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Teaching of English to Speakers of Other Languages - MA - Video

Gain the skills to teach English to speakers of other languages and put your learning into practice with an overseas teaching placement.

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Overview

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Gain the skills to teach English to speakers of other languages and put your learning into practice with an overseas teaching placement.

Summary

Whether you are a qualified teacher or have no previous teaching experience, the MA Teaching English to Speakers of Other Languages (TESOL) at Ulster is designed to enhance your teaching and communication skills and explore how people from different cultures learn languages.

Ulster’s TESOL programme is the only master's level TESOL course in the UK which offers an overseas teaching placement.

You will have the opportunity to complete a placement in Gyor, Hungary, and teach English to non-native speakers, in either a state primary or secondary school.

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About this course

In this section

About

Offered on both a full-time and part-time basis, the MA TESOL at Ulster is an exciting programme for individuals who wish to develop their teaching ability and knowledge about language.

You will study both the theory and practice of teaching, from classroom management to syllabus design, and gain the expertise and confidence to teach English in a variety of settings to students from across the globe.

Throughout the programme you will enhance your creativity and learn to adapt your teaching style and approach in order to effectively support a range of learners, with consideration to ethical and cultural differences.

You will also improve your research skills which will enable you to further your knowledge, particularly when completing the dissertation component of the MA, on a topic of your choice.

Employability is embedded within the programme design. A unique feature of the course is the eight-week ERASMUS-funded teaching placement in Hungary. This offers an authentic environment where you will have the opportunity to put your learning into practice.

Attendance

MA full-time: normally 4 days per week in semester one; 3 days per week (6 weeks) plus 8 weeks teaching practice in sem 2; followed by independent study for the dissertation during semester three (summer semester). This can be done at a distance.

MA part-time: Year 1: normally, 2 days per week in semester one, 4 weeks teaching practice semester 2. Year 2: normally, 2 days per week in semester one, and 4 weeks teaching practice in semester two. This is followed by independent study for the dissertation during semester three (summer semester) and during semester one and two of year 3. This can be done at a distance.

Start dates

  • September 2019
How to apply

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

English Language Teaching Methodology

Year: 1

This module focuses on the practical tools and strategies needed for creative language teaching. It features a series of lectures and practical exercises which support a programme of peer teaching sessions in which students design and deliver lessons in small groups. Challenges to effective language teaching are explored through critical reflective practice on peer teaching sessions. Additionally, the module prepares students for EDU710, the Teaching Practice module in semester two.

Teaching Practice

Year: 1

This module gives an authentic opportunity to teach English to non-native speakers of English. Students teach in Hungary for 8 weeks. They teach in primary or post primary state schools, for 12 hours per week to pupils with a range of English language proficiency. The key objective of the module is that graduates will enter the employment market fit for purpose - as competitive and competent candidates for posts as English language teachers in high quality language teaching institutions.

Language, Learning and Acquisition

Year: 1

The module develops students' conceptual competences, by giving them a solid theoretical underpinning regarding key English language acquisition/learning concepts. By doing so, it offers an opportunity to apply the theory to their practice and to explore research critically, either as a resource for their own teaching or for their own research. It will offer the opportunity to identify and clarify theories in relation to second language teaching.

Knowledge About Language

Year: 1

This module introduces the students to different theories about English grammar teaching and teaching of English pronunciation as well as diverse means of teaching grammar and pronunciation, including the application of digital technologies in transmitting knowledge about English language in classroom teaching. Students are expected to develop their skills in critically reflecting on their teaching performance and student learning, innovating new techniques in teaching grammar and pronunciation.

Research Methods for TESOL

Year: 1

This module introduces the students to basics of academic writing conventions, including identification and avoidance of plagiarism, appropriate referencing and citing and bibliography compiling. This module also introduces the students to the ways in which technologies are impacting on designing and conducting research. Students are expected to show conceptual and practical skills to draw up a research proposal and produce a series of feasible instrument tools.

Dissertation

Year: 1

This module will allow students to undertake a sustained piece of independent work. Working under supervision, students are guided to prepare a research proposal relevant to the TESOL field, to research a selected issue affecting professional life and to prepare and present a 18,000 word submission for examination.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

In this section

Entry Requirements

A second class honours degree from a University of the United Kingdom or the Republic of Ireland, or from an institution of another country which is recognised as being of an equivalent standard; and evidence of competence in written and spoken English (GCSE grade C or equivalent).

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Teaching and learning assessment

Interactive workshops and lecturesare a key element in teaching on the programme. Students engage in a diverse range of interactive activities including role-plays, simulations and peer-teaching reviews. Group work is an important element too. It is used to help students integrate learning from a variety of sources, to provide opportunities to apply knowledge or case studies for class work. Individual and group tutorialsare used to build student University teacher relationships and to promote the concept of the reflective learner. Course work assignments are used as an essential part of students’ learning process and as a means of assessment. The teaching practice placementprovides trainees with challenging, high-impact encounters with the world of professional English language teaching; the feedback tutorials which follow teaching practice allow TESOL trainees to reflect on what they have encountered in the classroom.

A wide variety of course work is completed during the programme; such as, assignments, presentations, case studies, class tests, teaching practice performance and portfolios.

Exemptions and transferability

You can make an APEL application (accreditation of prior experiential learning). However, you cannot apply to be exempt from the teaching practice module.

Careers & opportunities

In this section

Career options

Graduates of this programme have gained work as English language teachers in private language schools, further education colleges, universities and schools in the UK, Ireland and in many countries all over the world. Some have progressed to doctoral study whilst others have got jobs as on-line English language teachers. Students have gone on to work in teaching related areas: for example, the Inclusion and Diversity service and developers of online English language teaching materials; whilst some of the students use their qualification to work for charities abroad in developing countries.

Shelley Wright explains the benefits of the TESOL programme:

‘I'm in my fourth year working as a lecturer at Kanda University of international Studies in Chiba Japan. It's an amazing job which hired me right after I graduated. We get over three months holiday per year and there are lots of opportunities for professional development. There's over 60 English lecturers here so that adds to the sense of community and the students are angels. During the interview process, my boss was impressed by the placement in Hungary that you sent us on!'

Work placement / study abroad

This exciting MA in TESOL includes a fully funded Hungarian teaching practice placement, the University pays for flights and Erasmus funding can cover accommodation and subsistence costs. TESOL student teachers go to teach in Gyor, Hungary for eight weeks (full-time) or four weeks in years 1 and 2 (part-time). They depart in Jan/February and return in Mar/April. Gyor is a beautiful central European city located midway between Budapest and Vienna. Our students teach in primary or secondary schools and are supported by Hungarian host teachers and staff of the university who stay in Gyor for that purpose. The module gives an authentic opportunity to teach English to non-native speakers of English.

Academic profile

Dr Barbara Skinner graduated from the University of Bristol with an MA in TESOL and also a Doctorate in Education. Barbara has published widely in international journals, gained research funding to explore language learning and teacher education issues and is a member of the University’s Education Research Unit. Her current research interests focus on English as an Additional Language, teacher talk, and classroom interaction in the L2 classroom, as well as teaching practice supervision and teacher education. She is currently supervising two PhD students. She is a Senior Fellow of the Higher Education Academy.

Dr Helen Hou joined Ulster University as Lecturer in TESOL in 2010. She gained her PhD in Education from the University of Manchester in 2012. She used to work as an English language teacher trainer in Guizhou Normal University in China. Her major research interests include online communities of practice and student teachers’ learning, ELT methodology, e-pedagogy and teacher education, educational technologies in the language classroom, Chinese learners, and qualitative research methodology and design. She began to supervise PhD students in the field of TESOL in 2013 and became an Associate Fellow of the Higher Education Academy in 2014.

Apply

How to apply Request a prospectus

Applications to our postgraduate courses are made through the University’s online application system.

Start dates

  • September 2019

Fees and funding

In this section

Fees (total cost)

Important notice - fees information Fees illustrated are based on 19/20 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees

Northern Ireland & EU:
£6,180.00

International:
£14,060.00  Scholarships available

Scholarships, awards and prizes

Each year the student who gains the best overall mark in the taught modules which make up the Postgraduate Diploma will receive the Pritchard Prize.

Additional mandatory costs

Overseas students need to apply for a visa. There is a cost for this and the application involves a trip to London. Both the trip and the application fee must be paid by the student.

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.

Contact

Admissions Office

T: +44 (0)28 7012 3210

E: admissions@ulster.ac.uk

International Admissions Office

E: internationaladmissions@ulster.ac.uk

For more information visit

Faculty of Arts, Humanities and Social Sciences

School of Education

Disclaimer

  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.

Testimonials

Comments from External Examiners

'The main strength of the course is the teaching practice in
Hungary. This provides an invaluable experience for both the
new teachers as well as the experienced teachers….I was also
particularly impressed by the way in which the experience in
Hungary was integrated into other modules of the course'.

‘The students were highly complimentary about the course
and commended the team spirit that had been generated, as
well as the commitment of the teaching staff.’

Comments from students

‘The teaching practice course in Hungary is organised
extremely well, and links between the various schools there
and the University are strong and mutually beneficial’.

‘We are all aware of the fact that it is people who make up
Departments within a University. I am in no doubt that all
students stand to benefit from the high standard that has
already been set. Sincere thanks to all involved in making the
course of studies so enjoyable’.

‘I’m in my fourth year working as a lecturer at Kanda
University of international Studies in Chiba Japan. It’s an
amazing job which hired me right after I graduated. We
get over three months holiday per year and there are lots
of opportunities for professional development. There are
over 60 English lecturers here so that adds to the sense of
community and the students are angels. During the interview
process my boss was impressed by the placement in Hungary
that you sent us on! They accepted me while I was still
finishing off my Thesis. Thanks so much for looking after us
so well Barbara – That was a really special year’.