Applied Linguistics for TESOL MA
2 Years Part-Time | September Start

In this module, you will critically analyse and review the development of language in direct relation to social disadvantage in young children, adolescents and adults. You will examine the theoretical associations and relationships between social disadvantage and language taking into account issues of cognition, literacy, behaviour, learning, socio-emotional development, intervention and its outcomes. You will develop your understanding of how theory applies to practice by critically evaluating various intervention studies designed to improve the spoken language abilities of young children and adolescents in various in nurseries, schools and other contexts.

You will consolidate and further develop your understanding of / critically evaluate relationship between methodology, data and theory which you developed on EL4011 ‘Doing Linguistics’ and EL5016 Psychology of Language.. During the module, you will develop your ability to present your own viewpoint in speech and in writing – a key employability skill.

This module provides a detailed overview of the key concepts and issues in semantics (the study of language meaning). Along the way, we will discover a range of tools for analysing language and we will be engaging with current debates in linguistic theory. The module takes a problem-solving, interactive approach to analysing meaning and is designed to develop your ability to discover patterns (and exceptions) in language data.

This 20-credit module aims to provide students, whether they regard themselves as predominantly practitioners or researchers, with the conceptual and analytical tools necessary to conduct informed and responsible enquiry in Linguistics and Applied Linguistics, including language education. You will develop your knowledge and understanding of a range of research methods in these related fields. You will extend your ability to critically evaluate empirical research articles, including the suitability of different research approaches, instruments and methods of analysis to address the research questions/hypotheses developed.

On successful completion, you will be able to: reflect critically on the research methods used in existing Linguistics, Applied Linguistics and language education research; construct an appropriate research design for any given research question and/or hypothesis; select and undertake appropriate methods of data collection and analysis (including introductory descriptive and inferential statistical analysis); and accurately report research outcomes.

You will thus explore and undertake both quantitative and qualitative data collection and data analysis (through SPSS and NVivo), focusing on: developing clear and addressable research questions/hypotheses; research ethics; experimental design; and researching with language/textual data, including with corpora. The module will also investigate the use of specific research instruments such as questionnaires and other survey scales, focus groups and interviews as well as observation, self-report and introspection measures.

On completion, students will be ready to conduct informed research at postgraduate level in the fields of Linguistics and/or Applied Linguistics and, as such, the module will help you prepare for your subsequent Masters’ dissertation.

This 20-credit module will develop your awareness and understanding of the field of Psycholinguistics. You will critically analyse, by means of lecture input and seminar discussion, the main research themes in the field. You will take a problem-solving, interactive approach to exploring the key principles, arguments, and research methods connected with the relationship between language and the mind. As such, you will pay particular attention to a range of key theories within the field of Psycholinguistics and you will develop your knowledge and understanding of how data from empirical investigation relates to theory by honing your ability to use evidence to defend or refute different lines of argumentation.

This 20-credit module will develop your awareness and understanding of the field of Sociolinguistics, the interface between language and society. You will analyse critically, by means of lecture input and seminar discussion, the main research themes in the field. As such, you will pay particular attention to a range of important specialist theories within Sociolinguistics and evaluate historical, contemporary and emerging empirical research investigating the social meaning of linguistic variation.

You will study a number of key topics: social and regional linguistic variation and change in the UK and beyond; language and identity; language attitudes and ideologies; the social and linguistic factors which drive language variation and change; stylistic variation in language use; multilingualism; discourse and pragmatic variation; and quantitative and qualitative approaches to sociolinguistic study. Throughout the module, you will evaluate the many varied socio-psychological and contextual perspectives regarding the role of language and society which you encounter and establish your own view of and position within contemporary debates within the field, developing your ability to present your own viewpoint, both in speech and in writing.

This module enables students to negotiate a programme of work with a supervisor to investigate a field of interest that is not catered for by other postgraduate modules. The teaching will comprise six half-hour tutorials with a supervisor, but students are expected to undertake the major portion of the semester's study on their own. Where more than one student is interested in a particular field, some classes may be held in lieu of tutorials. The content, level of achievement required, and total workload will be comparable with those of other postgraduate modules in the programme, although the balance of taught and independent work may be adjusted to allow for lower teaching contact hours.

The MA Programme Leader will be informed throughout the process of syllabus development, this overview ensuring the area or topic in is not covered elsewhere in the core or option modules, and that there is no repetition of content for the student(s).

Like all other MA modules, assessment will be a combination of either theoretical essay, language description and analysis or other appropriate work totalling the equivalent of 4,000 words. Topics and titles will be negotiated by the supervisor and student(s).

This module will introduce you to the principles of both TESOL materials and syllabus design, and give you practical experience of developing materials and courses for TESOL students. The experience that you gain through participating in the course and completing the assignments will be of both practical and theoretical use for career development, through further training and potential employment in the TESOL field. You will consider a variety of learning materials and course designs, tying these in with pedagogic and methodological approaches. You will also look at how courses and materials have developed historically, and how linguistic and pedagogic elements are accounted for. Throughout the module, you will be encouraged to develop a working knowledge of the principles behind designing classroom materials and course syllabuses, and a critical stance towards the examples presented to you. You will also develop the skills necessary to design and critically evaluate a set of language learning materials, and a short course for TESOL learners.

In this module you will critically analyse and review changes in theoretical perspectives of second language acquisition, and consider empirical research designed to test these theories. You will trace development of second language acquisition theory as well as considering more recent theoretical developments looking at models which include Contrastive Analysis, Interlanguage theories, Universal Grammar, Cognitive models and the roles of input, interaction and output. You will also consider the impact of individual differences on second language learning success, including a focus on cognitive and affective factors. The intention is that you will develop a deeper understanding of the relationship between theory, data, and practice and encourage critical reflection.

Drawing upon an Applied Linguistics perspective, this 20-credit module explores the Teaching of English to Speakers of Other Languages (TESOL)/English Language Teaching (ELT), and language teaching and learning more generally, looking specifically at ‘what takes place’ in the second language classroom. It investigates the key questions and dilemmas around classroom practice, focusing on the implications of these debates for ELT practitioners and for how they/we teach.

On this module, therefore, you will engage critically with current key debates in second language pedagogy, linking your own teaching and learning experiences to theory and the research literature. Areas examined include classroom interaction and management, language teaching methods and the emergence of a Postmethod era within ELT, and the attributes and attitudes which learners bring to the language learning classroom. Throughout, students’ own (and differing) social and institutional contexts for English language teaching/learning will be recognised.

You will thus reflect critically upon social and historical trends within applied linguistics and English language teaching, recognising the complexity and diversity of ELT classrooms around the world, establishing your own ‘sense of plausibility’ about pedagogic practice and theory in relation to your own (current or future) professional context.

Your studies during this wide-ranging module may also help you identify aspects of the language learning classroom which you find particularly interesting. This may form a basis for studying them further during your MA dissertation.

Drawing upon an Applied Linguistics perspective, this 20-credit module explores key issues and debates in the TESOL field. It investigates key questions and dilemmas around TESOL within educational, technological, economic, linguistic, sociocultural, and historical/political contextual frameworks, focusing on the implications of these debates for ELT stakeholders.

On this module, therefore, you will engage critically with current key debates which would include topics such as (1) World Englishes (2) Innovation and creativity in the TESOL classroom (technology and other options like the flipped classroom, using drama, art, etc.); (3) Culture, Intercultural communication and TESOL; (4) Literacy and TESOL (EAL and ESOL) ; (5) TESOL for Young learners; (6) Bilingualism, multilingualism including the role of L1; and (7) Instructed SLA.

You will thus reflect critically upon social and historical trends within applied linguistics and English language teaching, recognising the complexity and diversity of ELT classrooms around the world, establishing your own ‘sense of plausibility’ about pedagogic practice and theory in relation to your own (current or future) professional context.

Your studies during this wide-ranging module may also help you identify aspects of the language learning classroom which you find particularly interesting. This may form a basis for studying them further during your MA dissertation.

Academic skills when studying away from your home country can differ due to cultural and language differences in teaching and assessment practices. This module is designed to support your transition in the use and practice of technical language and subject specific skills around assessments and teaching provision in your chosen subject. The overall aim of this module is to develop your abilities to read and study effectively for academic purposes; to develop your skills in analysing and using source material in seminars and academic writing and to develop your use and application of language and communications skills to a higher level.

The topics you will cover on the module include:

• Understanding assignment briefs and exam questions.
• Developing academic writing skills, including citation, paraphrasing, and summarising.
• Practising ‘critical reading’ and ‘critical writing’
• Planning and structuring academic assignments (e.g. essays, reports and presentations).
• Avoiding academic misconduct and gaining credit by using academic sources and referencing effectively.
• Listening skills for lectures.
• Speaking in seminar presentations.
• Presenting your ideas
• Giving discipline-related academic presentations, experiencing peer observation, and receiving formative feedback.
• Effective reading techniques.
• Developing self-reflection skills.
• Discussing ethical issues in research, and analysing results.
• Describing bias and limitations of research.