Teaching English to Speakers of Other Languages (TESOL) MA

Course Content

• Course Details

  On the masters in TESOL, you will study on 4 modules and complete a thesis module:

  • EDUM134 Approaches to Language Learning – Theory and Method (30 Credits)

  Students examine development of theories of second language acquisition (SLA), focusing on linguistic, psychological & social processes underlying SLA in a range of contexts.

  • EDUM135 English Language Teaching in Practice (30 Credits)

  Teaching English masters students develop key skills required for effective teaching of the four language skills and explore a range of strategies, techniques and technologies, applying them to different classroom contexts.

  • EDUM136 Classroom Language Assessment and Test Construction (30 Credits)

  Students will be introduced to the key concepts, issues & methods of language testing, drawing attention to the principles underpinning different testing/evaluation systems & their impact on students/educational institutions.

  • EDUM155 Materials Development & Course Design (30 credits)

  TESOL MA students develop a critical understanding of theoretical approaches or frameworks in English language teaching materials development and course design. Students evaluate commercially produced materials, and apply those approaches or frameworks to designing course and learning materials for specific groups of learners and the contexts in which they are taught.

  • EDUM100 Research Thesis (60 Credits)

  Students develop a critical understanding of the purposes/ methodologies of academic research & apply this to specific area of language research, relevant to their needs, professional practice or personal interest.

  Please note the modules shown here relate to the academic year 24/25. The modules relating to the academic year 25/26 will be available from June 2025.

  • Stage 1
    • Research Thesis (60 Credits)
      Module code: EDUM100

      Status: Compulsory
      This module provides an opportunity for students to engage in completing an original research project, supported by structured research training, under the guidance of a supervisor. When the student is studying on a named pathway or programme this research thesis will be aligned to that field of study.
    • Approaches to Language Learning - Theory and Method (30 Credits)
      Module code: EDUM134

      Status: Compulsory
      The purpose of this module is to examine the development of theories of second language acquisition (SLA), focusing on the linguistic, psychological and social processes underlying SLA in a range of contexts. To consider how evolving research into learner differences, types of motivation and interlanguages has influenced language teaching.
    • English Language Teaching in Practice (30 Credits)
      Module code: EDUM135

      Status: Compulsory
      The purpose of this module is to:This module will help students develop those key skills required for the effective teaching of the four language skills: speaking listening reading, writing. Enhancing these skills will involve a focus on phonetics/phonology; the grammar of spoken discourse; different reading strategies and on developing an awareness of different discourse genres.
    • Classroom Language Assessment and Test Construction (30 Credits)
      Module code: EDUM136

      Status: Compulsory
      The purpose of this module is ?To introduce students to the key concepts, issues and methods of language testing, drawing attention to the principles that underpin different testing/evaluation systems and the way these impact on students and educational institutions.
    • Materials Development and Course Design (30 Credits)
      Module code: EDUM155

      Status: Compulsory
      The purpose of this module is to develop students? critical understanding of theoretical approaches or frameworks in English language teaching materials development and course design. Students evaluate commercially produced materials, and apply those approaches or frameworks to designing course and learning materials for specific groups of learners and the contexts in which they are taught.

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