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Postgraduate Programme Specification

MSc Teaching English to Speakers of other Languages

Academic Year 2022/23

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 processes. All degrees are awarded by Queen's University Belfast.

Programme Title MSc Teaching English to Speakers of other Languages Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Master of Science
Programme Code EDU-MSC-TE UCAS Code HECoS Code 100513 - Teaching English as a foreign - 100

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

--

Interview Required

--

Mode of Study Full Time or Part Time
Type of Programme Postgraduate Length of Programme Full Time - 1 Academic Year
Part Time - 3 Academic Years
Total Credits for Programme 180
Exit Awards available No

Institute Information

Teaching Institution

Queen's University Belfast

School/Department

Social Sciences, Education and Social Work

Quality Code
https://www.qaa.ac.uk/quality-code

Higher Education Credit Framework for England
https://www.qaa.ac.uk/quality-code/higher-education-credit-framework-for-england

Level 7

Subject Benchmark Statements
https://www.qaa.ac.uk/quality-code/subject-benchmark-statements

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf

N/A

Accreditations (PSRB)

No accreditations (PSRB) found.

Regulation Information

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

Recognition of Prior Learning. Students may be awarded credit of up to 30 M points for completed awards, such as the PGCE, and therefore gain exemption from optional taught modules of the programme.

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 60 points from the selection of core TESOL modules and a dissertation in the area of TESOL. Students must also take module EDU7250 (20 CATS) and another 40 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.

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

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Practical % Examination %
An Introduction to Research Methods: Children, Young People and Education EDU7250 7 20 YES YES 12 weeks N YES -- 100% 0% 0%
Understanding Adults with ASD EDU7241 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%
Behaviour Change in Education and Supervising Others EDU7228 7 20 -- YES 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%
Bilingualism, Literacy and Disciplinary Literacy Development EDU7277 7 20 YES -- 12 weeks N -- YES 100% 0% 0%
E-learning: Concepts and Pract EDU7275 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%
Issues in Language Assessment for TESOL EDU7253 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%
School Effectiveness and School Improvement EDU7209 7 20 YES -- 12 weeks N -- YES 100% 0% 0%
Leadership for Change EDU7186 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%
Curriculum: Theory, Policy and Practice EDU7103 7 20 -- YES 12 weeks N -- YES 100% 0% 0%
Reflective Practice and Action Research EDU7089 7 10 YES -- 6 weeks N -- YES 100% 0% 0%
Language Awareness for Teaching EDU7195 7 20 YES -- 12 weeks N YES -- 100% 0% 0%
Language Learning and Teaching EDU7196 7 20 -- YES 12 weeks N YES -- 100% 0% 0%
Dissertation EDU7999 7 60 YES YES 24 weeks N YES -- 100% 0% 0%
Materials Development for TESOL EDU7198 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%
Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion EDU7083 7 20 -- YES 12 weeks N -- YES 100% 0% 0%

Notes

Students must take EDU7999 for the award of MSc