MA International Education (Curriculum and Pedagogy)

For entry in the academic year beginning September 2027, the tuition fees are as follows:

• MA (full-time)
  UK students (per annum): £14,400
  International, including EU, students (per annum): £30,900

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

We know that student finance can be complicated. The links below provide further information to help guide you.

• Learn more about - student finance options for UK students .
• Learn more about - fees and finance for international students .
• Graduates of The University of Manchester and Manchester Metropolitan University can receive a 10% discount on their master's degree tuition fees as part of our Manchester Alumni Loyalty Discount scheme.

The course unit will cover key areas such as language and identity; linguistic prejudice; and language policy, in order to understand how these broad topics play out at the most relevant level for Education – the classroom. Students will also focus on an understanding of the role that World Englishes can play in the future of English language teaching. The course will further explore how identity, prejudice and policy apply to language, with World Englishes as one key example, and the overall implications this has for international education.

This unit aims to: 

• Critically explore the link between language and education, and the interplay between the two at the classroom level, in particular the English language;
• Introduce the impact of language policy on educational practice, and how this can reflect, and encourage, linguistic prejudice;
• Develop students’ awareness and appreciation for language and identity;
• Engage students with the concepts of linguistic capital and preferred forms of language use within educational contexts in various international settings;

Expose students to a range of teaching methods for classroom practice for a variety of language learners and learning preferences.

Interactive lectures supported by relevant e-learning tools (e.g. discussion board); groupwork. One example of this will be to have practical exercises in class in which we follow up a discussion of accents and dialects with video clips, as a means to help students become familiar with them.

• Identify how personal, professional and cultural identities are all enacted through language choices;
• Recognise and situate linguistic challenges experienced by individuals and marginalised social groups;
• Explain how personal and professional identities as enacted through language can sometimes clash in professional settings, such as teaching;
• Analyse linguistic prejudice, seen, for example, in the hegemony of inner circle English, to the detriment of non-inner circle varieties (e.g. Indian English);

Explore the different perspectives toward language in various international settings.

• Identify instances of linguistic preference and prejudice;
• Analyse how cultures develop the language they use and appropriate language forms;

Examine how this can come up against prejudice when compared with dominant language forms, such as standard inner-circle English.

• Apply their knowledge regarding linguistic identities to practical situations, such as future teaching; 
• Evaluate whether teaching methods are appropriate for a student body using multiple languages;

Have a better understanding of determining whether the English language used by their students is ‘right’ or ‘wrong’.

• Appreciate the legitimacy of all language varieties;
• Enhance cultural understanding through language;
• Recognise how dominant language attitudes, as part of a linguistic hegemony, have influence over the teaching practice internationally;
• Question these attitudes and how they play out around the world, especially regarding attitudes toward ‘correct’ English;
• Increased sensitivity to the linguistic challenges faced by some individuals, especially in classroom contexts;
• Develop speaking skills and abilities to work effectively in groups;
• Recognise aspects of coloniality, and the broader practice of epistemic injustice, and how this relates to oppression via one’s language;

As a response to the above, understand the potential for Linguistic Citizenship to address epistemic injustice related to language use, and the identity which emanates from that.

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