MSc Teaching English to Speakers of other Languages
Academic Year 2021/22
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 Teaching English to Speakers of other Languages |
Final Award |
Master of Science |
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Programme Code |
EDU-MSC-TE |
UCAS Code |
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HECoS Code |
100513 |
ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
Interview Required |
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Mode of Study |
Full Time or Part Time |
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Type of Programme |
Postgraduate |
Length of Programme |
Full Time - 1 Academic Year(s) |
Total Credits for Programme |
180 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Queen's University Belfast |
School/Department |
Social Sciences, Education and Social Work |
Quality Code Higher Education Credit Framework for England |
Level 7 |
Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
N/A |
Accreditations (PSRB) |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University 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 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 SkillsOn the completion of this course successful students will be able to: |
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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. 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. |
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. 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. |
Learning Outcomes: Transferable SkillsOn 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. 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. |
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. 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. |
Learning Outcomes: Knowledge & UnderstandingOn 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. 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. |
Learning Outcomes: Subject SpecificOn 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. |
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. 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. |
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. 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. |
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. 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. |
MODULE INFORMATION
Programme Requirements
Module Title |
Module Code |
Level/ stage |
Credits |
Availability |
Duration |
Pre-requisite |
|
Assessment |
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|
|
|
S1 |
S2 |
|
|
Core |
Option |
Coursework % |
Practical % |
Examination % |
Education, The Law and Children's Rights |
EDU7034 |
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% |
||
Reflective Practice and Action Research |
EDU7089 |
7 |
10 |
YES |
6 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 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% |
||
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% |
||
Assessment Issues in Teaching and Learning in Classrooms |
EDU7200 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
||
Dissertation |
EDU7999 |
7 |
60 |
YES |
YES |
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% |
||
Behaviour Change in Education and Supervising Others |
EDU7228 |
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 |
YES |
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% |
||
Issues in Language Assessment for TESOL |
EDU7253 |
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% |
||
E-learning: Concepts and Pract |
EDU7275 |
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% |
||
NotesDue to the impact of the COVID-19 outbreak, the structure of this programme of study has altered for academic year 2020-21 and your module choice may run in a different sequence. You should refer to the programme handbook / your School for specific module details or any queries. |