PROGRAMME SPECIFICATION
MA TESOL
Awarding Institution: University College London
Teaching Institutions: UCL Institute of Education
Name of final award
Master of Arts (MA )
Postgraduate Diploma
Postgraduate Certificate
Programme title: Teaching English to Speakers of Other Languages
Application code: P005973
Language of study
UCL Institute of Education teaches and assesses students through the medium of
the English language. Competence in English language is required of all applicants.
Programme regulations may indicate the level of competence required of each
applicant and may make its achievement a condition of admission.
Participants
This programme is designed for practising teachers of English as a second or foreign
language (ESL, EFL, ESOL) throughout the world. We accept teachers of other
languages on the understanding that most of the examples used during the
programme will be drawn from English language teaching.
Aims of the programme
The aims of the programme are to enable participants to:




explore the latest developments in the theory, policy and practice of TESOL,
second/foreign language education and applied linguistics
deepen their understanding of key concepts and ideas related to
second/foreign language teaching
develop their ability to select, design and evaluate second/foreign language
teaching materials and procedures
develop insight into a wider range of perspectives on the theory, policy and
practice of teaching languages in foreign and second language contexts
around the world
1
Programme Outcomes
The MA in TESOL is designed to engage students in critical analysis of
contemporary discussion and debate of issues related to the teaching of languages
in foreign and second language contexts around the world. All modules are designed
to facilitate an exploration of the interface between theory and practice. Taught
sessions encourage students to reflect on their professional activities in the light of
current theory and research in the teaching and learning of languages. This
reflection in turn allows students to understand their present professional activity,
and more importantly, to envisage new possibilities for action.
By the end of this programme, participants should have:
 knowledge and understanding of important concepts, ideas and research
findings in language teaching and applied linguistics;
 independent critical thinking – the ability to construct arguments and
contribute to current debates in TESOL;
 reflective practice – the ability to make links between theory and practice in
TESOL, and to reflect critically on professional experience in the light of
theory;
 research skills – the ability to identify and use appropriate methods for
gathering, analysing and evaluating information, including competence in
designing small-scale research;
 academic literacy – the ability to communicate arguments and information, in
speech and writing, according to the established conventions of scholarship in
TESOL.
Criteria for admission to the programme
Applicants are expected to have a good honours degree (2:2 or above) in a relevant
social sciences or humanities subject. European or international applicants are
expected to have qualifications at an equivalent level. Applicants whose first
language is a language other than English may be required to provide evidence of
their English language proficiency. For international and EU students we specify
Good level: Overall grade of 7.0 with a minimum of 6.5 in each of the subtests.
(http://www.ucl.ac.uk/prospective-students/graduate/life/international)
Applicants who do not meet these criteria will be considered on the basis of their
Personal Supporting Statement as part of the application process.
Applicants normally need at least two years' full-time language teaching experience
or part-time equivalent post first degree. Applicants normally also have a teaching
qualification although this is not an entry requirement.
UCL Institute of Education is committed to admitting and supporting participants with
disabilities and welcomes applications from them.
We provide support for students with a range of conditions which have a long-term
and adverse effect on studying such as:

sensory (visual / hearing / speech) impairments
• mental health issues
2




mobility or dexterity impairments
Asperger's Syndrome or other autistic spectrum disorders
chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet them.
This applies to all students – home, EU and international.
Mode of study
Participants can attend on either a part-time (over two years) or full-time (one year)
basis. Attendance varies between modules, but usually involves a combination of
evening and daytime attendance. The dissertation includes writing a research
proposal as part of a research methods online component.
Programme structures and requirements, levels, modules, credits and awards
To complete the MA TESOL participants must gain 180 credits, of which:
i)
ii)
iii)
30 credits must be from the core module Fundamentals of Foreign
and Second Language Teaching
90 credits may be from recommended modules within the MA, such
as; Sociolinguistics and Sociocultural Theory; Second Language
Acquisition; Materials Development for Language Teaching;
Language and Identity; Language Teacher Identity and
Development; and Bilingualism and Multilingualism. Students with
interests in other aspects of education may also take non-Applied
Linguistics and TESOL modules from within UCL IOE such as
Perspectives on Adult Literacy; Language and Numeracy; Learning
and Teaching with Technologies; Technology and Education
Beyond the Classroom; Assessment: Issues and Practice; and
Early Childhood Education (see the website for a fuller list).
Students are also free to take optional modules from the wider
Linguistics offer within UCL, for example in areas such as
psycholinguistics, syntax, semantics and pragmatics (subject to
availability).
A further 60 credits must come from the Dissertation module. This
involves writing a 2,500 word Research Proposal which leads to the
submission of a 15,000 word Dissertation at the end of the
programme.
Core modules and optional modules on the programme are offered during the
daytime and in the evening in alternate years. Some options always run in the
evening. This structure enables part-time students who are working during the day to
take all their modules in the evening.
UCL Institute of Education uses the European Credit Transfer and Accumulation
3
System (ECTS), as a guide to support periods of study undertaken abroad and to
assist student mobility. Currently it is assumed that two UK credits equate to one
ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.
For a Master's degree to be awarded, successful completion of a minimum of 180
credits is required. Alternative award: Students who for academic or personal
reasons are unable to successfully complete the 180 credits required for the masters
award may exit with the completion of 60 or 120 credits respectively and be awarded
a Postgraduate Certificate or Postgraduate Diploma in the subject area.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
Teaching combines various forms, such as lectures, workshops, projects, student
presentations, and student led discussions. Within tutor led sessions, students often
engage in individual, pair and group tasks which are then fed back to the plenary.
Assessment is by coursework. In most modules an essay type assignment usually
of 5000 words is required. Students might also be asked to undertake a research
project or to select educational material or documentation and analyse them. The
final piece of assessment on the MA is a dissertation in which the students engage
with a topic of particular interest or relevance to their own development.
A Dissertation: An ordered and critical exposition of existing knowledge in any field
of part of a field of study. The dissertation is 15,000 words in length. There should
be evidence that the field has been surveyed thoroughly. A full bibliography and
references would normally be required. (60 UCL credits)
Information about assessment regulations
Participants must successfully complete all elements of the programme, to achieve
the minimum credits required for the award, e.g. 180 credits for a masters award,
360 credits for an undergraduate honours degree award. All coursework is assessed
according to the grade-related criteria for the programme level, found in the
programme handbook.
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each individual. Assignments are
graded from A to D, with D being a failing grade. Participants who fail an assignment
may be re-assessed in that element of their programme of study on one further
occasion only, within a deadline specified by the module tutor. An external examiner
plays an important role in monitoring the quality of the programme and evaluating the
effectiveness of the teaching and support provided for the programme participants
and the reliability of the judgements made in assessing them.
Support for learning
 A programme handbook that gives detailed information about the programme
and advice on academic study and assessment.
 An induction programme including introduction to the Library, Moodle, IT and
other facilities provided by UCL IOE.
 Students are encouraged to develop their academic writing by enrolling on
appropriate short courses offered by the UCL IOE Academic Writing Centre
(AWC) sessions, making full use of the online materials produced by the AWC
4




and utilising the individual Question and Answer sessions offered by the AWC
via Skype and in person for coursework.
Formative feedback is provided on draft outlines to take forward to the final
submission.
Support is also provided by a personal tutor. The tutor offers guidance on the
programme of study, monitors progress and gives general academic advice,
as well as providing pastoral support. The tutor may refer personal tutees to
specialist support and advice when appropriate and in agreement with the
student. Peer support and networking is facilitated in the group by the use of
the VLE and collaborative projects.
Research seminars are offered presented by the programme staff as well as
prominent external speakers.
Access to the full range of welfare and union facilities is afforded to all UCL
IOE students.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards include:
 Module evaluation by participants
 Termly meetings of the Programme Committee including student
representation
 Annual programme review prepared by programme team and considered by
Teaching and Quality Committee
 Periodic programme review and revalidation involving external panel member
 Staff review and development
 Peer observation of teaching
 External examiner reports Committees with responsibility for monitoring and evaluating quality and standards:
 Programme Committee
 Board of Examiners
 Teaching and Quality Committee
 Validation and Partnership Panel
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience:
 Participant module evaluation (sessional and programme);
 Student representation on programme committees
Indicators of quality and standards
The following are key indicators of quality and standards in this programme:
• The external examiner’s reports are consistently positive with respect to the
programme maintaining very high quality and standards
• Progression of participants onto the MPhil/PhD programme.
• Graduates of this programme are currently working across a broad range of
areas. Some are working as English language teachers from early years to
higher education, while others have jobs as senior managers and directors of
study in the private sector and in state schools. Graduates can also be found
working as textbook writers, editors, publishers, education journalists, NGO
5
•
and development officers, education consultants, policy advisers, researchers
and PhD students.
A high rating in the recent Research Excellence Framework indicates a
vibrant research environment with direct benefits for teaching and programme
development.
Relevant benchmark statements and other external and internal reference
points used to inform course outcomes
This programme provides participants with the opportunity to discuss and debate
issues related to teaching second and foreign languages. It develops knowledge of
how theory can inform practice in second and foreign language education. It
deepens participants’ understanding of key concepts and ideas, and develops the
ability to select, design and evaluate language teaching materials.
Date of completion/amendment of specification
January 2016. AR
6