Teaching English to Speakers of Other Languages (TESOL)

What Makes This Course So Special?

The course combines examination of research and theory with a very practical approach to managing and delivering effective English language instruction. It provides students with the opportunity to critically examine practice and to become up to date with the latest developments in the field.

Course Intro

This course is for you if you are an experienced English language teacher or trainer and are seeking the opportunity to reflect on your practice and further develop it in the light of theories and trends in recent research.

On the course the emphasis throughout is on applying theory to practice and also preparation for more managerial responsibilities such as course design. You will be studying alongside a range of professionals including advisors, teachers, managers and other professionals working in a variety of EFL and ESOL contexts. You will have flexibility in your assessment which enables you to explore areas of particular interest to you or your current work context.

What you study

Part-time students normally take two specialist modules in Year 1 and a third one plus Research Methodology in Year 2. This is followed by the dissertation. Full-time students take three specialist modules and Research Methodology over the course of one academic year and then go on to complete the dissertation. You can take modules from other MA education pathways, such as Special Educational Needs, if appropriate.

Specialist modules:

TESOL - Theory in Practice
This module concentrates on theory related to language acquisition and learning and how they influence teaching.

TESOL: Curriculum Design and Evaluation
This module explores issues such as course planning, design and management; needs analysis and assessment and English for Specific Purposes.

TESOL: Materials Design and Evaluation
The central focus is on materials selection ad design for specific teaching contexts, assessing the current approaches to materials and the ways in which they can be adapted and improved for particular target groups and teaching methods.

Awards are available at Postgraduate Certificate level (after completion of two taught modules) and Postgraduate Diploma level (after completion of four taught modules).

To complete the full MA you will present a 17,000 word research dissertation and a 3,000 word research dissemination plan.

A programme specification for this course is available.

Where Next?

A Masters degree is required for professional advancement in numerous occupations, and is widely seen as evidence of a successful commitment to high level professional development.
An MA award demonstrates that you have developed advanced level skills in analysis, evaluation and research.

If you are interested in the possibility of a higher degree by research, your tutors will be pleased to discuss the opportunities for doing so here at Newport.

Interview Required

Yes. After you have made your application an informal interview will be required.

Assessment

Modules are assessed through coursework, including action research, practical planning tasks, written assignments and presentations.

Student Soundbite

“A fabulous experience coupled with brilliant classroom activities keeping us abreast of the latest research. Syllabus design was one of the things that I have always wanted to learn about in a formal setting.”

Student Successes

Teaching Team

Course Costs

A Global Career

Jane Park teaches English to speakers of other languages. In recent years Jane has become Head of English and Deputy Head of the Welsh International Study Centre (WISC). WISC provides specialist preparation for entry to higher education courses in Wales and is based on Caerleon Campus, University of Wales, Newport.

Before the advent of budget airlines, families in the seventies just didn’t travel like they do now and it wasn’t until the next decade that Jane made her first visit abroad when as a qualified teacher she took part in a school exchange to Germany.    If Jane was looking for a defining moment in her career that was it! The travel bug had bitten! Within two years she was in Tokyo and had begun her first foray into teaching English to speakers of other languages (ESOL). From there she went to Italy, back east to Hong Kong and finally Spain returning to the UK in 2002 settling into working in Newport at a local college.

Jane explains the immense satisfaction she gets from teaching ESOL, “I absolutely love teaching, meeting the students and their families and being able to learn first-hand about their various cultures and religions. It has been a truly wonderful experience to be able to travel the world doing a job that gives me so much pleasure. A chance meeting a couple of years ago with Jenny Cann, then EFL Co-ordinator and MA Tesol tutor at the University , encouraged Jane to give up work and return to full-time study. Jane says, “meeting Jenny was very timely, I had reached a crossroads in my career and the MA Tesol was a perfect opportunity   to learn new skills, examine new teaching methodologies and broaden my theoretical understanding of current practice. I have a particular interest in researching the effectiveness of study skills, a topic I selected for my dissertation.”

Not just content with embarking on a MA, Jane also successfully completed the Level 5 Specialist Certificate for Practising Teachers of Adult ESOL alongside her first year of her MA.   Jane adds, “it was demanding but the studying has been something I have really enjoyed and been able to put into good practice. While I stepped into some uncertainty by returning to study full-time it was the best decision I have ever made career wise.    Not only am I totally revived but I have gained worldwide recognised qualifications which I have no doubt gave me a tremendous advantage when I successfully applied for my current role at WISC.”

So what advice would Jane give to someone interested in teaching English to speakers of other languages?   Jane replies, “definitely get yourself a professional qualification, just because you can speak English doesn’t mean you can teach it to others!” She adds, “most bonafide institutions such as the British Council or WISC will require all their teachers to have a recognisable professional qualification. Not only will this improve your employability, but will also develop the particular skills and knowledge you need and enhance your understanding of this specialised area.”

Ian Forth: Senior Lecturer: TEFL
Fiona Hardy (VT)
Emma Maine (VT)
Dr Shirley Egley

Mandatory Items

Costs

Other

Full-time and part-time students choosing modules which have a placement component as part of the assessment process will need to provide evidence of a current CRB check (or its equivalent if an EU or international student)
• Full-time students wishing to take advantage of the opportunity to participate in the Internship Scheme will need to provide evidence of a current CRB check (or its equivalent if an EU or international student)
Where there is a requirement for students to undergo a CRB check, this will cost £ £36.
Relevant up-to-date instructions will be sent out as part of the admissions process.

Year of Entry

September 2012

Course Code

N/A

Duration

Most students following the part-time programme spend 2 years on the taught modules (typically one evening per week) and undertake their dissertation in their third year. Participants are, however, allowed to take a maximum of 5 years to complete the whole programme. Full-time students are able to complete the whole programme within 12 months, although some take a little longer to finish writing up their dissertation.

Entry Requirements

You should be a graduate, or if you are a non-graduate, you will need proof of relevant experience. You must have at least two years’ experience of teaching English language to non-native speakers and preferably to adults. If English is not your first language you should be able to demonstrate a level of at least IELTS 6.5 (minimum of 6.0 in each band) or equivalent