Awarding Institution: UCL Institute of Education, University College London

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1 PROGRAMME SPECIFICATION MA Applied Linguistics Awarding Institution: UCL Institute of Education, University College London Teaching Institutions: UCL Institute of Education, University College London Name of final awards Master of Arts (MA ) Postgraduate Diploma Postgraduate Certificate Programme title Applied Linguistics Language of study UCL Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants The programme is designed who have a keen interest in Applied Linguistics and English language education. Particular themes of this MA include global issues in foreign/second language education, bi/multilingual language education in multicultural contexts, second language acquisition and psycholinguistics, and the relations between language, culture and identity. Participants will be current and prospective teachers of English as a foreign or second language (EFL, ESL, ESOL) or past students of language, culture and communication related subjects. Candidates should have a good first degree in a relevant area and be able to demonstrate an enthusiasm for Applied Linguistics and English language education. Criteria for admission Applicants should hold a good honours degree, either second class or its equivalent in the case of international students. Applicants may have experience of English language teaching in a relevant context, but this is not a requirement. Pre-service graduates in related fields are also welcome to apply provided they have a good academic record and can demonstrate enthusiasm for Applied Linguistics, English language education, and the related themes of this MA. Applicants whose qualifications do not meet our minimum entry requirements may be asked to submit a written statement or a short essay to ensure they can meet the demands of the programme and can benefit from it. Interviews are not a requirement, but applicants are encouraged to contact the programme leader if they have any questions. Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. For international and EU students this is currently IELTS 7.0 or equivalent. 1

2 UCL Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: sensory (visual / hearing / speech) impairments mental health issues mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) specific learning difficulties (e.g. dyslexia, dyspraxia) Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Students following the programme by distance, and campus-based students taking any aspect of the programme online (e.g. the research methods element of the dissertation is delivered online), need regular access to a computer with internet access. And a printer (optional) if they want to print out materials. Your computer must have these features: a browser installed (we recommend Internet Explorer 8 or Firefox 4) your browser must accept cookies and have JavaScript enabled (if your computer is part of a network, for example a corporate network, check this with your network administrator) The following minimum specifications (recommended specifications are given in brackets): - Platform: Windows 95 (XP); Mac OS 8.1 (OS X); Linux - Processor: 166 MHz (1 GHz); MAC: 508 PowerPC (Intel) - Memory: 32 MB (128 MB) - Modem: 56k (Broadband) - Screen resolution: 800 x 600 (1024 x 768) these applications: - a word processor that reads Microsoft Word format (doc) - Acrobat Reader (pdf) - Java 6. Educational aims of the programme The aims of the programme are to enable participants to: engage with theoretical and empirical investigation of real-world problems in which language is a central issue understand key concepts and issues related to Applied Linguistics and language education globally; gain insight into a wide range of perspectives on these issues in social, theoretical, and educational terms; 2

3 develop the capacity for the analysis, evaluation and synthesis of primary and secondary sources; design research on Applied Linguistics and language education; and develop an aptitude for sustained and independent argument in Applied Linguistics and global language education. Learning Outcomes The MA in Applied Linguistics (AL) is designed to engage students in critical analysis of contemporary issues and debates related to Applied Linguistics and English language education. Of particular interest are global issues in foreign/second language education, bi/multilingual language education in multicultural contexts, second language acquisition and psycholinguistics, and the relations between language, culture and identity. All modules are designed to facilitate an exploration of the interface between theory and practice. Taught sessions encourage students to reflect on past professional or study experience in the light of current theory and research in Applied Linguistics and English language education globally. By the end of this programme, participants should have developed skills in the following areas: knowledge and understanding of important concepts, ideas and research findings in Applied Linguistics and English language education; independent critical thinking the ability to construct arguments and contribute to current debates in Applied Linguistics and English language education; reflective practice the ability to make links between theory and practice in Applied Linguistics and English language education, and to reflect critically on professional experience in the light of theory; research skills the ability to identify and use appropriate methods for gathering, analysing and evaluating information, including competence in designing small-scale research; academic literacy the ability to communicate arguments and information, in speech and writing, according to the established conventions of scholarship in the fields of Applied Linguistics and English language education globally. Mode of study The MA Applied Linguistics can be studied full-time over one year or part-time over two to four years. In addition, it is offered by Distance Learning, which requires no attendance and is taken over two to four years. Each distance module lasts 10 weeks, with weekly units corresponding to weekly sessions on the face-to-face course, and students are expected to spend between hours studying each week. Blended learning options are also available. Programme structures and requirements, levels, modules, credits and awards The programme is divided into modules. Each of the taught modules carries 30 credits and the dissertation carries 60 credits. The taught modules provide 30 3

4 contact hours each, divided into 10 three-hour sessions. Additional individual work is required. For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required. Alternative award: Students who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. For a Postgraduate Certificate students must complete at least one core module and one optional module. For a Postgraduate Diploma students must complete two core modules and two optional modules. UCL Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits. Students are required to take two core modules, Sociolinguistics and Sociocultural Theory in the Autumn term and Second Language Acquisition in the Spring term. Students are also required to write a research proposal and a dissertation. Preparation for the proposal and the dissertation involves following a research methods component through the Autumn or Spring terms. To complete their programme, students take optional modules chosen from the options on offer. These include: Discourse Society and Culture; Language and Identity; Materials Development; Language Teacher Identity and Development; and Multilingualism. Students with interests in other aspects of education may also take non-line Cluster modules from within UCL IOE such as Education and Development in Asia, Education and International Development, and Perspectives on Adult Literacy, Language and Numeracy. Students are also free to take optional modules from the wider Linguistics offer within UCL, for example in areas such as syntax, semantics and pragmatics (subject to availability). All MA Applied Linguistics students are required to write a 2500 word Research Proposal which leads to the submission of a 15,000 word Dissertation at the end of their final year. The Dissertation counts for 60 credits. For campus-based students, core modules and optional modules on the programme are offered during the daytime and in the evening in alternate years. This structure enables part-time students who are working during the day to take all modules in the evening. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated Teaching combines various forms, such as lectures, workshops, projects, student presentations, and student led discussions. Within tutor led sessions, students often engage in individual, pair and group tasks which are then fed back to the plenary. Assessment is by coursework. In most modules an essay type assignment usually of 5000 words is required. Students might also be asked to undertake a research project or to select educational material or documentation and analyse them. The 4

5 final piece of assessment on the MA is a dissertation in which the students engage with a topic of particular interest or relevance to their own development. A Dissertation: An ordered and critical exposition of existing knowledge in any field or part of a field of study. For Applied Linguistics, the dissertation is 15,000 words in length and is preceded by a 2,500 word research proposal. There should be evidence in the dissertation that the field has been surveyed thoroughly. A full bibliography and references would normally be required. (60 credits) Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award, e.g. 180 credits for a masters award, 360 credits for an undergraduate honours degree award. All coursework is assessed according to the grade-related criteria for the programme level, found in the programme handbook. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants who fail an assignment may be re- assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader. An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them. Further details about assessment regulations can be found at: nt Regulations.pdf Support for learning A programme handbook that gives detailed information about the programme and advice on academic study and assessment. An induction programme including introduction to the Library, Moodle, IT and other facilities provided by UCL IOE. On the distance programme, an induction pack with this information in it, in addition to fully elaborated study guides with specific weekly tasks that are discussed online, using Moodle. A formative assessment procedure that offers each individual an opportunity to have formative feedback on a short written diagnostic assignment with their personal tutor given in the first two weeks of term. Students are also encouraged to develop their academic writing by enrolling on appropriate short courses offered by the UCL IOE Academic Writing Centre (AWC) sessions, making full use of the online materials produced by the AWC and utilising the individual Question and Answer sessions offered by the AWC via Skype and in person for coursework. Formative feedback is provided on draft outlines to take forward to the final submission 5

6 Support is also provided by a personal tutor. The tutor offers guidance on the programme of study, monitors progress and gives general academic advice, as well as providing pastoral support. The tutor may refer personal tutees to specialist support and advice when appropriate and in agreement with the student. Peer support and networking is facilitated in the group by the use of the VLE and collaborative projects. Research seminars are offered presented by the programme staff as well as prominent external speakers. Access to the full range of welfare and union facilities is afforded to all UCL IOE students. Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include: Module evaluation by participants Termly meetings of the Programme Committee including student representation Annual programme review prepared by programme team and considered by Faculty learning and teaching committee Periodic programme review and revalidation involving external panel member Staff review and development Peer observation of teaching External examiner reports Committees with responsibility for monitoring and evaluating quality and standards: Programme Committee Board of Examiners Faculty learning and teaching committee/s Teaching Committee Validation Sub-Committee Equality and Diversity committee Academic Board Senate Mechanisms for gaining participant feedback on the quality of teaching and their learning experience: Participant module evaluation (sessional and programme); Student representation on programme committees Indicators of quality and standards This MA programme (which is both distance and face-to face) is part of the Languages in Education degree cluster with the MA Teaching English to Speakers of Other Languages (TESOL) (distance and face-to-face). The two programmes share their modules. These modules are taught by staff from the Languages in Education group. Promotion: Graduates of the MA Applied Linguistics are currently working as senior managers and English language teachers in international schools and colleges, teachers in secondary schools and further education colleges in the UK, project 6

7 workers in international non-governmental organisations, education consultants, policy advisers and researchers, university lecturers, and PhD students. Publications: Graduates of the MA Applied Linguistics have published their work in various professional and academic publications. Programme team: The programme team includes figures of national and international significance. External evaluation: The role of the external examiner is to appraise how standards compare with other universities. Relevant benchmark statements and other external and internal reference points used to inform course outcomes There are no benchmark statements for taught masters programmes in education. However, the MA Applied Linguistics is referenced to comparable Masters programmes nationally and internationally. Date of completion/amendment of specification March