PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Applied Linguistics and English Language Teaching 2. Final award Award Title Credit ECTS Any special criteria value equivalent MA Applied Linguistics and English Language Teaching 180-195 90-98 N/A 3. Nested award Award Title Credit value ECTS equivalent Any special criteria N/A N/A N/A N/A N/A 4. Exit award Award Title Credit value ECTS equivalent Any special criteria Postgraduate Diploma Applied Linguistics and English Language Teaching 120 60 Applied Linguistics and English Language Teaching 60 30 Postgraduate Certificate 5. Level in the qualifications framework M 6. Attendance Full-time Part-time Distance learning Mode of attendance X X N/A N/A N/A Minimum length of programme 1 year 2 years Maximum length of programme 3 years 4 years 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Department of Education and Professional Studies 10. Programme organiser and contact details Dr Martin Dewey; martin.dewey@kcl.ac.uk; Ext. 3104 11. UCAS code (if appropriate) N/A 12. Relevant QAA subject benchmark/ N/A professional and statutory body guidelines
13. Date of production of specification February 2006 (Revised for Credit Framework July 2006) 14. Date of programme review 2017/18 16. Educational aims of the programme The MA in Applied Linguistics and English Language Teaching is designed to introduce experienced practitioners of English Language Teaching (ELT) to a wide range of theories and practices that they will need in order to a) develop the capacity to engage with language teaching and research issues independently and critically, and b) operate professionally in their own local teaching contexts, and to provide them with the opportunity to reflect upon and further develop their understanding of the various theoretical and practical issues that impact upon the field of language teaching. Specifically, the programme aims to develop participants knowledge, understanding and ability to critically appraise and systematically reflect on: a range of pedagogical issues in the field of English Language Teaching (ELT) theoretical perspectives drawn from disciplines such as applied linguistics, sociolinguistics, sociology, psychology of learning, educational philosophy and the history of education methodologies and paradigms in empirical research in ELT the practice of ELT, including their own teaching, through the evaluation and construction of a range of teaching material and curriculum activities, with reference to specific teaching-learning contexts, in the light of their developing knowledge and understanding as this is established during the programme. A further aim of the programme is to equip participants with the skills to research on and write about language teaching and learning in their professional contexts, and to develop their capacity and confidence to contemplate MPhil/PhD level research work. 17. Educational objectives of the programme/programme outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The programme provides a knowledge and understanding of the following: 1. theoretical and philosophical underpinnings of language pedagogy 2. language acquisition as a process involving both social and psychological factors 3. the impact of social and cultural context on language teaching materials and methodology 4. the classroom practice of ELT 5. techniques, methodologies and ethical considerations for investigating language use, language learning and language Knowledge and understanding a) Lectures (AIMS 1, 2, 3, 4, 5) b) student-led presentations (AIMS 2, 3 4 & 5) c) workshops, seminars, group work, discussions and debates (AIMS 1, 2, 3, 4 & 5) d) guided critical reflections (AIMS 2 & e) dissertation supervision (AIMS 1, 2, 3, f) formative feedback on coursework (AIMS 1, 2, 3, 4 & 5).
teaching. a) Written coursework assignments (AIMS 1, 2, 3, 2, 3, 4 & 5). (Numbers in brackets indicate the knowledge and skills which are achieved though each learning method and tested through each assessment method). Skills and other attributes Intellectual skills: Participants will demonstrate the ability to: 1. identify, assess and evaluate the assumptions and values inherent within teaching and learning in ELT 2. engage with, and respond critically to, relevant research literature, both empirical and theoretical, in the field of applied linguistics 3. make independent and creative responses to the demands of educational policy, research and practice within ELT 4. frame research questions, and design and undertake independent study. a) Lectures (AIM 1) b) student-led presentations (AIMS 1, 2, 3) c) workshops, seminars, group work, discussions and debates (AIMS 1, 2, 3, d) guided critical reflections (AIMS 1, 2) e) dissertation supervision (AIMS 1, 2, 3, f) formative feedback on coursework (AIMS 1, 3) a) Written coursework assignments (AIMS 1, 2, 3, 2, 3,. (Numbers in brackets indicate the knowledge and skills which are achieved though each learning method and tested through each assessment method). Practical skills: Participants will demonstrate the ability to: 1. evaluate and analyse relevant research and academic writing for their professional purposes 2. formulate written and verbal appraisals and critiques on a range of ELT related a) Lectures (AIMS 1, 2) b) student-led presentations (AIMS 1, 2, 3) c) workshops, seminars, group work, discussions and debates (AIMS 1, 2, 3,
practice and policy positions 3. apply ELT methodological principles and theories of language acquisition to a range of teaching contexts 4. engage in both qualitative and quantitative research and analysis 5. demonstrate fluency and proficiency with ICT skills relevant to all aspects of the programme (e.g. word processing, use of spreadsheets and graphics, use of the internet for investigating ICT education related issues). 4, 5) d) guided critical reflections (AIMS 1, 3) e) dissertation supervision (AIMS 1, 2, 3, f) formative feedback on coursework (AIMS 1,2, a) Written coursework assignments (AIMS 1, 2, 3, 4, 5) 2, 3, 4, 5). (Numbers in brackets indicate the knowledge and skills which are achieved though each learning method and tested through each assessment method). Generic/transferable skills: Participants will demonstrate the ability to: 1. develop, manage and evaluate own learning and professional development 2. think independently, critically and creatively 3. communicate effectively, at an appropriate academic level, both orally and in writing 4. articulate ideas, formulate arguments and defend specific positions in an academic context 5. work effectively both independently and in relation to other participants. a) student-led presentations (AIMS 2, 3) b) workshops, seminars, group work, discussions and debates (AIMS 2, 3, 4, 5) c) guided critical reflections (AIMS 1, 2) d) dissertation supervision (AIMS 1, 2, 3, 4, 5) e) formative feedback on coursework (AIMS 2, 3,. a) Written coursework assignments (AIMS 1, 2, 3, 4, 5) 2, 3, 4, 5). (Numbers in brackets indicate knowledge skills which are achieved though each learning method and tested through each assessment method). 18. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional and statutory body guidelines There are no relevant benchmark statements or professional body guidelines which apply to this programme. However, the following descriptors build on the Undergraduate benchmarks and the
College Assessment Board/College Education Committee Framework of Credits and Levels for College Awards. The award of this MA degree is in compliance with section 9.1 of Appendix 2 of the College regulations concerning students. This defines the level of a Master s programme as A prescribed programme of study beyond the standard first degree level which assumes the general level of educational competence implicit in the award of a first degree and which extends over a period equivalent to a minimum of one calendar year full-time. It specifically allows programmes of study which are conversion courses where graduates in one discipline acquire knowledge and develop a set of skills in another discipline. To some extent the MA in Applied Linguistics and ELT is such a conversion programme, as participants are unlikely to have studied applied linguistics or pedagogy on their undergraduate degrees. 19. Programme structure and award requirements (a) numbers of compulsory and optional units to be taken in each year of the programme FULL TIME PROGRAMME 5 compulsory modules (2 x 15 credits + 2 x 30 credits + 60 credit dissertation) Optional modules to the value of 30-45 credits, a maximum of 40 credits of which may be from language/linguistics-related modules from other programmes at King s College London. PART TIME PROGRAMME YEAR ONE: Normally 2 compulsory modules (1 x 15 credits + 1 x 30 credits), and Research Methods classes (assessed in Year 2 by the dissertation) YEAR TWO: Normally 3 compulsory modules (1 x 15 credits + 1 x 30 credits + 60 credit dissertation) In addition, part-time students normally divide their 30-45 credits of optional modules equally over the two years of study, a maximum of 40 credits of which may be language/linguisticsrelated modules from other programmes at King s College London. (b) range of credit levels permitted within the programme All modules to be taken at level 7. (c) maximum number of credits permitted at the lowest level 195 (d) minimum number of credits required at the highest level 180 (e) progression and award requirements (if different from the standard) N/A (f) maximum number of credits permitted with a condoned fail (core modules excluded) 30 credits at level 7 (Master s) with a condoned fail mark permitted. (g) are students permitted to take a substitute module, as per regulation A3, 20.7? Yes
(h) other relevant information to explain the programme structure Students are permitted to take 180-195 credits. The established fast-track mode of delivery of this programme allows students to transfer in 30 M- level credits from the following Level 7 qualifications: Cambridge ESOL Diploma in English Language Teaching to Adults; Trinity LTCL Diploma TESOL (see http://www.cambridgeenglish.org/teaching-english/teaching-qualifications/delta/ and http://www.trinitycollege.co.uk/site/?id=202). These transferred credits allow exemption from Principles and Practice in the Language Teaching Curriculum, plus exemption from one 15 credit optional module. Students are permitted to take up to 40 credits of optional language/linguistics-related modules from other programmes at King s College London, in place of optional credits from the MA Applied Linguistics and English Language Teaching modules.
Programme structure See Programme Handbook for modules to be taken 20. Marking criteria The College generic criteria for assessment of postgraduate work apply to the assessment of this programme. These are supplemented by programme-specific assessment criteria. Department-specific supplementary assessment criteria will also be used for the dissertation.