PROGRAMME SPECIFICATION MA Applied Linguistics: TESOL (from 2011 entry) First entry to this programme was in 2011 1. Awarding Institution York St John University 2. Teaching Institution York St John University 3. Delivery Locations (if different from YSJU) N/A 4. Programme(s) Accredited by N/A 5. Faculty offering the Programme(s) York St John Business School 6. Final Award(s) Master of Arts 7. Interim Awards Postgraduate Certificate (60 credits) Postgraduate Diploma (120 credits) 8. Programme Title(s) Postgraduate Certificate/Diploma/Master of Arts in Applied Linguistics: Teaching English to Speakers of Other Languages (TESOL) 9. UCAS Code / GTTR / Other N/A 10. Approved Combinations (for Joint Honours programmes only) N/A 11. QAA Benchmark Group(s) N/A 12. Applicable to Year of Entry to the Programme(s) 2013 13. Date Produced/Revised Jan 11 revalidation, Aug 12 (MEL010 replaces MLL003). Oct 13 (no change) Apr 13 150 credit pass approved by QSC PASP so the CA module status amended to C for all modules. Oct 2014 no change 14. Mode of Study The programme is offered in the following modes of study: Full-time: over minimum one year, maximum 2 years Part-time: over minimum two years, maximum 5 years Individual modules will also be offered on a pay per module basis. The four taught modules will be delivered face-to-face. The Dissertation module may be supervised either face-to-face or online. 1
15. Introduction and Special Features 15-a Introduction Applied linguistics is concerned with the investigation of the role of language in problems faced by individuals and/or groups. Although the discipline has traditionally concerned itself with the problem of learning and teaching additional languages, it has not always realised the potential of theory to inform classroom practice and vice versa In contrast, the business of teaching English to speakers of other languages (TESOL also known as teaching English as a 'foreign' or an 'additional' language) has tended to operate in a theoretical vacuum, reliant on unanalysed 'common sense' about what works in the classroom. The MA in Applied Linguistics: TESOL therefore, aims to put TESOL into the wider context provided by applied linguistics, equipping participants with a range of analytical tools and developing their ability to critically reflect on the potential solutions available in different contexts of teaching and learning practice. The programme is designed for both qualified and intending teachers of English to speakers of other languages. The programme attracts students from different parts of the world, who bring with them a diverse mix of educational backgrounds and experiences. This creates opportunities for students of different nationalities to work together and share a common educational discourse, with a view to increasing their cross-cultural understanding and opening their minds to new possibilities within their specialisation. In addition, positioning the TESOL profession within the wider context of applied linguistics provides participants with the opportunity to reflect on the similarities between their own work and that of other applied linguists, including translators and interpreters, speech and language therapists, dictionary writers, literacy teachers, language planners, forensic linguists and so on. Using online interactive forums, the programme aims to provide practical opportunities for the participants to interact with other language professionals around the world. The potential for an element of flexible delivery is built into the programme whereby participants may work on the two Autumn semester modules while off campus, where viable. This option is likely to suit English language teachers (both UK and EU/international) who are living (and possibly working) overseas or in another part of the UK. Similarly, the option of a part-time programme is likely to appeal to participants who wish to continue working while they study. On completion of the MA Applied Linguistics: TESOL programme, participants are expected to be able to demonstrate the advanced understanding of concepts, information and techniques required by an expert ESOL teacher, informed by knowledge from the forefront of the discipline of applied linguistics. In addition, they are expected to be able to: take a proactive and self-reflective role in working; develop professional relationships with others; and to critically evaluate current issues and research in the profession of English language teaching. 15-b Special features of the programme The York St John programme recruits both qualified and intending teachers of English, attracting EU students (mainly UK students from the local area) and international students primarily through the University s partnership arrangements. The programme allows students to fit work commitments around study requirements by being able to access, where viable, online teaching and learning material for the Autumn semester modules. Furthermore, students may undertake individual modules from the programme in order to further their professional and academic development without having to commit themselves to a longer programme. On successful completion of one of these modules, students may then, if they so wish, choose to undertake further modules in order to progress to either the Postgraduate Certificate, Postgraduate Diploma or Masters degree award. 2
In addition, flexible delivery options enable part-time EU students to work towards the MA over a (maximum) 5-year period; this is an attractive option, as teachers new to the profession may not be able to commit to a full-time programme. The ability to work for the intermediate award of Postgraduate Certificate or Postgraduate Diploma will be attractive for similar reasons. The modular structure allows two entry points per year, with the dissertation module being offered both in the Spring and Autumn semester, if required and viable. Whilst modules complement each other within and between semesters, care has been taken to avoid a building-block approach, which would preclude a student s starting in January/February. The programme will be timetabled, where possible, to offer one module each semester during evening hours and one module on either one or two days per week, to allow students to complete the MA entirely through evening attendance or through day release, as well as through full-time attendance. The disciplinary context for the TESOL profession provided by a focus on applied linguistics supports students in their participation in a community of language professionals with broadly similar goals, and a shared set of analytical tools and critical reflective practices. Online interactive forums facilitate the exchange of questions and solutions with language professionals working worldwide. All students on the programme will undertake compulsory academic writing development classes (dedicated to Master's-level students). These classes will comprise 10 hours of teaching per semester, plus independent study and formative assessments, with feedback from peers and from the academic writing development tutor. Particular attention will be paid to the issues of plagiarism, paraphrasing and summarising, referencing and critical thinking. 16. Criteria for Admission Candidates for entry to the Postgraduate Certificate/Diploma/MA programme must normally possess: an undergraduate degree (normally a 2.2 or above) of an approved university or institution. or an equivalent qualification acceptable to York St John University. and (for international students with English as an additional language) IELTS 6.5, with no less than 6.0 in the individual components, or an equivalent result in an English language proficiency test acceptable to York St John University. or a pass in the York St John English language entry test, available at York St John and at some partner institutions. Alternative entry route Where applicants do not meet the stated entry requirements above, it may be possible to take into account evidence of prior experiential learning as an alternative method of meeting the programme s entry requirements. For example, significant previous teaching experience, in English or another subject, might be considered appropriate evidence of applicants having met the entry requirements. In such a case, appropriate references and records of employment might be presented to support the applicant s case for admission or an alternative entry task may be set and assessed by the Head of Programme for evidence of the applicant's suitability to Master's level study. Applicants initially registering to undertake a single module will be automatically registered on the programme to facilitate progression to one of the award bearing programmes should it subsequently be required. Successful completion of one module 3
will normally be considered an alternative route of entry to the programme. Decisions on Applications Decisions on individual applicants will be made by the Head of Programme in consultation with the Admissions Officer and Head of International Office, as appropriate. Accreditation of existing TEFL-Qualified status Applicants who already possess a qualification that affords TEFL-Qualified status (according to British Council regulations) e.g. Cambridge ESOL DELTA, Trinity Dip. TESOL, and who have recent (i.e. within the last five years) teaching experience, will be exempt from the Language Teaching Methodology (MEL020) module, as qualifications and experience of this nature are evidence of relevant prior certificated learning. 17. Programme Aims The aims of the programme are as follows: To provide a broad disciplinary framework from applied linguistics for the professional development of teachers and intending teachers of ESOL. The framework offers opportunities for encouraging enquiry and reflection, promoting advanced-level practice, and developing skills appropriate to the personal and professional needs of participants on the programme. To enable students to develop the knowledge and skills to prepare them to engage in research within the field of ESOL with a view to informing their future practice. To offer the opportunity for students to develop as independent and co-operative learners. To enable students to develop a range of generic cognitive skills including data collection, analysis, application of theories and principles, synthesis and evaluation. To enable students to develop existing skills of communication, teamwork, selfmanagement, organisation and problem-solving in order to enhance their personal development and professional practice. To provide opportunities for students from different educational contexts to share their experiences and bring an international perspective to the discipline, and to learn to appreciate and value their own and others educational cultures. To enable students to acquire a qualification that will enhance their future career options. 18-M YSJU Level M / NQF Level 7 / FHEQ M 18-Ma Level M Programme Outcomes Participants will demonstrate a range of skills, knowledge and attitudinal development. On completion of the Postgraduate Certificate and Diploma, the participant will be able to: Critically apply an in-depth, extended or specialist knowledge of concepts, information and techniques relevant to TESOL as a profession within the disciplinary framework provided by applied linguistics. Exhibit competence in the exercise of advanced generic and subject-specific intellectual abilities. Critically reflect on techniques applicable to their own research or advanced scholarship. 4
Take a proactive and self-reflective role in working and to develop professional relationships with others. Proactively formulate research ideas, questions and hypotheses and critically evaluate these. Critically evaluate current issues and research in the profession of TESOL and the discipline of applied linguistics. Students completing the Master's programme will be able to: Critically apply an in-depth, specialist knowledge and mastery of concepts, information and techniques relevant to TESOL as a profession within the disciplinary framework provided by applied linguistics. Exhibit mastery in the exercise of generic and subject-specific intellectual abilities. Critically apply and reflect on techniques applicable to their own research or advanced scholarship. Take a proactive, independent and self-reflective role in working and to develop professional relationships with others. Proactively formulate research ideas, questions and hypotheses and develop, implement and execute plans with which to evaluate these. Critically and creatively evaluate current issues, research and advanced scholarship in the profession of TESOL and the discipline of applied linguistics. 18-Mb Level M Programme Structure and Content YSJU Level M / NQF Level 7 / FHEQ M The MA in Applied Linguistics: TESOL is a fully modular programme. Students will take a range of M-level modules in order to meet the accredited award of their choice. The modules, with their credit rating and status are listed by semester below: Module Title Module Code Credits Semester Status of Module Themes in Applied Linguistics MEL060 30 1 C Language and Cognition (for 2011 entrants only) Second Language Acquisition (not available to 2011 entrants) MLL003 30 1 C MEL010 30 1 C Language Teaching Methodology MEL020 30 2 C Classroom Language Research MEL030 30 2 C Dissertation MEL040 60 1 or 2 C CA: Compulsory for the Master of Arts award 18-Mc Level M Teaching and Learning and Assessment Strategies The learning and teaching strategy for the programme recognises that some students may have little or no teaching experience but, in this case, may have significant and current personal experience of the language learning process. In this respect, all students will have valuable perspectives to bring to the programme. 5
Throughout the programme, students are encouraged to play an active role, critically reflecting on the input and drawing on their experiences as language learners to contextualise input. Module tutors will take the role of facilitators, encouraging students to think outside their own sphere of reference and to draw inferences for best practice for their future teaching careers within their own educational contexts. Students will be encouraged to share their experience and reflections though in-class and online dialogue and a proactive approach to learning will be promoted. The programme will therefore engage in the following learning, teaching and assessment practices: Flexible and accessible learning and teaching methods, with full use of the virtual learning environment (VLE), email communication and varied timetabling of modules. The use of a range of assessment methods, to provide for a diverse range of preferences in assessment type. The provision of a variety of learning methods within and across modules to appeal to a diverse range of learning styles. The strategy is to employ a range of teaching and learning methods as follows: Pre-course reflective tasks (downloadable from the VLE). Lectures (face-to-face or recorded and posted on the VLE). Tutor and student-led seminars (face-to-face or using discussion forums on the VLE and supported by guided reading tasks using printed materials or ebooks, ejournals and scanned chapters posted to the VLE). Workshops and discussion groups (face-to-face or using discussion forums on the VLE and supported by printed data or data posted to the VLE). Independent study and research. Collection and analysis of data. Individual and group tutorials (face-to-face, by email or using internet telephony). Access to the digital archive of the Centre for Languages and Linguistics Colloquium Series of guest lectures hosted on the University Digital Repository. Verbal feedback (face-to-face or via internet telephony). Access to University-based support services including library and IT support. Module handbooks with participant requirements, timetable, learning outcomes, dates of submission and associated policy and procedure (posted on the VLE). Written feedback on assessed work (delivered via the VLE). The assessment strategy acknowledges the needs of both international students who may have particular preferences regarding assessment, and part-time students who may have to fit their studies around other commitments. Elements of the assessment strategy are as follows: Assessment of the taught modules will occur during, and at the end of, each module. Normally the requirement for summative assessment will be the equivalent of 6000 words per 30-credit module. A variety of summative assessments will be used, including but not limited to essays, written reports, reflective portfolios, assignments, oral presentations and dissertation. Formative assessment, using a variety of assessment strategies, will be used within some modules for feedback purposes. 6
Submission of module assessments will be wholly online, via the VLE. The dissertation will normally be 10,000 12,000 words. 19. Progression and Graduation Requirements The University s general regulations for postgraduate awards apply to this programme. Any modules that must be passed for progression or award are indicated in the curriculum table. 20. Internal and External Reference Points This programme specification was formulated with reference to: University Mission Statement QAA Benchmark Statement (UG Hons): Linguistics QAA Master's Degree Characteristics QAA Framework for Higher Education Qualifications: Master's degree QAA Code of Practice sections: Collaborative Provision and Flexible and Distributed Learning (including E-learning), and Assessment of Students QAA Guidelines for Preparing Programme Specifications Prospects (Graduate careers website): TEFL/TESOL/Applied Linguistics programmes at other UK universities 21. Further Information Further information on the programme of study may be obtained from: Admissions Entry Profile (Admissions) Programme re-validation document (Registry Academic Standards) Regulations (Registry Academic Standards) Student programme handbook (Faculty) Module handbooks (Faculty) 7