The Department of English and Language Studies 

At postgraduate level the Department offers Certificate, Diploma, Masters and Doctoral programmes for the English language teaching profession. We have an established international reputation in this area. Our teaching staff have experience in a wide variety of countries and contexts in both the public and private sectors. They regularly run programmes overseas and undertake consultancies, research, evaluation and inspection in curriculum development, and teacher education for the British Council, and other agencies.

Overall, our concern is to develop professional expertise appropriate to a wide spectrum of teaching situations across the world. We are concerned with the day-to-day realities and the broader issues of English language education. We encourage interaction between students and staff at all levels, which involves a culture of research and discussion. Our Department welcomes educators and researchers from all over the world and offers first class tutorial and supervisory support within a friendly, supportive environment.

Introduction

The MA in TESOL is a postgraduate programme for practising teachers who wish to further their professional competence and develop their understanding of the theoretical implications of teaching. The programme focuses on all key aspects of classroom practice and dynamics.

As a student on the programme, you will:

• develop your teaching expertise and your awareness of approaches, techniques and methods, and the rationale behind them
• learn how to do basic research necessary for successful teaching
• become familiar with what other people are doing and writing within your profession
• develop an ability to present your ideas and arguments in an academic context
• be able to specialise in an area of interest
• have the opportunity to prove your expertise through teaching practice

The programme is designed to allow considerable flexibility of study for people with different needs. It is possible to:

• switch between full - and part-time study
• extend part-time study up to a period of five years from initial registration
• do portions of full-time study with interruptions in between
• do a supervised, non-taught study in an area of personal interest in place of the Elective module

The MA TESOL programme is in two stages. Stage 1 leads to the award of the Post-graduate Diploma in TESOL, and Stage 2 to the MA TESOL.

STAGE ONE

This is the taught stage of the programme and consists of five 20-credit module and two 10-credit half-modules. These are taught between October and June for the full-time students (9 months) or between October and the following June (21 months) for part-time students. The modules in Stage One are as follows:

1. ELT Methodology and Classroom Research (20 credits) examines and evaluates the principles of different approaches to teaching English, with particular reference to communicative language teaching. It offers insight into the nature of the four main language skills, listening, speaking, reading and writing, and suggests language teaching approaches which reflect the ways language is actually used.
2. Language systems and Appropriate Pedagogy (20 credits) develops knowledge and understanding of the grammatical, lexical and phonological systems of English, and explores approaches to teaching grammar, lexis and pronunciation in terms of aims, methods and materials appropriate to different teaching and learning contexts.
3. Second Language Learning and Research (20 credits) looks at the social and psychological factors in the classroom which affect English language learning, and at the ways in which they can be researched. Topics include: similarities and differences between first and second language acquisition; the roles of input, interaction and output in second language acquisition; cognitive and socio-cultural theories of language learning; socio-cultural dynamics in the formation of student and classroom groups; principles of learner autonomy and learner-centred teaching; motivation; learner differences; learner strategies and styles; the application of quantitative and qualitative methods in researching language learning. Opportunities are provided to conduct small-scale research in following the development of individual language learners.
4. Language in Use (20 credits) considers the relation between language and society in all its forms, and how an understanding of this relationship can affect and be affected by language teaching. There are three main components. Sociolinguistics includes: the relation between language and society; dialect and accent; world Englishes; standard and non-standard varieties and processes of standardisation; language change, shift, maintenance and death. Pragmatics looks at the ways in which individuals succeed or fail in transmitting and understanding linguistic messages, both within and between linguistic and cultural boundaries. Discourse studies looks at how information is structured through cohesion and coherence, conversational analysis, classroom discourse, text-types and genre analysis. Finally, the module considers methods of researching each of these strands in real world contexts.
5. Course design and testing (10 credits) develops a basic expertise in and critical awareness of current practice and principles in syllabus and course design, testing and evaluation. Course design assesses the viability of different models against the requirement of specific real-world contexts. Issues in English for specific purposes (ESP), and the carrying out of needs analyses will also be investigated. Testing and Assessment addresses issues of formative and summative assessment, test validity and reliability, the suitability of communicative and traditional methods in test design and the testing of language skills, grammar and vocabulary.
6. Teaching practice or Practical Project (20 credits). Students do either Teaching Practice or a Practical Project. Teaching Practice consists of a four-week placement in a language school (40 hours class contact) during which students will be observed teaching for up to 6 contact hours. The module aims to develop participants’ classroom teaching skills and critical awareness of their own professional skills. Assessment is by a reflective portfolio. The Practical Project consists of a supervised project to design and produce a set of practical materials for a particular teaching context identified by the individual student. Assessment is by a file consisting of this material and a full rationale for them, linking theory and practice.
7. One Elective Module (10 credits) from:

• Advanced language system continues the work done in Language System to develop an advanced understanding of the nature of lexis, grammar and phonology with special reference to spoken and written English, and to the rise of English as an international language.
• Teacher Education develops a critical awareness and practical understanding of teacher training and development in both pre- and in-service contexts.
• English for specific purposes (ESP) develops an overview of the role of ESP in English language teaching, and an understanding of specialist curriculum design and implementation.
• Young learners examines the principles and practice of English language teaching that are particular to young learners, different primary classroom settings and cultures, and young learners’ language competence across the school curriculum.
• Information and communications technology in ELT provides an introduction to types of computer hardware and software and its application in the language classroom.
• Language and Literature looks at the role of literary texts (e.g. novels, poems, plays, graded readers) in English language teaching and their value in enhancing learning and motivation at different levels and in different teaching contexts.
• Materials and Task Design and Evaluation establishes principles and provides practice in designing and evaluating classroom teaching materials and tasks.
• Cultural Issues in Language Teaching and Learning looks at how culture operates at different levels of society and in different activity spheres, the reasons for culture conflict especially in the work place and the relationship between language, discourse and culture.
• Language in School Curriculum Contexts investigates current theory and practice in second language pedagogy, with particular reference to the integration of language and content learning within school curricula.

On successful completion of Stage 1, you will be awarded the Post-graduate Diploma in TESOL. If for any reason you decide to leave the programme before completing the whole of Stage 1, you may be awarded a Post-graduate Certificate in TESOL as an exit award, provided you have completed a minimum of 60 credits of the programme.

STAGE TWO

In this stage, you complete the MA in TESOL by writing a 12,000 word dissertation. This takes between three and six months full-time after completing Stage One. You will be assigned a personal supervisor while you work on your dissertation. Part-time students have 12 months in which to complete the dissertation, and they must begin it within three years of completing Stage One.

Assessment

Assessment is by written assignments, oral presentations and portfolio work.

Teaching and Learning

Master’s, Diploma and Certificate programmes within the Department are taught principally on the basis of lectures, seminars and supervision. The lectures are participatory in that students will often be invited to discuss issues introduced by the tutor. Individual contributions by students are considered a vital ingredient in the programme content. The Department has particular strengths in the degree of supervision offered to students. In the writing of assignments, students are able to consult course tutors on content and mode of writing. For projects and dissertations, each student is appointed a supervisor with whom regular meetings are arranged.

Information about the Department and staff members is also available by clicking on the link below:

• Department of English and Language Studies website

Entry Requirements

The normal entry requirement for the TESOL programme is one year’s relevant experience plus a good, relevant degree. Overseas students whose first language is not English need to show evidence of English language proficiency e.g. through an IELTS score of 6.5. Exemption from Modules 1 and 2 (40 credits) may be obtained if you have a Cambridge or Trinity College Diploma in English language teaching or an equivalent qualification.

The selection criteria include applicants’ teaching experience, academic qualifications, analytical abilities, and evidence of a reflective and open-minded approach to teaching.

How to Apply

An application form and other details are available from the University. Please write to:

The Department of English and Language Studies
Canterbury Christ Church University
North Holmes Road
Canterbury
Kent
CT1 1QU

Alternatively please email: language.studies@canterbury.ac.uk

> Department of English and Language Studies