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Teaching English to Speakers of Other Languages (TESOL) MA

University of York Department of Education

Full time September MA 1 year full-time

About the course

Develop your knowledge of approaches to English language teaching to facilitate better teaching practice. 

This course will provide you with the tools and resources you need to evaluate current issues and key trends in language learning and teaching in a range of contexts, and consider their application in classroom instruction, assessment, materials development and the English language curriculum. You'll also learn how to conduct your own research.

The York approach

Every course at York is built on a distinctive set of learning outcomes. These will give you a clear understanding of what you will be able to accomplish at the end of the course and help you explain what you can offer employers. Our academics identify the knowledge, skills, and experiences you'll need upon

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Entry Requirements

2:1 or equivalent in a relevant discipline such as English Language, Linguistics or Education with a substantial English component

If you will have at least one year's teaching experience by the time this course starts you should consider applying for our MA in Applied Linguistics for English Language Teaching

Course Content

Where is University of York


Student Profile(s)

Siqi Zhang

Looking back, I feel grateful that I got involved in various non-course related activities, such as:

Course rep for Education postgraduate taught students
Secretary in Graduate Common Room Committee of Alcuin College, where I live
Member of Kendo Club
Language classes such as the International Communication course at Centre for English Language Teaching and Spanish classes run by the Latin-American Society
I also took part in research in the Education department as a participant, paid and unpaid
These experiences have helped me to build my confidence and really made my life here colourful.

Tips from other students

When I had only just arrived at the University of York, I met some PhD students at a welcome gathering and I asked if they could offer me some suggestions. “Be happy!” one of them said. Others also suggested that I follow the pace the tutors set and enjoy life here. Another PhD student said that I could try to run to be course rep. It turned out to be rewarding. By passing messages to the Board of Studies and Graduate Teaching Committee for fellow course mates and listening to staff discussing issues to be done or changed, I now understand deeply: how the department works from top-down and bottom-up. I also met more people – both tutors and students and I helped tutors to organize the End of Term Party in the first term, which I was happy to see that my fellow students enjoyed.

Kendo Club

My Kendo practice began in York. At Freshers’ Fair last year, all the University’s societies and sport clubs aimed to attract newbies. After touring through all kinds of dazzling stalls from Aerobics to Astronomy, I made up my mind to join Kendo Club. It is a type of Japanese martial art using a sword, so I didn’t feel very unfamiliar with that because of the relation between Chinese and Japanese martial arts traditions. Kendo highlights the fighting spirits of being confident and firm, so I thought I could really benefit from it. Better still, with practices twice a week I don’t need other major sport exercise.

Suggestions for future students

I’d say, especially for international students like myself, step out of your comfort zone and join activities you enjoy. For one thing, it enriches your life experience. For another, it helps to develop a sense of community belonging. Study is part of learning, learning is part of life and life is what matters.

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