Faculty of Education
Graduate Profile
Master of Teaching English to Speakers of other Languages,
MTSEOL
Introduction
The Graduate Profile is a statement of the generic and specific attributes and skills of graduates of
the programme including the body of knowledge attained (CUAP Functions and Procedures, 20142015). The framework for graduate outcomes in the Graduate Profile may vary depending on the
award, however attention should be paid to the development in graduates of lifelong learning skills.
A Graduate Profile may contain the personal attributes, interactive attributes and specific
programme attributes which should ideally be displayed by graduates.
Master of Teaching English to Speakers of other Languages
Graduates from the programme will have research-informed understanding of the structure,
variation and use of English in the world; the history, current state and future trends of English
language learning; and of theories, practices and politics of second language acquisition and
language teaching and learning. They will be familiar with the affordances and constraints of digital
tools and materials for language study, teaching and learning and critically evaluate the role these
play in a variety of language learning contexts. Graduates will be able to design and implement
English language learning activities, experiences, lessons, units and courses including the judicious
application of technology where appropriate. They will further be able to critically evaluate and
advise on linguistic and pedagogical innovation and change in learning environments and contexts.
The expected juxtaposition and contact between international and domestic students in the
programme will provide a global context and experience for all participants. Graduates of this
programme will have enhanced employability in digitally prepared 21st century educational settings
and they will be welcomed as innovators and entrepreneurs who can bring their skills and
knowledge to learning environments. Future-focused language teaching means that graduates will
be able to flexibly respond to and initiate change to create learning opportunities for English
language learning, linking learners with competent speakers of target languages even in
geographically remote communities, and beyond the limits of the physical classroom.
Life-long Learning Skills and Attributes of Graduates
The University of Canterbury is committed to producing graduates who are:
Competent in a core academic discipline.

The MTESOL graduates enter the programme as graduates, so have prior knowledge of one
or more disciplines. During the MTESOL courses they become competent English language
educators and policy makers;
Work-ready and entrepreneurial

A Master degree in TESOL is an attractive qualification to those who employ English
language teachers and teacher educators all over the world. These graduates are also wellequipped to start their own English language schools or to offer advice to other language
educators. Their critical literacy and understanding of the way languages are learned and the
situation of non-native speakers of English are general skills that will be easily transferrable
to new situations. Their understanding of the application of technology to learning will
allow them to lead and adapt to future development.
Ready and willing to play an active role in their communities

The importance of competence in English in most non-English speaking countries cannot be
overstated. These graduates are ready to play their part in influencing and implementing
policy decisions at various levels;
Globally aware and connected

The programme includes a thorough examination of the role of English in the world and its
use as a lingua franca between speakers of other languages;
Knowledgeable and respectful of New Zealand’s indigenous culture and capable of contributing to
a bicultural society in a multicultural world.

MTESOL graduates critically analyse the effects of linguistic imperialism and linguicism
and study ways to support indigenous language revitalization, threatened languages and
heritage language speakers and learners anywhere. The particular case of Māori language
and culture in New Zealand and the relationship between language and culture in language
learning and teaching are studied at several points in the programme’s language education
courses. Similarly, the effect of English on languages it has come into contact with is
studied in the programme’s English linguistics courses.
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