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MSc (T) TESOL

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

MSc (T) TESOL

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Master of Science

Programme Code

EDU-MSC-TE

UCAS Code

JACS Code

X162 (DESCR) 100

Criteria for Admissions

Candidates for admission to the MSc TESOL programme should normally hold:
A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline. Applicants with a 2.2 Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least two years of professional experience in an education, training or relevant context.

Applicants for the MSc TESOL will need to show evidence of relevant teaching experience (minimum 30 hours).
In line with University Regulations, there is a language requirement for applicants whose first language is not English (IELTS 6.5 or approved equivalent. For IELTs a minimum score of 5.5 is required in all four elements of the test.)

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Postgraduate

Length of Programme

1 Academic Year(s)

Total Credits for Programme

180

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Social Sciences, Education and Social Work

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Dr Goodith White

University of Nottingham Malaysia

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

No

Programme Specific Regulations

Students must pass 120-CATS points of taught modules on the programme and complete a dissertation (60 CATS points) to be eligible for the award of a Master’s degree in TESOL.

Students must successfully complete a minimum of 80 points from the selection of core TESOL modules and a dissertation in the area of TESOL. Students must also take EDU7250 and another 20 CATS points of their choice from optional modules available.

Students should normally have obtained 120-CATS points in the taught modules before undertaking an individual research project and submitting a dissertation.

Candidates who pass all the taught modules but who fail to achieve a mark of at least 50% in the dissertation shall be eligible for the award of a Postgraduate Diploma in TESOL. The School permits one attempt at dissertation resit for a maximum mark of 50% to be awarded the degree of MSc.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme;

critically evaluate research literature relating to the content of the programme;

apply critically research findings relating to the content of the programme to their professional practice SS

evaluate and reflect on their professional practice;

demonstrate transferable skills such as writing and research skills;

demonstrate knowledge of a range of educational research methods;

choose fit-for-purpose methods for a research project within the context of their own professional role;

apply the processes of research planning, data collection and analysis (as appropriate), and research reporting to undertake a research project

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

critically evaluate, synthesis and apply research literature relating to the content of the programme

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3,000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

apply the processes of research planning, data collection and analysis (as appropriate), and research reporting to undertake a research project

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3,000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

demonstrate transferable skills such as library searches, ICT skills, communication skills, academic writing and research skills

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

The methods of assessment include essays Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

demonstrate knowledge of a range of educational research methods

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

The methods of assessment include essays Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Students will develop practical research skills. They may also elect to develop their skills in writing and Internet searching through workshops provided in support of the programme.

apply critically research findings relating to the content of the programme to their professional practice

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

evaluate and reflect on their professional practice

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

choose fit-for-purpose methods for a research project within the context of their own professional role

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading, and guided personal research. Students experience a variety of pedagogic approaches designed to develop their knowledge and understanding of TESOLand the application of this knowledge to professional practice. Teaching is delivered face-to-face through a series of 2-hour sessions. Teaching methods include lectures, workshops, the use of group work, task-based teaching, and where appropriate computer-lab based teaching. Active learning is encouraged and support for students is provided through email online materials. ICT is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources. Independent learning is encouraged and supported and most assignments involve a practical dimension in which students research their professional practice or context.
Undertaking their dissertations, students receive supervisor guidance from their nominated dissertations supervisor. Supervisory support is delivered on a one-to-one basis through face-to-face meetings, emails, and/or computer-mediated-communication and is responsive to the individual needs of the student.
Independent learning is encouraged and supported and dissertation research typically involves students researching their professional or related practice or context

Methods of Assessment

Formative and Summative assessment methods are used. Formative methods include tasks, group work and pair work (where appropriate) and an assignment outline. Students receive formative feedback before submitting for summative assessment.
Summative methods consist of a 3000 word assignment per module. Within the guidance of the assignment rubric, students choose their own topic/area relevant to their particular professional practice or context.
Assignments of 3000 words for each module and a 15000-20000 word dissertation are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.
Assignments and dissertations are required, as far as practical, to be situated in the student’s professional practice or context.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Special Needs Education and Issues of Equity

EDU7083

7

20

YES

12 weeks

N

YES

100%

0%

0%

Curriculum: Theory, Policy and Practice

EDU7103

7

20

YES

12 weeks

N

YES

100%

0%

0%

Leadership Theory and Practice: An Overview

EDU7185

7

20

YES

12 weeks

N

YES

100%

0%

0%

Leadership for Change

EDU7186

7

20

YES

12 weeks

N

YES

100%

0%

0%

Language Awareness for TESOL

EDU7195

7

20

YES

12 weeks

N

YES

100%

0%

0%

Language Learning for TESOL

EDU7196

7

20

YES

12 weeks

N

YES

100%

0%

0%

TESOL: Principles and Practices

EDU7197

7

20

YES

12 weeks

N

YES

100%

0%

0%

Materials Development for TESOL

EDU7198

7

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation

EDU7999

7

60

24 weeks

N

YES

100%

0%

0%

School Effectiveness and School Improvement

EDU7209

7

20

YES

12 weeks

N

YES

100%

0%

0%

Fundamental elements of behaviour change

EDU7226

7

20

YES

12 weeks

N

YES

100%

0%

0%

Understanding Children with ASD

EDU7240

7

20

YES

12 weeks

N

YES

100%

0%

0%

Understanding Adults with ASD

EDU7241

7

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Research Methods: Children, Young People and Education

EDU7250

7

20

12 weeks

N

YES

100%

0%

0%

Social Justice in Special Needs Education and Inclusion: A Capability Approach

EDU7254

7

20

YES

12 weeks

N

YES

100%

0%

0%

Deconstructing Special Needs Education and Inclusion

EDU7256

7

20

YES

12 weeks

N

YES

100%

0%

0%

Issues in Language Assessment for TESOL

EDU7253

7

20

YES

12 weeks

N

YES

100%

0%

0%

Contemporary Perspectives on Learning and Teaching

EDU7271

7

20

YES

12 weeks

N

YES

100%

0%

0%

Digital Literacy and Communication

EDU7273

7

20

YES

12 weeks

N

YES

100%

0%

0%

Notes