MA Teaching English to Speakers of Other Languages

Transcription

1 Humanities, Languages and Social Science MA Teaching English to Speakers of Other Languages Programme Specification This document provides a concise summary of the main features of the courses & associated awards offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

2 Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: January Effective date of Approved/Reviewed Programme Specification: 1 September August This Version effective from: September Version number: 2013/v3 Students who commenced their study on awards within this programme specification prior to September 2013 should refer to the previous version of the programme specification published on the CASQE website. Modifications to Programme Specification Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document. Cross Referencing of Programme Specifications The following elements of provision included in this document is/ are also included in the following programme specifications Award Units borrowed from another programme: Independent Study Units borrowed by another programme: Language Acquisition and Learning Principles of Language and Linguistics Research Methods Programme Specification MA Applied Linguistics MA Applied Linguistics MA Applied Linguistics MA Applied Linguistics Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above CASQE Page 1 of 30 Programme Specification

3 CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT Programme Specification SECTION A ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title MA Teaching English to Speakers of Other Languages 2 Brief Summary This programme, available in both Campus and Distance Learning Modes, equips students with a substantial knowledge base as well as relevant practical and research skills in teaching English to Speakers of Other Languages. The programme is suitable for those at an early stage in their careers, as well as experienced teachers who want to enhance their competence through the acquisition of the most up-to-date theories and skills, and those considering a PhD. Classes are delivered by motivating, dedicated expert lecturers with many years of experience. Assessment patterns are varied, practical and enjoyable. Use is made of the latest teaching and learning technology and techniques. It should be noted that the MA TESOL does not confer NQT status. 3 Awarding institution Manchester Metropolitan University 4 Home Faculty Humanities, Languages and Social Science 5 Home Department/ School/ Institute Department of Languages, Information and Communication 6 UCAS/GTTR code(s) N/A 7 Framework for HE Qualifications position of final award(s) 8 Alignment with University Curriculum Framework 9 Engagement with the University s Uniwide Language Provision 10 Compliance with University Assessment Regulations e/regulations/assessment.php 11 Approved Variations/Exemptions from University Assessment Regulations Masters (Level 7) Postgraduate Uniwide is not available for Postgraduate programmes Taught Postgraduate N/A 12 Relationship with Faculty Foundation N/A CASQE Page 2 of 30 Programme Specification

4 Year Awards 13 Final award title(s) MA Teaching English to Speakers of Other Languages 14 Combined Honours There is no Combined Honours provision within this programme specification. 14a (i) Combined Honours Awards available eg: BSc/BA (Hons) AB BSc/BA (Hons) AB and XY BSc/BA (Hons) AB with XY N/A (ii) Single Honours Awards available through Combined Honours (ie Named Awards) (iii) Approved Subject Combinations administered by this Programme Specification (ie home combinations) 14b Approved Subject Combination administered by other Programme Specifications Approved Combination N/A Home Programme Specification & Home Dept N/A 15 Interim exit awards and Subject title(s) Postgraduate Certificate Teaching English to Speakers of Other Languages Postgraduate Diploma Teaching English to Speakers of Other Languages Arrangements with Partners 16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership N/A N/A 17 Articulation and Progression Arrangements with Partners Partner Name N/A Details of Arrangements N/A Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award of any route within the programme specification N/A 19 Date and outcome of last PSRB N/A CASQE Page 3 of 30 Programme Specification

5 approval/accreditation Approval Status 20 Date and outcome of most recent MMU review/ approval (i) (ii) Latest review/approval January 2013 Major Modifications to Programme Specification since last review/approval January 2014 addition of DL mode of attendance 21 Next Scheduled Review Date: 2018/19 22 Programme Specification effective date: September 2014 SECTION B - OUTCOMES 23 MMU Graduate Outcomes On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary field. 24 Programme Rationale English is the most frequently spoken and most frequently learned second language worldwide. Teachers of English to Speakers of Other Languages are employed in schools, colleges and universities in every country in the world, including those where English is the first language. There is therefore a very large market for trained English language teachers. Since its development in 2007, the MA TESOL has provided sound academic training for both teachers in the early stages of their careers and those wishing to progress their professional development. It is not intended as an entry-level qualification such as the Certificate in English Teaching to Adults (CELTA), and does not confer QTS status. In these respects it resembles the taught postgraduate degrees run at most British and American HEIs. The programme has several features which make it distinctive, including a focus on developing professional practice and a close relationship between theory and practice (for example, all the teaching staff still actively teach English themselves, in distinction to the staff on many degrees elsewhere). The development and extension of the programme to include a Distance Learning Mode was explicitly CASQE Page 4 of 30 Programme Specification

6 stated in Section 5 of the Course Development Plan for November QAA Benchmark Statement(s) There are no Benchmark Statements for this subject at undergraduate or postgraduate levels. Our programme and unit level learning outcomes are in line with those described in the Quality Assurance Agency s FHEQ (Framework for Higher Education Qualifications in England, Wales and Northern Ireland, 2008) which states that Master's degrees are awarded to students who have demonstrated: a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice; a comprehensive understanding of techniques applicable to their own research or advanced scholarship; originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline, to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Graduates of the MA TESOL programme are typically able to: deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; continue to advance their knowledge and understanding, and to develop new skills to a high level. Graduates of the programme have the qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision-making in complex and unpredictable situations, the independent learning ability required for continuing professional development. Graduates of the MA TESOL show originality in the application of knowledge, and [ ] understand how the boundaries of knowledge are advanced through research. They [can] deal with complex issues both systematically and creatively, and [ ] show originality in tackling and solving problems. They [ ] have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments. Finally, the MA TESOL features planned intellectual progression that [ ] includes a synoptic / research or scholarly activity. 26 Programme Specific Outcomes (a) Final Award Learning Outcomes PLO1 PLO2 PLO3 On successful completion of MA TESOL Teaching English to Speakers of Other Languages (Campus Mode and Distance Learning Mode), students will be able to: demonstrate detailed critical understanding of the principles underlying the main approaches to teaching EFL; relate theoretical research-driven principles of teaching a foreign language to the fundamental practices of teaching; make informed decisions about best teaching practice with due regard for cultural and academic context; CASQE Page 5 of 30 Programme Specification

7 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 demonstrate critical awareness of how the theories and principles of psychology can inform practices in language teaching; write convincing, integrated, theory-driven lesson plans, teach a series of lessons from them, and reflect critically on their own performance as teachers; closely analyse learning styles and learner strategies, and relate these to learning practices, and show detailed critical understanding of how these and other individual differences affect second language learning and acquisition; demonstrate an in-depth understanding of the research relating to a number of specified areas; analyse language at the levels of discourse, grammatical structure, register, phonology and lexis; reflect with critical insight on the language they use and teach in the language classroom; obtain, analyse and evaluate linguistic data from learners; relate learner language to the language learning process; apply subject-specific and methodological knowledge creatively in completing either a researchbased dissertation or a professional portfolio. (b) Combined Honours Learning Outcomes N/A (c) Pass Degree Learning Outcomes N/A 27 Interim Award Learning Outcomes On successful completion of a Postgraduate Certificate MA Teaching English to Speakers of Other Languages, students will have met some but not all of the Programme Learning Outcomes. Students will have achieved 60 credits and demonstrated some of the advanced subject-specific and methodological knowledge required in the core mandatory units of the programme, but will not have demonstrated a threshold ability to apply such knowledge in independent postgraduate research. On successful completion of a Postgraduate Diploma MA Teaching English to Speakers of Other Languages, students will have met some but not all of the Programme Learning Outcomes. Students will have achieved 120 credits and demonstrated the advanced subject-specific and methodological knowledge required of the programme in both core and optional units, but will not have demonstrated a threshold ability to apply such knowledge in independent postgraduate research. SECTION C STRUCTURE 28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements The availability of Optional Units will depend on student numbers. CAMPUS MODE, FULL TIME Core Units Code Status Unit Title No of credits None Year 1, induction week Induction Term 1 Language Acquisition and Learning 20 CASQE Page 6 of 30 Programme Specification

8 Term 1 Principles of Language and Linguistics Term 1 Language Teaching Term 1 & 2 Research Methods /11 Term 3 Dissertation or Professional Portfolio 60 Option Units Choose two from options listed Term 2 Film Pedagogy: Using film in the classroom Term 2 Technology in TEFL Term 2 Materials and Course Design Term 2 Teaching English to Young Learners Term 2 Vocabulary Term 2 Assessment TBC Independent Study 20 CAMPUS MODE, PART TIME Core Units Code Status Unit Title No of credits None Year 1, induction week Induction Year 1 or 2, Term 1 Language Acquisition and Learning Year 1 or 2, Term 1 Principles of Language and Linguistics Year 1 or 2, Term 1 Language Teaching Year 1 or 2, Term 1 &2 Research Methods /11 Year 2, Term 3 Dissertation or Professional Portfolio 60 Option Units Choose Two from options listed Year 1 or 2, Term 2 Film Pedagogy: Using film in the classroom Year 1 or 2, Term 2 Technology in TEFL Year 1 or 2, Term 2 Materials and Course Design Year 1 or 2, Term 2 Teaching English to Young Learners Year 1 or 2, Term 2 Vocabulary Year 1 or 2, Term 2 Assessment TBC Independent Study 20 Students on the Part Time Route of the Campus Learning Mode must take ONE Optional Unit in Term 2 of Year 1 and ONE Optional Unit in Term 2 of Year 2. The availability of Optional Units will depend on student numbers. DISTANCE LEARNING MODE (3 YEARS) Core Units Code Status Unit Title No of credits None Online induction Year 1, Term 1 Language Acquisition and Learning Year 1, Term 2 Principles of Language and Linguistics Year 1, Terms 1 & 2 Research Methods Year 2, Term 1 Language Teaching Year 3, Terms 1-3 Dissertation 60 Option Units Choose Two from options listed CASQE Page 7 of 30 Programme Specification

9 Year 2, Term 2 Film Pedagogy: Using film in the classroom Year 2, Term 2 Technology in TEFL Year 2, Term 2 Materials and Course Design Year 2, Term 2 Teaching English to Young Learners Year 2, Term 2 Vocabulary Year 2, Term 2 Assessment TBC Independent Study 20 The programme structure of the MA TESOL-D is essentially similar to the on-campus model. However, experience in other institutions suggests that off-campus students require more time than on-campus. The MA TESOL-D makes allowance for this in three important ways: it runs over three years, with students completing three units in Y1, three in Y2 and the dissertation in Y3; the submission dates are later, allowing students more time to complete each unit (for more details, see Submission Dates below); students can choose once only a temporary suspension for a period of one term (approximately three months) on request to the Programme Leader (for more details, see Temporary Suspension below). The Professional Portfolio is not available as an alternative to the Dissertation on the Distance Learning Mode. Submission dates (MA TESOL-D only) Submission dates for MA TESOL-D 20-credit units are around four weeks later than those for campus-based students, reflecting the extra difficulty involved in working remotely. The dissertation does not have a late submission date. Temporary Suspension (MA TESOL-D only) Students can temporarily suspend for a period equivalent to one term (around three months). They are not required to submit Exceptional Factors for this, and nor do they need to go through the formal suspension process. In this period they are not required to complete work or engage with units in any way. However, they must maintain contact with their personal tutor. Students may only benefit from temporary suspension once. This is an exception to the normal practice at MMU, but our target market is working teachers in other countries, and the temporary suspension allows students to cope with unpredictable professional or local circumstances. SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects The Programme Team is in regular contact with previous cohorts. The feedback we get from alumni shows that since its establishment, MA TESOL has produced more than 100 graduates from different countries including the UK, Norway, Germany, Korea, China, Saudi Arabia, Libya, Egypt, Russia, Thailand, Iran, Czech Republic, Taiwan, Turkey, Pakistan, Greece, Cyprus and Canada. After completing the MA TESOL, they are typically employed as: EFL Tutors English Teachers Bilingual Teacher Assistants Teacher Trainers Directors of Study University Lecturers Research Assistants CASQE Page 8 of 30 Programme Specification

10 A number of our graduates have gone on to join PhD programmes at MMU, at other universities nationwide and internationally. 30 Curriculum Design Supporting student progression The curriculum has been expressly designed to support progression, and to develop and enhance student employability. It takes fully into account the experience of staff and graduates in developing and shaping professional skills. The curriculum supports progression in a number of ways. The four core units (Language Teaching, Language Acquisition and Learning, Principles of Language and Linguistics and Research Methods are delivered first, providing students with the essential knowledge and skills base they need to progress to the more tightly focussed option units and the dissertation. The assessment tasks reflect the skills needed for progression to the remainder of the course (for example, Language Acquisition and Learning provides extensive training in writing critical reviews, an essential skill for the dissertation; Research Methods and Principles of Language and Linguistics provide training in the skills of language analysis and data analysis). Employability Students employability is at the heart of the programme itself. The MA TESOL is valued worldwide by relevant employers (e.g. schools, universities, colleges). The units on the programme have a solid academic base but are fundamentally practical in nature and focus on real life teaching skills (see, for example, units such as Teaching English to Young Learners, Materials and Course Design, Vocabulary and Technology in TEFL). The assessment tasks for each unit stress the development of skills and knowledge which are directly usable in practice. Learning from students The programme design is fully informed by students views and perspectives. Students views are collected and disseminated throughout the course by student representatives, and close tutorial and support systems allow detailed and (in)formal positive feedback from all participants. The programme team considers this feedback at every opportunity, and acts where appropriate (for example, the team has altered the assessment pattern for Language Teaching in light of student input). 31 Learning and Teaching Pre-entry activities Students on both campus and distance modes are provided with the opportunity to complete pre-entry activities which prepare them for the start of the course, and in particular for the four core units. These include reading and commenting on journal articles, critical reflection on the students own language learning and teaching experiences, commenting on a lesson plan, some diagnostic language analysis and a consideration of a paper on research methods in TESOL (see ). The pre-course activities thus reflect the activities students will be doing during the programme. For campus mode students, the activities are integrated into discussions held during the programme s induction week, and in some cases (e.g. Language Acquisition and Learning) also form the basis for part of the first week s teaching. For Distance mode students, the pre-entry activities form the basis for ongoing reflection and feedback during personal tutorials. Early formative feedback Early formative feedback takes place at a number of carefully considered points in the course, and is considered essential in gauging student progress and taking action where necessary. For example, Language Acquisition and Learning requires students to write a critical review of a journal article (as training for the assignment, which depends on a similar activity), and the task is planned and prepared in CASQE Page 9 of 30 Programme Specification

11 class from Week 1; feedback is provided as early as possible so that students can learn from the experience. In Language Teaching, students have the opportunity to receive formative feedback on each of the components of assessment. In Research Methods, there is ongoing formative training and feedback in the methodological, ethical and analytical elements required for the assignment, which is itself training for the dissertation. Integration of assessment and programme aims Broadly, the programme aims to help students achieve the Programme Learning Outcomes (PLOs; see Section 26) and gain a qualification. The varied assessment patterns are designed both to assist in this process and to test whether students have met the PLOs. See also the Map in the appendices at the end of this document. Participation and student engagement Student participation and engagement are key to the programme. As on most courses, students are required to attend classes and carry out substantial independent study and research. The programme has a principled pre-induction and induction programme based on the HLSS Retention strategy, which: provides early timetable information gives an overview of assessment throughout the course explains what pre-course preparation is required provides rich information about course content informs students about employability and career development establishes early relationships with personal tutors and support staff The programme monitors engagement in line with the HLSS Engagement monitoring protocol and (where appropriate) the requirements of the UK Border Agency in the following ways: attendance is monitored and recorded by unit tutors in a system accessible to all staff; use of this system is monitored by the Programme Leaders at risk students are identified and monitored particularly closely, and offered support systematic progress reviews are carried out the personal tutorial system allows staff to support students the programme requires students to work cooperatively in class and out of it, for example in independent study groups; this type of collaborative and group work encourages participation and engagement, as the student groups themselves provide an extra early indication of potential problems with engagement Research informed teaching Research in the broadest sense underpins and informs teaching and learning throughout the programme. Many of the staff are fully research active; they publish in books and peer-reviewed journals, and present at national and international conferences. All are engaged in scholarly activity of some form. This research and scholarly activity feeds into teaching and learning in a number of ways: some units (Vocabulary, Principles of Language and Linguistics) are based closely on staff research interests; assessment patterns depend on research-acquired skills (in, for example, Dissertation, Language Acquisition and Learning, Materials and Course Design); class content and reading lists are continuously updated to reflect the latest developments in the published literature. Professional development activities PDR activities available to and taken up by the programme team include those related to: programme design and administration (various training courses run by CELT such as: Introduction to Teaching, Learning and Assessment (ILTA), Developing Academic and Professional Practice (DAPP), Researching Academic Practice (RAP), Discipline Based Teaching, Practice Development Project, Education for Sustainable Development, Enhancing Learning, Teaching & Assessment with Technology, Assessment in Higher Education, Programme Leadership); research (attendance at conferences; supervising student research; data collection and analysis (e.g. units from the MA Academic Practice on using SPSS). These provide a CASQE Page 10 of 30 Programme Specification

12 constant input into staff teaching, and also inform the design of new units and consideration of existing ones. Collaborative learning Students have the opportunity to work collaboratively in a number of ways. Much of the teaching on the MA TESOL reflects current best practice in language teaching, which is naturally collaborative (for example, communicative language teaching stresses collaboration in the form of in-class pair and group work). Students are encouraged to form self-managed study groups and to carry out discussion and other tasks collaboratively. In addition, students learn from each other through shared formative feedback. Distance Mode students benefit from similar types of collaborative learning using synchronous and asynchronous group activities carried out through (for example) chat rooms. International issues Teaching English to Speakers of Other Languages is itself an international profession, and international issues are considered in depth throughout the programme. These include, for example, the consideration of cultural factors in patterns of learning and teaching, and the design and delivery of lessons and courses. Around 50-80% of each cohort is made up of international students, and every opportunity is taken on the course as a whole for students to learn from each other and from international students of English. For example: in the unit Language Acquisition and Learning, students carry out a case study of a learner from another language group and a different culture; the unit Teaching English to Young Learners provides many opportunities to critically compare attitudes to children, schooling and learning in different countries; the unit Language Teaching considers the appropriateness of different teaching approaches in a variety of cultures. Ethical issues and academic integrity Ethical behaviour and academic integrity are essential components of the programme in all areas. Research: because many of the research tasks on the programme require students to obtain and analyse data from humans, ethical considerations are crucial. All students are required to consider the ethical implications of their research using the MMU Ethics Check Form, and obtain full informed consent from participants, and this is raised from the first week when the assessment patterns are first discussed. Students are given training in this area using industry-approved guidance (the British Association for Applied Linguistics Recommendations for good practice in Applied Linguistics student projects). Teaching: students consider the ethical behaviour required of teachers in the unit Language Teaching and more generally throughout the units on the programme as a fundamental part of their professional development, in issues such as student-teacher relationships and marking and assessment practices. Academic integrity: the programme provides extensive formative training opportunities regarding issues such as honesty in research, and also more generally in terms of good studentship (e.g. plagiarism, using the internet, dealing with data). Student-led enhancement and enrichment of the programme Student perspectives on all aspects of the programme are collected and reported by student representatives, and the tutorial and other support systems allow the programme team to access detailed feedback from participants. This is fed into the CMI process and informs programme team decisions throughout. Students provide feedback on areas as diverse as teaching quality, resources and programme / unit design. This feedback enhances and enriches the programme in both the short and the long term. 32 Assessment Assessment strategies support achievement of award outcomes The assessment strategies are closely linked to the programme learning outcomes. Students demonstrate detailed critical understanding of the principles underlying the main approaches to teaching EFL, and relate theoretical research-driven principles of teaching a foreign language to the CASQE Page 11 of 30 Programme Specification

13 fundamental practices of teaching in the assessments for Language Teaching. Students show that they can make informed decisions about best teaching practice with due regard for cultural and academic context in Language Teaching and Teaching English to Young Learners. Students demonstrate critical awareness of how the theories and principles of psychology can inform practices in language teaching in the assessment for Language Acquisition and Learning. Students write convincing, integrated, theory-driven lesson plans and reflect critically on their own performance as teachers in the assessment for Language Teaching and Teaching English to Young Learners. Students closely analyse learning styles and learner strategies, and relate these to learning practices, and show detailed critical understanding of how these and other individual differences affect second language learning and acquisition in the assessment for Language Acquisition and Learning. Students demonstrate an in-depth understanding of the research relating to a number of specified areas in the assessment for Language Acquisition and Learning, Principles of Language and Linguistics and Research Methods. Students analyse language at the levels of discourse, grammatical structure, register, phonology and lexis in the assessment for Principles of Language and Linguistics. Students reflect with critical insight on the language they use and teach in the language classroom in the assessment for Language Teaching and Language Acquisition and Learning. Students obtain, analyse and evaluate linguistic data from learners in the assessment for Principles of Language and Linguistics and Language Acquisition and Learning. Students relate learner language to the language learning process in the assessment for Language Acquisition and Learning. Students apply subject-specific and methodological knowledge creatively in completing either a research-based dissertation or a professional portfolio in the assessment for Dissertation or Professional Portfolio. For more information see Map 2 in the appendices. Assessment tasks develop students skills Assessment tasks help develop student skills, and in most cases these are essential professional skills associated with teaching English. In Principles of Language and Linguistics, the language analysis task clearly reflects and helps develop a fundamental skill of language teachers. The assessment task for Language Acquisition and Learning, a case study of a learner, helps students develop their ability to understand learners motivation, learning styles and learning strategies. Research Methods is assessed by a small scale pilot study which allows students to develop the skills they need for both the dissertation and the ongoing research required by best practice in professional development. In Language Teaching, students create a portfolio of lesson plans with rationales, reflections and contextual descriptions, a reflection of precisely the type of planning that is required of professional language teachers; a closely related skill set is also developed in the assessment task for Materials and Course Design, in which students create a 30 hour timetable and justify their decisions about what and how to teach. Other optional units develop students skills in key areas associated with different aspects of language teaching (e.g. Technology in TEFL and Film Pedagogy: Using Film in the Classroom allow students to develop skills in different types of material preparation. Informing students about assignment tasks Students are fully informed about assignment tasks by a variety of methods: the Programme Handbook contains the full unit specification for every unit each Unit Handbook contains detailed explanation of and instruction for the assessment task in that unit for each unit, the assessment tasks are discussed fully in class, and students have many opportunities to CASQE Page 12 of 30 Programme Specification

14 ask questions about the aims, methods and rationale for each element of assessment students are given formative training for each assessment in a variety of ways Programme marking criteria and the University Standards Descriptors (USDs) The Programme marking criteria are clearly laid out in the Programme Handbook. They are based very firmly on the USDs for Level 7, ( The guideline document, plus a sample set of marking criteria for the unit Language Acquisition and Learning, are in the appendices at the end of this document. Programme feedback strategy Timely, constructive feedback is essential to student progress on the programme. We aim to always return students work within three weeks of submission. Most work is submitted through Moodle, and the programme team uses Moodle to create (a) a set of standardised, purpose-designed comments for detailed comments on such matters as organisation, use of language, structure, referencing etc; (b) free comments on matters such as content, analysis, achievement of task, etc; (c) a summative comment which includes recommendations on how to improve the work. Students are given full training throughout the course on using feedback to improve performance, and are encouraged to discuss feedback with both unit tutors and personal tutors. Integration of assignment tasks and Programme Learning Outcomes The assignment tasks are designed both to prepare students to meet the Programme Learning Outcomes and to evaluate student performance. For full details of how assignment tasks are integrated with PLOs, please see the Assessment / Outcomes Map in the appendices at the end of this document. Also see Assessment strategies support achievement of award outcomes and Assessment tasks develop students skills in Section 32 above. Anonymous marking of coursework Assessed coursework is marked anonymously by the first and second markers in line with University policy. All Dissertations are blind double marked. There are no examinations on the programme. Academic integrity The programme team aims to raise student awareness about matters of academic integrity from induction week. Then and throughout the course, students are offered extensive formative training opportunities in a range of related issues such as academic honesty and avoiding plagiarism. Coursework is normally submitted through Moodle, which allows students to benefit from analysis through Turnitin. 33 Inclusive Practice The Programme complies fully with the University s Equality and Diversity Policy. Our student body is typically culturally diverse, with a variety of needs, and the Programme endeavours to respect and meet these where possible. Individual needs are assessed informally during initial personal tutorial sessions, and where appropriate students are advised of sources of help such as the Faculty Student Support Officer or English Language support classes (ELSIS). Any needs that are identified are followed up during subsequent tutorials and by the unit tutors concerned. 34 Technology Enhanced Learning Use of Moodle Following enrolment, students automatically have access to each of the modules. In particular, it is exploited in the following ways: to disseminate course and unit specific information including unit information, course outline, specific CASQE Page 13 of 30 Programme Specification

15 unit requirements, assessment patterns and key dates. This will be done through using Moodle resource features such as files, pages, and video and audio resources; to present and store materials for individual lessons utilising Moodle book, directed reading, URLs, glossary and video presentation; to assess students coursework and provide constructive feedback through multimedia assessment ( i.e. Turnitin, Moodle assignment, Audio/Video assignment); to communicate with students individually and as a class via Moodle forum, announcements and personal notices (Moodle chat or other suitable chat software will be used when appropriate); to support students through: o IT and Library support podcasts o study skills support o advice on how to succeed in the assignment o advice on how to develop professionally o web links to external sites for further reading, university employability. to inform students of any relevant teacher development opportunities within and outside MMU. Other technology used on the programme includes: Linguistics and Language Behaviour Abstracts database, managed by the library; Endnote Web, where students can take notes from publications and keep track of their sources; HotPotatoes (freely available from the Internet and installed on all computers in MT105); students are trained in how to create online language learning activities; SPSS and other data analysis software. Training students and staff to use technology Students are trained to use the technology through an extensive induction programme. This training is supported in term time by the tutors, our Student Subject Advisor, our IT services, Student Hubs, Faculty Student Support Officer and Departmental Student Experience and Support Tutor. We also set up study groups where students can help each other in a wide range of areas. Students are encouraged to develop a Personal Networking Environment by keeping a blog or using social media (e.g. creating a professional Twitter account or at academia.edu) that details their professional development and showcases the practical work carried out towards completion of the award. Students are also encouraged to familiarise themselves with the operation of camcorders and other recording devices to record their own teaching practice so that may accurately reflect, and to use digital voice recorders for collecting learner and research data. Staff are supported in their use of technology by staff in LRT, CELT, MMU Learning Innovation and by our Faculty E-learning Support Officer as well as by each other. Technology integral to PLO Technology is integral to the Programme Learning Outcomes, as indicated below: PLO1 demonstrate detailed critical understanding of the principles underlying the main approaches to teaching EFL; Much of this information can be gained from digitised readings, ebooks and online journal articles, accessible through the VLE. PLO2 relate theoretical research-driven principles of teaching a foreign language to the fundamental practices of teaching; This connection is frequently discussed in the resources listed above. PLO3 make informed decisions about best teaching practice with due regard for cultural and academic context; See above. Further, the MA TESOL attracts students from around the world. Cultural information exchange is encouraged using the discussion forum. PLO4 demonstrate critical awareness of how the theories and principles of psychology can inform practices in language teaching; see 1 above. PLO5 write convincing, integrated, theory-driven lesson plans, teach a series of lessons from them, and reflect critically on their own performance as teachers; Students use an MS Word template to help them organise their lesson plans. Sections to be completed ensure that no omissions are CASQE Page 14 of 30 Programme Specification

16 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 made. closely analyse learning styles and learner strategies, and relate these to learning practices, and show detailed critical understanding of how these and other individual differences affect second language learning and acquisition; Use is encouraged of video and sound recorders, both available for hire, free of charge, from the Languages Resource Centre. demonstrate an in-depth understanding of the research relating to a number of specified areas; see 1 above. analyse language at the levels of discourse, grammatical structure, register, phonology and lexis; see 6 above. reflect with critical insight on the language they use and teach in the language classroom; Students are encouraged to familiarise themselves with the operation of hard-disc digital video recorders to record their own teaching practice to encourage reflection. obtain, analyse and evaluate linguistic data from learners; They are also encouraged to use digital voice recorders for collecting learner and research data. relate learner language to the language learning process; See 10 above apply subject-specific and methodological knowledge creatively in completing either a researchbased dissertation or a professional portfolio. Assistance can be given to enable students to use the research features of MS Word (e.g. Endnote plug in) to complete assignments and dissertation. Technology and employability Technology is firmly embedded throughout the programme and is used to enhance student employability. Working with Moodle helps students to use similar VLEs in a teaching post (seeing best practice in the use of, for example, slideshows, web links, discussion forums, chat). The ability to use software to design for English language teaching materials is a transferable employability skill, as more institutions post their learning materials online. The students blogs and professional tweets and other social media (e.g. academia.edu) will demonstrate their continuing professional development and showcase their portfolio of materials and skills. Ability to access online journals and their contents will help students research skills development development and improve their employability. Learning how to operate audio and video learning equipment will enable students to use these tools in the language learning classroom. Using SPSS and similar data summary and analysis software will enhance students research and employability skills. Technology on the Distance Learning Mode Learners on the Distance Learning mode automatically benefit from the close integration of the programme with suitable technology as described above. However, the Distance Learning mode inevitably requires and depends on additional technological support, enhancements and integration: technology is used to provide learners with course content, announcements, workshops and events while providing them with timely information within the workplace or at home various e-tivities and discussion forums (synchronous and asynchronous) enhance engagement by providing a richer learning environment, learning opportunities with flexibility of access, peer collaboration and scaffolding technology also aids the involvement of students in Distance Learning mode with students in Campus mode, which in turn is in line with the faculty s inclusion and widening participation targets Moodle 2 is the main learning platform for MA TESOL-D and is used mainly to provide input, perform assessment and support and communicate with students. Consequently, learners need only a computer and internet connection. The course content will also be accessible through the MYMMU app on mobile phones and tablets. CASQE Page 15 of 30 Programme Specification

17 The course content is delivered through multimedia presentations, narrated slides, podcasts, video clips, written lectures and lecture notes. Summative and formative assessment, as for Campus mode, is carried out through Moodle assignment, video assignment and Turnitin. For this, staff receive IT support from the Faculty E-learning Support Officer (ELSO), LRT Centre (Learning Research Technology) and IT services. Students on the Distance Learning Mode will not be able to use some aspects of technical support provided by MMU for campus-based students, such as borrowing laptops or digital voice recorders. However, software such as SPSS and NVivo can be made available to off-campus learners following the disk-delivery model used by other MMU distance programmes. 35 Work-related Learning and/or Placement Campus-based students may be either in-service qualified and practising teachers or pre-service students interested in becoming teachers, educational advisors and so on. Distance Learning Mode students will be qualified and experienced teachers. We will encourage in-service participants to focus all relevant aspects of their work on their recent or current educational contexts. Examples of this could include the following: The dissertation could be written on topics relevant to their teaching context, such as designing and evaluating new language courses, materials, software and other resources, researching methods of vocabulary teaching, assessing the effectiveness of different forms of oral or written feedback and so on. Participants could use their own classroom teaching or school management experience as a basis for work related to the Research Methods unit in a variety of ways. Insights from the unit on Language Learning could be related to the teaching and learning of English in their current context. The Language Teaching assignment could focus on the productive or receptive skills of their own learners, or they could assess and evaluate the effectiveness of the house-style in operation in their place of work in the light of modern methodologies. Qualified teachers who are between jobs will be encouraged to adapt all the above to draw on their most recent teaching experience. Pre-service participants will be encouraged to make contact with local teaching establishments in order to contextualise these aspects of their learning. For example, we will encourage them to arrange observation of classes taught by professional qualified teachers in the local area and to reflect on this with the help of our observation sheets as part of the Language Teaching unit. For this purpose, we will provide a proforma template document requesting permission to observe classes and will return a signed copy of this with their completed observation documents. A section of this proforma document asks for details of the experience and qualification of the teacher observed as part of our quality assurance. In the case of any practical teaching assignments, participants will be required to film their sessions and submit copies of their filmed teaching along with their work so we can assess the validity and relevance of their comments. 36 Engagement with Employers We will invite all successful graduates of the programme to be part of our alumni network of educational professionals in order to establish a network of former participants around the world. This network could be useful for receiving updated information about relevant educational changes in the different regions we recruit from. In addition, alumni might agree to allow new participants to arrange for teaching practice of observation opportunities in their educational establishments, where appropriate. In planning the distance programme, we have closely followed the guidelines established by the British Council accreditation scheme of English language provision for purposes of quality control. These include CASQE Page 16 of 30 Programme Specification

18 statements about teaching methodology and the use and development of teaching resources, staff management, and teacher development. Participants will be made aware of these criteria and encouraged to make use of local British Council libraries and resource centres where possible. 37 Personal Development Planning The programme offers an integrated package of PDP measures aimed at structuring and supporting students reflection on learning, performance and achievement, allowing them to plan for their personal, educational and career development. Measures include: a personal tutor system which encourages continuing close academic and personal support throughout the programme at least four personal tutorial meetings (at the start of, and during, terms 1 and 2) purposeful monitoring of and assistance with PDP, through a set of paper-based self-assessment and self-monitoring documents which will form the basis for the meetings SECTION E - PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements Entry for Campus Mode Standard minimum points for University Admission at the time of admission. Applicants should hold a good honours degree in any subject, or an equivalent academic or professional qualification. However, candidates with a lower second class degree are encouraged to apply and will be considered on their merits, as will applicants with non-traditional qualifications. Some teaching experience is desirable, but not essential, provided applicants can show evidence of sustained interest in Teaching English to Speakers of Other Languages. Entry for Distance Mode The minimum points requirements and other conditions for entry for Distance Learning Mode reflect those for Campus mode, with one additional condition: students on the Distance Learning Mode must have a minimum of 500 hours teaching experience. For both modes of attendance, non-native-speakers should have as a minimum IELTS 6.5 with no score below 6, or an equivalent English language qualification. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus 39 Programme Specific Management Arrangements N/A NB: the University s Management of Programme Delivery is available from: 40 Staff Responsibilities One staff role exceeds the pattern described in the Management of Programme Delivery document on the CASQE website. This is the role of the MA TESOL Student Advisor, which is described more fully in Section 41 below. NB: the University s Management of programme Delivery is available from: CASQE Page 17 of 30 Programme Specification

19 41 Programme Specific Academic Student Support Generic academic student support is provided to all students in line with the guidance outlined in the University s Student Handbook. The University Student Handbook is available from : Programme Specific Support There are several sources of academic support available to students on the programme: Unit Leader Unit leaders are the first point of contact for help with any subject specific or module-related questions, queries or issues. They provide support and advice for understanding main topics and key areas of each unit, and assist students with completing the assignments. By providing regular constructive feedback on students work, discussion tasks and e-tivities, they help students develop relevant competences and knowledge. Additionally, they keep students updated and informed of any unit-related changes. On MA TESOL Distance Learning mode, in addition to the above, the unit leaders support students, guiding online discussion by posting a pre-prepared discussion task, responding to the student postings regularly during the week and encouraging their participation. Guiding students to subject-related webinars, blogs and open access forums is another means of supporting students in their academic development in each module. Unit leaders provide academic group support through subject-specific notices posted on Moodle, group e- mails or audio or video files (podcasts, video clips and narrated slides). Personal support is provided through s, Moodle chat or a video-call (Skype, Viber, Facetime if appropriate) with individual students. Personal tutor The programme assigns all students a personal tutor for the whole period of the programme. Personal tutors are responsible for offering guidance and support to their tutees on how to function effectively during the course as well as referring them to the appropriate sources of academic or welfare advice when necessary. They also provide academic feedback, discuss individual student problems, monitor their academic progress, advise them on academic performance, support their personal development plans and advise them on university support services, academic procedures and regulations. On MA TESOL Distance Learning Mode, personal tutors provide the above services during on-line office hours or by appointment in a systematic and timetabled way throughout the course. These tutorials offer academic and pastoral support to address student issues. In addition to personal tutorials, personal tutors provide small group tutoring to their personal tutees to encourage them to create an online study group and a network of friends (e.g. Moodle Social Forum, MA TESOL closed Facebook group). Dissertation supervisor To support students while pursuing their independent research project at dissertation stage, the programme assigns all students a dissertation supervisor. The supervisor offers advice and guidance to identify a research topic and choose appropriate research design and methodology to conduct the study. More specifically, the supervisor approves the dissertation proposal, assists students with the definition and organisation of the project in the early stages of preparation, offers advice about sources, advises on the feasibility of the project and monitors students progress throughout the dissertation by providing feedback. On MA TESOL Distance Learning Mode, a supervision meeting to provide the above support normally includes Skype, video-conference sessions, or the use of other software which enable simultaneous dialogue between the supervisor and supervisee. During these meetings, students' progress to date and the future direction of their research will be discussed. Additionally, regular contacts will be maintained through s and Moodle personal notices. CASQE Page 18 of 30 Programme Specification

20 MA TESOL Student Advisor The programme benefits from the services of the MA TESOL Student Advisor, who is a non-native English speaking graduate of the course. The Student Adviser offers support and help with improving study skills, developing and organising ideas for coursework and assignments, and finding and accessing academic resources through delivering workshops and one-to-one drop in sessions. These workshops and one-to-one sessions are delivered for core and options units and focus on enabling students to develop study skills, reflect on their learning and plan for their assignment. Overall, the subject advisor familiarises students with the norms and skills required for completing the programme. On MA TESOL Distance Learning Mode, these services are provided through online office hours and drop-in sessions in addition to regular contacts through s and video conferences. Study skills workshops are recorded and podcasts are made available to students through Moodle. Faculty Student Support Officer Another source of academic support for students is the Faculty Student Support Officer, who can provide support and advice on a range of issues related to university life. He supports students with any problems they experience whilst studying, as well as provides guidance to help them achieve their goals. He can provide advice on both pastoral and study skills related issues such as academic writing skills, referencing and avoiding plagiarism, applying critical thinking, managing time, presentation skills, preparing for assignment and dealing with stress and anxiety. On the distant mode of the programme, students can use skills online resource on Moodle to access the Student Support services or him directly. Student Experience Support Tutor The role of the SEST is to support students in making the most of their studies, and enhance student life and the student experience. The SEST provides support specific to the demands of the MA TESOL, including oneto-one and group sessions tailored to specific units and/or coursework and assessment. The SEST also plays a key role in providing students with up-to-date information about the programme and the opportunities available to them through MMU, in gathering student feedback, and in addressing issues which may arise during the course of the programme; the SEST also provides an informal route for student feedback. MA TESOL Subject Librarian A valuable source of academic support for the students is the MA TESOL Subject Librarian who has specialist knowledge of the information sources relevant to the units taught on the programme. She offers a variety of services designed to help students access information resources and use them more effectively. Assistance may range from accessing books, journals, bibliographies, abstracts and indexes and a variety of information sources in electronic form to designing a search strategy for retrieving information on a topic. She also guides students on accessing specialist electronic databases and runs workshops on how to use library resources. For students who complete the programme off-campus, detailed guidelines and instructions and library skill podcasts including Introduction to IT and Library services, Find MMU Library, Finding electronic journals, off-campus access to e-resources, Searching library catalogue, Accessing e-books, Advanced database searching technique and Evaluating websites are available at E-learning Support Officer The Faculty E-Learning Support Officer has expert knowledge of e-learning, and is able to offer advice and support to students in person for students on campus and by for students on the Distance Learning Mode. English Language Service for International Students ( ELSIS) Overseas students on the programme can benefit from ELSIS to improve their academic English. This service CASQE Page 19 of 30 Programme Specification