PROGRAMME SPECIFICATION
Programme title MA TESOL (Pre-service)
Awarding body: University College London
Teaching institution: University College London, Institute of Education
Name of the final award: MA TESOL (Pre-service)
Programme title: MA TESOL (Pre-service)
UCAS code: 052210
Criteria for admission to the programme
A good first degree in a relevant field (e.g. English language/literature, linguistics)
and a minimum IELTS score of 7.
Acceptance also takes into account the Personal Supporting Statement, part of the
application process. Guidance on how this can be most effectively written is
available via the web.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The 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
• 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
Aims of the programme
To equip students with little or no previous experience of English Language
Teaching (ELT) with a comprehensive introduction to the field.
The core modules will include a critical awareness of:
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language and discourse systems required for teaching
current theories of language acquisition and of factors affecting this
acquisition
methods and approaches currently used in English language teaching
factors to take into account when planning for teaching
diagnostic, formative and summative assessment mechanisms in ELT
principles governing materials preparation and evaluation
the place of English and ELT in the wider world.
the concept of multilingualism.
There will also be the opportunity to carry out a piece of advanced research in
an educational context.
The programme is not intended to equate to a teaching qualification in the public or
private sectors in the UK or abroad but it is expected that the programme will
enhance the employment prospects of students who hope become ESOL
practitioners. Some may consider employment in ELT publishing, materials writing or
ELT management, and some may consider continuing their professional
development through PhD or EdD studies.
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes
The Programme draws on the standards and outcomes of the Postgraduate
Certificate in ESOL Teaching offered by IOE.
Programme outcomes: knowledge and understanding; skills and other attributes
On completion of the course students should be able to:
o Demonstrate understanding of language systems: discourse, grammar,
lexis and phonology.
o Demonstrate a critical understanding of a range of factors influencing the
acquisition and learning of language and literacy, including personal,
social, cultural, linguistic, cognitive and educational factors.
o Demonstrate a critical understanding of theories of language and literacy
acquisition and learning, and relate these to past and current
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methodologies.
Demonstrate familiarity with a range of strategies for developing the four
language skills, and understanding of their rationales
Demonstrate an ability to critically evaluate and create learning materials
Apply models of reflective practice to their teaching
Demonstrate sufficient understanding of adult ELT theory and pedagogy
to be able to Understand the key debates that impact on lesson design
and delivery (including the role of bilingualism and multilingualism,
competing models of language and literacy acquisition, top-down versus
bottom-up models of language and literacy processes)
Assessment is by report (10,000 words) and the written assignments for each module.
All modules are assessed by assignment (either by two or more assignments totalling
5,000 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,
lesson plans and critical commentary
The core modules will require:
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A diagnostic case study of a learner (5,000 words
A written study outlining a SLA theory and provide a comparison with at least
one other SLA theory. You will evaluate effectiveness of the approach and its
impact on learners’ skills development and include critical reflection on the
learning gained from the assignment. (3,000 words)
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An analysis of and reflection on approaches to language and literacy
development used in an observed English language lesson (1,000 words).
A review of English language teaching related material (course book or online
material) which demonstrates engagement with theories of language and
literacy development. (1,000 words)
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Programme structures and requirements, levels, modules, credits and awards
The course consists of five 30 credit modules and a 30 credit report.
Autumn term: Students are required to take 2 core modules:
The English Language Learner
English Language Teaching: Methods and Approaches.
Spring term: They will take 2 further optional modules, one of which should include a
research methods module
Summer term: 1 optional module and a report
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.
Mode of study Face to Face
Language of study English
Date at which the programme specification was written or revised. January
2015