Combine an understanding of key theories of language learning and teaching with up-to-date application and teaching methods
Our staff are research active with a variety of TESOL and Applied Linguistics expertise
Expertise in education technology for both language students and for on-going teacher development
This course will give you an excellent grounding in the central areas of linguistics and includes a foundation in applied language study. You will also focus on the practical and theoretical aspects of Teaching English to Speakers of Other Languages (TESOL).
While you are with us, you’ll follow a study programme designed for professional development, including seminars, site visits and opportunities for informal teaching practice.
Work experience is preferred, but not required
This course combines theoretical insights in English language teaching (ELT) and learning with practical applications to specified contexts.
You will take two core Modules:
You will take one core module:
You will also take one elective module:
For the full Masters qualification a dissertation is required.
For the full Masters qualification a dissertation is required:
An honours degree with a 2:1 grade or above in a relevant field such as education, languages, or linguistics.
An honours degree with a 2:1 grade or above in any academic subject together with a Grade C or above in an accredited TEFL-initiating qualification (Trinity Certificate TESOL/ Cambridge ESOL CELTA only).
Two references are required with applications.
We welcome applications from students with alternative qualifications and/or significant relevant experience, subject to approval through a process of Accreditation of Prior Learning (APL).
Native speakers of a language other than English must provide evidence of proficiency in English: IELTS with an overall band score of 6.5 (no less than 5.5 in any band).
Graduates who would like to learn more about the English language, how to teach it and how it is learnt.
The course is particularly suitable if you want to become a teacher of English as a second language or to work in a related field. It is also a good starting point if you are looking to go on to doctoral research.
Applicants should have a strong interest in the what, why and how of teaching and learning English as an international language.
Some teaching experience is an advantage, but this is not a requirement. A teaching credential such as a certificate and/or a diploma in Teaching English as a Foreign Language is also an advantage, as is previous TESOL study at undergraduate level.
A willingness to engage with the extensive literature and to write two coursework essays of anything up to up to 4,000 words for each module is essential – this involves a good understanding of the writing process at postgraduate level.
Suitability for the course is determined by a fully completed application form and supporting documentation including a personal statement and references.
At least one reference should be from a relevant undergraduate module tutor or course leader.
The course is delivered through a combination of lectures, practical classes, student-led seminars, discussion of research papers, interactive group work and student discovery, analysis, reflection and evaluation. Self-access work also features on the programme.
Full-time study requires full–time attendance over a 12 month period (October to September). Part-time study allows students to complete the course over three years. There is no distance learning option for the course.
Assessment is through a combination of of essay based and practical coursework, the application of theory to practical settings and students’ own teaching and learning contexts, data analysis and problem solving, materials development and/or critique projects, mini-research projects and critical evaluation of published research.
Graduates of this course frequently go on to work as English language teachers, directors of studies and education managers in schools, colleges and universities. Employers of our previous graduates include the University of Liverpool, the University of Manchester, various other universities across the globe, state schools, private language schools, further education colleges, education agencies. Some students may go on to further study by research (MPhil), or a doctorate (PhD).
Having had a few years teaching practice, I decided I needed to have a higher qualification to support my practical experience.
I found that the course content was well balanced between theory and practical information, which it meant that I could also take some of the ideas and teaching methods of the teachers to use in my own teaching practice. What I liked most was that the classes were always interactive, which meant that I was able to increase my confidence in the classroom, speaking in front of others and interacting with people of different nationalities. The University of Salford provided me with a great network of international friends, which has later enabled me to begin my own language school, The Language Café, http://www.languagecafe.co.uk/
As I had taught before the course, the classes enabled me to fill the gaps in my knowledge of the theories of teaching and be able to understand the reasons behind why we use certain techniques and methods in the classroom. Now, when I teach, I am able to provide my students with tips and advice for studying language, safe in the knowledge that the information I am giving them is backed up by the language learning science I learned while doing the MA. I can safely say that the information, techniques, skills and confidence I gained during the TESOL course I use every single day in my teaching practice.
I would and always do recommend this course to anyone who asks about it. The experience with Salford was the complete package for me and was the springboard for me really launching my career.
Staff in the TESOL team have strong links with several professional teaching organisations, including English UK, BALEAP (British Association of Lecturers in English for Academic Purposes), IATEFL (International Association of Teachers of English as a Foreign Language) and NATESOL (Northern Association for Teachers of English as a Second or Other Language). We have been the venue for several NATESOL sessions and student attendance at these professional-development seminars is encouraged throughout the year.
Our TESOL researchers have particular interest and expertise in the fields of technology in language education, English for Academic Purposes, issues in language teaching methodology, the learning and teaching of grammar, individual differences and language learning.
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You should also consider further costs which may include books, stationery, printing, binding and general subsistence on trips and visits.
We offer awards to help you study through our:
There are also other sources of funding available to you.
For more information please see our funding section