Senior Lecturer

Teaching English to Speakers of Other Languages (TESOL) - UH-000551

Standard entry requirements
In order to be accepted onto the MA TESOL applicants should normally have:
<ul>
<li>An honours degree in a relevant subject at 2:2 or above, or a professional equivalent.</li>
</ul>
For international students whose first language is not English
<ul>
<li>The University will determine whether a degree can be recognised as UK equivalent.</li>
<li>International students whose first language is not English are expected to have IELTS level 6.5 with no element below 6.0 or equivalent.</li>
</ul>
Admissions Procedure
The Course Leaders will take responsibility for recruitment and for ensuring that marketing and recruitment information is correct for their course.
Non-standard entry:
Exceptionally, applications will be considered from individuals who do not hold an honours degree if they possess substantial relevant professional experience.
Students applying for non-standard entry will be interviewed or contact made by e-mail or telephone and will be required to supply the names of one academic referee. They will be accepted on the course, initially at postgraduate certificate level, if both the interview and the reference provide evidence of their ability to carry out academic study at ‘M’ level. They will be transferred to the MA on successful completion of the first year.
Credit on entry:
There is provision for entry with credit through the accreditation of prior learning achievement (APLA) and the accreditation of prior experiential learning (APEL). APLA may be awarded on the basis that a student has successfully completed a relevant, certificated course of study at higher education level or the professional equivalent. APEL may be awarded on the basis that a student has demonstrated that uncertified learning of knowledge, understanding, or skills equivalent to that required within the Scheme resulted from previous life experience.
Applicants who have studied 30 or 60 credits at Master’s level (Level 7) on a MA TESOL may have 30 or 60 credits recognised (APLA) against the core modules of the course, provided that the credits can be mapped onto the core content of the modules against which the APLA claim is being made. Credits may not be applied against the Dissertation or Materials Development for TESOL  modules.

UH-000551 - Teaching English to Speakers of Other Languages (TESOL)

Masters Core

Masters Optional

Masters Level

Structure

Postgraduate Diploma

Postgraduate Certificate

Takes responsibility for independent learning in order to develop own knowledge and skills required for continuing professional development

Has a sound theoretical grounding of current TESOL methodologies and key principles of language learning and assessment

Assesses complex issues both systematically and creatively in order to make informed judgements and challenge preconceptions

Demonstrates the ability to plan, research and efficiently conduct an extended project or dissertation taking due consideration of time constraints

Is self-aware and reflective in their approach to professional responsibilities

Demonstrates critical awareness of social context of learning a second language

Is able to select from a range of teaching methods sensitively and creatively.

Seeks to expand knowledge by independently researching relevant literature, critically evaluating and applying it to solving professional problems

Demonstrates an understanding of TESOL approaches and methods relevant for appropriate lesson planning

Has a wide knowledge of the range of language learning, teaching and assessment methods and materials

Critically evaluates and communicates complex theories and problems

Demonstrates creativity in the application of knowledge to complex situations

Develops an independent perspective on academic controversies

Has an advanced knowledge of structure of English (including grammar, syntax and semantics) and associated theories and models of description of language

Shows sensitivity to diversity in people and situations

Demonstrates an ability to convert theory into practice from a critical and informed perspective

Demonstrates critical understanding of and ability to evaluate a range of professional teaching skills and to critically evaluate own teaching materials and practices

Critically applies appropriate research techniques and identifies and evaluates significant findings 

Demonstrates a systematic understanding of theories of language acquisition that can be applied in a professional situation

Is able to integrate and apply new knowledge to new professional and social issues 

Has effective communication skills using a variety of methods including electronic media

Recognises and addresses ethical problems in relation to TESOL

Evaluates current research and theories relating to second language teaching and learning

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Annual course evaluation prepared by the Course Leaders, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject Review/Revalidation</li>
</ul>
 Feedback is obtained from students through course evaluation at the end of each academic year and through module evaluations.  Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.

UH-000551

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s; Quality Assurance Procedures for Taught Courses and Research Awards which can be found on the University website as follows <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">https://www.hud.ac.uk/policies/registry/qa-procedures/</a>

The course begins with an induction which provides an overview of the course; an introduction to study skills, and an introduction to academic writing skills and expectations regarding academic conduct; an introduction to the University’s VLE and a guide to Computing and Library services, and to the Careers and wellbeing services.
At the beginning of the programme, students will be allocated a Personal Academic Tutor who will offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate.
Students will be provided with a Student Handbook, which contains information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.
Throughout the programme students will have access to email and tutorial support from both module tutors and Personal Academic Tutors.
Throughout the programme students will be able to access advice from module tutors on correct forms of referencing. 
The course teams are committed to recognising and responding to diversity among those who study on the course and to adopting practices which reflect an equality of approach.  Where students have particular requirements, such as for example, in terms of religious observance, every effort will be made to respond in such a way that the student is not disadvantaged.

Teaching English to Speakers of Other Languages (TESOL)

Term 3

Term 1

Term 2

Year 1

MA Teaching English to Speakers of Other Languages (TESOL) FT Sept start

Year 2

MA Teaching English to Speakers of Other Languages (TESOL) FT Jan start

<ul>
<li>Reception and Student Support Office offers support for students in relation to timetable, and access to academics and signposts to other sources of support throughout the University. </li>
<li>Progress Tutors have a coaching role supporting first year students and those on one-year courses to settle in and make progress during the first year. Details of Progress Tutors and their role is given in the Progression Resources area in Brightspace. </li>
<li>Academic Skills Tutors provide guidance on all aspects of academic study. This includes referencing and critical writing. Students can find details of the academic skills tutors in the information section of each module on Brightspace. We also recommend that students engage with the resources on the Academic Skills Module via Brightspace throughout the academic year. </li>
<li>The International Support team offer dedicated support to international students to ensure international students have an enjoyable and enriching learning experience. There are also modules on Brightspace particularly to support international students (‘International Learning Development’ module, and ‘All Things International’ module) dedicated to providing academic support. Contact information for the team who support international students is found in these modules.</li>
</ul>