programme specification - university of brighton · postgraduate certificate teaching english to...

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PROGRAMME SPECIFICATION

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MA Teaching English to Speakers of Other Language (TESOL)

MA Teaching English to Speakers of Other Languages with Information and Communication Technologies (TESOL with ICT)

Intermediate award Postgraduate Diploma Teaching English to Speakers of Other Languages (TESOL)

Postgraduate Diploma Teaching English to Speakers of Other Languages with Information and Communication Technologies (TESOL with ICT)

Postgraduate Certificate Teaching English to Speakers of Other Languages (TESOL)

Postgraduate Certificate Teaching English to Speakers of Other Languages with Information and Communication Technologies (TESOL with ICT)

Course status Validated

Awarding body University of Brighton

School Humanities

Location of study/ campus Falmer

Partner institution(s)

Name of institution Host department Course status

1.

2.

3.

Admissions

Admissions agency Direct to School

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Entry requirements Include any progression opportunities into the course.

Typical entry requirements. Individual offers may vary. Applicable for 2016 entry. Please check the University’s website for 2017 entry requirements.

Ability to undertake Level 71 study

Applicants should normally have an undergraduate honours degree (usually at 2:1 level or above), or equivalent, in subject area relevant to their degree, such as: English language, literature, education, foreign languages, media, and so on.

Applicants without these backgrounds will be considered on the basis of appropriate experience in relevant areas, or some professional experience in fields such as: teaching, teacher education, interpreting, journalism, cultural, social and educational policy, publishing, materials writing.

The admissions team will also scrutinise references for evidence of preparedness to undertake level 7 study, in particular commitment to sustained academic work.

Candidates may also be required to attend an interview. The interview will focus on the candidate’s potential to benefit from, and to contribute to, the programme of study. Candidates from overseas, or at some distance from Brighton, may elect to have a telephone/Skype interview.

Ability to study in English

IELTS test score of 6.5 with no individual components under 6, or equivalent, e.g. confirmed evidence of prior undergraduate / postgraduate study in the medium of English.

Start date (mmm-yy) Normally September

September 26th 2016

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time One year 6 years

Part-time Two years 6 years

Sandwich N/A N/A

Distance N/A N/A

Course codes/categories

UCAS code N/A

1 Qualification award level descriptors are described in accordance to the Framework for Higher Education Qualifications (FHEQ) as follows:

Level 7 Masters degrees / Postgraduate certificates and diplomas (previously LM)

Level 6 Bachelors degrees / Graduate certificates and diplomas (previously L3)

Level 5 Diplomas of higher education and further education / Foundation degrees / Higher National diplomas (previously L2)

Level 4 Certificates of higher education (previously L1)

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Contacts

Course Leader (or Course Development Leader)

Dr Angela Pickering

Admissions Tutors Dr Angela Pickering

Mr Paul Slater

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Nick Andon (MA TESOL)

Dr Teti Dragas (MA TESOL)

Dr Michael Thomas (MA TESOL with ICT)

King’s College, University of London

Durham University

University of Central Lancashire

30/11/2016

31/12/2020

31/12/2018

Examination Board(s) (AEB/CEB)

Joint AEB and CEB, Interim and Referral Examination Board for ELTEP and PG Programmes in Linguistics and English Language.

These AEBs and CEBs meet in June and November to enable both part time and full time students to graduate either in July or February.

Approval and review

Approval date Review date

Validation April 2012 2017/18

Programme Specification June 2016

‘Q&S Published August 2016’

June 2017

Professional, Statutory and Regulatory Body 1 (if applicable):

N/A 2


N/A


HN/A

2 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The English Language Teacher Education Programme aims to:

develop language teaching professionals, either pre-experience or post-experience, through critical understanding of a range of issues informing professional practice (all modules);

offer opportunities to learn from reflection on experience as learners, observers and practitioners of English language teaching, and to evaluate and develop appropriate learning resources for language teaching (TLM13, TLM15, TE714, TLM52, TLM54, TLM56);

develop a critical understanding of ELT approaches and methods as a foundation for effective professional skills in ELT (TLM13, TLM15, TLM52, TLM54, TLM56);

develop and extend English language teaching professionals’ critical insights into language and how it is structured, used and learned and give an insight into how the English language functions both as a linguistic system and as a socio-cultural representation within the global context (TE711, TLM53, TLM57);

promote cross-cultural awareness by providing opportunities for the sharing of professional and learning experiences from different cultures and through the critical study of language and educational values (TLM13, TLM22, TLM41, TLM52, TLM53, TE716);

encourage English language teaching professionals to engage with academic and professional debates in the areas of second language teaching, second language acquisition, applied linguistics and learning technology (all modules);

promote a critical command of the analytic techniques, research methods and written genres appropriate to these areas in order to participate actively within the academic and professional communities associated with Master’s level study in the field of second language learning and teaching (all modules, but in particular, TLM30, TLM55);

offer opportunities for study within a flexible, challenging but structured framework that will ensure effective and motivating learning (all modules);

develop an awareness of ethical issues associated with enquiry within the field of English language teaching and learning and how these might be addressed (all modules, but in particular TLM55).

extend confidence and sensitivity in the use of English in order to support personal and professional development in this area (all modules);

develop skills to evaluate and create appropriate learning resources for language teaching and teacher development (TLM13, TLM15, TE714, TLM41, TLM54);

develop an understanding of the potential to contribute to professional life as managers of learning and teaching, and as teacher developers (TLM13, TLM41).

develop a critical understanding of the issues surrounding the use of technologies to support the language teaching and learning process (TLM54, TLM56, and in particular, TLM15, TE714);

develop the ability to evaluate materials available in a variety of media and the learning experiences they offer (TLM15, TE714, TLM54);

explore the potential of digital technologies in language teaching and learning by using available technologies and through the production of materials which are created, delivered, and accessed digitally (TLM15, TE714);

support the conduct of a coherent, critical, and sustained investigation into an aspect of TESOL (TLM55 and TLM30)

In addition, the MA TESOL with ICT aims to enable students to:

conduct a coherent, critical, and sustained investigation into the use of media and technology to enhance language teaching and learning (TLM55 and TLM30)

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Knowledge and theory Knowledge and Theory

By the end of the course, students should have increased their knowledge and understanding of complex and specialised areas relating to English language pedagogy.

Students studying MA TESOL should be able to demonstrate:

1. a comprehensive and critical understanding of the range of factors influencing the learning and teaching of English as a second language in a variety of contexts, the theories developed to account for these factors, and how they relate to professional norms and practices (TLM13, TE711, TLM52, TLM54, TLM56);

2. a deep understanding of key issues involved in the design of appropriate learning materials and resources for the teaching of English as a second language globally (TLM13, TLM15, TE714, TLM52, TLM54, TLM56);

3. an understanding and insight into how the English language functions, both as a linguistic system and as a socio-cultural representation, and how this might relate to pedagogy, particularly with learners in a non-UK setting (TLM53, TE716);

4. a deep and comprehensive understanding of the current debates in teaching English as a second language (approaches, methods, strategies, resources, technologies, contexts) and the kinds of choices available to the English language teacher, including the evaluation and production of materials for specific contexts (TLM13, TLM15, TE711, TE714, TLM52, TLM53, TLM54, TLM55, TLM56);

5. the ability to apply insights gained into the above to the evaluation of English language teaching materials and to the analysis of both UK ‘live’ classroom experiences and to international teaching contexts (TLM13, TLM15, TLM52, TLM54, TLM56);

6. the capacity to critically reflect on personal learning and teaching experiences in such a way as to develop a deep understanding of appropriacy in second language pedagogy (TLM13, TLM52, TLM54, TLM56);

7. an ability to contribute convincingly as a professional insider to a range of debates current in the areas of language teaching, language learning and language teacher development (TLM13, TE711, TLM41, TLM55);

8. an ability to critique a range of technologies used to support language teaching and learning (TLM15, TE714);

9. critical understanding of key issues involved in the development, implementation and evaluation of appropriate learning technologies and materials, and an ability to contribute convincingly to a range of debates current in the area of language teaching and learning, specifically as they relate to the development of technology and media-assisted language teaching (TLM15, TE714);

10. demonstrate this knowledge in the evaluation and realisation of teaching resources which exploit media (TLM15, TE714);

In addition, all students should be able to demonstrate:

11. the ability to identify and approach pro-actively an enquiry in the area of English as a second language teaching and learning, including the design and writing up of a small-scale ethical research study relevant to their degree award (TLM55, TLM30).

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Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

Skills

By the end of the course, students should be able to:

Use of complex knowledge

1. synthesise information and ideas clearly and critically; 2. present an argument coherently based on critical analysis of

available evidence; 3. undertake analysis of complex representations of knowledge, and

identify weaknesses, gaps and contradictions in the knowledge base; 4. propose strategies for further investigation in the light of point 3; 5. evaluate competing claims critically; 6. demonstrate problem-solving abilities.

Autonomy

7. make effective independent use of learning resources; 8. work effectively in diverse and multicultural groups; 9. operate effectively within complex contexts and specify and manage

small-scale production and research projects within these with minimum guidance;

10. adopt a reflective attitude to their own and others’ practice and thinking;

11. engage confidently with a critical community.

Research skills

12. independently plan and conduct a feasible small-scale research project and draw useful conclusions from it;

13. recognise the limitations of small-scale research and show care and insight in assessing the validity of evidence.

Information and Communications Technologies and Media Skills

14. use ICTs to search for relevant materials and for communication with peers and academic staff;

15. use appropriate ICTs for the presentation of their ideas; 16. use the virtual learning environment and social media to support their

studies; 17. exploit a variety of technologies as appropriate to their purpose.

In addition, MA TESOL with ICT students should be able to:

18. digitise, edit, and manipulate a range of media; 19. use a variety of digital technologies to design, produce, and deliver

language learning materials and experiences.

The learning outcomes set out in this section have been informed by the guidance offered in the QAA Framework for Higher Education Qualifications (http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp), namely:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice (LOs 1-10, 11 Knowledge and Theory)

conceptual understanding that enables the student: to evaluate critically current research and advanced scholarship in the discipline; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. (LOs1-10, 11 Knowledge and Theory)

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level (LOs 7-11 Skills)

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp

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apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects (LOs 12-19 Skills)

critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem (LOs 1-6 Skills)

QAA subject benchmark statement (where applicable)3

Languages and Related Studies

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

N/A

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

There is a mixture of modes of delivery of the teaching materials and variety of assessment tasks. Students will benefit from workshops as well as seminar sessions, and some of their independent study will lead to presentations.

All modules will be delivered through weekly seminars/workshops, supported by the use of online resources as applicable. Studentcentral will be used to deliver course materials and promote discussion before and after seminars and workshops. Additionally, students will be encouraged to make full use of library resources, including a range of online resources. Students will be given individual or group tutorials to help prepare for their assessments.

Students on will benefit from the Research Methods module (TLM55) in the following ways: firstly, these sessions will equip them with necessary research skills in order to conduct a small-scale research study and write this up in the form of a dissertation; secondly, the sessions will offer opportunities for students to learn from each other, discuss aspects of academic enquiry into the topics of particular interest. There will be opportunities for dissemination of their research in order to enhance ability to engage successfully with a relevant academic community.

Clear guidelines on expected workloads, assessment deadlines, and contact time through seminars and tutorials will be provided for students, usually through a module outline and a student handbook, as well as additional support from individual tutors and the Course Leader. The learning and teaching strategy for the courses is underpinned by students’ commitment to the course and their engagement with relevant subject areas. Teaching and learning methods used to reflect a diversity of approaches are:

Tutor-led seminars which introduce subject specific knowledge, underpinned by in-class and online materials.

Student-led seminars based on allocated responsibilities either defined by the tutors or students themselves.

Seminar and workshop sessions which give students an opportunity to engage with the subject

3 Please refer to the QAA website for details.

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matter in greater depth by critiquing theory and relating theory to practice.

Discussions may be initiated or facilitated by the students themselves or the tutor.

Individual tutorials will give further opportunities for students to seek information, clarify issues, or discuss in detail special interests and assessed tasks.

Studentcentral will provide students with additional materials that can be used for further individual study.

Social media, both in and outside of studentcentral, are used for tutor or student-initiated discussion and interaction.

Reading materials, particularly journal articles in all subject areas, will enable students to engage with the academic community of relevant disciplines and equip them with tools to present their own ideas, research questions and arguments.

Assessment tasks are designed to reflect level 7 study and assess students’ level of knowledge and skills at this level, but also to provide a variety of assessment types and enable students to engage with assessment throughout the module, both formatively and summatively.

To sum up, students will benefit from a range of teaching and learning strategies that will be used on the programme: tutor-led seminars will be supplemented by student-led seminars and workshops. Students will also benefit from opportunities to develop and enhance their presentation and research skills through small-scale field work. Reflective practice will be encouraged and facilitated via structured tasks (some of which are assessed) and through on-line discussion forums facilitated by either students themselves or tutors.

Use of the University’s Virtual Learning Environment (VLE), studentcentral, is well developed. Students use this facility to work collaboratively as well as to communicate with the course team. All assignments are submitted electronically. Support for basic IT skills will be offered to all students during the Induction week at the start of an academic year, and throughout the course.

Students will also have specific support sessions with the course resources officers (Falmer) to ensure they have skills to use a range of library resources. These will take place in the Induction week and during the academic year.

Students with English as an additional language will be introduced to the University’s advisory writing service and support classes on academic writing run throughout the academic year. These services will be introduced in the Induction week to ensure that students can access support based on individual needs. Students will also be inducted into a writing learning set (the writing group), which will be optional, but which will offer students (all Humanities/Falmer Postgraduate students) regular opportunities to meet to peer review each other’s written work, under the guidance of a tutor.

In Induction week, students will be given general academic orientation to help them understand the aims, objectives, and structure of the course and assessment. The Course Leader will provide support and guidance for individual students throughout the year.

Learning and Teaching Method % of Student Effort

Contact time (lectures, seminars, workshops) 70%

Independent study 30%

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ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The minimum pass mark for postgraduate (level 7) modules and awards is 50%.

For further details please refer to the University of Brighton General Examination and Assessment Regulations for Taught Courses (GEAR).

All modules are assessed using the assessment criteria detailed on the individual modules descriptions, which are linked to the learning outcomes for that module. Additionally, the criteria for award of particular marks or grades are provided by the Grading Criteria / Grading Descriptors which are included in the student handbook.

Assessment will be in the context of the University’s Assessment Policy. In the modular scheme, all assessments take place within an appropriate module. The ways in which modules are assessed will be outlined formally in each of the module descriptors. The assessment criteria for each module will enable students to demonstrate that they have fulfilled the relevant objectives, and have achieved the standard required for an appropriate MA award.

The summative assessment methods which are used within the course are listed in the table below. These summative assessment methods are complemented by a range of formative assessment tasks – including presentations - which provide students with opportunities to develop transferable skills which will be beneficial to their future career and academic study aspirations. In some cases, where modules require a portfolio, or where there are two assessment tasks, these are staggered within the module, meaning that assessments are not bunched towards the end of the semester.

Learning Outcome Assessment method Module Number of credits

1. a comprehensive understanding of the range of factors influencing the learning and teaching of English as a second language in a variety of contexts, and the theories developed to account for these factors;

TLM13: Essay

TE711:Essay

TE714: Portfolio

TLM52: A portfolio containing: (1) Reflection on Learning (2) Presentation

TLM54: A portfolio containing: (1) Lesson plan and commentary (2) Reflections on peer teaching

TLM56: Presentation of classroom investigation

TLM13

TE711

TE714

TLM52

TLM54

TLM56

20 each

2. a deep understanding of key issues involved in the design of appropriate learning materials and resources for the teaching of English as a second language globally;

TLM13: Essay

TLM15: Essay

TE714: Portfolio

TLM52: A portfolio containing: (1 )Reflection on Learning (2) Presentation


TLM56:Presentation of classroom investigation

TLM13

TLM15

TE714

TLM52

TLM54

TLM56

20 each

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3. an understanding and insight into how the English language functions, both as a linguistic system and as a socio-cultural representation, and how this might relate to pedagogy, particularly with learners in a non-UK setting;

4. a deep and comprehensive understanding of the current debates in teaching English as a second language (approaches, methods, strategies, resources, technologies, contexts) and the kinds of choices available to the English language teacher, including the evaluation and production of materials for specific contexts ;

5. the ability to apply insights gained into the above to the evaluation of English language teaching materials and to the analysis of both UK ‘live’ classroom experiences and to international teaching contexts;

6. the capacity to critically reflect on personal learning and teaching experiences in such a way as to develop a deep understanding of appropriacy in second language pedagogy;

TLM53: Essay

TE716: Examination

TLM13: Essay

TLM15: Essay

TE711: Essay

TE714: Portfolio

TLM52: A portfolio containing: (1)Reflection on Learning (2) Presentation


TLM55: (1) Reflection on data-gathering project (2) Dissertation proposal


TLM13: Essay

TLM15: Essay




TLM13: Essay




TLM53

TE716

TLM13

TLM15

TE711

TE714

TLM52

TLM54

TLM55

TLM56

TLM13

TLM15

TLM52

TLM54

TLM56

TLM13

TLM52

TLM54

TLM56

20 each

20 each

20 each

20 each

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7. an ability to contribute convincingly as a professional insider to a range of debates current in the areas of language teaching, language learning and language teacher development;

8. ability to critique a range of

technologies used to support language teaching and learning;

9. critical understanding of key issues involved in the development, implementation and evaluation of appropriate learning technologies and materials, and an ability to contribute convincingly to a range of debates current in the area of language teaching and learning, specifically as they relate to the development of technology and media-assisted language teaching;

10. demonstrate this knowledge in the evaluation and realisation of teaching resources which exploit media;

11. ability to identify and approach pro-actively an enquiry in the area of English as a second language teaching and learning, including the design and writing up of a small-scale ethical research study relevant to their degree award;

Skills

1. synthesise information and ideas clearly and critically;

2. present an argument coherently based on critical analysis of available evidence;

TLM13: Essay

TE711: Essay

TLM41: Essay


TLM15: Essay

TE714: Portfolio

TLM15: Essay

TE714: Portfolio

TLM15: Essay

TE714: Portfolio


TLM30: Dissertation

All assessment tasks

TLM13: Essay

TLM15: Essay

TE711: Essay

TLM41: Essay

TLM52: A portfolio containing:

TLM13

TE711

TLM41

TLM55

All modules

20 each

20 each

20 each

20 each

20 and 60 for TLM30

20 each and 60 for dissertation (TLM30)

20 each

and 60 for dissertation

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3. undertake analysis of complex representations of knowledge and identify weaknesses, gaps and contradictions in the knowledge base;

4. propose strategies for further investigation in the light of 3;

5. evaluate competing claims critically;

6. demonstrate problem-solving abilities;

7. make effective independent use of learning resources;

8. work effectively in diverse and multicultural groups;

9. operate effectively within complex contexts and specify and manage small-scale production and research projects within these with minimum guidance;

(1)Reflection on Learning (2) Presentation

TLM53: Essay


TLM30: Dissertation


TLM13: Essay

TLM15: Essay

TE711: Essay

TLM41: Essay


TLM53: Essay


TLM30: Dissertation





TE714: Portfolio



TLM30: Dissertation

TLM13

TLM15

TE711

TLM41

TLM52

TLM53

TLM55

TLM30

All modules

TLM13

TLM15

TE711

TLM41

TLM52

TLM53

TLM55

TLM30

All modules

All modules

All modules

All modules

TE714

TLM55

TLM56

TLM30

(TLM30)

20 each

and 60 for dissertation (TLM30)

20 each


20 each






20 each

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10. adopt a reflective attitude to their own and others’ practice and thinking;

11. engage confidently with a critical community;

12. independently plan and conduct a feasible small-scale research project and draw useful conclusions from it;

13. recognise the limitations of small-scale research and show care and insight in assessing the validity of evidence;

14. use ICTs for bibliographical searching and for communication with peers and academic staff;

15. use appropriate ICTs for the presentation of assignments;

16. exploit a variety of media as appropriate to their purpose;

17. digitise, edit and manipulate text, sound, graphics and video files;

18. use a variety of ICT tools to design and produce language learning materials.





TLM30: Dissertation





TE714: Portfolio

TE714: Portfolio

All modules

All modules

TLM55

TLM56

TLM30

All modules

All modules

All modules

All modules

TE714

TE714








20

20

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University welcome week and course induction

Student Handbook: the University and you

Course Handbook

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Extensive library facilities

Computer pool rooms (indicate number of workstations by site)

E-mail address

Welfare service

Personal tutor for advice and guidance (Course Leader)

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Course specific: in addition, students on this course benefit from:

Tutorials from subject tutors

Language support through the University English Language Support Programme, the Writing Advisory Service, and the ELTEP Writing Development Group

Support and guidance from the Course Administrator(s)

The School of Humanities has a well-established student support and guidance mechanism, in addition to the personal tutoring support

Guidance on information retrieval

Archive of assessed work

A number of research arenas from the School: - Linguistics, Language and Discourse research seminar series - Students’ Passionate About Linguistics Society (PALS) - Centre for Study of Memory, Narrative and History - Image, Object, Text, Analysis seminar series - Education Research Seminars (Falmer) - TESOL-related symposia organised by the academic team

In relation to part-time students, the programme development and time-tabling reflect the need for flexible study. Where possible (for example Research Methods seminars), sessions have been time-tabled in late afternoon and early evening slots to allow for as much flexibility as possible for those working part-time or full-time. The programme will also make extensive use of studentcentral to complement study patterns.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

PROGRAMME STRUCTURE

Both MAs can be studied in full and part-time modes. Modules are taught across the two semesters, usually in nine sessions per semester. The sessions are held on a weekly basis and are timetabled to accommodate both full-time and part-time students. Three modules (TE714 English Language Teaching Materials, TE716 Language Awareness and TE711 Second Language Acquisition) are delivered jointly with Diploma in TESOL students. The programme offers opportunities for study within a flexible framework that can fit in with students’ professional and personal commitments. All students will undertake 120 credits of taught modules (six 20 credit modules, one of which is a Research Methods module). Upon successfully completing these elements, students will undertake a Dissertation module (60 credits).

In both courses, students will follow a Research Methods module (TLM55) which is delivered jointly with LQM26 (the required module for MAs in English Language and Linguistics and MRes Linguistics), which runs over two semesters, and which supports the final dissertation (TLM30). Students will attend research seminars and talks to equip them with necessary research skills, as well as enable them to discuss and present their own work and ideas for the dissertation.

Additional input from staff within the School, as well as guest speakers, will enhance students’ understanding of the subject areas, as well as enable them to experience ways in which academic work and ideas can be presented to audiences. It is anticipated that these sessions will serve as a useful way of engaging students with the relevant academic community.

The Research Methods module (TLM55) requires students to submit two pieces of assessment (an evaluation of a data-gathering project and a research proposal) before they are able to progress to their dissertation. Students’ research proposals will be used to inform the course team of the allocation of supervisors to particular subject areas students have chosen to pursue through the dissertation module (TLM30). Students will normally be allocated their dissertation supervisor before the end of the summer term (of year 2 in the case of part-time students), which enables them to start working on their chosen programme of study early on. Students will be offered supervision, in agreement with their supervisor and as appropriate, over the summer months, with a view to submitting their final project in September.

The MA TESOL is designed to cater both for students who have little or no teaching experience (pre-service) and those who have teaching experience (experienced). These two cohorts follow slightly different paths through the programme. Pre-service students should complete, in addition to TLM55, three modules (TLM52, TLM53, TLM54) and to choose two option modules from: TLM15, TE711, TLM56, TE716. Experienced students should complete, in addition to TLM55, three modules (TLM13, TLM15, TLM41) and to choose four option modules from: TE711, TE714, TLM53, TLM56, TE716.

The MA TESOL with ICT requires students to complete, in addition to TLM55, three modules (TLM13, TLM15, TE714) and to choose four option modules from: TE711, TLM41, TLM53, TLM56, TE716.

The list of the modules comprising the programme is provided below, followed by course structure diagrams:

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MA TESOL (pre-service) – Full-time

Semester 1

Semester 2

Summer

Com

puls

ory

TLM55

Research Methods for Investigating Second Language Teaching and Learning

20 Level 7 credits

TL

M30 D

issert

atio

n

60 L

evel 7 c

redits

TLM52

Cultures of English Language Teaching 20 Level 7 credits

TLM54

The Practice of English Language Teaching

20 Level 7 credits

TLM53

Teaching English as an International Language

20 Level 7 credits

Optio

ns

TE716

Language Awareness

20 Level 7 credits

TLM56

Investigating Classroom Practices

20 Level 7 credits

TLM15

Language Teaching and Technology

20 Level 7 credits

TE711

Second Language Acquisition

20 Level 7 credits

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MA TESOL (pre-service) – Part-time

Year 1

Semester 1

Semester 2

Com

puls

ory

TLM52

Cultures of English Language Teaching 20 Level 7 credits

TLM53


20 Level 7 credits

Optio

ns

TLM56

Investigating Classroom Practices 20 Level 7 credits

Year 2

Semester 1

Semester 2

Summer

Com

puls

ory

TLM55


20 Level 7 credits

TLM

30 D

issert

atio

n

60 L

evel 7 c

redits

TLM54

The Practice of English Language Teaching

20 Level 7 credits

Optio

ns

TE716

Language Awareness

20 Level 7 credits

TE711


20 Level 7 credits

TLM15


20 Level 7 credits

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MA TESOL (experienced) – full-time

Semester 1

Semester 2

Summer

Com

puls

ory

TLM55


20 Level 7 credits

TL

M30 D

issert

atio

n

60 L

evel 7 c

redits

TLM13

Exploring Second Language Teaching

20 Level 7 credits

TLM41

Language Teacher Education

20 Level 7 credits

TLM15


20 Level 7 credits

Optio

ns

TLM53


20 Level 7 credits

TE711


20 Level 7 credits

TE716

Language Awareness

20 Level 7 credits

TE714

English Language Teaching Materials

20 Level 7 credits

TLM56


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MA TESOL (experienced) – part-time

Year 1

Semester 1

Semester 2

Com

puls

ory

TLM15


20 Level 7 credits

Optio

ns

TLM53


20 Level 7 credits

TE711


20 Level 7 credits

TE716

Language Awareness

20 Level 7 credits

TE714


20 Level 7 credits

Year 2

Semester 1

Semester 2

Summer

Com

puls

ory

TLM55


20 Level 7 credits

TL

M30 D

issert

atio

n

60 L

evel 7 c

redits

TLM13


20 Level 7 credits

TLM41

Language Teacher education

20 Level 7 credits

Optio

ns

TLM53


20 Level 7 credits

TE714


20 Level 7 credits

TE716

Language Awareness

20 Level 7 credits

TE711


20 Level 7 credits

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TLM56


MA TESOL with ICT – full time

Semester 1

Semester 2

Summer

Com

puls

ory

TLM55


20 Level 7 credits

TL

M30 D

issert

atio

n

60 L

evel 7 c

redits

TLM15


20 Level 7 credits

TE714


20 Level 7 credits

TLM13


20 Level 7 credits

Optio

ns

TLM53


20 Level 7 credits

TLM41


20 Level 7 credits

TE716

Language Awareness

20 Level 7 credits

TE711


20 Level 7 credits

TLM56


of 26

MA TESOL with ICT – part time

Year 1

Semester 1

Semester 2

Com

puls

ory

TLM15


20 Level 7 credits

Optio

ns

TLM53


20 Level 7 credits

TE711


20 Level 7 credits

TE716

Language Awareness

20 Level 7 credits

TLM41


20 Level 7 credits

Year 2

Semester 1

Semester 2

Summer

Com

puls

ory

TLM55


20 Level 7 credits

TL

M30 D

issert

atio

n

60 L

evel 7 c

redits

TE714


20 Level 7 credits

Optio

ns

TLM53


20 Level 7 credits

TE711


20 Level 7 credits

TE716

Language Awareness

20 Level 7 credits

TLM41


20 Level 7 credits

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TLM56


Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

All students study 4 compulsory modules, choose two options and also complete a mandatory dissertation.

Below are the pathways for pre-service and experienced MA TESOL.

Level4

Module code

Status Module title Credit

MA Teaching English to Speakers of Other Languages (pre-service)

7 TLM52 C Cultures of English Language Teaching 20

7 TLM53 C Teaching English as an International Language 20

7 TLM54 C The Practice of English Language Teaching 20

7 TLM55 C Research Methods for Investigating Second Language Teaching and Learning

20

7 TLM15 O Language Teaching and Technology 20

7 TE711 O Second Language Acquisition 20

7 TLM56 O Investigating Classroom Practices 20

7 TE716 O Language Awareness 20

7 TLM30 M Dissertation 60

MA Teaching English to Speakers of Other Languages (experienced)

7 TLM13 C Exploring Second Language Teaching 20

7 TLM15 C Language Teaching and Technology 20

7 TLM41 C Language Teacher Education 20


20


7 TE714 O English Language Teaching Materials 20

7 TLM53 O Teaching English as an International Language 20




MA Teaching English to Speakers of Other Languages with ICT

4 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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7 TLM13 C Exploring Second Language Teaching 20

7 TLM15 C Language Teaching and Technology 20

7 TE714 C English Language Teaching Materials 20


20


7 TLM41 O Language Teacher Education 20

7 TLM53 O Teaching English as an International Language 20




Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits5 Minimum credits6 Ratio of marks7: Class of award

Final MA TESOL

TESOL with ICT

7 Total credit 180 Minimum credit at level of award 150

n/a Postgraduate

Intermediate Postgraduate Diploma

TESOL

TESOL with ICT


n/a Postgraduate

Intermediate Postgraduate Certificate

TESOL

TESOL with ICT


n/a Postgraduate

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate8 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

5 Total number of credits required to be eligible for the award. 6 Minimum number of credits required, at level of award, to be eligible for the award. 7 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 8 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the School Office, Faculty Office or the Registry).

The following course-specific regulations apply for all four awards:

Differences between Masters, Diploma and Certificate awards

To be awarded an MA degree, students need to complete 180 credits, with 120 credits from coursework modules and 60 credits from a dissertation.

To be awarded a PG Diploma in TESOL, students need to complete 120 credits from coursework modules, which must include TLM13 (Exploring Second Language Teaching).

To be awarded a PG Certificate in TESOL, students need to complete 60 credits from coursework modules, which must include TLM13 (Exploring Second Language Teaching).

To be awarded a PG Diploma in TESOL with ICT, students need to complete 120 credits from coursework modules, which must include TLM15 (Language Teaching and Technology).

To be awarded a PG Certificate in TESOL with ICT, students need to complete 60 credits from coursework modules, which must include TLM15 (Language Teaching and Technology).

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

programme specification - university of brighton · postgraduate certificate teaching english to...

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