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Teaching English to Speakers of Other Languages (TESOL) MSc

Course Description

This flexible programme has been developed for teachers and other TESOL professionals, such as educational administrators, inspectors, materials or curriculum developers, assessment specialists and policy makers, as well as those planning to undertake doctoral study in TESOL or applied linguistics.

The programme particularly values the professional experience that participants bring to the course. It provides a learning context in which you can reflect on: your professional practice; the policies and diverse contextual factors that frame it; the theoretical frameworks that inform it; the research that exists or could be conducted to substantiate or refute intuitive judgments.

Programme structure

Core units
-Analysing Language for TESOL
-Pedagogy and Curriculum in TESOL
-Research Methods for TESOL
-Second Language Learning

Optional units include
-Globalisation and the Politics of English
-Intercultural Pragmatics and Communication
-Language Testing and Assessment
-Teaching and Assessing Fluency and Pronunciation

You will also complete a 15,000-word dissertation.


We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

Visit the Teaching English to Speakers of Other Languages (TESOL) MSc page on the University of Bristol website for more details!

Entry Requirements

An upper second-class undergraduate honours degree (or equivalent); a minimum of one year's classroom teaching or other relevant experience (eg education directors, curriculum developers or combinations of teaching and research experience).

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Recipient: University of Bristol

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