education, Education as an International Issue, and Special Educational Needs of Children with Autism. You will have the chance to participate in events organised by our research centre MOSAIC, such as conferences and popular seminar series with renowned international TEFL researchers.

Please note that the acronym TEFL is mainly used in the UK, whilst TESOL is often used as an acronym in Australia or the USA. TESL is another term you may hear.

About the School of Education

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

Funding and Scholarships

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

Open Days

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

Virtual Open Days

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

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This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. Read more
This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. These awards have contributed substantially to the professionalising of Arabic teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Arabic as a Foreign or Second Language.

The Certificate in Teaching Arabic is designed:

- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Arabic as a foreign language.

- to equip trainees with the knowledge and skills which will enable them to teach Arabic to a broad spectrum of Arabic learners in UK, European and worldwide educational contexts.

The Postgraduate Diploma in Teaching Arabic is designed to:

- equip trainees to be able to deal professionally with the teaching of Arabic in different contexts and through the integration of different varieties of the Arabic language.

- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.

- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Arabic using the latest communicative methods.

- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.

- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.

- enable trainees to fulfil supervisory and pedagogical lead roles such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.

Graduates will be qualified and well-prepared for teaching Arabic in higher education in the UK, Europe and other parts of the world, for teaching Arabic at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Arabic language courseware.

Visit the website http://www.soas.ac.uk/languagecentre/languages/arabic/postgraduate-certificate-diploma-in-teaching-arabic-as-a-foreign-language.html

The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.

Structure

The Postgraduate Diploma in Teaching Arabic is equivalent to 3 post-graduate level course units carrying 135 CATS credits.
The Postgraduate Certificate in teaching Arabic is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits.
Trainees take compulsory courses in two main areas.

1. Principles and Practice in Communicative Language Teaching for Arabic:
- Arabic Applied Linguistics (0.5 unit)
- Language Awareness, Methods and Techniques in Teaching Arabic (1 unit)

2. Knowledge and Skills for Second Language Teaching:
- Theories of Language Learning and Acquisition (0.5 unit)
- Approaches and Methods in Language Teaching and Language Assessment (1 unit)

Teaching Practice

A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Arabic with different types of student groups, covering a range of levels. Trainees will observed and assessed in teaching Arabic, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.

All our teacher trainers are expert classroom teachers themselves. Have a look at one of them teaching (http://www.soas.ac.uk/languagecentre/languages/chinese/) and see the kinds of classroom skills you will learn to use yourself.

Find out how to apply here - http://www.soas.ac.uk/languagecentre/languages/arabic/postgraduate-certificate-diploma-in-teaching-arabic-as-a-foreign-language.html

Closing Date for Applications:
Overseas Applicants - Friday 23rd September 2016
UK and EU Applicants - Friday 7th October 2016

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This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Chinese as a Foreign Language. Read more
This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Chinese as a Foreign Language. These awards have contributed substantially to the professionalising of Chinese teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Chinese as a Foreign or Second Language.

The Certificate in Teaching Chinese is designed:

- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Chinese as a foreign language.

- to equip trainees with the knowledge and skills which will enable them to teach Chinese to a broad spectrum of Chinese learners in UK, European and worldwide educational contexts.

The Postgraduate Diploma in Teaching Chinese is designed to:

- equip trainees to be able to deal professionally with the teaching of Chinese in different contexts and through the integration of different varieties of the Chinese language.

- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.

- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Chinese using the latest communicative methods.

- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.

- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.

- enable trainees to fulfil supervisory and pedagogical lead roles, such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.

Graduates will be qualified and well-prepared for teaching Chinese in higher education in the UK, Europe and other parts of the world, for teaching Chinese at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Chinese language courseware.

Visit the website http://www.soas.ac.uk/languagecentre/languages/chinese/postgraduate-certificate-diploma-in-teaching-chinese-as-a-foreign-language.html

The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching, which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.

Structure

The Postgraduate Diploma in Teaching Chinese is equivalent to 3 post-graduate level course units carrying 135 CATS credits.
The Postgraduate Certificate in Teaching Chinese is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits.
Trainees take compulsory courses in two main areas.

1. Principles and Practice in Communicative Language Teaching for Chinese:
- Chinese Applied Linguistics (0.5 unit)
- Language Awareness, Methods and Techniques in Teaching Chinese (1 unit)

2. Knowledge and Skills for Second Language Teaching:
- Theories of Language Learning and Acquisition (0.5 unit)
- Approaches and Methods in Language Teaching and Language Assessment (1 unit)

Teaching Practice

A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Chinese with different types of student groups, covering a range of levels. Trainees will be observed and assessed in teaching Chinese, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.

All our teacher trainers are expert classroom teachers themselves. Have a look at one of them teaching (http://www.soas.ac.uk/languagecentre/languages/chinese/) and see the kinds of classroom skills you will learn to use yourself.

Find out how to apply here - http://www.soas.ac.uk/languagecentre/languages/chinese/postgraduate-certificate-diploma-in-teaching-chinese-as-a-foreign-language.html

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We will teach you the practical skills you need to be able to teach Chinese as a foreign language. You will learn how to plan your lessons, select teaching materials and manage a classroom. Read more

About the course

We will teach you the practical skills you need to be able to teach Chinese as a foreign language. You will learn how to plan your lessons, select teaching materials and manage a classroom. We also teach the theory. You’ll learn about different methodologies, Chinese linguistics and the science of how people acquire a second language.

Your career

Our graduates hold influential positions in business, government, the arts and academia. Some of them are journalists, television producers, interpreters and translators. Others are city brokers and analysts. They work for organisations such as the BBC World Service, BNP Paribas, British Council, British Museum, Deloitte, HarperCollins, Jaguar Land Rover, Lloyds Banking Group, Nintendo, Siemens, Sony, Toyota and the World Food Programme.

Our expertise

We are one of Europe’s leading centres for the study of China, Japan and Korea. We have links with partner universities in East Asia that support our dynamic research culture. Our academics bring theories, methods and findings from their research to their teaching.

All four of our interdisciplinary research clusters inform what we teach. They are: East Asian Business Environment; East Asian Text and Culture; Human Movement and Development in East Asia; Power, Cooperation and Competition in East Asia.

The Sheffield Confucius Institute, which was named Global Confucius Institute of the year in 2015, explores Chinese language and culture. The Institute offers many opportunities for students to get involved in its activities which will help enhance their learning and deepen their cultural understanding of China.

Develop your skills

You’ll learn how to research and analyse, manage projects, write reports and give effective presentations. You will also have the opportunity to take language modules in Chinese, Japanese or Korean if you wish. Your in-depth knowledge of East Asian countries and your understanding of the region will give you an edge in the careers market.

Specialist resources

Our postgrads have their own study space and IT facilities at the Sir Sze-yuen Chung Resource Centre. The University’s libraries have an extensive selection of texts and online resources in Chinese, Japanese and Korean.

Options

You can study a shorter course for a Postgraduate Certificate (four months, 60 credits) or Postgraduate Diploma (nine months, 120 credits). You’ll need 180 credits to get a Masters degree, including 60 credits from your extended project.

Modules

Choose from a range of modules which may include: Mandarin Chinese and Universal Grammar; Mandarin Chinese and Second Language Acquisition; Reflections on Practice in Learning and Teaching; Practical Chinese Translation: Intercultural Communications.

Teaching and assessment

There are lectures and small-group seminars. You’re assessed on your essays, exams, presentations and a dissertation.

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Master’s Degree in Quantitative Finance and Risk Management draws on the recognized excellence of our engineering school in quantitative finance, and makes great use of the collaborations with the Universities of Paris-Dauphine and Cergy-Pontoise. Read more
Master’s Degree in Quantitative Finance and Risk Management draws on the recognized excellence of our engineering school in quantitative finance, and makes great use of the collaborations with the Universities of Paris-Dauphine and Cergy-Pontoise. The Master is primarily going to appeal to international students, "free movers" or those from our partner universities or for high-potential foreign engineers who are looking for an international career in the domain of finance. This program leads to a Master degree and a Diplôma accredited by the French Ministry of Higher Education and Research.

Objective

This Master’s degree covers the whole chain of quantitative finance, from theoretical aspects to the application in a professional setting. The chain can be described as follows:
o Description of the market and financial products
o Mathematical models of finance
o Mathematical models of risk
o Numerical resolution: computer-aided simulation
o Calibration and asset evaluation

Specific details of the Master:
o The Master came from the Financial Engineering option (IFI) taught at the ESITI for the last 13 years (all students from the option have found work as soon as their compulsory internships finished, and have an average salary 20% higher than the norm in this sector).
o In and of itself, the Master is intrinsically international.
o The theoretical teaching of this Master is very thorough, covering everything needed to know in the associated professions. As a consequence, the students are very adaptable within the work market.
o The Master offers a 3-skilled approach, in Computer Science, Mathematics and Finance.

Practical information
The Master’s degree counts for 120 ECTS (European Credit Transfer System) in total and lasts two years. The training lasts 1316 hours (646 hours in M1 and 670 hours in M2). The semesters are divided as follows:
o M1 courses take place from September until June and count for a total of 60 ECTS
o M2 courses take place from September until mid-April and count for a total of 44 ECTS
o A five-month internship (in France) from mid- April until mid- September for 16 ECTS. Usual indemnities are around 1000 € per month.

Non-French speakers will be asked to participate to a one week intensive French course that precedes the start of the program and allows students to gain the linguistic knowledge necessary for daily interactions.

Organization

M1 modules are taught from September to June (60 ECTS, 646 h):
• Mathematics
• Measure and Integration (2 ECTS, 20 h)
• Functional Analysis (3 ECTS, 30 h)
• Stochastic Processes-Discrete/Continuous Time (5,5 ECTS, 55 h)
• Optimization (2,5 ECTS, 30 h)
• Jump Processes and Application (3 ECTS, 30h)
• Partial Differential Equations (3 ECTS, 30 h)
 Calibration, Simulation and Numerical Analysis
• Monte Carlo Simulations (3 ECTS, 30 h)
• Finite Difference Methods (2,5 ECTS, 25 h)
• Calibration of Financial Models (2 ECTS, 20 h)
• Bloomberg trading room (3ECTS, 30h)
• C++ and Object Oriented Design (2 ECTS, 20 h)
• VBA Programming (3 ECTS, 30 h)
• Interdisciplinary Project (5 ECTS, 5 h)
 Finance and Insurance
• Introduction to Quantitative Finance (3 ECTS, 25 h)
• Risk Management in a mono-period Financial Market & Derivatives (4 ECTS, 40 h)
• Contingent Claims Valuation (3 ECTS, 30 h)
• Portfolio Management and Financial Risks (3 ECTS, 30 h)
• Mathematics Applied to Insurance (3 ECTS, 30 h)
• French as Foreign Language
• French as Foreign Language (4,5 ECTS, 96 h)

M1 modules are taught from September to June (60 ECTS, 646 h):
• Mathematics
• Measure and Integration (2 ECTS, 20 h)
• Functional Analysis (3 ECTS, 30 h)
• Stochastic Processes-Discrete/Continuous Time (5,5 ECTS, 55 h)
• Optimization (2,5 ECTS, 30 h)
• Jump Processes and Application (3 ECTS, 30h)
• Partial Differential Equations (3 ECTS, 30 h)
• Calibration, Simulation and Numerical Analysis
• Monte Carlo Simulations (3 ECTS, 30 h)
• Finite Difference Methods (2,5 ECTS, 25 h)
• Calibration of Financial Models (2 ECTS, 20 h)
• Bloomberg trading room (3ECTS, 30h)
• C++ and Object Oriented Design (2 ECTS, 20 h)
• VBA Programming (3 ECTS, 30 h)
• Interdisciplinary Project (5 ECTS, 5 h)
• Finance and Insurance
• Introduction to Quantitative Finance (3 ECTS, 25 h)
• Risk Management in a mono-period Financial Market & Derivatives (4 ECTS, 40 h)
• Contingent Claims Valuation (3 ECTS, 30 h)
• Portfolio Management and Financial Risks (3 ECTS, 30 h)
• Mathematics Applied to Insurance (3 ECTS, 30 h)
• French as Foreign Language
• French as Foreign Language (4,5 ECTS, 96 h)

M2 modules take place from September to Mid-April (60 ECTS, 670h)
• Mathematics
• Mathematical Statistics (2 ECTS, 21 h)
• Mathematical Tools in Finance (4,5 ECTS, 54h)
• Calibration, Simulation and Numerical Analysis
• Advanced Numerical Methods for PDEs in Finance(2,5 ECTS, 30 h)
• Advanced Spreadsheet Programming (2 ECTS, 24h)
• Simulations (2 ECTS, 24 h)
• Calibration (3 ECTS, 30 h)
• Theoretical and Practical Finance
• Theory of Contingent Claims (4,5 ECTS, 54 h)
• Interest Rate, Exchange and Inflation Markets (2,5 ECTS, 30 h)
• Portfolio Managment (2,5 ECTS, 30 h)
• Imperfect Markets (2 ECTS, 20 h)
• Dynamic Hedging and Risk Measures (2 ECTS, 21 h)
• Business Evaluation (2,5 ECTS, 35 h)
• Jump Processes and Applications (2 ECTS, 21 h)
• Careers and financial products (2 ECTS, 30 h)
• Practical Fixed Income Management (2 ECTS, 24 h)
• French as Foreign Language
• French as Foreign Language (4 ECTS, 72 h)
• Master's Thesis (9 ECTS, 150 h)
• Internship (22 weeks from mid-April to)

Teaching

Fourteen external teachers (lecturers from universities, teacher-researchers, professors etc.), supported by a piloting committee, will bring together the training given in Cergy.

All the classes will be taught in English, with the exception of:
• The class of FLE (French as a foreign language), where the objective is to teach the students how to understand and express themselves in French.
• Cultural Openness, where the objective is to enrich the students’ knowledge of French culture.
The EISTI offers an e-learning site to all its students, which complements everything the students will learn through their presence and participation in class:
• class documents, practical work and tutorials online
• questions and discussions between teachers and students, and among students
• a possibility of handing work in online

All Master’s students are equipped with a laptop for the duration of the program that remains the property of the EISTI.

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This is a Masters course that can take you into employment anywhere in the world. If you are enthusiastic about teaching English as a foreign or second language, then our course offers you vocationally-relevant, research-led training of the highest quality, taught by academics known for their teaching excellence. Read more
This is a Masters course that can take you into employment anywhere in the world.

If you are enthusiastic about teaching English as a foreign or second language, then our course offers you vocationally-relevant, research-led training of the highest quality, taught by academics known for their teaching excellence.

You explore teaching methods and the description of English used in the investigation of language learning and teaching, and study additional topics according to your needs. These might include:
-How second language learners acquire vocabulary, and how vocabulary can be taught
-Computer-assisted language-learning
-Literature and language-learning
-Materials design and evaluation
-Teaching Writing in EFL/ESL

You also gain hands-on teaching experience through our Teaching Practice I and Teaching Practice II modules.

Whether you have no prior teaching experience or are already an English language teacher, this course can be adapted to suit you. If you have little or no previous teaching experience, you receive ‘hands on’ teaching practice throughout the course via TEFL, while if you already have more than two year’s full-time teaching experience, you can undertake specialist study through TESOL instead.

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

We are one of the largest and most prestigious language and linguistics departments in the world, a place where talented students become part of an academic community in which the majority of research is rated ‘world-leading’ or ‘internationally excellent’ (REF 2014), placing us firmly within the top 10 departments in the UK and ranked among the top 150 departments on the planet according to the QS World [University] Rankings [2016] for linguistics.

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

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

Our expert staff

Our staff are internationally renowned. Florence Myles authored the best-selling Second Language Learning Theories, and Bob Borsley wrote both Syntactic Theory: a Unified Approach and Modern Phrase Structure Grammar.

Other teachers on this course include Christina Gkonou, who has conducted extensive research into the effects of individual factors like anxiety on success in language learning, and Julian Good and Tracey Costley, who have taught English in Europe, the Far East and South America for many years before coming to Essex.

Karen Roehr-Brackin is a leading expert on the relationship between metalinguistic knowledge (conscious awareness of the rules of language) and language learning ability, and Adela Gánem-Gutiérrez is a leading expert on the use of computers and the role that interaction in the classroom plays in language learning.

Specialist facilities

-An exciting programme of research seminars and other events
-Our Languages for All programme offers you the opportunity to study an additional language alongside your course at no extra cost
-Our Albert Sloman Library houses a strong collection of books, journals, electronic resources and major archives

Your future

Takers of our MA TEFL and other courses in English Language Teaching come with the specific intention of entering the ELT/TESOL profession, which they duly go on to do.

Students on these courses often join us after a career in English teaching, to update their expertise and return to the classroom with a career enhancement.

The specialist knowledge you gain enables you to take senior or specialist roles (for example in computer-assisted language-learning, ESP or teaching young learners), not necessarily only in the classroom but also in educational advice and management, programme evaluation, syllabus design and teacher education.

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

Example structure

-Teaching Practice I
-Description of Language for TEFL/ELT and Applied Linguistics
-Approaches, Methods and Teacher Development for TEFL/TESOL
-Research Methods I
-Assignment Writing and Dissertation Preparation
-Research Methods II
-MA Dissertation
-Second Language Vocabulary: Learning, Teaching and Use (optional)
-Topics in the Psychology of Language Learning and Teaching (optional)
-Foundations of Computer Assisted Language Learning (optional)
-Literature and Language Teaching (optional)
-Materials Design and Evaluation (optional)
-Teaching, Listening and Speaking (optional)
-Teaching and Learning Grammar (optional)
-Teaching English to Young Learners: Principles and Practice (optional)
-Teaching Practice II (optional)
-Reflective Practitioner (optional)
-Teaching Reading and Writing in TEFL/TESOL (optional)

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Develop an understanding of teaching English as a foreign language and the key role intercultural business communication plays in the global economy. Read more
Develop an understanding of teaching English as a foreign language and the key role intercultural business communication plays in the global economy.

English is a business language for global communication among people who do not share the same native tongue.

This course understands that cultural differences can create barriers, even when English is used as a common language. It thus combines a systematic approach to Teaching English to Speakers of Other Languages (TESOL) with a solid understanding of intercultural business communication.

On completion of the course you’ll be well prepared for a career in international business.

See the website http://www.napier.ac.uk/en/Courses/MSc-Intercultural-Business-Communication-with-TESOL-Postgraduate-FullTime

What you'll learn

There is an increasing demand for proficient speakers of English and for highly qualified teachers of English as a foreign language. An advanced command of English alone does not ensure the success of cross-cultural business: this course involves a critical examination of issues related to English language teaching and learning, along with cross-cultural business behaviour, cultural dimensions, critical cultural awareness, the key role of languages and training for intercultural sensitivity.

You’ll develop your understanding of approaches to the teaching of English as a foreign language and your ability to critically apply teaching practices to training for intercultural sensitivity. You’ll learn from both disciplines and develop the necessary skills to mentor colleagues who need cross-cultural training.

You’ll also gain an in-depth introduction to research methodology appropriate to undertaking research at this level.

This course has an international outlook and attracts students from a wide range of cultural backgrounds.

This is a one year full-time course starting in September and is split up into three trimesters. You'll learn by a variety of teaching methods including lectures, tutorials and independent study.

Modules

• Teaching English as a Foreign Language
• Intercultural Business Communication
• Understanding Language in the Global Workplace
• Teaching English as a Foreign Language
• Developing Intercultural Competence in the Workplace
• One option
• Research Methods
• Dissertation

One option from:
• Advertising as Cultural Discourse
• Tourism, Society and Visual Culture
• Case Studies in International Tourism
• Postgraduate Language -French, German, Spanish or Italian

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

You could find employment in areas of international business acting as a trainer for colleagues in cross-cultural skills or as a negotiator of international business ventures.

Additionally, you could pursue a career in English language teaching or progress to further academic study on a higher research degree.

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

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This unique and innovative programme is designed to develop students’ knowledge of the key areas of Islamic Studies. This programme will introduce Islam in terms of its fundamental beliefs, history and development from the Arabian Peninsula to other parts of the world. Read more
This unique and innovative programme is designed to develop students’ knowledge of the key areas of Islamic Studies. This programme will introduce Islam in terms of its fundamental beliefs, history and development from the Arabian Peninsula to other parts of the world. Students will examine the key teachings of Islam as a religion and a civilisation that has come in contact with other cultures and civilisations. They will also explore other areas such as women and Islam, Islamic core sources and Islamic ethics in light of contemporary developments.

This programme is SCQF credit-rated by the Scottish Qualifications Authority (SQA). It is available on a full-time or part-time basis.

Future Study and Careers

This programme is relevant to any candidate who wants to learn about Islam and its connection with other revealed religions such as Christianity and Judaism.

Through establishing a foundation and some critical thinking on the subject matter, candidates will become confident in addressing various challenges in response to their personal or professional situations through working in a multicultural society.

Additional Information
For students requiring a Tier 4 student visa, an overall score of 6 in IELTS for UKVI (with 6.0 in writing and 5.5 in all other areas) is required.
The programme is comprised of five compulsory units (+ 1 optional unit).

The whole programme is equal to 72 credit points with 12 credit points for each unit. The Advanced Diploma will be awarded to students who successfully pass all units.

The compulsory units are as follows:

Introduction to Islamic Studies will introduce students to Islam, its history, important personalities in the early history of Islam, the development of Islam, its main sources and basic teachings. The students will also be introduced to the skill of transliterating for correct pronunciation of some Arabic/Islamic terms. On successful completion of this unit, students should know the basic teachings and the main sources of Islam. In addition, students will be able to understand some of the similarities and differences between Islam and other religions.

Islamic Core Sources and Approaches will give students a comprehensive understanding of the Islamic core sources and approaches. They will be introduced to the different sciences developed within Islamic studies from exegesis (tafsir) to Islamic law (fiqh) and principles of jurisprudence (usul al-fiqh). On successful completion of this unit, students should know the different methodological approaches developed by Muslim scholars within the Islamic tradition.

Islamic Ethics (Akhlaq) has always been an intrinsic and fundamental part of Islamic thought, manifested in both Muslim jurisprudence and Islamic theology. This unit will look at the centrality of ethics in the Islamic core sources and how early and classical Muslim scholars have conceptualised it. Modern debates about the significance of ethics in Islamic core sources will be critically examined.

Women and Islam is a lively subject used by those in both the Islamic and western worlds. It is a subject often used by critics to portray Islam as a misogynistic and oppressive religion. In their arguments, their first point of reference is the plight of Muslim women in many Islamic societies. The advocates of women’s rights in Islam encourage differentiation between the teachings of Islam and diverse cultural practices.

Research Methodology in Social Sciences and Islamic Studies is designed to strengthen students’ critical thinking while writing or reading scientific research, to familiarise students with theories and the practical application of research methodology, methods, design and strategy while conducting a research proposal. The unit also includes aspects of methodology of Muslim scholars in searching for the truth by considering the revealed knowledge of the Qur’an and Sunnah, evidence from iltizamand qiyas (logic) or even disputed sources

Core Units 

•Introduction to Islamic Studies (SCQF 9)
•Islamic Core Sources and Approaches (SCQF 10)
•Islamic Ethics (SCQF 10)
•Women and Islam (SCQF 10)
•Research Methodology in Social Sciences and Islamic Studies (SCQF 10)”

Optional Units 

•Arabic as a Foreign Language (SCQF 5)
•Arabic as a Foreign Language (SCQF 6)
•Arabic as a Foreign Language (SCQF 7)
•Arabic as a Foreign Language (SCQF 8)
•Arabic as a Foreign Language (SCQF 9)
•Arabic for Special Purposes (SCQF 10)
•Islamic Economics and Finance (SCQF 11)
•Islamic Commercial Law (SCQF 11)
•Applied Islamic Banking and Insurance (SCQF 11)
•Islamic Accounting and Auditing (SCQF 11)

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A TESOL MA can enhance the career prospects of a second or foreign language teacher and contribute to professional development. Students will explore the latest developments in the theory, policy and practice of TESOL, working with leading experts in the field and other MA students from around the world. Read more
A TESOL MA can enhance the career prospects of a second or foreign language teacher and contribute to professional development. Students will explore the latest developments in the theory, policy and practice of TESOL, working with leading experts in the field and other MA students from around the world.

Degree information

This programme will give you the opportunity to discuss and debate issues related to teaching second and foreign languages. You will also develop your knowledge of how theory can inform practice in second and foreign language education. You will deepen your understanding of key concepts and ideas, and develop your ability to select, design and evaluate language teaching materials.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits), three optional modules (90 credits) and a dissertation (60 credits).

Core module - the core module for the MA TESOL is Fundamentals of Second and Foreign Language Teaching (30 credits).
-Fundamentals of Second and Foreign Language Teaching

Optional modules
-Assessment: Issues and Practice
-Contemporary Issues in English Education
-Discourse Society and Culture
-Early Childhood Education
-Education and Development in Asia
-Education and International Development: Concepts, Theories and Issues
-Education Traditions and Systems in Europe
-English in Diverse World Contexts
-Internet Cultures: Theory and Practice
-Language and Identity
-Language Development
-Language Teacher Identity and Development
-Learning and Teaching with Technologies
-Literacy Development
-Materials Development for Language Teaching
-Perspectives on Adult Literacy, Language and Numeracy
-Second Language Acquisition
-Sociolinguistics and Sociocultural Theory
-Technology and Education Beyond the Classroom
-Understanding Specific Learning Difficulties (dyslexia)

Dissertation/report
All students submit a 2,500-word research proposal and a 15,000-word dissertation.

Teaching and learning
Teaching combines various forms, such as lectures, workshops, projects, student presentations, and student-led discussions. Within sessions, students often engage in individual, pair and group task which are then fed back to the leanly. Assessment is by coursework and presentation. Various coursework types are used as appropriate to the module.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as English language teachers from early years to higher education, while others have jobs as senior managers and directors of study in the private sector and in state schools. Graduates can also be found working as textbook writers, editors, publishers, education journalists, NGO and development officers, education consultants, policy advisers, researchers and PhD students.

Top career destinations for this degree:
-English Teacher, King's College London
-Language School Director, LSI (Language Studies International)
-Secondary School Teacher (English Language), Fuji Higashi Senior High School
-Teaching Fellow, University College London (UCL)
-PhD Teaching English to Speakers of Other Languages, Institute of Education, University of London (IOE)

Employability
The programme provides graduates with a rigorous, research-based education based on the latest developments in the area of TESOL. This will give them a natural advantage when applying for teaching or other TESOL-related posts. We also help students focus on employability skills whilst they are here, for example, through departmental talks and other networking opportunities within the department and the wider UCL community.

Why study this degree at UCL?

This TESOL degree combines research-informed learning with the opportunity to reflect on and enhance your own professional practice. You will receive strong support throughout from our team of tutors all of whom have international experience in EFL and ESL.

You will also become part of one of the oldest and most well-known centres for English language teacher development, and will have the opportunity to work with leading researchers from the UCL Centre for Applied Linguistics as well as MA students from all around the world.

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The MA is designed for native speakers of Chinese who have a high level of competence in English and wish to develop this further and native speakers of English who have a high level of competence in Chinese and wish to develop it further. Read more

About the Course

The MA is designed for native speakers of Chinese who have a high level of competence in English and wish to develop this further and native speakers of English who have a high level of competence in Chinese and wish to develop it further. It is also open to speakers of other languages than English and Chinese who have a high level of competence in both English and Chinese. The MA combines the theoretical, technological and practical training necessary for effective translation between English and Chinese. It also offers training and practice in bi-lateral interpreting between the two languages. The programme is structured around a range of compulsory and elective modules. The compulsory modules provide the core skills and knowledge needed for translation and interpreting across a wide range of subjects, including the basic concepts of translation and interpreting theory.

Elective modules will enable students to develop skills and techniques needed for translation and interpreting in specific subject areas. The module Translation and Interpreting Dissertation/Project is specifically designed to provide students with a core module on advanced research skills in Translation Studies. In addition to modules in translation and interpreting, students will also take modules in advanced English or Chinese Language. Students can also choose from a number of optional modules that allow them to acquire or develop their knowledge of a language other than Chinese or English. During the summer, students can choose to go to Nottingham UK for summer programme.

Aims

The degree aims to train students who already possess high-level English and Mandarin language skills to professional levels of competence in interpreting and translation. Graduates from the course will be capable of interpreting across a wide range of subjects involving dialogues at specialist consultations and presentations by consecutive mode. Subject to performance in Semester 1, students will have the practice in simultaneous interpreting. Graduates will be capable of translating across a wide range of subjects and have a sound conceptual understanding of the material being translated.

The course will raise students' language skills to a higher level, introduce students to interpreting and translation theory, new technologies for translating and interpreting, key concepts of economics and business, technology, the media and culture. Students will also have the opportunity to continue a second foreign language from intermediate level. Teaching will be enhanced with input from professional and experienced interpreters and translators.

Course structure

The programme is made up of core modules in the theory and practice of translation and interpreting. In addition, students may take optional modules in translation and interpreting in different subject areas, and continue their study of a second foreign language. In the second semester students will continue with both translation and interpreting but they will have the opportunity to specialise in one or the other through the Advanced Translation or the Advanced Interpreting modules. Admission to the modules will be subject to performance in the Professional Translation or Professional Interpreting modules in semester 1. Students will write a dissertation or complete an interpreting or a translation project for submission in late August. While opportunities of on-campus internship in translation and interpreting are abundant at this international campus, students will also be recommended to undertake internships in public service sectors or private companies.

Core modules:

Advanced Chinese Discourse Skills (for international students only)
Advanced English Discourse Skills(for Chinese students only)
Professional Translation 1
Professional Interpreting 1
Research Methodologies for Interpreting and Translation
Professional Translation 2
Professional Interpreting 2
Translation and Interpreting Dissertation / project

Students will also have the option to study some of the modules below:

Second Foreign Language (Intermediate Level) a (French/German/Spanish/Japanese)
Translating and Interpreting in International Management, Finance, and Economics
Translating and Interpreting in International Politics and Law
Translating and Interpreting in Communications, Culture and the Media
Second Foreign Language (Intermediate Level) b (French/German/Spanish/Japanese)
Translating and Interpreting in Engineering, Science and Technology
IT for Translators
Approaches to Language and Linguistics
Discourse Analysis
Intercultural Communication
Advanced Translation
Advanced Interpreting

For detailed module information please visit the website by clicking the link below

http://live-china-uon.cloud.contensis.com/en/internationalcommunications/postgraduate/mainterpretingandtranslation,mandarinandenglish.aspx

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Our Teaching English to Speakers of Other Languages (TESOL) MA will provide you with a thorough introduction to current research, teaching theory, principles and practices in English language teaching. Read more

Our Teaching English to Speakers of Other Languages (TESOL) MA will provide you with a thorough introduction to current research, teaching theory, principles and practices in English language teaching. You will have the opportunity to observe actual language classes, plan and teach real lessons and carry out research on language learning and teaching.

Key benefits

  • Develop theoretical knowledge and practical skills for teaching English in different contexts.
  • Four weeks of supervised teaching practice.
  • Gain a professional certificate in TEFL at the same time as your MA in TESOL.
  • Observe lessons and learn from experienced teachers at International House London.
  • Excellent tutorial support and extensive course-specific training in research methods and academic writing.
  • Staff have extensive experience of teaching and training teachers in a wide variety of contexts.

Description

Through our Master’s course you will learn sophisticated approaches to second-language pedagogy, second-language learning theories, linguistic analysis and research methods. This will give you a solid foundation of professional knowledge and expertise in preparation for a teaching placement and provide skills to continue your professional development. Our optional modules and dissertation module will allow you to connect this knowledge to specialist areas such as language assessment, the development of teaching materials and teaching English in a variety of contexts. You will also have the option of four weeks of supervised teaching practice through our collaboration with International House, the leading provider of the initial teacher training certificate. If you are successful in the placement you will gain an additional qualification through International House, either the Cambridge English CELTA or the IH Certificate in Teaching English as a Foreign Language.

This course provides you with a thorough introduction to current research, theory, principles and practices in English language teaching. It will enable you to acquire a range of practical skills for teaching English as a second/foreign language, and will prepare you to engage independently and critically with current language teaching and research issues. It will give you the basic research skills you need to investigate language learning, and to help you to develop your individual pedagogic style by reflecting on practice.

Course purpose

The programme provides students with a thorough introduction to current research, theory, principles and practices in English language teaching. It enables students to acquire a range of practical skills for teaching English as a second/foreign language, and prepares students to develop the capacity to engage independently and critically with current language teaching and research issues. It will provide students with basic research skills to investigate language learning, and help students to develop their individual pedagogic approaches by reflecting on practice.

Course format and assessment

We will teach you through lectures, teacher-led class discussions and group work, and you will typically have 40 hours of this for every 30-credit required module. We also expect you to undertake 260 hours of independent study per 30-credit required module. Contact hours for optional modules may vary slightly. During your dissertation we will provide you with seven hours of one-to-one contact with a supervisor and 20 hours of lectures on research skills to complement your 573 hours of independent study. Typically, one credit equates to 10 hours of work.

We will assess your performance on our required modules through essays, language analysis tasks, oral presentations and lesson planning tasks. We assess most of our optional modules through one 3,500-word essay per module, although assessment methods may vary depending on the optional modules you choose. You will also write a 15,000-word dissertation.

Career prospects

The skills and knowledge that you develop over the course of our MA will prepare you for a career in English language teaching, a research-oriented career, or a mixture of the two.



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This Course is a unique programme in the UK higher education sector. It is based on a special agreement signed by a Consortium of nine global universities and supported by the European Commission's Socrates Programme as well as Erasmus MUNDUS. Read more
This Course is a unique programme in the UK higher education sector. It is based on a special agreement signed by a Consortium of nine global universities and supported by the European Commission's Socrates Programme as well as Erasmus MUNDUS. It covers analytical and research skills in economics, particularly skills relevant to business analysis, and the opportunity to apply these skills to specialist areas of international trade and European integration.

Students on the award are from all nine partner universities and the teaching is rotated between all partners. Upon completion of teaching block II, students return to their home universities for dissertation work. All modules are taught in English.

Partner universities in addition to Staffordshire University are:
-Universiteit Antwerpen, Belgium
-Università degli Studi di Bari ‘Aldo Moro’, Italy
-Vrije Universiteit Brussel,Belgium
-Universidad de Cantabria, Spain
-Université Lille 1, Sciences et Technologies, France
-Vysoká škola ekonomická v Praze, Czech Republic
-Xiamen University, P.R. China
-Universidade de Brasília, Brazil

Erasmus MUNDUS Scholarships
This MA has recently been awarded 'Erasmus MUNDUS' status from the European Union. This prestigious status is given to a limited number of masters programmes in Europe. The benefit of the status is that we can offer scholarships to students from both WITHIN AND OUTSIDE THE EU to cover fees and full living expenses (including travel). For details of the 'Erasmus MUNDUS' scholarships, see the consortium website.

Course content

The first term of this programme covers the important theoretical background in economic analysis that will be used in analysing applied topics covered in the remainder of the programme. The second and third terms are taught by staff from partner institutions. Students spend a significant amount of their studies on applying their theoretical economics to analyse issues facing EU policy makers or policy makers in Central and East European countries which have embarked on transition to the market system. The final part of the programme, the dissertation, is usually undertaken at Staffordshire University.

The degree structure:
Term I:
-Advanced Microeconomics
-Advanced Macroeconomics
-Applied Econometrics
-‘Skills’ optional courses: e.g. Mathematics for Economists or Foreign Language

Term II:
-Economics of European Integration
-Open Economy Macroeconomics
-Economics of Globalisation
-‘Advanced subjects’ optional course: Special Topics in Applied Econometrics
-‘Skills’ optional courses: e.g. Foreign Language or Academic Writing

Term III:
-International Trade: Theory and Policy
-‘Advanced subjects’ optional courses: e.g. Special Topics in International Finance, Special Topics in International Trade and/or
-Economics of Regulation
-‘Skills’ optional course: Foreign Language

Dissertation

Employment opportunities

This bespoke award is suitable for graduates who have aspirations for careers in European or international organisations. Many of our postgraduate students are developing high ranking careers in government, international organisations, business and universities. For instance, we have had students who are now employed in the National Statistical Office in Cyprus, with Deutsche Bank and IBM and who have had internships with the EU Commission. Many have also gone on to register for PhDs.

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The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. Read more
The Faculty of Education has a longstanding national reputation for providing high-calibre initial teacher training with over 20 Secondary specialisms available. We have a well established partnership with over 800 secondary school and colleges across the North West region and beyond.

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

We offer specialisms in French, German, Mandarin and Spanish. Subject to confirmation of DfE funding, we usually run Subject Knowledge Enhancement courses as part of the PGCE. These will be identified at interview for applicants who need support learning a second language and confirmed with a PGCE place offer.

Trainees take a course of supporting study, including English as an additional language (EAL) and special educational needs (SEN).
A minimum of 120 days school based practice training is combined with university based training and periods of independent study. Trainees are supported throughout by university and placement mentors.

These courses are available via University led and School Direct routes.

We also offer an Assessment-Only route to Qualified Teacher Status (QTS) aimed at experienced, but unqualified graduate teachers, wishing to complete a formal qualification.

Features and benefits of the course

-State-of-the-art teaching facilities at our Brooks Building in Manchester
-Experience in a diverse range of schools and colleges
-Choice of University led, School Direct or Assessment Only routes to Qualified Teacher Status
-Subject Knowledge Enhancement courses available (subject to DfE funding and eligibility)
-Opportunity to undertake course enrichment overseas
-Course includes 60 Masters Level CATS points, or one third of a Masters degree
-Access to NQT alumni support in your first year of teaching
-Close links with our Educational and Social Research Institute

Placement options

School placements are central to the course. Trainees on the University-led ('Core') route typically spend at least 120 days on school-based training. As an intending teacher you will begin by developing professional awareness, understanding and skills common to learning and teaching in a variety of settings. You will begin to understand the inter-relationship between the school and its community.

Placements are organised by Manchester Met and will be in at least two different schools or colleges and ranging from inner city to rural settings, mixed and single gender schools, City Academies, Comprehensives and Selective Schools, 11-16, 11-18, sixth form and further education colleges.

School Direct trainees are attached to a specified ('lead') school within an alliance of schools and will typically spend at least 135 days on school-based training, depending on the term-times of the school(s) involved. The lead school organises placements.

In addition we have exchanges with France, German and Spain to offer placements abroad during the Enrichment phase of the course. We are also working closely with the Confucius Institute to develop links with China.

About the Course

The duration of this one year full time programme is 36 weeks (September to June). 24 weeks will be spent in school and 12 weeks in university.

In addition to your main language, you will take one of the other three languages as your second language. You will be prepared to teach your main language throughout the 11-18 age range. In your second language, you will be prepared to teach up to either key stage 3 or key stage 4/GCSE, according to qualifications and linguistic competence. Where possible, we take into consideration other languages you may have. We offer SKE (Subject Knowledge Enhancement) in French, German, Spanish and Mandarin to support trainees learning a language from scratch. In addition we have exchanges with France, German and Spain to offer placements abroad during Enrichment phase of the course. We are also working closely with the Confucius Institute to develop links with China.

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

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

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

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

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

Trainees will engage with current educational issues and recent and relevant research in order to further develop their understanding and to generate challenging and lively debate. There will be a focus on:
-Promoting an inclusive learning and teaching environment
-Working in multi-professional teams
-Creating a climate for learning in the classroom
-Learning and teaching strategies
-Managing students' behaviour
-Planning and evaluating students' learning
-Developing knowledge and understanding of teachers' professional responsibilities

Assessment details

Our PGCE Secondary programme combines practical teaching experience with written assignments. Trainees will complete a portfolio detailing their Record of Professional Development and a Career Entry Profile. Satisfactory attendance and professional engagement with the programme are also necessary factors in the successful completion of your chosen route.

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