UNIVERSITY OF EAST LONDON. POSTGRADUATE PROGRAMME SPECIFICATION MA English Language Teaching (Distance Learning) Final award

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1 UNIVERSITY OF EAST LONDON POSTGRADUATE PROGRAMME SPECIFICATION MA English Language Teaching (Distance Learning) Final award MA Intermediate awards available Postgraduate Certificate in English Language Teaching Mode of delivery Details of professional body accreditation Relevant QAA Benchmark statements Date specification last updated Postgraduate Diploma in English Language Teaching Distance Learning N/A Master s Degree Characteristic Statement March /06/2016 1

2 The summary - Programme advertising leaflet Programme content The programme aims to provide English language teachers and graduates with relevant teaching experience an opportunity to develop a deeper understanding of the field of English Language Teaching (hereafter ELT) at both the theoretical and the practical level. Topics covered on the programme are pedagogical grammar for ELT, second language acquisition theory, approaches to teaching and learning English and teaching and learning English in diverse contexts. Additionally, the programme provides an overview of the theoretical, philosophical, and ethical principles which underpin research in the field of language education and introduces teachers to the practice of classroom-based research. The MA ELT builds on the knowledge and expertise of EFL/ESOL teachers and aims to develop their reflective practice as a tool for improving learning outcomes as well as for continuing professional development. The MA ELT provides: A flexible credit based programme leading towards a higher degree. A distance programme which allows working managers the freedom to continue in employment whilst pursuing their studies. The option of exit awards, such as a certificate or a diploma, for students who do not wish to, or are unable to, complete the programme. The flexibility to pay for modules on an individual basis Entry requirements 1. Application form and references 2. A degree in the Social Sciences or Humanities (minimum 2:2) (e.g. Languages, English, Education, Psychology, etc.). For international degrees certified translations are required. 3. Evidence of two years of relevant classroom experience. 4. It is the responsibility of successful applicants to organise opportunities to teach in an ELT context during the programme. Participants that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption. In the case of applicants whose first language is not English or whose first degree was taught in another language then IELTS score of 6.5 (or equivalent) with a minimum score of 6 in all components is required. 2

3 At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act Technical requirements To participate in the programme you need: 1. Regular access to a PC or Mac capable of running standard MS Office software (or equivalent) for producing word-processed documents, spreadsheets and presentations. Your PC must be capable of running the required plug-ins for the Virtual Learning Environment (Adobe Flash player, Adobe PDF Viewer, Apple QuickTime). 2. Reliable internet access; at least a 56K modem connection, but broadband is highly recommended. For each module that you take, you will be expected to spend approximately 3-6 hours online per week, participating in discussions and accessing resources. 3. The latest version of your chosen Internet browser. 4. A valid and reliable address. 5. Access to a printer is recommended. Programme structure The MA ELT consists of four modules and a dissertation which includes research methods training. The programme has a strong action research focus which will enable students to carry out classroom-based research projects. The programme is designed to be flexible and compatible with the lives of working teachers. The MA ELT by distance learning is part-time over two years. It is possible to spread modules over six years in consultation with the Programme Leader. Students who have accumulated 60 credits by completing two modules may be awarded a Postgraduate Certificate, and students who have accumulated 120 credits by completing four modules may be awarded a Postgraduate Diploma. The MA is awarded to students who have accumulated 180 credits by completing all four modules and the dissertation. Modules are delivered through our virtual learning environment (Moodle) where you will find session notes, podcasts, links to reading sources, collaborative tasks and other online sections, including access to our state-of-the-art library and databases. You will also be able to contact your tutors and peers through a social forum and participate in tutorial meetings via Skype or Google Hangouts. Your experience as a distance learner is therefore planned to be similar to that of the on-campus participants. 3

4 Learning environment The programme is delivered in lecture and seminar format and aims to promote collaborative learning. Thus lectures and seminars encourage group discussions which provide participants with the opportunity to pool experiences, share problems and solutions, and discuss issues raised in lectures in the light of their own practice. To facilitate this collaborative aspect of the learning all participants are encouraged to form study groups. Secondly, supported self-study is fostered through the writing of individual module assignments, and through independent research which is negotiated with tutor support. Thirdly, reflective learning is encouraged through the use of self-reflection tasks which accompany all written assignments. In these, participants are asked to reflect critically on their learning, the strategies they use to facilitate this, and to assess the strengths and weaknesses of their own work. The programme is delivered through distance learning. Learning will be supported through study guides accompanying a core textbook, and through the use of our online student community. The main purpose of the study guide is to help you to make the most effective use of the core textbook and other resources. It provides clear structuring, routeing and signposting, to establish a context for learning. It highlights key concepts, models and frameworks and it clearly indicates to you the sections of the textbook that you should study. The study guide encourages deep learning through the use of activities, self-assessment questions and other formative assessments. Self-assessment questions enable you to check your progress by comparing your answers with sample answers, you can assess for yourself how well you have met the learning outcomes for a particular section of the study guide. Each module is accompanied by a site in our online student community, UEL Direct/Moodle, to allow students to discuss and resolve issues related to their studies. In addition, the module tutor will use this facility to address any common academic issues, and to contact students where necessary. It is essential therefore that you have easy and regular access to the Internet and reliable . Whilst much of your work will be individual, enabling you to set your own schedule, for some / most /a number of modules, you will be expected to participate in group discussions or chat sessions, or to work together with other distance learning students as a group on a project. Assessment Due to the practical nature of the programme there are no examinations. Assessment is by dissertation and the written assignments for each module. All modules are assessed by assignments and these vary in form and length and may include essays, book/article reviews, portfolios, and small scale action research projects. The research methods training, which participants are encouraged to complete at their own pace prior to undertaking their research project, is an integral part of the dissertation and forms part of 4

5 the overall assessment. This assessment takes the form of a draft dissertation proposal, which may be modified in consultation with the dissertation supervisor, and against which the final dissertation will be considered. The dissertation is a major piece of work and consists of 14,000 words, excluding appendices and bibliography. Participants with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Relevance to work/profession The programme is aimed at practicing teachers and graduates with relevant teaching experience as it has a practical focus. This is reflected in the way in which different modules and topics relate to the professional experiences of participants thus linking theory and practice to provide them with an opportunity to develop both their reflective practice and expertise in ELT. Dissertation/project work The dissertation provides participants with an opportunity to investigate a specific field of study in depth. Participants are required to liaise closely with their supervisor in the design of their study and engage with the demands of independent research at the implementation and writing up stages. Added value The MA ELT will allow academic progression for those who meet the criteria and wish to advance their study in the area of applied linguistics or language education. Participants on the programme are encouraged to develop their own research interests and, where appropriate, take these to a doctoral level. All students are given support to publish their work in professional and academic journals, and to present their work at conferences or similar professional fora. Your future career The programme will allow teachers at primary or secondary level, teachers in adult education and graduates with relevant teaching experience to enhance their promotion prospects either within their local teaching context or beyond. The programme will also facilitate those teachers who are considering a move from one ELT context to another (e.g. from ESOL to EFL), or those who wish to move into ELT management or ELT publishing. 5

6 The programme will also equip those who are interested in pursuing an academic career in the field of ELT or who wish eventually to embark on a PhD with essential research and analytical skills. How we support you The MA ELT team aims to maintain close contact between staff and participants. All participants will be allocated a personal tutor who will provide general guidance in supporting and monitoring students academic progress. Participants will be introduced to their personal tutor at the beginning of the programme and will be encouraged to contact their tutor thereafter as the need arises. On personal matters affecting academic performance e.g. illness, family difficulties affecting studies, etc. participants will be referred to their personal tutor who will liaise with different support services available at UEL (such as SkillZone, English Language Centre, Careers Advice, amongst others). Additionally, the Student Hub is the One Stop Shop for all the participants queries offering a full range of services, including helpdesk services, a dedicated telephone service and webmail facility. These are delivered by fully trained Student Support staff, able to help participants with any general questions and provide them with support and guidance immediately, including referral to particular teams for support and advice concerning financial matters, accommodation and career advice. In the final semester of the programme, the dissertation supervisor will also provide further academic support through supervision tutorials. On enrolment, you will be provided with introductory materials on the use of the UEL Virtual Learning Environment (VLE) and UEL Direct. During your studies, you will be supported by our team of Distance Learning Student Advisors in UEL Connect. These advisors act as a first point of contact for you, addressing the majority of student queries and referring only those that relate to academic matters to the module tutor. The Student Advisors will also contact participants who seem to be falling behind and will offer advice and encouragement to them. Participants will receive academic support from their individual module leader. The role of the module leader is to monitor the effectiveness of the student s learning during the module for which they are responsible, providing feedback, encouragement and support, and any necessary remedial action. Bonus factors The programme brings together participants/professional teachers from a wide range of countries and very different educational contexts. Such diversity of participation guarantees a rich learning environment in which practitioners can exchange ideas and contribute to their deepening knowledge of a complex and rapidly developing field. 6

7 Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to: provide a comprehensive overview of the field ELT; encourage you to engage critically with current thinking about English language teaching and learning; provide you with the tools to plan and carry out a piece of advanced research in an educational context. What will you learn? Knowledge Develop your understanding of relevant current issues in English language teaching in order to help you build a solid foundation for your professional practice; Provide you with the theoretical foundations for effective English language teaching practice. Thinking Skills Improve your critical thinking and analytical skills; Examine and challenge your pre-existing beliefs and knowledge about language learning and teaching. Subject-based Practical Skills Enable you to have a systematic and conceptual understanding of issues concerning teaching and learning English for all age ranges and for different purposes; Enable you to use research to inform your daily practice and decision-making as language educator; Skills for life and work Enable you to analyse the social and cultural factors which influence English language teaching in specific contexts. Enable you to inquiry your professional practice by designing and undertaking a small scale research study. 7

8 The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Master s degree Credit rating The overall credit-rating of this programme is 180 for Masters, 60 for PG.Cert, 120 for PG.Dip. Typical duration The duration of the MA ELT by distance learning is two calendar years part-time. You have between two and six years to complete the full award of PG Diploma or MA and between two semester and four years to complete the PG Certificate. It is possible to move from part-time to full-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of the participants make use of this flexibility; however, this may impact on the overall duration of their study period. Our Distance Learning Student Advisors can help you to decide on and plan for an amount of study that suits you. 8

9 How the teaching year is divided What you will study when Semester Module Codes and Titles Year 1 Sem A Year 1 Sem B Year 2 Sem A Year 2 Sem B Year 2 Sem C ED7600: Pedagogical Grammar for ELT ED7602: Approaches to Teaching and Learning ELT ED7601: Second Language Acquisition and ELT ED7603: Teaching English in Diverse Contexts ED7604: Dissertation Level UEL Module Code Available by distance learning (Y/N) 7 ED7600 Y Pedagogical Grammar in ELT 7 ED7601 Y Second Language Acquisition and ELT 7 ED7602 Y Approaches to Teaching and Learning in ELT 7 ED7603 Y Teaching English in Diverse Contexts Module Title Credit Status 30 Core 30 Core 30 Core 30 Core 7 ED7604 Y Dissertation 60 Core Requirements for gaining an award In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level 7. In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level 7 In order to obtain a Masters, you will need to obtain 180 credits at Level 7. These credits will include a 60 credit level 7 core module of advanced independent research. 9

10 Masters Award Classification Where a participant is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - Distinction 100% 60%- 69% Merit 50% - 59% Pass 0% - 49% Not passed Teaching, learning and assessment Teaching and learning You will be expected to demonstrate enhanced specialist knowledge of the field, provide evidence of independent thinking, and reflect on your learning in each module. You will also be expected to read a wide range of set and recommended texts and to critically engage with these. All lectures involve group discussion of input and how it relates to your own practice and experience. Group work and the sharing of experience are a fundamental part of the programme. You may also be required to carry out tasks in your teaching context to support assignment work. All participants will be required to undertake private study and to prepare an assignment/assignments for each module all of which contribute towards the final assessment. Knowledge is developed through Guided reading; Knowledge-based activities with feedback; Online discussions Thinking skills are developed through Practical activities with feedback Reporting findings both written and orally Subject-based practical skills Small-scale research projects Review of bibliographical sources and current research Planning, teaching and assessing learning Skills for life and work Online discussions Recorded presentations (podcasts) 10

11 Assessment Assessment will be formative and summative and will be based on the variety of assignment types submitted for each module as well as a dissertation consisting of a 14,000 word report. Each module has a written requirement of 5,000 words (which in some cases may take the form of two assignments or a portfolio), and the dissertation has a written requirement of 14,000 words. Knowledge is assessed by Coursework; Essays Thinking skills are assessed by Coursework; Project work. Practical skills are assessed by Practical reports; Portfolio completion. How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback. Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole subject area is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its 11

12 conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback through an annual report that enables us to make improvements for the future. The external examiner reports for this programme are located on the UEL virtual learning environment (Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations; Student representation on programme committees (meeting 6 times a year); Student/Staff consultative committee (meeting 3 times a year). Students are notified of the action taken through: Circulating the minutes of the programme committee; Providing details on VLE Individual responses to students as required; Postings on our online discussion forums. 12

13 Listening to the views of others The following methods are used for gaining the views of other interested parties: Questionnaires to former students; Annual student satisfaction questionnaire; Where you can find further information Further information about this programme is available from: The UEL web site ( The student handbook Module study guides UEL Manual of General Regulations UEL Quality Manual Regulations for the Academic Framework Cass School of Education and Communities ( 13