Applied Linguistics and TESOL

MA

Intermediate award(s): PG Cert, PG Dip
Full-Time

Roxana Scriminti

MA in Applied Linguistics and TESOL

“This course has had an immense impact on my future career both as a researcher and teacher. It has broadened my horizons and acted as a springboard to further my graduate studies, which involve an MPhil and probably progression to a PhD.

It has been a journey of self-discovery and betterment. The course provided me with an opportunity to challenge and expand my abilities, interests and visions. It has made me become a multi-tasking, autonomous and more confident and ambitious individual.

My overall experience at Anglia Ruskin University has been extremely positive and beneficial. I fulfilled my aim of delving into second language acquisition, I came together with inspirational people (teachers and colleagues) and have always been met with support and a smile by the administrative staff.”

Course overview

This course is suitable for people from a wide variety of academic and professional backgrounds, including educators from the state and private sectors. It will be of interest to those involved in foreign language teaching and teaching English as a foreign language, language testers, curriculum developers, materials writers and others involved in teaching and learning languages.

Our MA Applied Linguistics and TESOL offers a combination of the theoretical and practical aspects of language learning and teaching. The modules focus strongly on practical classroom application, encouraging you to be reflective about your own classroom practices and help to provide an in-depth understanding of current theories around language systems and how languages are taught and learned.



Additional course information

This course focuses on aspects of curriculum and syllabus development, second-language acquisition theories and classroom management, but also takes a sociolinguistic and sociocultural approach to looking at second-language acquisition, learning and teaching.
























Module guide

Core modules
  • Materials and Course Design

    This module identifies and explores the factors related to the construction of courses and materials. It examines the evolution and bases of syllabus design, studies different types of syllabuses and explores the contribution of second language acquisition research, language teaching and learning theory and practice, and linguistics. These principles will be applied in order to analyse and evaluate recent and current courses, methods and materials, and also to assist you in evaluating, adapting and creating materials for use in teaching. The module will also explore the nature of language areas (grammar, vocabulary and language skills) within the syllabus and the effects of different approaches and methods on how these may be taught and what materials might be used.

  • Second Language Acquisition

    This module focuses on seeking an understanding of the available evidence about the second-language acquisition process. It surveys the literature on second-language learning, focusing on the major themes which have emerged over the last three decades. It examines some of the research evidence for the second-language acquisition process, looks critically at reports of second-language research, and examines some of the theories which endeavour to interpret research evidence.

  • Classroom Theory and Practice

    This module is intended for those of you who are seeking to develop your knowledge and understanding of learning and teaching English to speakers of other languages. The module examines current and recent research and explores key concepts and issues through relevant professional and academic literature. A more practical element is realised through live, filmed observation of teachers in practice. You are also encouraged to reflect on your teaching and learning experience and analyse and discuss your beliefs and attitudes towards learning and teaching.

  • Discourse in Society

    This module familiarises you with theoretical and methodological approaches in sociolinguistics and discourse analysis, with an emphasis on issues relevant to language learning and the educational context.

  • Research Methods in Applied Linguistics

    This module provides an introduction to research methods in preparation for the MA dissertation. These fortnightly sessions will familiarise you with the basic processes of conducting research, including general methodological approaches as well as research ethics. Particular emphasis will be paid to the analysis and discussion of both qualitative and quantitative data, in order to develop your critical-evaluative skills.

  • Major Project

    The Masters-stage dissertation will enable you to conduct your own small-scale research project on a topic of your choice, under the guidance of an academic member of staff who acts as a supervisor.

  • Independent Learning Project

    This module enables you to work independently on topics not provided within existing modules, subject to the availability of a suitable supervisor.

In addition to teaching time on-campus, all courses require intensive self-guided learning, research or private study and there may also be optional training, seminars, visits, lectures or master classes to attend.

Assessment

We use a wide range of assessments to enable you to illustrate both an understanding of theoretical issues and their practical application.

Burcu Simsek Benderli, Turkey

MA Applied Linguistics and TESOL

“To be accepted by two conferences as a speaker was not something I expected before I started this course. When I look back at my studies in the last two years, what I clearly see is that I would not be able to come to this point without the knowledge the course has given me and without my supervisor's help and feedback. Choosing this course was one of the best decisions I took for my career.

Because the staff were so competent in their field I did not have any limitations or rejections for the topics I chose to work on, and with each assignment I was fed with the guidance and information I needed from my course leader throughout the writing process.
”

Facilities

Cambridge is a beautiful and historic university city. With a student population of some 25,000, it also offers a young, vibrant and creative environment. The city is full of student bookshops, cafes, cinemas, art galleries, museums and an exceptional number of theatre and concert venues, both mainstream and experimental. London is within easy reach of Cambridge by train or coach.

Libraries
Our campus libraries offer a wide range of publications and a variety of study facilities, including open-access computers, areas for quiet or group study and bookable rooms. We also have an extensive Digital Library providing on and off-site access to e-books, e-journals and databases.

We endeavour to make our libraries as accessible as possible for all our students. During Semester time, they open 24 hours a day from Monday to Thursday, until midnight on Friday and Saturday and for 12 hours on Sunday.

IT resources
Our open access computer facilities provide free access to the internet, email, messaging services and the full Microsoft Office suite. A high speed wireless service is also available in all key areas on campus. If you are away from campus or a distant learner, our student desktop and its many applications can be accessed remotely using the internet. Your personal student email account provides free document storage, calendar facilities and social networking opportunities.

Throughout your studies you will have access to our Virtual Learning Environment (VLE), providing course notes, reading materials and multi-media content to support your learning, while our e-vision system gives you instant access to your academic record and your timetable.

Special features

This course is also offered via distance learning. On campus, all teaching takes place in the evening, enabling you to pursue paid employment during the day. Cambridge has an abundance of language schools, making it comparatively easy for those wishing to gain practical experience in language teaching to find part-time employment in this sector.

Course convenor

Dr Sebastian Rasinger

Associated careers

Graduates from our course work in a wide variety of language-learning and teaching-related professions. These include: teaching English or other languages to non-native speakers in both the UK and abroad; curriculum, test and materials development; and language policy. Some also choose to stay in academia to study for a PhD in a cognate subject.
Entry Requirements: Usually a good/ 2:1 honours degree classification (or equivalent) in languages, linguistics, education, psychology, sociology or other related area and/or relevant professional experience. Candidates for whom English is not a first language will be expected to demonstrate a certified level of proficiency of at least IELTS 6.5 or equivalent with no individual score lower than 6.
Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements.

We welcome applications from International and EU students. Please select one of the links below for English language and country-specific entry requirement information.

If we have confirmed you do not meet our entry requirements you might want to consider a preparatory course at Cambridge Ruskin International College (CRIC), our partner college, based on our Cambridge campus, before coming to study with us.

How to apply

Locations

Duration

1 year

Teaching times*

Mon and Thurs 6.00-8.00pm

Available starts

September, January

Student finance

Open Day

Saturday 13 July
Postgraduate Open Day

Advice & support

Employability

Faculty

Arts, Law & Social Sciences

Department

English, Communication, Film and Media

Contact us

UK and EU applicants:International applicants:

 

*Teaching days and times are for guidance only and are subject to change each academic year. We advise all applicants to wait until they are in receipt of their timetable before making arrangements around their course times.

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