The programme aims to provide English language teachers and graduates with relevant teaching experience an opportunity to develop a deeper understanding of the field of English Language Teaching (hereafter ELT) at both the theoretical and the practical level.

Topics covered on the programme are language systems and language skills, ELT methodology, principles and practice of materials design and evaluation, second language acquisition theory, the global spread of English, the rise of new ‘Englishes’, the political and cultural dimensions of teaching English as an international language, curriculum and course design, and testing.

In addition, the programme provides an overview of the theoretical, philosophical, and ethical principles which underpin educational research and introduces students to the theory and practice of action research.

The MA in ELT provides:

• A flexible credit based programme leading towards a higher degree with a strong focus on classroom practice
• An opportunity for teachers to become familiar with the principles and practice of action research
• An opportunity for teachers from a wide range of countries and varied educational contexts to meet and exchange ideas
• The option of interim awards at certificate and diploma level for students who are unable to complete the programme
• The opportunity for students to combine face-to-face modules with modules from the MA ELT by distance learning.

1. Application form and references
2. A first degree in the Social Sciences or Humanities (e.g. Languages, English, Education, Psychology, etc.)
3. Evidence of relevant classroom experience
4. An IELTS score of 6.5 or equivalent in the case of international students (applicants should have a minimum score of 6 in all components)

The MA ELT consists of four modules and a dissertation which includes research methods training. The programme has a strong action research focus which will enable students to carry out classroom-based research projects. In addition, the role of materials is considered at all levels of theory and practice.

The programme is designed to be flexible and compatible with the lives of working teachers. For this reasons students may opt to begin the programme in September or February. The MA is full-time over one year, although some students may wish to study part-time – in which case modules may be spread over six years in consultation with the programme leader.

Students who have accumulated 60 credits by completing two modules may be awarded a Postgraduate Certificate, and students who have accumulated 120 credits by completing four modules may be awarded a Postgraduate Diploma. The MA is awarded to students who have accumulated 180 credits by completing all four modulesand the dissertation.

The programme is delivered in lecture and seminar format and aims to promote collaborative learning. Thus lectures and seminars encourage group discussions which provide students with the opportunity to pool experiences, share problems and solutions, and discuss issues raised in lectures in the light of their own practice. To facilitate this collaborative aspect of the learning all students are encouraged to form study groups. Secondly, supported self-study is fostered through the writing of individual module assignments, and through independent research which is negotiated with tutor support. Thirdly, reflective learning is encouraged through the use of self-reflection tasks which accompany all written assignments. In these, students are asked to reflect critically on their learning, the strategies they use to facilitate this, and to assess the strengths and weaknesses of their own work.

Due to the practical nature of the programme there are no examinations. Assessment is by dissertation and the written assignments for each module. All modules are assessed by assignment (either by two assignments each consisting of 2,500 words, or one assignment of 5,000 words). Assignments vary in form and may include essays, book/article reviews, creation and evaluation of pedagogic materials, and small scale action research projects.

The research methods training is an integral part of the dissertation and forms part of the overall assessment. This assessment takes the form of a draft dissertation proposal, which may be modified in consultation with the dissertation supervisor, and against which the final dissertation will be considered.

The dissertation is a major piece of work and consists of 14,000 words, excluding appendices and bibliography.

The programme is aimed at practising teachers and graduates with relevant teaching experience and has a strong practical focus. This is reflected in the way in which pedagogic materials are addressed in all modules at the level of theory and practice. In addition,  the dissertation has a strong action research focus. Research for the dissertation is thus linked to classroom practice.

The final dissertation provides students with an opportunity to investigate a specific field of study in depth. Students are required to liaise closely with their supervisor in the design of their study and engage with the demands of independent research at the implementation and writing up stages.

The Cass School of Education already has an  undergraduate programme in  English Language. The MA ELT will allow academic progression for those who meet the criteria and wish to advance their study in the area. Students on the programme are encouraged to develop their own research interests and, where appropriate, to take these to doctoral level.

In addition, the MA ELT already exists as a part-time distance learning programme. Students undertaking the face-to-face programme are thus provided with the opportunity for blended learning.

All students are given support to publish their work in professional and academic journals, and to present their work at conferences.

• The programme will allow teachers at primary or secondary level, teachers in adult education and graduates with relevant teaching experience to enhance their promotion prospects either within their local teaching context or beyond.
• The programme will also facilitate those teachers who are considering a move from one ELT context to another (e.g. from ESOL to EFL), or those who wish to move into ELT management or ELT publishing.
• The programme will also equip those who are interested in pursuing an academic career in the field of ELT or who wish eventually to embark on a PhD with essential research and analytical skills.

The MA ELT team aims to maintain close contact between staff and students.

All students will be allocated a personal tutor who will provide general guidance in supporting and monitoring students’ academic progress. Students will be introduced to their personal tutor at the beginning of the programme and will be encouraged to contact their tutor thereafter as the need arises. On personal matters affecting academic performance e.g. illness, family difficulties affecting studies, etc. students will be referred to their personal tutor.

In the final semester of the programme, the dissertation supervisor will also provide further academic support.

The Student Handbook also aims to make students aware of ways in which they can help themselves and support each other e.g. by meeting informally to discuss problems they may be having. In this way it is hoped that students can help motivate and encourage one another as they progress through the programme.

In addition, the first part of the dissertation module  looks at the way in which research is presented and written up and students are provided with guidance on appropriate academic conventions, bibliography, and referencing.

Students also have access to the Student Handbook, the Study Skills Handbook, and Module Guides. For non-academic matters they can contact the programme administrator who will advise them accordingly.

The programme brings together students/professional teachers from a wide range of countries and very different educational contexts. Such diversity of participation guarantees a rich learning environment in which practitioners can exchange ideas and contribute to their deepening knowledge of a complex and rapidly developing field.