2019-20 MA in Applied Linguistics for English Language Teaching Programme Design Document

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1	1. Admissions/ Management Information
2	Title of the programme – including any lower awards Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award. See guidance on programme titles in:
3	Masters				MA in Applied Linguistics for English Language Teaching
4	Postgraduate Diploma				Postgraduate Diploma in Applied Linguistics for English Language Teaching																									Please indicate if the Postgraduate Diploma is available as an entry point, ie. programmes on which a student can register, exit awards, ie. that are only available to students exiting the masters programme early, or both.																Exit
5	Postgraduate Certificate				Postgraduate Certificate in Educational Studies																									Please indicate if the Postgraduate Certificate is available as an entry points, ie. programmes on which a student can register, exit awards, ie. that are only available to students exiting the masters programme early, or both.																Exit
6	Level of qualification				Level 7
7	This document applies to students who commenced the programme(s) in:															2019
8	Awarding institution																							Teaching institution
9	University of York																							University of York
10	Department(s): Where more than one department is involved, indicate the lead department																							Board of Studies
11	Lead Department		Education																					Education
12	Other contributing Departments:		n/a																					Education
13	Route code (existing programmes only)															PMEDUSELT1
14	Admissions criteria
15	1) 2:1 in a relevant subject; 2) evidence of proficiency in english (IELTS 7, with no subscore lower than 6); 3) at least 1 year English-as-a-foreign-language teaching experience
16	Length and status of the programme(s) and mode(s) of study
17	Programme					Length (years/ months)				Status (full-time/ part-time) Please select				Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)										Mode
18
19																								Face-to-face, campus-based									Distance learning									Other
20	MA Applied Linguistics for English Language Teaching					12 months				Full-time				September / October										Please select Y/N							Yes		Please select Y/N							No		n/a
21	Language(s) of study
22	English
23	Language(s) of assessment
24	English
25	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
26	2.a. Is the programme recognised or accredited by a PSRB
27	Please Select Y/N:		No		if No move to section 3 if Yes complete the following questions
28	3. Additional Professional or Vocational Standards
29	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
30	Please Select Y/N:		Yes		if Yes, provide details
31	at least 1 year English-as-a-foreign-language teaching experience
32	4. Programme leadership and programme team
33	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
34	Danijela Trenkic
35	5. Purpose and learning outcomes of the programme
36	5.a. Statement of purpose for applicants to the masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective masters student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
37	The MA in Applied Linguistics for English Language Teaching offers an exciting opportunity to study at one of the UK leading centres of expertise in applied linguistics in education – a field of enquiry into how foreign languages are learnt and taught. The programme is aimed at English-as-a-foreign-language (EFL) teachers with at least one year’s teaching experience whose classroom experience allows them to directly contribute to the programme. It is equally suitable for students who wish to augment and diversify their career in teaching, and for those who wish to pursue doctoral research. The programme does not offer a language teaching qualification; it offers research training and advanced inquiry into the processes that underpin and facilitate language learning and teaching - for example how one’s native language and a foreign language influence each other. Through lectures and seminars led by experts in the area, you will be able to critically reflect on professional practice, using your advanced understanding of different methodological and theoretical perspectives in the research on EFL education. Upon completing the programme, you will have strong analytical, communication and research skills, enabling you to pursue doctoral research or take on leadership roles in developing and challenging EFL education policy and practice.
38	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme will be able to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
39	PLO	On successful completion of the programme, graduates will be able to:
40	1	Use their sophisticated understanding of applied linguistics and EFL teaching to engage with educational issues at the forefront of the discipline. (Disciplinary knowledge base)
41	2	Select and deploy cutting-edge applied linguistics techniques and methodologies in order to investigate EFL learning and teaching. (Disciplinary methodologies)
42	3	Analyse complex, incomplete or contradictory areas of knowledge, and to synthesise the information in innovative ways to create original insights at the forefront of the discipline of applied linguistics. (Analysis and synthesis)
43	4	Communicate complex information and arguments clearly, confidently and in a professional manner, making use of oral, written and visual formats. (Communication)
44	5	Initiate and conduct independent, focussed research projects in the area of applied linguistics and EFL teaching by engaging in thorough planning, rigorous ethics procedures, and the selection and application of appropriate principles, methodologies and approaches. (Research skills)
45	6	Collate, manage and critically analyse complex empirical data using appropriate software in order to support presented arguments. (Management of information)
46	5.c. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
47	i) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
48	This programme has been designed to blend the demands of applied linguistics with those of theoretical study and a development of research expertise. This is a challenging combination but, as a result of your studies, you will leave the programme with the knowledge and skills needed to assess and manage EFL teaching problems and to develop original solutions yourself.
49	ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
50	On completing this challenging programme at one of the UK leading centres of expertise in applied linguistics and education, you will have advanced and sophisticated knowledge and skills which will enable you to augment and diversify your teaching career, to pursue further research in applied linguistics and education, or to take the lead in shaping EFL education policy and practice.
51	iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
52	Students entering this programme come with language-related degrees and language teaching experience. Transition to master's level study is achieved by: - the provision of pre-arrival study information; - extensive pastoral and academic supervision support from Week 1; - integrated digital literacy training in Term 1 - to support literature search and data management skills; - integrated English language and academic writing support in Term 1 and 2 via Departmental English Classes; - 24 hour advice and information available via the VLE; - discussion boards via the VLE; and - a focus on early formative work followed by detailed feedback in all Term 1 modules to identify students who are struggling as soon as possible.
53	iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills, [add link to QAA masters characteristics document].
54	In Term 1, you will study core modules covering fundamental knowledge of subject and subject-related methods. You will further develop this knowledge when you get to choose more specialist modules in Term 2 (Option modules). There is a research methods focus throughout the programme, too, beginning with Research Methods module in Term 1 and then the Dissertation preparation module 'Planning and Communicating Research' in Terms 2 and 3. This research training will lead you seamlessly into the Independent Study Module (Dissertation) when your research proposal is confirmed and ethics approved.
55	v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
56	You develop your digital literacy skills in a variety of ways. You create powerpoint presentations, discuss issues on the vle discussion board and learn from library-based workshops. A research methods module develops your skills in specific areas of computer generated data analysis. The VLE is used extensively as a means of transmitting information and communication. Student presentations are uploaded. There is a discussion board in which key debates occur each week. There is a formative assessment exercise to provide you with feedback on your written work and assignment planning. You are also provided with digital literacy training via the library to help you search for sources to include in your assignments and dissertations. The Departmental English language course also helps build on knowledge of academic writing. Some core modules combine lecture and seminar formats to allow input of the theory from lectures to be complemented and discussed in smaller group formats. The MA programmes provide extensive pastoral and academic supervision support across the whole academic year (including summer).
57	vi) ... how this programme (as outlined in these PLOs) will support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
58	University Staff
59	The programme will provide you with the chance to develop key skills sought after by employers and expected of people in senior education positions. These include data management, ethical research and the ability to address real issues through careful analysis and evidenced debate.
60	viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
61	You will be taught by members of the department's Center for Research in Language Learning and Use. They are recognised experts in their field whose teaching is informed by their specialist knowledge and cutting-edge research.
62	5.d. Progression For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one. Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
63	On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to: If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
64	Students exiting the programme with a PG Cert will have accumulated 60 credits from the taught modules. They will have made progress towards fulfilling PLOs 1 - 4, and may have made progress towards PLOs 5 and 6 depending upon the combination of modules successfully completed.
65	On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to: If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
66	Students exiting the programme with a PG Dip will have achieved 120 credits from the taught modules. Students will have made significant progress towards achieving PLOs 1 - 4 and will have made some progress towards fulfilling PLOs 5 and 6.
67	6. Reference points and programme regulations
68	6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
69	6.b. University award regulations
70	The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
71	7. Programme Structure
72	7.a. Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘IMPORTANT NOTE: To clearly present the overall programme structure, include the name and details of each individual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b). From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a
73	Guide to Assessment
74	Full time structure
75	Credits	Module					Autumn Term										Spring Term										Summer Term										Summer Vacation
76		Code		Title			1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	11	12	13
77	20	EDU00018M		Language for education				S								E	A
78	20	EDU00043M		Teaching and learning language				S								E	A
79	20	EDU00033M		Research Methods for Language Learning and Teaching			S									E	A
80	20	option 1		Option 1 (list A)														S								E	A
81	20	option 2		Option 2 (list A or B)														S								E	A
82	20	EDU00035M		Planning & Communicating Research														S										A			E
83	60	EDU00013M		Independent Study Module																											S															EA
84	Full-time Route: Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted. NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
85	Progression Board						Week 7 of Term 3
86	Reassessment						Week 10 of Term 3
87	Exam Board						Week 6 of Term 1
88	7.b. Optional module lists If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
89	Option List A										Option List B													Option List C													Option List D
90	Teaching world Englishes										Bilingualism													n/a													n/a
91	Teaching English for Academic Purposes										Cross-linguistic differences
92	Testing and assessment in English language teaching										Discourse analysis and language teaching
93											Topics in second language acquisition
94											Language Curriculum Design and Evaluation
95											Technology-enhanced learning and teaching
96	7.c. Explanation of the programme and assessment design The statements should be in a form that can be used for students (such as in a student handbook). It should make clear to students why they are doing the key activities of the programme, in terms of reaching the PLOs.
97	i) Students’ independent study and formative work Please outline how independent study and student work has been designed to support the progressive achievement of the programme learning outcomes (for example, the use of online resources which incorporate formative feedback; opportunities for further learning from work-based placements).
98	The independent study and formative work across the programme has been designed to support your progression towards achieving the programme outcomes. The student work will allow you to either practise skills without the pressure of being marked, or formulate and develop ideas through interactions with classmates, or strengthen your understanding of assessment expectations through submitting formative work for feedback prior to major assessments.
99	ii) Contact with staff Please explain how the programme’s design maximises the value of students’ contact time with staff (which may be face-to-face, virtual, synchronous or asynchronous), including through the use of technology-enhanced learning. For example, giving students resources for their independent study which then enables a class to be more interactive with a greater impact on learning.
100	Throughout your programme you will interact with staff in various ways, all of which have been designed to support your progression towards achieving the programme outcomes. You will assigned a supervisor who will guide you throughout the programme and will support you as you complete your dissertation research. Tutors will work with you as you develop your ideas and skills through your taught modules and academic support classes - in-person during class meetings, through the provision of written feedback on assignments, and via the VLE.