English is a global language used daily in business, education and the media by many people for whom it is a second rather than a ´native´ language. This programme, based in the Business School, has been designed to provide you with the knowledge and skills to be an effective teacher of the language. Applying the insights of linguistic research into how English is learned and used in a wide variety of situations, the programme with its practical focus (including guided teaching practice) will help you become a resourceful, reflective and confident professional in the field of English language teaching.
Ideally, students will have a first or second class (2.1) undergraduate degree and an IELTS level of at least 7.0 (with a minimum of 6.5) in each skill.
Your career in the English language teaching profession could lead to working in state or private schools, helping young children or mature adults develop their language skills; you may teach one student or classes of fifty or more. This programme will encourage you to develop your own views about what will work practically in different situations, based on a critical understanding of well-tried and more novel approaches to English language teaching. In the first two terms, you will be given the chance to try out your ideas and hone your skills in structured teaching practice.
Two strands run throughout the programme. You will analyse the social and psychological factors which affect language use and learn to identify specific features and structures which characterise the use of English in different modes, for example in conversation, in different written genres, in public discourse. You will critically consider how this body of knowledge about the way the language works has influenced and transformed approaches and methodologies in English language teaching over the past few decades.
Throughout the programme there is an emphasis on preparing you to become an effective practitioner. You will explore a range of influential approaches to language teaching such as Communicative Language Teaching, The Lexical Approach and The Natural Way, reflecting on the typical classroom activities and management issues associated with each approach and examining the theories and research findings that underpin them. Understanding the processes involved in language learning excites considerable controversy among researchers and you will be introduced to the ideas of key figures in these debates, including Chomsky, Halliday, Langacker and Tomasello. As English language teaching is constantly evolving, it is essential that you are able to adapt to new learning environments, technologies and changing learner needs. You will evaluate existing learning materials as well as designing and developing your own which you can pilot with your colleagues and in your teaching sessions.
An important aspect of teaching is assessing and testing your students. You will be introduced to a variety of assessment methodologies, focusing on the purpose and function of testing in different contexts, before going on to create, pilot and reflect on your own tests.
An effective practitioner will continually reflect on all aspects of their teaching. You will learn about research methods in preparation for engaging in your own research project. Your project will have a practical application, perhaps involving a case study of learner development or an investigation of lesson delivery. This programme will equip you with skills as a researcher as well as an active participant in the academic community sharing good practice.
Understanding Language in Use: Sociolinguistics and Discourse Analysis
Language Acquisition Theory and ELT
Introduction to Language Teaching 1
Introduction to Language Teaching 2
Classroom Language Assessment and Test Construction
Materials Design and Development
Graduates should be able to seek employment opportunities in a wide variety of areas including:
English language teaching in any education sector (this may depend on having fulfilled primary teaching qualifications in the countries in which you choose to work as the MA would not be a substitute for such qualifications)
Testing: both in supporting existing testing programmes and developing programmes
In companies developing and implementing communication skills training
Continued academic research in areas of interest developed as a consequence of involvement in this course
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