TESOL (Teaching English to Speakers of Other Languages) MA

Students will carry out an original piece of research, based on the proposal which was submitted as summative assessment for module ML7202 and pursue individual research to produce a dissertation of 15,000 words.  Students will be required to demonstrate a critical evaluation of published research literature in the field. The research must show that students are familiar with ethical issues in educational research, the BERA (2019) code of conduct. The scope and length of work reflects the research and dissertation requirements at Level 7.

Students will be encouraged to choose a topic that fits with the general ethos of the programme, which is practical, real-world, relevant and personal. Where relevant, students should select research that is context-specific so that findings may be applicable in their practice. For students new to TESOL, the research methods module and discussions with the supervisor will help the student to shape a project that meets their needs and those of the degree. 

1. To enable students enrolled on the MA TESOL to pursue selected topics in depth via independent research;
2. To familiarise these students with the range of texts and research outputs  available for the study of their selected dissertation topic;
3. To facilitate students’ exploration and critical examination of the nature and characteristics of their chosen topic;
4. To enable students to understand the relationship between pedagogical theory and classroom practice through their research;
5. To develop students’ specialist knowledge in one or more areas in the broader field of English Language Teaching.

The Long Essay provides students with the opportunity to engage with a research topic of their own choosing, in the field of TESOL. Students will draft a research question in an area of interest, which will be approved by the module tutor and will respond to this with a structured essay of 4,000 words. Students will be encouraged to select a topic relevant to a context with which they have some experience or intend to work in after the programme. The intention is to assess critically an aspect of that context and address an issue which will allow the student to show skills of research, analysis, critical thinking and subject knowledge. 

This module will enable a student to:

1. Develop significant autonomy in designing a research study in the area of TESOL;
2. Engage in a research project with the aim of demonstrating theoretical knowledge and practical understanding of a chosen area for investigation;
3. Formulate an agreed essay plan in conjunction with the module tutor;
4. Extend their knowledge of current research in the field of TESOL;
5. Develop as an independent reflective learner;
6. Gain a deeper understanding of specific issues related to teaching English;
7. Extend and enhance their academic writing skills.

This module provides an introduction to qualitative and quantitative approaches and different paradigms of research in the field of TESOL and most commonly used means of data collection (eg: questionnaires, interviews, classroom observations, language testing, course book analysis, error analysis) as well as methods of data analysis, interpretation and research ethics. It also includes research design and will prepare students to undertake research for the MA dissertation
(ML7200). The module is geared towards guiding students to draft the proposal for their dissertation. 

1. To prepare students to carry out a research project in the field of TESOL;
2. To introduce students to theory and practice of qualitative and quantitative research;
3. To show students how to draft research questions;
4. To familiarise students with ethical research considerations and informed consent;
5. To focus on data analysis in both qualitative and quantitative research;
6. To give practice in critically reviewing research papers in the field;
7. To prepare students to write a research proposal leading to the dissertation
   (ML7200).

This module explores areas of phonology which are relevant in a language teaching context. These will include individual phonemes and allophonic variations, sound-spelling correspondence, syllables and word stress, connected speech and intonation. The impact of all of the above pronunciation features on a speaker’s intelligibility will be considered. There will be some contrastive analysis of how these features work in English compared with other languages. There will also be a focus on how pronunciation varies across different varieties of English.

The module will explore the pedagogic implications of the distinction between productive and receptive pronunciation, highlighting the relevance of pronunciation for listening. There will also be a focus on factors affecting the choice of goals and models in pronunciation teaching, particularly in light of the fact that English is a global Lingua Franca.

While grounded in theory, the module will have a strong practical orientation. Students will examine available options for presenting and practising pronunciation in class as well as techniques for evaluating learners and providing feedback on their performance. 

This module aims to:

1. equip students with an overview of the areas of English phonology which are key in a language teaching context;
2. provide students with a framework for making grounded decisions regarding the needs of a range of different learners;
3. raise students’ awareness of different varieties of English, both native and non-native, as well as English as a Lingua Franca.
4. help students to explore different possibilities for presentation, practice, evaluation and feedback in the pronunciation class. 

This module aims to provide professional development for experienced and inexperienced English language teachers through critical reflection on the interface between research and current teaching methods. The module will explore the methods and methodologies of English Language Teaching. Students, as reflective practitioners, will be encouraged to examine current teaching practices and the impact they have on students’ language development in the four skills, pronunciation, grammar and vocabulary acquisition. The course encourages a reflective approach through a focus on critical incidents in the language teaching classroom and encourages teachers to draw on their own experiences. It also examines teaching resources and their effective use with learners. Opportunities for observation of experienced teachers in live or pre-recorded sessions will also be provided. Students will engage in teaching practice with peers and/or authentic groups of English language learners, utilising the skills and techniques they have learned in the module.

This module includes the opportunity to achieve the the University of Cambridge’s CELTA (Certificate in English Language Teaching to Adults) qualification, which is internationally recognised. The standards of teaching required in this are in accordance with CELTA standards. The CELTA component will be assessed on a Pass/Fail basis for the purposes of the University of Chester. There are pass grades A, B & Pass which are applied by Cambridge and will be indicated on the certificate issued by them for their course. These grades do not apply to the grading of the university. 

• To explore current methodologies for teaching English;
• To facilitate critical reflection on language teaching practices in the light of research in the field;
• To promote discussion on the impact different contexts may have on teaching methodologies;
• To adopt a problem-solving approach through investigation of critical incidents in the language teaching classroom;
• To develop reflective teachers who are capable of successfully implementing in their practice the ideas and techniques they have encountered.
• To provide opportunities for peer teaching observation and observation of experienced English language teachers;
• Where possible, to give practical teaching experience with peer groups or authentic English language learner classes, including as needed guided practice in lesson planning;
• To introduce a range of English language teaching resources, and their effective use;
• To promote best practice based on reflection in teaching.

This module is primarily for students for whom a greater understanding and awareness of the dominant Western approaches to language teaching will be useful. There is an initial focus on the learner, the purposes they learn English for, and the various teaching methods and materials which are typically used in different contexts. Students will focus on classroom observations through the use of film, and will be encouraged to reflect and discuss the teaching and learning in each. The module will cover the developments in the discipline in the C20th and focus on Communicative Language Teaching, which has been the main approach used in the UK since the 1980s. Approaches, such as Total Physical Response will be considered, along with other theories and methods such as the Lexical Approach or Task-Based Learning. Methods of ELT will be considered in terms of cultural context, the role of English as Lingua Franca and the greater influence of technology in teaching. 

• To develop a critical understanding of the variety of methods and approaches within TESOL.
• To be able to assess the usefulness of various methods in teaching different groups of learners
• To understand the reasons and motivations for learning English in various contexts.
• To be aware of the different cultural attitudes to language learning and teaching.
• To be able to plan, prepare and deliver effective lessons for a range of learner needs that make use of a variety of relevant classroom resources and teaching aids.
• To enable students to learn or improve their essay-writing, critical analysis and synthesising skills.
• To enable students to develop their understanding and application of academic style, register and the use of APA in their academic work.