Teaching English to Speakers of Other Languages (TESOL) 13. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Type Full Time Part Time

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1 Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. TARGET AWARD 2. Award 3. MA Teaching English to Speakers of Other Languages (TESOL) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION 13-JUN ADMINISTRATIVE BASE Faculty of Arts & Sciences 8. PLANNING UNIT Language Centre 9. UNIT OF PERIODIC REVIEW Centre for International Education 10. EHU COURSE CODE MAE ENTRY REQUIREMENTS Candidates for entry to the Postgraduate Certificate/Diploma/MA programme must normally possess: -an undergraduate degree (normally a 2.2 or above) in a field related to Language, English or Education of an approved university or institution or an qualification acceptable to Edge Hill University, and a minimum of 2 years of relevant TESOL experience. Candidates with less teaching experience will be considered if they have an outstanding academic record in a relevant field and can demonstrate insight into language learning and teaching. In addition, international students who are non-native speakers of English must possess IELTS 6.5, with no less than 6.0 in the individual components, or an result in an English language proficiency test acceptable to Edge Hill University. Applicants who have successfully acquired (within the last 6 years) a qualification that affords TEFL-Qualified status (according to British Council regulations), e.g. Cambridge ESOL DELTA, Trinity Diploma in TESOL, will be exempt from MTE 4000 Theories of Second Language Education ( credits) module and MTE 4001 Practical knowledge of TESOL ( credits), as qualifications and experience of this nature are evidence of relevant prior certificated learning. 12. ALTERNATIVE AWARD(S) Course Award PG Dip PG Cert Teaching English to Speakers of Other Languages (TESOL) Teaching English to Speakers of Other Languages (TESOL) 13. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Full Time Part Time 1 2 Classroom Workplace 14a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 14b. OTHER QAA SUBJECT BENCHMARK STATEMENT 14c. ACADEMIC AND PROFESSIONAL BENCHMARKS The Professional Development teams ensure that the Programme is benchmarked against programmes offered in other HEIs. The Framework for Higher Education Qualifications (FHEQ, 2008) has informed the development of the programme in all aspects to ensure that the academic content and standards of the Programme are comparable with similar

2 provision in the HE sector. The QAA's Subject Benchmark Statement in Linguistics has also been considered, since it is concerned with Linguistics understood as the systematic study of language in both its theoretical and applied aspects. (Subject Benchmark Statement for Linguistics, QAA, 2002) The cross fertilisation of these individual benchmarks and standards provide an academically sustainable and, indeed, creative framework for the programme. Whilst there are no specific TESOL QAA benchmark statements, this programme takes due cognisance of Education Studies, whilst recognising that the nature of the programme is distinct from this area. 15. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship 16. PRIMARY SUBJECT AREA X0-Academic studies in education 17. SECONDARY SUBJECT AREA (if applicable) X162-Teaching English as a Foreign Language (TEFL) 18. TERTIARY SUBJECT AREA PROGRAMME AIMS The overall aim of the programme is to enable students to build a strong contextual, theoretical and practical frameworks for the professional development of teachers and intending teachers of ESOL. In order to achieve this, the specific aims of the programme are as follows: To offer students an opportunity to develop conceptual understanding of fundamental theories of language education as well as critical awareness of key national and international issues at the forefront of TESOL. To allow students to apply this conceptual understanding to the critical evaluation of advanced scholarship, current research and professional practice in the field of TESOL with a view to informing their future advanced-level practice. To encourage enquiry and provide students with relevant knowledge, understanding and skills that will allow them to engage in an extended research project focused on a specific area of their interest within the field of TESOL. To provide opportunities for students from different educational contexts to share their experiences and bring an international perspective to the discipline, along with learning to appreciate and value their own and others' educational cultures. To enable students to acquire a qualification that will enhance their future career options through helping students to develop a high-level range of transferable skills. 20. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended level 7 qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. The learning outcomes of level 7 exit awards are determined by the combination of modules taken and passed and can be identified from the table below. Level 7 Knowledge and Understanding Critical understanding of theoretical frameworks relating to language education with a focus on teaching and learning for a language acquisition. Systematically informed and updated professional understanding of the current issues within the field of TESOL. Increased critical awareness of practice, which secures greater impact on positive outcomes for ESOL learners. Enhanced subject knowledge and pedagogy of TESOL from national and international perspectives. Mapped to s MTE4007; MTE4004; MTE4005; MTE4006

3 Critical understanding of current thinking on best practice in TESOL, which informs future practice. The nature of educational enquiry, research and the analytic processes that support the development of TESOL practice. Intellectual Skills An ability to critically evaluate evidence in the context of research methodologies and data sources An understanding of new principles and new knowledge A recognition of the ethical issues of investigations and appreciate the need for professional codes of conduct An evaluation of education policy in an informed and systematic way An ability to systematically analyse educational issues An ability to engage with published research and other literature in a critical way to evaluate findings of an enquiry based project An ability to reflect upon current initiatives related to professional work The ability to plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with, and interpretation of data. Transferable Skills The ability to transfer learning outcomes to affect future practice and impact positively on learners The ability to critically reflect on their own work and progress The ability to develop professional and/or interpersonal skills The development of written and oral communication skills An ability to reflect upon own professional practice with a view to improving it. An ability to make decisions in complex and unpredictable situations. An ability to communication ideas through appropriate media An ability to develop effective communication and presentation skills An ability to develop a responsibility for own learning and continuing professional development. Practical Skills The ability to plan and present a systematic enquiry nd formulate a wellstructured evidence The ability to act autonomously in their own professional learning and development The management of time and work MTE4000; MTE4003; MTE4004; MTE4005; Mapped to s MTE4000; MTE4003; MTE4004; MTE4005; Mapped to s MTE4005 MTE4005; MTE4006 MTE4001; MTE4002; MTE4003; MTE4004; MTE4005; MTE4006; MTE4007 MTE4001; MTE4002; MTE4003; MTE4005; MTE4006 Mapped to s MTE4001; MTE4002; MTE4003

4 Information and data handling. 21. PROGRAMME STRUCTURE MTE4000 MTE4001 MTE4002 MTE4003 MTE4004 MTE4005 MTE4006 MTE4007 THEORIES OF SECOND LANGUAGE EDUCATION PRACTICAL KNOWLEDGE OF TESOL TESOL SYLLABUS AND MATERIAL DEVELOPMENT EDUCATIONAL MANAGEMENT OF TESOL TESOL AND INTERNATIONAL EDUCATION TESOL AND LEARNERS WITH SPECIFIC LEARNING DIFFICULTIES TESOL AND YOUNG LEARNERS RESEARCHING TESOL 60 COMPULSORY COMPULSORY COMPULSORY OPTIONAL OPTIONAL OPTIONAL OPTIONAL COMPULSORY Pathway (if applicable) 22 ai. STUDENT 'LEARNING JOURNEY'

5 22aii. Student Learning Journey

6 22aii. Student Learning Journey 23. LEARNING AND TEACHING AND ASSESSMENT STRATEGIES MA TESOLTLAis based on ablended learning approach.part-time learners have an opportuntity to attend classroombased Conferenece Days in addition to both asynchronous and synchronous online tools.full-time learnersattend faceto-face sessions and will also be supported by EHU Virtual Learning Environment (Blackboard). VLE provision of e- learning materials is complemented by personalised learning facilitated by teaching tutors. Essentially,approach to teaching and learning on MA TESOLadopts a 'social constructivist' model of learning facilitation where participants learn by co-constructing knowledge, relating both theoretical perspectives and contemporary practice, through collaborative dialogue with tutors, peer practitioners and professional colleagues.thisapproach

7 enables a learning experience thatis critical, evaluative, reflective and applied for maximum impact. Learning materials have been prepared, so that learner autonomy is scaffolded appropriately in accordance with the principles of adult learning. For example, modules include a number of structured learning resources which will inform the development of knowledge and understanding of practitioner enquiry and the preparation of the assessment. MA TESOL students, both full-time and part-time, benefit from five contexts of TLA: 1.Independent study This is a set of individually-directed activities on which MATESOL students will spend a lot of time. The key to success is achieving ahealthy balance between required and recommended readings, and readings discovered through personal searches in the library and electronic resources. 2.Collaboration with EHU tutors Each student will have an allocated personal tutor from the MATESOL team who will help students adapt to the demands of the programme, particularly in the first months of the programme. Each student will also have a teaching tutor to advise on learning within each module. 3.Engagement with the MA TESOL Virtual Learning Environment (Blackboard) Students will be registered on the MA TESOL Blackboard, a multi-faceted electronic resource for learning on the MATESOL programme. A key aspect of successful learning is participation in the Discussion Board, to explore issues of personal and professional interest with peers and tutors. 4.Scheduled sessions (classroom-based or online) Face-to-face timeincludes Conference Days, seminars, workshops, discussions, and micro-teaching activities. Microteaching activities are supported by preparation and follow-up tasks (reading, group discussion, Blackboard discussion). 5.Extended Research Project The Extended Research Project is an individual study, designed and carried out by each student with the support of their research tutor. 24. FORMATIVE ASSESSMENT Leaders will ensure that formative assessment opportunities are embedded in each module under the guidance of thecourse Leader. Within a collaborative and integrated approach focused on demonstration of the learning outcomes, thestudents will receive individual formative feedback, scaffolds and frameworks for assessment activities. Exemplars will be available for a variety of assessment approaches. Each module contains a specific set of activities that allows opportunities for formative assessment. One of the typicalformal assessment opportunitiesis related topeer teaching activities(micro-teaching) "Micro teaching is organised practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students. Micro teaching is a quick, efficient, proven, and fun way to help teachers get off to a strong start." ~ Derek Bok Center for Teaching and Learning (2006), Harvard University Several students from a cohort will be engaging in a single micro-teaching session with their peers. While one person takes his or her turn as a teacher, everyone else plays the roles of students. It is the job of these "pretend pupils" to ask and answer questions realistically. It is the job of the pretend teacher to involve his or her "class" actively in this way. Such a scenario typically runs for five to ten minutes. When finished, the person conducting the class has a moment or two to evaluate his or her own teaching and get feedback from the peers involved in the activity. Tutors observe the activity and provide formative feedback at the end. 25. SUMMATIVE ASSESSMENT MTE4000 MTE4001 THEORIES OF SECOND LANGUAGE EDUCATION PRACTICAL KNOWLEDGE OF TESOL Written (inc Essay)

8 MTE4002 MTE4003 MTE4004 MTE4005 MTE4006 MTE NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 7 Category Hours Description Rationale Scheduled learning and teaching activities 27. INTENDED MARKET TESOL SYLLABUS AND MATERIAL DEVELOPMENT EDUCATIONAL MANAGEMENT OF TESOL TESOL AND INTERNATIONAL EDUCATION TESOL AND LEARNERS WITH SPECIFIC LEARNING DIFFICULTIES TESOL AND YOUNG LEARNERS RESEARCHING TESOL 60 Project Work Dissertation Seminar 16 Students will attend a seminar session at a TESOL related conference 10,000 words Extending students' global perspectives on TESOL related issues Total Hours of Non-Modular Teaching & Learning Activities 16

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