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Programme Specification for the 2019/0 academic year

MEd Teaching English to Speakers of Other Languages (Part-time)

1. Programme Details

Programme name	MEd Teaching English to Speakers of Other Languages (Part-time)	Programme code	PTD2EDUEDU29
Study mode(s)	Part Time	Academic year	2019/0
Campus(es)	Other St Luke's (Exeter)	NQF Level of the Final Award	7 (Masters)

2. Description of the Programme

The Masters of Education in TESOL (Teaching English to Speakers of Other Languages) at the University of Exeter gives you the opportunity to further your studies in teaching and learning English as a second, foreign or additional language. It is designed for individuals from varied educational backgrounds and establishments, and from other professions, who want to develop their understanding of the theory, research, practices and policy in TESOL. Our programme will support you to develop your knowledge and understanding, prepare you for further research and provide a firm foundation for developing your career in language education and associated disciplines.

There are 3 modes of study: full time, part time and summer intensive. Full time students usually complete the programme within one academic year, part time students complete the programme within two academic years, and Summer Intensive students complete the course within three academic years.  All students undertake a module on Language Awareness and a module on TESOL research with a dissertation. All students take a further core module and four optional modules (full time students might take different core modules based on their work experience). All modules are led and taught by specialist staff whose research is closely related. You will learn and work in a variety of ways to further your understanding. This includes lectures, seminars, workshops, peer led activity, language classroom visits, peer teaching and presentations. All modules are assessed through course work – there are no final examinations. Assessments are varied and include essays, online projects, portfolios and group or individual presentations.

3. Educational Aims of the Programme

1. to support your development as autonomous TESOL professionals
2. to provide the knowledge, understanding and skills for you to analyse TESOL policy, theory and practice
3. to provide you with the procedural knowledge to develop conceptual understanding and analyse data
4. to provide the organisational and transferable skills central to professional autonomy
5. to support your ability to define and evaluate complex TESOL issues drawing on international perspectives
6. to equip you with the methodological knowledge needed to select appropriate methods to conduct research
7. to provide you with knowledge and skills needed to apply theory to practice.

The aims of the programme are:

4. Programme Structure

Credits and awards

The Master of Education in TESOL is a 180-credit programme taken at Level 7. Students undertaking the Master of Education can exit the programme after 60 credits (PGCert) or 120 credits (PGDip). Students can also enter the programme on the lesser awards of PG Cert (60 credits) or PG Dip (120 credits). APCL and APEL procedures that meet national standards are also available to students.

Programme organisation and requirements

Full-time candidates are required to complete three terms of full-time study and to satisfy the examiners in coursework at the end of the three terms of study.  All full-time students are also required to undertake the Preparing for TESOL Inquiry and Dissertation module (60 credits) and submit this, normally up to 12 months from the date of initial registration. This module is exempt from condonement. Students have the option to follow this version of the  programme on a part-time basis over a maximum of two years.

The MEd TESOL is also delivered on a part-time basis over 3 years via the Summer Intensive programme. Students attending the Summer Intensive delivery of the MEd TESOL are expected to attend Exeter for two intensive four-week teaching blocks held over two consecutive summers. Coursework and the dissertation are completed off-campus with tutor support and the dissertation is normally handed in up to 36 months from the date of initial registration

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://socialsciences.exeter.ac.uk/education/graduatestudies/masters/med/medtesol/

Stage 1

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Compulsory Modules

Code	Module	Credits	Non-condonable?
EFPM267	Language Awareness for TESOL Compulsory for all students but can be taken in stage 2	30	No
EFPM266	Principles of Language Learning for TESOL Students with more than one year teaching experience - can be taken in stage 2	30	No
EFPM280	Developing Practical Knowledge for TESOL Teaching Students with less than one year teaching experience - can be taken in stage 2	30	No

Optional Modules

Code	Module	Credits	Non-condonable?
EFPM835	Foreign Language Testing and Assessment	15	No
EFPM268	Developing an Appropriate Language Teaching Methodology	15	No
EFPM269	Developing Language Teachers	15	No
EFPM787	Teaching English to Young Learners	15	No
EFPM309	New Technologies in Language Learning	15	No
EFPM310	Developing Materials for TESOL	15	No
EFPM311	Principles and Practices of Curriculum Development and Syllabus Design	15	No
EFPM314	Discourse and Language Education	15	No
EFPM313	Issues in English Language Teaching	15	No
EFPM837	Teaching and Researching English for Academic Purposes	15	No
EFPM292	Bilingual and Multilingual Perspectives on Language Learning and Teaching	15	No
EFPM293	Corpus Linguistics for TESOL	15	No

Stage 2

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Compulsory Modules

Code	Module	Credits	Non-condonable?
EFPM267	Language Awareness for TESOL Compulsory for all students if not taken in Stage 1	30	No
EFPM266	Principles of Language Learning for TESOL Students with more than one year teaching experience - Compulsory if not taken in Stage 1	30	No
EFPM280	Developing Practical Knowledge for TESOL Teaching Students with less than one year teaching experience - Compulsory if not taken in Stage 1	30	No

Optional Modules

Code	Module	Credits	Non-condonable?
EFPM835	Foreign Language Testing and Assessment	15	No
EFPM268	Developing an Appropriate Language Teaching Methodology	15	No
EFPM269	Developing Language Teachers	15	No
EFPM787	Teaching English to Young Learners	15	No
EFPM309	New Technologies in Language Learning	15	No
EFPM310	Developing Materials for TESOL	15	No
EFPM311	Principles and Practices of Curriculum Development and Syllabus Design	15	No
EFPM314	Discourse and Language Education	15	No
EFPM313	Issues in English Language Teaching	15	No
EFPM837	Teaching and Researching English for Academic Purposes	15	No
EFPM292	Bilingual and Multilingual Perspectives on Language Learning and Teaching	15	No
EFPM293	Corpus Linguistics for TESOL	15	No

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6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
	...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
1. Identify and evaluate educational concepts and issues related to TESOL research 2. Select appropriate research methods for your research projects, investigate issues in teaching and learning and communicate the findings 3. Design and conduct a rigorous ethical enquiry into a relevant and approved area of study in TESOL or related areas	Lectures, seminar, group activities, tutorials and directed activities in professional contexts.  Use of study guides and readings. Online resources are available to all students on the programme.	1.  Formative assignments (e.g. critical reading of literature, research plan, peer teaching, presentation) 2.  Summative assessment through written assignments (e.g. written, presentations, portfolios) and dissertation

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
	...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
1. Analyse the relationships between policy, theory and practice in a TESOL contexts and contribute to policy, practice and curriculum development 2. Demonstrate a critical understanding of and engage in critical debate about current TESOL issues, drawing on evidence from theory, research and practice	Lectures, seminar, group activities, workshop tutorials and directed activities in professional contexts. Use of study guides and packs of readings and/or on-line resources.	1.  Formative activities (e.g. small scale enquiries and directed activities). 2.  Summative assessment through written assignments (e.g. based on formative activities) showing interaction between theory and practice.

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
	...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
1. Deploy a range of personal and professional skills relevant to the workplace 2. Identify and justify solutions to TESOL problems relevant to their area of study 3. Show clarity and coherence in structure, writing style, presentation of evidence and argument and ensure your work effectively communicates the intended meaning 4. Employ a range of academic skills appropriate for progression to doctoral study	Lectures, seminar, group activities, tutorials and directed activities in professional contexts. Use of study guides and on-line resources.	1.  Formative activities (e.g. small scale enquiries and directed activities). 2.  Summative assessment through a range of assignments showing interaction between theory and practice.

7. Programme Regulations

The award will normally be based on the degree mark formed from the credit weighted average marks across all modules.

 

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Lecture, seminar materials and additional resources are available on ELE pages for each module. You are also able to access the library on campus or through the electronic library pages. The St Luke’s Campus library houses Education. You will be given advice about accessing educational journals and databases during modules, research methods sessions and supported in this by your dissertation supervisor. The campus also provides access to computers and printers. There is a print shop on campus where you can get photocopying or printing done. Details of all campus facilities can be found on the GSE website.

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff and the programme director.

Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.

 

 

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

- be qualified teachers;

and/or

- hold equivalent professional qualifications;

and/or

- possess an appropriate qualification which enables them to undertake the professional masters degree;

Applicants for admission to the MEd TESOL (Summer Intensive) programme shall have the equivalent of two years full-time experience of working in an educational or training setting.

Applicants for whom English is not their first language must fulfil the minimum standards for competence in English language(for reading, writing, speaking and listening) stated in the entry requirements (e.g. IELTS 6.5 with minimum of 6.0 in any section)

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

The University and its constituent Colleges draw on a range of data in their regular review of the quality of provision.  The annually produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five year period.

Internationally recognised for excellence, and ranked 6^th in the UK for world leading and internationally excellent research (RAE 2014), the Graduate School of Education is one of the most diverse and highly regarded in the UK. Our research training is recognised by ESRC and our doctoral programme for Educational Psychologists is recognised by the British Psychological Society.

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Humanities, Arts and Social Sciences (HASS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

0

18. Final Award

MEd Teaching English to Speakers of Other Languages (Part-time)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits	180	ECTS credits	90

22. QAA Subject Benchmarking Group

23. Dates

Origin Date		Date of last revision	01/05/2015