The programme aims to provide suitably qualified graduates who have little or no experience of English language teaching an opportunity to develop a deep understanding of the field of Teaching English to Speakers of Other Languages (hereafter TESOL) at both the theoretical and the practical level.

Topics covered on the programme are the practice of English language teaching; language systems and language skills; the discourse of language classrooms; 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; and 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/classroom research.

• 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/classroom research 
• An opportunity for teachers from a wide range of countries and varied educational contexts to meet and exchange ideas
• The option of exit awards at certificate and diploma level
• The opportunity for blended learning - whereby students can combine face-to-face TESOL modules with shared modules from the MA ELT by distance learning online.

1. Application form and references
2. A first degree or equivalent in the Social Sciences or Humanities (e.g. Languages, English, Education, Psychology, etc.)

In the case of applicants whose first language is not English, then IELTS 6.5 (with no component lower than 6) (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.

Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.

The MA TESOL consists of four modules with a strong focus on classroom practice and a dissertation module which includes an introduction to research methods.

The programme is designed to be flexible and students may opt to begin 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 modules and 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.

Assessment is by dissertation and 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, presentations, lesson plans and small scale action research projects. The programme does not include examinations.

The introduction to research methods 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 those who wish to become ESOL practitioners and for this reason it has a strong practical focus. Thus the module ‘The Practice of English Language Teaching’ is concerned exclusively with teaching methodology and the module ‘The Discourse of Language Classrooms’ is concerned exclusively with classroom interaction. In addition, the introduction to research methods in the dissertation module 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.

Students receive eight hours of introduction to research methods and a minimum of five hours of tutorial time, with the option of further tutorial time being allocated as required. Formative feedback will be provided on one draft of each section of the dissertation during the first nine weeks only of the semester in which the dissertation is being completed.

The Cass School of Education has an established range of undergraduate programmes in related areas – English Language, Education Studies, Education and Community. The MA TESOL 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.

The MA TESOL is delivered in close association with the experienced team of English language professionals in the English Language Centre (ELC). Given its practical orientation, the module ‘The Practice of English Language Teaching’ is delivered by the ELC and the observation of teaching which is integral to the module ‘The Discourse of Language Classrooms’ takes place in ELC classes.

In addition, students pursuing the MA TESOL also have the opportunity to meet and share modules with experienced English language teachers on the already established MA ELT. All shared MA ELT modules can also be studied face-to-face or by distance learning online, thus allowing MA TESOL students 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 equip those candidates who wish to pursue a career in ESOL with essential skills in language analysis for language teaching; classroom observation of experienced language teachers; lesson planning; materials design; and direct experience of language teaching.
• The programme will also facilitate those candidates who are considering a career in ELT  publishing, educational journalism, ELT materials writing and ELT management.
• The programme will also equip those who are interested in pursuing an academic career in the field of English language teaching or who wish eventually to embark on a PhD with essential research and analytical skills.

The programme leader and the ELC teachers aims to maintain close contact with MA TESOL 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.

Students are provided with guidance on appropriate academic conventions, bibliography, and referencing via UELPlus – the name given to UEL’s virtual learning environment. Students also have access to the Student Handbook and Module Guides. For non-academic matters they can contact the programme administrator who will advise them accordingly.

The programme allows students with little or no experience of teaching to meet and work with more experienced ELT professionals at UEL and to meet experienced professionals from a wide range of countries and very different educational contexts pursuing the already established MA ELT. Such diversity of participation guarantees a rich learning environment in which future practitioners can exchange ideas and contribute to their deepening knowledge of a complex and rapidly developing field.