Teaching English to Speakers of Other Languages (TESOL) (MSc) 2019 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 your future career.

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Course type

Postgraduate; leading to a Master of Science (MSc)

Course dates

  • Start date: 9 September 2019
  • End date: 30 September 2020

Course duration

One year full time

Entry requirements

A good 2.1 Honours undergraduate degree in a relevant discipline or significant professional or other relevant experience If you studied your first degree outside the UK, see the international entry requirements.

Evidence of prior alternative learning such as professional qualifications or certifications.

English language proficiency. See English language tests and qualifications.

The qualifications listed are indicative minimum requirements for entry. Some academic Schools will ask applicants to achieve significantly higher marks than the minimum. Obtaining the listed entry requirements will not guarantee you a place, as the University considers all aspects of every application including, where applicable, the writing sample, personal statement, and supporting documents.

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Tuition fees

UK and EU: £9,000
Overseas: £18,480

Application deadline

Monday 12 August 2019. Applicants should apply as early as possible to be eligible for certain scholarships and for international visa purposes.

Application requirements

  • CV
  • personal statement (500 words)
  • 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).

For more guidance, see supporting documents and references for postgraduate taught programmes.

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Course information

The MSc in Teaching English to Speakers of Other Languages (TESOL) is a one-year course run by the English Language Teaching department. It is designed to be useful to both experienced English language teachers as well as those considering a career in English language teaching.  

Highlights

  • Focus your studies in your particular area of interest and gain a better theoretical and practical understanding of the challenges and opportunities facing practitioners in the field.
  • In addition to the compulsory modules, choose three optional modules and a dissertation topic to shape your studies to explore your own interests.
  • Join experienced practitioners and scholars in the English language teaching community, with opportunities to be involved in ongoing professional development events and the annual English for Academic Purposes (EAP) conference.
  • Integrate theory and practice – discuss theoretical concepts and frameworks in small groups and apply these through practical assessments and peer teaching sessions.
  • Engage in and reflect on a new language learning experience as part of the programme to gain a 360 degree perspective on language teaching and learning.

Teaching format

You will take a variety of taught modules over the first two semesters of the programme, which are delivered through a mix of lectures, seminars, tutorials and out-of-class activities.

In these modules, you will integrate theory and practice by discussing and critiquing theoretical concepts and frameworks, and then applying them through a range of practical assessments. Assessments will include:

  • written assignments
  • presentations
  • the development of teaching plans
  • observed teaching sessions.

Further particulars regarding curriculum development.

Modules

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 2018–2019 academic year; some elements may be subject to change for 2019 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 classroom. This is essential for all those seeking to understand their teaching environment 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 written discourse. 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: focuses on how subsequent languages are learnt after the first language by exploring the development of SLA theory. You will then consider how this theory informs teaching. 

  • Teaching and Researching: helps you understand the features of a rigorous research question in the field of TESOL, as well as to consider how to design, pilot and reflect on the effectiveness of different data collection instruments. The module also includes guidance and discussion on the different ethical considerations when conducting classroom-based research, as well as the important stages in writing up a dissertation.

You will choose three optional modules from the following list: 

  • Assessment and Evaluation: provides a detailed understanding of the key concepts behind different methods of testing and evaluation in English language teaching and learning.

  • English Medium Instruction: provides you with an understanding of the controversies of English as an international language for academic study, and the complexity involved in the use of English as a language of instruction from the standpoint of both the academic subject instructors and students who are using English as a second language.
     
  • 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.

  • 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.

Optional modules are subject to change each year, and some may only allow limited numbers of students (see the University's position on curriculum development).

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.

Student dissertations will be supervised by members of the teaching team. 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 August. 

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 2019 entry. Take a look at the most up-to-date modules in the module catalogue.

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Funding

Recent Graduate Discount
The University of St Andrews offers a 10% discount in postgraduate tuition fees to students who are eligible to graduate or who have graduated from St Andrews within the last three academic years and are starting a postgraduate programme with the University of St Andrews.

Find out more about postgraduate scholarships. 

Careers

TESOL graduates are equipped with a range of skills and experiences which allow them to take on a variety of roles. The majority of TESOL students work within education, either as teachers or lecturers, as researchers, or as policymakers. Other graduates work in publishing, journalism and management.

The Careers Centre offers one-to-one advice to all students on a taught postgraduate course and provides a programme of events to assist students in building their employability skills.

Contact information

English Language Teaching
University of St Andrews
Kinnessburn
Kennedy Gardens
St Andrews
KY16 9DJ

Phone: +44 (0)1334 46 2255
Email: elt@st-andrews.ac.uk

ELT website

Policies

Admission to the University of St Andrews is governed by our Admissions policy.

Curriculum development

As a research intensive institution, the University ensures that its teaching references the research interests of its staff, which may change from time to time. As a result, programmes are regularly reviewed with the aim of enhancing students' learning experience. Our approach to course revision is described online. (PDF, 72 KB).

Tuition fees

The University will clarify compulsory fees and charges it requires any student to pay at the time of offer. The offer will also clarify conditions for any variation of fees. The University’s approach to fee setting is described online. (PDF, 84 KB).