TESOL with ICT MA

International equivalencies

We can help you meet our English language or academic entry requirements.

Why study with us

• All learning is supported by digital resources and a superb online library provision

• The course will develop you professionally and enhance your employability

• Your course tutors are extremely experienced in English language teaching, teacher education and the use of digital media for language teaching

• You will have systematic support for academic writing and study skill

• You will have the option to add on a teaching assessment module to gain a Diploma-level qualification (TEFLQ)

• You may be coming to the MA after completing our Diploma in TESOL. Graduates from this course (or any equivalent) will be offered credit to set against study for the MA TESOL with ICT, saving you time and money

Course structure

The MA TESOL with ICT provides a supportive, stimulating and culturally diverse environment. Delivered flexibly – the full-time course structure is taken over one year but you can also follow the course part-time up to six years. Studying part-time means that you can take the optional modules in any order, however, you will always undertake Research Methods and Dissertation last.

The MA is based on the idea that theory, practice and research in the field of teaching, learning and media are inextricably linked. All modules relate theories and research to professional problems, including both general issues and the individual professional issues of our students.
 There are two pathways offered – pathway one is for those with no or little experience in teaching and pathway two is for those who have at least two years of experience. Each of the pathways offered has two core modules and the choice of three optional modules. Whichever pathway you take, you will always undertake Research Methods and the Dissertation.

Research Methods
This prepares you for research into second language teaching and learning and supports your dissertation. It enables you to form a research question or questions relevant to your MA, justify a methodological approach, select research methods and be able to analyse data. You are encouraged to focus on real-life professional problems relevant to your own context, and so develop expertise and specialist knowledge which supports your career development. It is assessed through a data-gathering project and a proposal for the dissertation.

Dissertation
The dissertation is a 15,000 piece of work. It is the culmination of your MA experience and is based on independent research. It is self-managed, but you have a great deal of support from your supervisor. If you are completing the course in one year, you will start your research in May and complete your dissertation over the summer.

Areas of study

Core modules

• Language Teaching and Technology
 – you will explore the use of technology, primarily digital, in the second language learning field. You will investigate the technologies, applications and tools available and consider models for their integration into language learning and teaching. It is assessed through a portfolio which contains three discussion board posts, a group presentation and an essay.

• English Language Teaching Materials
 – this module helps you to evaluate, adapt, supplement and create materials to support language teaching and learning. You investigate the role of the design processes and pedagogical principles underlying materials production. You'll also explore the appropriacy of different media technologies for materials production. It is assessed through a portfolio of work which includes: materials developed to support an aspect of language work; presentations from seminars; and a written discussion on the design process and its outcomes.

Optional modules

• Investigating Classroom Practices
 – this is a professional development module in which you are given the opportunity to observe and research a variety of English language classes. The module has at its heart a personalised project in which you plan and execute classroom research, applying your knowledge and understanding of English language teaching to a consideration of teaching methods, roles of teachers and learners, classroom discourse and the use of techniques and resources. It is assessed through a portfolio containing: a class presentation outlining your research and findings, a reflective account of the process of the research, and a summary of your own professional development as a result of the process

• Exploring English Language Teaching – you will investigate key aspects of contemporary English language teaching. The module is built around the following areas: teacher beliefs, the teacher’s role and practices, classroom interaction and management, methods and post-method, the role of context, understanding learners, course design and materials. All study is underpinned by the concept of evidence-based teaching. It is assessed through a portfolio containing three posts made to discussion boards, a group presentation and an essay.

• Perspectives on World English/es:Theory and Practice
 – this module is designed to raise your awareness of the global spread of the English language, and the historical, political and sociological factors that have contributed to this development. You will explore the various debates surrounding ownership and use of English in both your own and the wider global context. You will also critically engage with the implications for learning and teaching English. It is assessed through regular reflective responses to assigned reading and a presentation.

• Language Teacher Education
 – this module supports career development. It is intended for those in language teaching/ELT sectors within the UK and international settings who are interested in developing their expertise as teacher educators and trainers. It aims to critically examine current approaches to language teacher education and professional development for both native and non-native teachers (including digital resources), and in the light of this to address the needs of specific contexts, including online provision. It is assessed by means of an essay which identifies a teacher education problem and explores possible solutions.

• Context, Cultures and Methods in English Language Teaching
 – this module is designed for aspiring English language teachers interested in deepening their understanding of the development of ELT practices and of the cultures of teaching associated with it in multiple contexts. There are opportunities to reflect on personal learning histories and to engage with issues relevant to working in international ELT contexts, such as prevailing methods, global materials, variables associated with teaching contexts, and cultures and identities. Assessment is through a portfolio containing reflection on learning, and a presentation on a materials project which is based on teaching and learning within a specific cultural context.

• Language Awareness
 – you will explore English language and discourse and develop the ability to critically evaluate grammatical frameworks that are currently used in English language teaching worldwide. It is assessed through an examination which asks you to apply learning to teaching problems and issues.

• Second Language Acquisition
 – you will explore research on second and multilingual language learning from analysis of learner language to current cognitive and sociocultural models. It will also help you to consider the implications of such research for second language teaching and teachers. It is assessed through an essay.• Exploring English Language Teaching
You will investigate key aspects of contemporary English language teaching. The module is built around the following areas: teacher beliefs, the teacher’s role and practices, classroom interaction and management, methods and post-method, the role of context, understanding learners, course design and materials. All study is underpinned by the concept of evidence-based teaching. It is assessed through a portfolio containing three posts made to discussion boards, a group presentation and an essay.

• Professional Teaching Practice (which leads to a TEFLQ level qualification) – entry to this module is dependent on having a suitable type of teaching background.
This module helps experienced language teachers consolidate and extend their professional skills. This is a career-focused module that enables you to become professionally qualified in TESOL (TEFLQ). It is assessed by means of 5 observed English language lessons. Each lesson is videoed.

Student views

Robyn Moallemi

“I chose to study the TESOL with ICT MA because it combines two of my professional and personal interests: languages and technology. Since my first degree in French language with media studies, I have had a keen interest in how media and creative practices can motivate and engage language learners. Having been out of education as a student for eight years, I realised that I needed a challenge and wanted to develop both personally and professionally.

"The course has offered fantastic opportunities to learn and be updated on teaching and learning approaches, second language acquisition theories, teacher development and teaching with technologies. I left every class wanting to try something new and creative with my students.

"Meeting teachers from around the world and sharing ideas and stories of teaching have made me reflect on my own teaching practice. I feel that I have already developed and hope to continue to develop as I use technology to engage, inspire and motivate more students than ever before.”

Film about TESOL at Brighton

Hear students describe their experience of learning to teach at the University of Brighton.

Thanks to Chiaki Hashizume (English Language Teaching MA), Cristian Palombizio (English Language Teaching MA), Hajoung Ko (TESOL MA), Hasan Mohammad (TESOL MA), Heeho Yang (TESOL MA), Mark Thomas (TESOL with ICT MA), Talitha Tuijin (TESOL MA) and Yuejie Jin (English Language Teaching MA).

Location

Campus where this course is taught

Accommodation

Maps

Accommodation

University building

Falmer campus and Brighton and Sussex Medical School map