MA TESOL

The MA in TESOL is designed as a post-experience course, enabling experienced English language teachers to refresh and deepen their understanding of language teaching and learning, to develop reflective practices, and to broaden the range of professional roles they can play.

Importantly, it offers a sound basis for your own professional development, offering opportunities to work on areas of curriculum design and evaluation, materials development, the exploitation of media, and approaches to teacher education and training, as well as a chance to update your insights and skills in analyzing current English.

The course enables you to develop as an ELT professional and as a researcher in relation to a range of international contexts, as well as a developer of curriculum that is enlightening and enriching to both you and your students.

The program offers in-depth aspects of English, English language pedagogy, course and curriculum design, materials design and evaluation, including digital media, and the management of teacher education and development. 

As a student on the MA TESOL at The Language Train University you will:

  • Deepen and extend your knowledge and understanding of English language teaching and learning
  • Develop a reflective and reflexive approach to your own professional practices
  • Increase your expertise in key areas, such as curriculum development, materials design and managing and delivering teacher education
  • Develop your independent research skills and gain insight into a TESOL-related problem through applying those skills
  • Broaden the range of professional roles you can play and thereby enhance your career prospects

Full-time: 1 year

Part-time: up to 6 years

For non-native speakers of English:
IELTS 6.5 overall, and 6.5 in writing, or equivalent qualification.

Degree and/or experience:
Relevant first degree or equivalent and normally two years language teaching experience.

The course is open to experienced English language teachers, usually with more than two years of teaching experience. Places are normally given to those who have a good first degree (BA or BSc), a high standard of spoken and written English. Non-native speakers of English should have an IELTS score of at least 6.5 overall. It is also an advantage to have some form of initial teaching qualification.

The course can be taken full-time (over one year) or part-time.

The Language Teacher Development Program, of which the MA in TESOL is a part, has a strong international flavor. Participants, both teachers and students, come from a range of countries and teaching backgrounds and this mix adds a rich and interesting cross-cultural perspective. Learning opportunities and assessment are varied and participants have some choice over which topics they study. Participants who have an interest in media, for example, can develop their understanding of a range of technologies, while those who have a particular interest in language, can explore the rapidly developing area of English as an International Language or Pedagogic Grammar.

An important part of all teaching and learning on the MA TESOL is the degree to which we focus on context, and participants are able to relate all aspects of the course to their own professional worlds. This is particularly the case for the final research study or dissertation, in which students research in depth a professional issue or problem or develop a fully comprehensive curriculum and demonstrate successful application of the prepared curriculum in a valid classroom environment.

The course enables participants to develop as ELT professionals and as researchers in relation to a range of international contexts and thereby to enhance their career prospects.

Students do preparatory reading for weekly seminars, which offer opportunities for discussion. They may also be asked to present their ideas formally to fellow students. In addition, students are expected to work independently, reading around their subject, identifying relevant areas for further enquiry, and undertaking a small-scale research study. Students are offered support through individual tutorials and the university's online virtual learning environment.

All modules relate directly to the knowledge and expertise that TESOL professionals need in order to take on positions of responsibility within TESOL organizations. Participants are enabled to extend and deepen this knowledge, as well as to become aware of current issues and cutting edge research, which helps them to take on new roles in related areas, such as materials design and the utilization of digital media.

An example of this process is the Language Teacher Development module which helps participants to understand more about what makes effective teaching and how teachers learn to be teachers, both through formal education and experience. The module requires participants to identify and examine a professional problem relating to teacher development and to evaluate potential solutions and develop recommendations. We encourage the dissemination of such information, and this helps to enhance the profile of the teacher, and their confidence to take on new roles. 

Students need to complete 6 modules and a dissertation. Modules are taught across two semesters. Two of these modules are compulsory, and students can choose between optional modules to make up their remaining four modules.

The MA TESOL requires students to complete the following: Research Methods for Investigating Second Language Teaching and Learning and Exploring Second Language Teaching. The optional modules students can choose between are: Second Language Acquisition, Language Teaching Technology, Materials Design, Language Teacher Development, Teaching English as an International Language, Curriculum Development, and Language Awareness.

Research Methods for Investigating Second Language Teaching and Learning: focuses on developing an awareness of and understanding of research methods appropriate to the field of second language teaching and learning. This is designed to support the dissertation and enable students to formulate a research question with clear rationale, aims, methodology and to select appropriate sources to research a relevant topic for their specific MA. Students complete a critique based on a published research study and a research proposal outlining a research enquiry.

Second Language Acquisition: explores research on second language learning, from analysis of learner language to current cognitive and socio-cultural models of SLA. An important focus is the consideration of the implications of SLA research for English language teaching. An examination of current research and theories helps students to draw important implications for teaching practice.

Language Awareness: furthers understanding of English language and discourse. It also develops an ability to critically evaluate analytical and classificatory frameworks that are currently used in English language teaching. Assessment is by means of an examination, which tests students’ understanding of pedagogic grammar and discourse.

Exploring Second Language Teaching: focuses on a range of issues relevant to second language teaching including: classroom interaction and management; the evolution of course design and delivery; understanding learners’ needs and attributes; and the role of social contexts in second language course design and delivery. Developments in each of these areas are examined in terms of their impact on language learners and teachers. Students will bring together the different issues they have studied in an investigation of an aspect of language teaching.

Dissertation: The dissertation is an independent small-scale enquiry, which is self-managed, under the guidance of a supervisor. It is intended to build on knowledge and skills acquired from the course. The completion of the dissertation involves the identification of and critical analysis of a problem or question relevant to second language pedagogy, and extensive exploration of relevant literature, including current research. On the basis of this, an original small-scale enquiry is designed and undertaken, involving the selection of appropriate research methods, data gathering and analysis, the presentation and discussion of findings, and conclusions.

Language Teaching and Technology: Provides an introduction to the use of technology, primarily digital, in the second language learning field. Students explore the technologies, applications and tools available and consider models for their integration into language learning and teaching, including:

  • text manipulation;
  • computers and second language writing;
  • blogs and wikis;
  • social media;
  • interactive whiteboards;
  • digital play;
  • concordancing;
  • mobile devices;
  • pod and vodcasting.

The module is assessed through an analysis and evaluation of the ways in which a specific digital technology may be used to support the teaching and learning of an aspect of a second language.

Language Teacher Education: develops an understanding of theories underpinning language teacher education and development and associated practices. It examines approaches to language teacher education and professional development, and in the light of this, enables participants to identify and address the needs of specific development contexts. Students have the opportunity to analyze an area of language teacher education/development which is relevant to a specific context or contexts. This analysis describes a professional problem and aims to make recommendations for improving aspects of language teacher education/development practices.

Materials Design: develops the ability to produce effective materials to support the teaching and learning of second languages, looking at the importance of design processes and principles for materials production, investigating the potential of different media to address specific learner needs, and exploring the appropriacy of differing technologies for materials production and delivery. To apply this knowledge, a portfolio is created containing materials to support language learning. The portfolio will include: materials developed by the student to support the teaching or learning of an aspect of a second language; work produced to support presentations given in seminars; and a written discussion on the design process and its outcomes.

Teaching English as an International Language: raises awareness of the depth and variety of English used both nationally and internationally, and explores the factors that have led to this diversity, and the implications for the teaching and learning of English as a second language are considered. A specific problem or issue is chosen by students, who explore this in the form of a written essay.

Fees

The fees listed here are for full-time courses for the upcoming academic year only. Further fees are payable for subsequent years of study.

The tuition fee you have to pay depends on a number of factors including the kind of course you take, whether you study full- or part-time and whether or not you already have a higher education qualification. If you are studying part-time you will normally be charged on a pro rata basis depending on the number of modules you take. Different rules apply to research degrees - contact the course team for up-to-date information.

Teaching English To Speakers of Other Languages (1 Year) (MA) (Full time)

$8,000

TESOL SCHEDULE OPTIONS

All courses listed below are 4-credit courses and are offered in both the Fall and Spring semesters, except where noted.  (Some are offered in the summer as well.)  To make sure you fulfill all the requirements of your degree by your target graduation date, you should plan your schedule carefully with your advisor at the start of your studies.

REQUIRED CORE COURSEWORK:

  • LTD TL 509 Methods of Teaching English to Speakers of Other Languages
  • LTS EN 518  Linguistic Problems in TESOL
  • LTD LS 565  Introduction to Language and Linguistics
  • LTD RS 600  Perspectives on Inquiry
  • LTD LS 658  Second Language Acquisition
  • LTD TL 835  Seminar in TESOL

PLUS TWO (2) OF THE FOLLOWING OPTIONS AND ELECTIVES:

  • LTD TL 512 Computer Assisted Language Learning (SPRING term only)
  • LTD LS 626 Intercultural Education (FALL term only)
  • One 4 credit elective approved by faculty advisor

PLUS ONE (1) PRACTICUM:

  • LTD TL 612  Student Teaching, TESOL: College and Adult (for US Students) (6 credits)
  • LTD TL 614 Field Observation for International Students (For International Students) (4 Credits)

For more information or to speak with a counselor, please send an email to This email address is being protected from spambots. You need JavaScript enabled to view it. and put "MA TESOL" in the subject line.