Teaching English to Speakers of Other Languages (TESOL) MA

This module introduces and encourages in-depth exploration of core concepts in the description and analysis of language, with specific reference to English language teaching. The module also introduces and encourages in-depth exploration of core concepts in language learning, with specific reference to second language acquisition and the implications of these concepts for the language teacher. The module is divided into two units, the first on language description and analysis, and the second on language learning.

The module examines current practice and developments in language learning and teaching, including communicative competence. A range of topical issues in language learning and teaching are covered.

Development, execution, and writing-up of an independent research project on a topic chosen by you. All students will attend regular research seminars. Individual supervision will provide topic-specific guidance.

This module offers a range of different linguistic tools for analysing written text. Texts are analysed for lexical and grammatical cohesion, metonymy and metaphor, and register and thematic progression (Hallidayan functional grammar). Texts are also analysed using Critical Discourse Analysis (CDA) and Multimodal Discourse Analysis (MDA). You'll acquire a theoretical understanding of the main approaches to Written Discourse Analysis, and the practical skills for carrying out these analyses on real texts. You will also gain a broader awareness of how written discourse is constructed by comparing it to spoken discourse, and by discussing it in terms of more general semiotic and communication theories.

You'll gain a greater understanding of what is happening in cross-cultural communication, and develop your ability to do it well. In the first part of the module you will examine critically different theories of the nature of cultural difference and its impact on cross-cultural interaction. You'll also explore theories of the intercultural abilities needed to manage such interaction effectively. In the second part of the module you'll apply these theories to specific issues in professional contexts of potential relevance, such as language teaching.

This module explores concepts and issues in sociolinguistics; research methods; languages and factors such as age, class, gender, ethnicity; language variation, choice, planning, change; language in face-to- face interaction.

The module introduces Languages for Specific Purposes (LSP) and English for Specific Purposes (ESP). The module examines the different requirements in terms of needs, aspirations, and appropriate modes of instruction and assessment, of different types of language learner. It will enable you to add to your existing ELT knowledge and experience, and to engage meaningfully in relevant LSP/ESP developments.

By developing your understanding of the theory and principles of educational attainment, this module will lead you to a critical review of language course materials. You will consider the nature of learning, and analyse learners’ needs and aspirations in relation to the production of course materials. There is a strong emphasis on practical skills in this course, and you'll be encouraged to produce publishable material.

You'll examine past and current developments in language testing and assessment. This includes the role of language tests in measuring achievement and communicative proficiency, whether diagnostic, prognostic, performance or achievement. You'll analyse various types of test, and have the opportunity to develop new testing materials for your own purposes.