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ACADEMIC QUALITY TEAM
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Programme Specifications 2024-25
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Programme TitleMA Teaching English to Speakers of Other Languages.
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This document applies to students who commenced the programme(s) in:September 2024Award type Masters
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What level is this qualification?MLength of programme1 year
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Mode of study (Full / Part Time)Full Time
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Will the programme use standard University semester dates? YESFor York Online programmes, will standard dates for such programmes be used?N/A
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Awarding institutionUniversity of YorkBoard of Studies for the programmeEDUCATION
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Lead departmentEDUCATIONOther contributing departments
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Language of study and assessmentEnglishLanguage(s) of assessmentEnglish
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Is this a campus-based or online programme?CAMPUS BASED
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Partner organisations
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If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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N/A
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Reference points

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Please state relevant reference points consulted in the design of this programme
(for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
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The programme is designed inline with the University's frameworks and the relevant subject benchmark statements have been consulted
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Credit Transfer and Recognition of Prior Learning
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Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
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No
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Exceptions to Regulations
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Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
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N/A
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Internal Transfers
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Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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Transfers in:YESTransfers out:YES
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Statement of Purpose
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Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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In the global education sector, there is an increasing demand for knowledgeable, highly skilled English language professionals. The MA Teaching English to Speakers of Other Languages (MA TESOL) is designed to provide you with the tools and resources you need to evaluate current issues and key trends in language learning and teaching in a range of contexts, and consider their application in classroom instruction, assessment, materials development and the English language curriculum. Though not in itself a training course, the MA TESOL programme complements competencies developed in teacher training qualifications (i.e., a TESOL Certificate, Cambridge CELTA or DELTA) through its systematic focus on theory, research and teaching skills. As you progress in the course, you will be equipped to identify, critically analyse, interpret and use the best available research evidence to inform your learning. You will also have the opportunity to conduct your own research or take part in a practical professional project such as designing a syllabus or resources. Due to the breadth of knowledge and range of skills you will have developed on the programme, you will be able to use it as a suitable springboard to explore and pursue careers in English language classroom teaching, curriculum design, administration, publishing, marketing and other related areas of the education sector, or moving forward to PhD level research.
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If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
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Exit Award TitleIs the exit award also available as an entry point?Outcomes: what will the student be able to do on exit with this award?Specify the module diet that the student will need to complete to obtain this exit award
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Postgraduate Certificate in TESOLEXIT ONLYany combination of 60 credits including 2 from 44M, 84M, 10M
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Postgraduate Certificate in Educational StudiesEXIT ONLYany combination of 60 credits
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Postgraduate Diploma in TESOLEXIT ONLYany combination of 120 credits including 2 from 44M, 84M, and 10M
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Postgraduate Diploma in Educational Studies EXIT ONLYany combination of 120 credits
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Programme Learning Outcomes
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What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
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1Use a research-informed understanding of English linguistics and a wide range of educational theory and learning theory to assess learning contexts and the effectiveness of teaching practices;
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2Locate and critically evaluate cutting-edge research and professional literature to keep abreast of emerging educational trends and inform their teaching practice;
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3Effectively plan for different teaching contexts by selecting appropriate methodologies, resources and materials for specific cohorts of learners and learning needs;
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4Collate, manage and critically analyse complex educational data using appropriate software in order to support and evaluate proposed arguments and teaching approaches;
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5Clearly and confidently communicate complex information in a professional manner, making use of oral, written and visual formats;
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initiate and carry out independent, focussed research or pedagogical projects by engaging in thorough planning, selecting and applying appropriate principles, methodologies and approaches
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Diverse entry routes
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Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
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The programme has been specifically designed to support transition into Masters level study in the UK. In Semester 1, modules relating to Linguistics, Research Methods and TESOL Methods are core, and deal with fundamental knowledge which is then developed further when you choose more specialist modules later in the programme. Also, in the first Semester, all modules include pre-assessment (formative) work on which you will receive detailed feedback. Specifically, this includes practice exams and short essay tasks with feedback from tutors. This will ensure you are clear about your learning and what you need to do to develop and succeed in your studies. There is also an extensive framework of additional support available to you, provided through our Academic and Communication Skills tutors, who will deliver small group, two-hour classes each week to students on your programme and specialist sessions in your modules to help you to work successfully towards achieving the learning outcomes. In addition, support is available from the Academic Skills Community (ASC), which is made up of: (i) Online and face-to-face academic and communication skills workshops; (ii) Student-led community groups; (iii) Online resources bank; (iv) One-to-one writing and maths skills support and study coaching from the Writing and Maths Skills Centres. Your personal supervisor will meet you regularly to provide pastoral support, monitor your progress and ensure you are able to complete your studies successfully, and your Pathway Director will also support you throughout the programme in group and one-to-one sessions.
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Inclusion
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Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under
the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.		TRUE
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Employability
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Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
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MA TESOL students are generally focused on gaining employment as language teachers, so the more practical teaching modules are key to preparing you for such jobs. 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. The dissertation project can also equip you with excellent employability skills such as data collection and analysis, or developing syllabuses and resources.
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[For Undergraduate and Integrated Masters Programmes Only]
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Are you offering any variations of this programme, such as additional years abroad or industry?
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Year abroadFALSEWill the year abroad programme be available directly via UCAS; for students to transfer in having entered the main programme; or both? N/A
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Year in industryFALSEWill the year in industry programme be available directly via UCAS; for students to transfer in having entered the main programme; or both? N/A
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Year in enterpriseFALSE
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Placement yearFALSE
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