Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Languages, Education and Research (Distance Learning,
Malta)
2
Programme Code
EDUT227, EDUT228, EDUT229
3
JACS Code
X300
4
Level of Study
Postgraduate
5a
Final Qualification
MA
5b
QAA FHEQ Level
M level
6a
Intermediate Qualification(s)
Postgraduate Diploma
Postgraduate Certificate
6b
QAA FHEQ Level
M level
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
School of Education
10
Other Departments involved in
teaching the programme
Not applicable
11
Mode(s) of Attendance
Part-time, Distance Learning
12
Duration of the Programme
2 to 3 years
13
Accrediting Professional or Statutory
Body
Not applicable
14
Date of production/revision
May 2014
15. Background to the programme and subject area
The MA in Languages, Education and Research provides high quality, in-depth teaching dedicated to preparing
and enhancing the professional knowledge of language educators. It builds on the success of MA and PhD
programmes offered by the University of Sheffield’s School of Education in Malta since 2009.
The School of Education has a wealth of experience in successfully delivering its programmes in overseas
locations, which offer high-quality learning, informed by the internationally recognised research of leading
experts in the field of Languages Education specifically and Educational Studies more generally. It has a strong
reputation in Malta, and this includes a high profile amongst the languages education community. The
Programme Director is involved in European projects there and has run workshops and delivered keynote
presentations at national events. The School of Education also has doctoral students in Malta working in this
field, and the Programme Director is supervising them.
The programme focuses on issues of contemporary pedagogical practices in a changing world, and enables
participants to reflect upon their own cultural and professional contexts and in so doing become more effective
professionals within the field of languages education. Its strengths lie in its synthesis of research, theory and
practice in both its relation of the programme content to the concerns of practitioners and its connections of
these concerns with wider contextual issues currently being addressed within the field of Languages Education,
such as the increasing multilingualism in Malta and the lack of Masters programmes dealing with the
implications of this at policy, research and practice levels. Therefore, whilst the programme addresses issues of
pedagogical concern in terms of participants’ professional practice, it also locates these concerns in the context
of global, regional and national policy.
The programme is congruent with the learning and teaching pathway outlined by the Malta Ministry of Education
for the continuing professional development of its higher education teachers and lecturers.
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16. Programme aims
The programme aims to provide a critical understanding of the salient theories in relation to language
acquisition, language learning, languages education, society and culture. It will also address the key research in
the field of languages education, learning and sociolinguistics, as well as related language policy. It aims to
provide students with a critical understanding and practical awareness of the different methodologies and
approaches available in researching languages in education, society and culture. The intention is to encourage
an inclusive approach to languages education in the rapidly developing multilingual context of Malta, considering
the place of languages and language varieties and the roles they play in holistic language and educational
development, as well as the implications for all teachers involved in aspects of language development. Malta is
also becoming a hub for English Language Teaching internationally, and the programme is broad enough to
appeal to professionals involved in that sector, as well as to those teaching traditional modern languages such
as French, German, Italian and Spanish, and Maltese as a foreign/second language.
Students will develop specialised substantive and research knowledge in relation to a specific area of languages
education, as well as developing a commitment to self-learning, life skills and intellectual curiosity, critical
thinking and reflection and independent judgement.
17. Programme learning outcomes
Knowledge and understanding:
On completion of the MA in Languages, Education and Research, students will be able to demonstrate:
K1
An understanding of the key theories and debates in language acquisition and learning and
sociolinguistics, as well as their pedagogical implications.
K2
Knowledge of a range of key research relevant to the field of language acquisition and learning and
sociolinguistics.
K3
A critical understanding of the principle features of individual and social accounts of language learning,
language development, and languages education.
K4
Understanding of the range of approaches in language educational research and the different
methodologies and approaches available.
K5
Advanced knowledge and understanding in their chosen area of study in languages education and
society and related fields.
Skills and other attributes:
On completion of the MA in Languages, Education and Research, students will be able to demonstrate:
S1
An ability to produce written work which demonstrates an ability to synthesise research and practice,
review relevant literature and develop a coherent and sustained argument.
S2
An ability to communicate ideas orally (both individually and as part of a group) in a coherent way, and
present them clearly.
S3
The ability to carry out an independent, sustained research study to an appropriate standard (which
involves the skills of research design, choosing appropriate methods, data analysis, referencing and
writing a research report).
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
There are four taught modules, one of which is introduced at each intensive study school held in Malta. These
modules take the students through the first two years of the programme, and introduce them to independent
study. In the fifth and final study school students are introduced to the work they need to do for the research
based dissertation. At each study school the relevant module is introduced through lectures, seminars and
tutorials, and this is followed by students’ self-study of the CD ROM and DVD-based module, with the support of
a Sheffield faculty member designated as a personal tutor and local Malta-based pastoral tutor – following the
same practices currently operating on our existing Malta based programmes. Between intensive study schools,
regular contact is kept with Sheffield based staff via e-mail, skype and telephone to ensure students are well
supported at a distance. Study schools take place in Malta – three weekends in year 1 and 2 weekends in
year 2. Each study school is related to the introduction of one module, with the final study school designated to
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the introduction of dissertation study.
Teaching activities and support and guidance from tutors who are international experts in relevant areas of
research enable students to develop their own research skills to become active and independent learners.
Lectures: Used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection. (K1-4 & S1-3).
Seminars (Staff- and student-led): Used to develop students’ subject-specific knowledge and understanding,
cognitive and analytical skills and a range of key transferable skills. Generally contain activities which promote
discussion and reflection. (K1-5 & S1-3).
Student presentations: Used to develop a range of key transferable skills. To develop other students’
engagement with key information and subject-specific knowledge and understanding. (K1-5 & S1-3).
Tutorials: Used to respond to students’ enquiries and provide feedback on coursework. To promote further
reflection and analysis through discussion and questioning. To develop students’ ability to reason effectively and
communicate arguments and points of view clearly. (K1-5 & S1-3).
CD Roms and DVD based modules: these include text sections, tasks, video/audio clips, concept boxes, key
influential figure boxes and bibliographies/links to key articles. They are used to induct students into the
programme, develop students’ engagement with key subject-specific information and literature, offer the space
for critical reflection, offer a starting point for sourcing relevant research literature and to suggest potential
written assignments. (K1-5 & S1 and S3).
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
The teaching team is committed to formative assessment, whereby students are continuously supported and
advised about the development of their ideas and the writing of assessment tasks. Meetings take place between
students and tutors at intensive study schools to clarify the requirements of the assessment activities. Students
are provided with email and telephone/skype support as required, between intensive study schools.
For the dissertation study, students are closely supported by an experienced research tutor from the School of
Education.

There are no formal written examinations and all assessment is by coursework and dissertation study.

The taught element: four written assignments of 6,000 words each, one for each module.
Dissertation study: a research dissertation of 15,000 to 20,000 words
Online submission of assignments and online marking ensures prompt feedback on assessed work.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (Masters level descriptors).
University of Sheffield, Faculty of Social Sciences and School of Education Learning, Teaching and Assessment
Strategies.
20. Programme structure and regulations
There are four taught modules, one of which is introduced at each intensive Study School held in Malta. These
modules take the student through the first two years of the programme including work on the research based
dissertation.
Students registered on the Postgraduate Diploma programme attend the first four study schools, related to
Modules 1, 2, 3 and 4 respectively, and the study of these modules enables students to critically explore the
general foundations of learning, teaching and curriculum, as well as languages specific issues in language
acquisition, learning and pedagogy, and languages in society and education.
They also critically explore the methods, procedures and methodologies of research in languages education.
Students registered on the Masters programme attend all five study schools, related to Modules 1 to 4 and the
dissertation study respectively, and the study of these modules enables students to critically explore the general
foundations of learning, teaching and curriculum, as well as languages specific issues in language acquisition,
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learning and pedagogy, and languages in society and education. They also critically explore the methods,
procedures and methodologies of research in languages education, as well as conducting their own
independent research based study to be written up in the form of an MA dissertation. All modules are core
modules and enable students to critically explore the general foundations of learning, teaching and curriculum,
as well as languages specific issues in language acquisition, learning and pedagogy, and languages in society
and education and the methods, procedures and methodologies of languages education.
Students who do not wish to complete, or are unsuccessful in, the Masters programme may be awarded a
Postgraduate Certificate or Postgraduate Diploma, subject to meeting appropriate regulatory conditions.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
The programme is all at Masters level and students’ knowledge and understanding is supported and developed
in relation to the focus of each module. Students are supported in the development of skills, knowledge and
understanding through carefully staged tasks which promote independent learning. The progression built in to
the programme with regard to the development of critical awareness, ability to synthesise research and write
critically is reflected during the module and in the programme materials. The development of key skills runs
throughout the year and students are taught critical reading and writing skills, how to conduct a literature review
and how to write assignments. In the third year students work independently on their dissertation study
supported by individual dissertation supervisors.
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line Prospectus
at http://www.shef.ac.uk/courses/
Candidates are normally expected to hold an Undergraduate degree. Applications will also be considered from
candidates who have gained appropriate educational qualifications and/or educational experience. In addition,
candidates need to have completed not less than two years’ service in educational work approved by the Head
of Department.
For students whose first language is not English, the Department requires a score of 6.5 IELTS (with at least 5.5
in each component), or University equivalent.
23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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