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UK/EU students (per annum): £6,300
International students (per annum): £13,000
UK/EU students (per annum): £3,150
MA (part-time distance learning)
UK/EU students: £2,550 per annum
International students: £2,550 per annum
Degree awarded: MA
Duration: 12 months FT, 27 Months PT and 3 Years Distance
Entry requirements: Bachelor level degree and a teaching qualification plus 3 years full-time relevant teaching experience.
Course fees: For entry in the academic year beginning September 2013, the tuition fees are as follows:
The fees quoted above will be fully inclusive for the course tuition, administration and computational costs during your studies.
All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of courses lasting more than a year for UK/EU students (fees are typically fixed for International students, for the course duration at the year of entry). For general fees information please visit: postgraduate fees. Always contact the department if you are unsure which fee applies to your qualification award and method of attendance.
The School of Education has been awarded three Commonwealth Shared Scholarship Awards for students on one of the following courses: MA Education (International), MA Educational Leadership and School Improvement or MA TESOL. For more information and eligibility please see here.
Related website: www.education.manchester.ac.uk
Academic department: School of Education
Contact email: email@example.com
Contact telephone: +44 (0)161 275 3463
How to apply:
Please submit a personal statement with your application. This should be no longer than one side of A4 and should detail why you wish to study the course, your experiences, what you can bring to the course and any other information that you see as relevant to your application.
If you have any specific course enquiries please contact the programme director as follows: firstname.lastname@example.org
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The course is designed for experienced teachers of English to Speakers of Other Languages (and this includes teachers of EFL, ESL, EAL, ESP, and so on) in whatever geographical context or type of institution they are working. Applications from both native- and non-native-English-speaking teachers are welcome.
The MA TESOL course aims to enable experienced TESOL practitioners to: further their careers with regard to obtaining positions of seniority, undertaking new areas of professional activity, embed practice within a research dimension, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies. It also aims to help participants to develop advanced knowledge and deeper understanding of TESOL-related research, theory, and areas of debate; understand more deeply their roles as TESOL practitioners given the international currency of English and the developments in the educational environment afforded by technology access and global networking; develop their advanced professional skills such as conducting needs analyses and evaluating, adapting and designing teaching and learning resources; develop their academic literacy so that can complete their MA course and thereafter undertake further academic studies; and develop their research competence so that they can complete their MA dissertation and thereafter undertake further research in both academic and professional settings.
Course unit details
The MA TESOL course consists of compulsory course units covering approaches, methods and techniques in TESOL, language learning and technology and developing researcher competence.
Other course units cover topics such as: psychology of language learning; explorations in language; language education as intercultural practice; and the education of language teachers. Students can also select electives from the MA Educational Technology and TESOL menu. Course Unit outlines are available from the Postgraduate Course Units list http://courses.humanities.manchester.ac.uk/postgraduate/education/
MA TESOL Pathways
The pathways are specialisations in a recognised area of TESOL, and result in the following named degrees:
MA TESOL (Intercultural Education)
MA TESOL (Teacher Education)
MA TESOL (Educational Technology)
A pathway student must successfully complete a 15 credit core course unit in the named, specialist area; focus on their specialism and relevant research methods in the 30 credit unit EDUC70100/2 Developing Researcher Competence; and complete a 60 credit dissertation with a focus on their specialist area.
Full entry requirements
Academic entry qualification overview: Bachelor level degree and a teaching qualification plus 3 years full-time relevant teaching experience.
Students whose first language is not English require IELTS 7.0 with 7.0 in writing and no other component below 5.5, TOEFL internet-based test 100 with 25 in writing and no other component below 20, or Pearson Test of English 66 with 66 in writing and no other component below 51.
Other international entry requirements:
We accept a range of qualifications from different countries. For these and general requirements including English language see the accepted entry qualifications from your country.
Teaching and learning
The course is taught by lecturers who themselves have been language teachers (TESOL and other languages) with experience of working in Britain and overseas. This background is reflected in the range of teaching approaches and techniques used on the course. Onsite, formal lectures are rare and instead classes tend to mix sections of input with group-work, computer and video activities, simulations, problem-based learning and so on. Although not all of these activities are easily replicated in distance/e-learning mode, and other forms of interaction are possible and utilized, we seek to provide a similarly varied range of teaching and learning experiences for our off-site participants.
The course can be characterized in terms of participant's critical reflection - as informed by theory and research as well as by their professional experiences and intuitions - on their understandings of their professional practice. We encourage both individual and co-operative learning and research and hope to foster an ethos of life-long-learning. As most of our participants are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage all participants to use all sources of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.
Progression and assessment
The form of the assessment varies from unit to unit but usually consists of a written assignment of 3.500 words for a 15-credit course unit (double this word count for a 30-credit course unit). In such assignments, participants are expected to demonstrate an understanding of the relevant theory as applied to their professional practice, and through such work they must also demonstrate their technical, academic, and professional skills as appropriate to the topic. All assignments will be followed by both formative and summative feedback.
Participants can choose between a Mode A (or more traditional type) or a Mode B (portfolio type) dissertation. Mode A dissertations can also be characterised as having of one of the following centres of gravity: empirical (which report on a research project); conceptual (which discuss or develop a conceptual understanding or framework of relevance to the participant's professional development; or practical (which involve the development of a rationale for practical activities related to professional practice). Mode A practical dissertations and Mode B portfolio-type dissertations are very similar but in the latter the materials produced are close to being in a publishable format.
Our graduates variously go on to positions of seniority, undertake new areas of professional activity such as publishing or materials development, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies at both national and international level. Some also proceed to doctoral studies in TESOL, either in other contexts or joining our own thriving doctoral community. Some of our alumni details at http://edtechandtesol.info/wp/
School of Education
Academic department overview
See: About Us.