Teaching English to Speakers of Other Languages (TESOL) (MSc) January 2021 entry
The TESOL MSc gives students the opportunity to integrate the theory and practice of teaching English to speakers of other languages with the flexibility to select modules of interest and of benefit to their future career, and interact online with TESOL students in St Andrews and around the world.
Postgraduate, leading to a Master of Science (MSc)
- Start date: 25 January 2021
- End date: 30 June 2022
Information about all programmes from previous years of entry can be found in the archive.
18 months full time
Applications are welcomed from all education systems. A good 2.1 Honours degree or 3.3/4.0 Grade Point Average (GPA) is typically required in any discipline. The School also consider applications from students who can provide significant professional or other relevant experience alongside evidence of prior alternative learning such as professional qualifications or certifications. If you require further information about our academic entrance requirements in relation to the education system you studied in, please contact firstname.lastname@example.org
If you studied your first degree outside the UK, see the international entry requirements.
Some students may be eligible for recognition of prior learning (RPL) based on their previous studies, such as DELTA. The International Education Institute considers applications for RPL on a case by case basis in line with the University's recognition of prior learning policy. To confirm the exact amount of credit you could be awarded, please forward your relevant transcript to email@example.com.
For direct entry to an MSc TESOL programme, you will need an overall score in IELTS (Academic) of 6.5, with a minimum subscore of 6.0 or the equivalent. Students with a lower score may be eligible for a pre-sessional course. For alternative forms of evidence, see English language tests and qualifications.
The qualifications listed are indicative minimum requirements for entry. Obtaining the listed entry requirements will not guarantee you a place, as the University considers all aspects of every application including, where applicable, the personal statement, and supporting documents.
UK and EU: £9,450
Early January 2021. Applicants should apply as early as possible to be eligible for certain scholarships and for international visa purposes.
- CV. This should include your personal details with a history of your education and employment (paid or voluntary) to date.
- personal statement. See personal statement guidance for TESOL courses (PDF)
- two original signed references (at least one of which must be academic)
- academic transcripts and degree certificates
- evidence of English language proficiency (required if English is not your first language). If you have not yet taken an English language test, this can be submitted at a later date. Any offer of a place would then be conditional on attaining evidence of your English language competence.
For more guidance, see supporting documents and references for postgraduate taught programmes.
The modules in this programme have varying methods of delivery and assessment. For more details of each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue which is for the 2020–2021 academic year; some elements may be subject to change for 2021 entry.
- Action Research for Teachers: provides a learning experience in which you can reflect on concepts and theories you are studying in other modules and connect them with classroom practice. The module explores the combined value of reflection and action research for classroom practitioners, providing a means for language teachers to understand their classroom contexts and to plan responses to challenges in these contexts.
- Language Teaching Methodology: explores the theories that inform teaching practice and analyses the implications these have in terms of ways of learning, material used, the teacher role and the learning spaces. This is essential for all those seeking to understand teaching environments more clearly and for those who have a chance to influence teaching environments.
- Linguistics for Language Teachers: equips you with the skills required to describe and analyse language. It does not assume prior knowledge of Linguistics and seeks to introduce you to selected fundamental concepts, relevant to English language teaching. You acquire appropriate terminology and techniques in the analysis and description of grammatical terms and structures.
- Second Language Acquisition: how do we learn languages? Does it make any difference what age we start at? Why do some learners seem to do better than others? Answers to these questions, and many more would be very useful to inform language teachers, and to guide learners. This module traces the development of SLA theory, considers language learning from the perspective of learners, their differences and the strategies they can use, and from the perspective of the teacher and SLA researcher in order to apply theory to practice.
- Teaching and Researching: teachers are increasingly expected to be evidence-informed or even evidence-led; consuming, creating, and sharing research. This module addresses how we evaluate the quality of research to decide what is rigorous and informative for our practice, how we can build on existing research when planning our own interventions, and how to design, pilot and reflect on the effectiveness of different data collection instruments. We consider a range of research contexts and values to help you actively engage with pedagogical research.
You will choose three optional modules from the following list, subject to timetabling restrictions:
- Assessment and Evaluation: brings together the study of language testing with the theory and practice of assessment in pedagogy. You will learn key concepts in both, how to design and improve tests for different purposes, and how to make productive use of assessment within teaching. We also consider some of the broader social impacts of assessment and testing and how teachers navigate tensions when promoting student learning within a measurement culture. The module also acts as an example of learning through assessment, giving you opportunities to reflect on how different approaches such as mastery learning or active learning are reflected in assessment design, as well as critiquing aspects of assessment such as the use of time limits, group tasks, multiple-choice questions, and gamification.
- English Medium Instruction: in recent years there has been a rapid increase in the teaching of academic subjects through English in countries where the majority of the population do not use English as a first language. This module explores this global trend from the standpoint of content and language teachers, as well as students. It considers the wide variety of English Medium Instruction contexts, evaluating theory in an attempt to address some of the practical challenges involved.
- English for Academic Purposes: preparing and supporting students who come to study for undergraduate or postgraduate degrees through the medium of English is one of the most challenging but rewarding jobs in the field of language teaching. To do this well, an EAP teacher needs to understand the higher education context; the key principles underpinning learning in a university; text and discourse in the communities of the different disciplines, theories and practice of assessment; and the most effective methods and materials to motivate students and help them into a discourse community.
- Teaching Young Learners: explores theories of child development and learning which are fundamental to the understanding of child second language acquisition, namely children aged 4 to 7, 8 to 11, and 12 to 18. Child psychology has to be taken into account in the development of teaching materials, teaching styles and classroom management. There is also a practical element to the module, as tutorials will involve the creation of materials and delivery to peers, who will take on the characteristics of the target students, in order to apply theory to practice.
- Technology for Teaching: introduces you to the principle theories, concepts and practices of technology in language education. You will be able to critically consider the role and purpose of various modes of technology in education in a wide range of settings to identify and conceptualise problems within your own professional contexts.
For the dissertation, you will choose a topic of interest to you and to your future career. You will read related literature and conduct independent research on your topic.The dissertation will be written during the second Semester 2.
Student dissertations will be supervised by IE staff members. Supervisors will provide guidance throughout the research process, helping you to formulate a suitable research hypothesis. They will offer advice on relevant literature and how to plan your time effectively.
The completed dissertation of no more than 15,000 words must be submitted by a specified date in May.
If you choose not to complete the dissertation required for the award of an MSc, there are exit awards available that allow suitably qualified candidates to receive a Postgraduate Diploma. By choosing an exit award, you will finish your degree at the end of the second semester of study and receive a PGDip instead of an MSc.
The modules listed here are indicative, and there is no guarantee they will run for 2021 entry. Take a look at the most up-to-date modules in the module catalogue.