Senior Lecturer

Teaching English to Speakers of Other Languages (TESOL) (with Placement) - UH-000865

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for <a href="http://www.hud.ac.uk/international">International Students can be found on their website</a>.
The University provides opportunities for the accreditation of prior learning (APL) as stated in section c of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Regulations for Awards.</a>
The University’s general minimum entry requirements are specified in Section D of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-d/">Regulations for Awards.</a>
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.
However, the specific entry requirements and admission criteria for the courses are detailed below:            
Standard entry requirements
In order to be accepted onto the MA TESOL (with Placement) students 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 an overall IELTS level 6.5 with a minimum of 7.0 in Speaking and no element below 6.0 or equivalent.</li>
</ul>
In addition, students applying for the MA TESOL (with Placement) will be invited for an interview to assess their oral and written skills and their suitability for and interest in the placement part of the 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 term.

TESOL Placement

DMY0660 - TESOL Placement

UH-000865 - Teaching English to Speakers of Other Languages (TESOL) (with Placement)

Masters Core

Masters Level

Structure

Postgraduate Certificate

Postgraduate Diploma

Develops employability skills through the undertaking of a TESOL placement

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

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

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

Develops an independent perspective on academic controversies

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

A critical understanding of TESOL principles and theories and how they inform teaching in a defined setting

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

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

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

Critically evaluates and communicates complex theories and problems 

Critically applies appropriate research techniques and identifies and evaluates significant findings

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

Shows sensitivity to diversity in people and situations

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

Demonstrates critical awareness of social context of learning a second language

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

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

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

Critically applies theories and methodologies of TESOL within the placement setting

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

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

Recognises and addresses ethical problems in relation to TESOL

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

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

Demonstrates creativity in the application of knowledge to complex situations

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-000865

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.