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MASTER OF SCIENCE IN EDUCATION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES AND APPLIED LINGUISTICS


M.S.Ed. T.E.S.O.L. & Applied Linguistics

PROGRAM HANDBOOK

2023 - 2024

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

AMERICAN SCHOOL OF LINGUISTICS

  • SCOPE OF PROGRAM HANDBOOK

    Intended for students enrolling in the Master of Science in Education in Teaching English to Speakers of Other Languages and Applied Linguistics (M.S. Ed. T.E.S.O.L. & Applied Linguistics) program, this handbook contains information specific to the program. It is a definitive record of the program's primary characteristics and the learning outcomes that a typical student can be expected to achieve and demonstrate if he/she takes full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners' assessments, and future program monitoring and review.


    PROGRAM AT A GLANCE

    Program

    Master of Science in Education in Teaching English to Speakers of Other Languages and Applied Linguistics


    Awarding Institution

    The American University of Science


    Administrative Unit

    Faculty of Humanities and Social Sciences

    American School of Linguistics


    Academic Level

    Graduate (2nd cycle)


    Credits

    Minimum 60.0


    Methods of Delivery

    On-campus

    Online


    Mode of Study

    Three-quarter-time: ~1.5 Years

    Half-time: ~2.0 Years


    Last Date of Revision

    December 20th, 2023

  • SYNOPSIS

    The Master of Science in Education in Teaching English to Speakers of Other Languages and Applied Linguistics (M.S. Ed. TESOL & Applied Linguistics) program offers our international student body a well-balanced theoretical and practical coursework curriculum. Not only does the program enhance the employment prospects of graduates who are yet to embark on their careers as teachers of English, but it also opens doors for experienced teachers who want to become managers and work or conduct research in teacher training, course design, materials development, language analysis, and/or assessment. Because the student-to-instructor ratio is small, students in this program enjoy a uniquely personalized learning experience.  


    PROGRAM BENEFITS AND AIMS

    A holder of an M.S. Ed. in T.E.S.O.L. & Applied Linguistics can work in many countries and various educational contexts. Millions of people worldwide are studying English. Learners of English as a Second, or Foreign Language (ESL or EFL, respectively) include schoolchildren, college and university students, and adults in multiple workplaces, among others. Highly qualified English teachers are therefore in high demand all over the world.  

     

    The aims of the program are:   

     

    • To develop students’ knowledge and understanding of the fundamental principles of T.E.S.O.L. and applied linguistics and their applications in a variety of contexts;  

    • To give students the knowledge and tools needed to better consider, reflect on, and evaluate their experience as language learners and/or teachers;  

    • To acquire a deeper understanding of the latest developments in T.E.S.O.L. and applied linguistics;  

    • To foster the ability to apply theoretical perspectives in a variety of educational contexts;  

    • To provide students with the skills and knowledge required to help them to become, and remain more marketable in an ever-changing job market;  

    • To enable students to systematically investigate areas of T.E.S.O.L. and applied linguistics that interest them most.  


    LEARNING OUTCOMES

    Competencies that graduates of the M.S.Ed. T.E.S.O.L. & Applied Linguistics will be expected to have acquired:


    Knowledge and Understanding

    • An extensive knowledge of a variety of crucial T.E.S.O.L. and applied linguistics theories, concepts, principles, and methodologies;  

    • A critical awareness of key issues about the teaching and learning of English as a second/foreign language;  

    • A systematic approach to understanding linguistics;  

    • An in-depth knowledge of methodologies and techniques applicable to research in areas of T.E.S.O.L and applied linguistics;  

    • An understanding of key related areas such as educational practices, educational psychology, psychology, and sociology.  


    Teaching and Learning Strategy


    These learning outcomes will be introduced to students in the induction program, and additional sessions are provided on how to search and use the electronic databases and how to use Nebula. Subject-specific sessions and workshops are organized to develop student’s academic writing skills. Oral communication skills are developed through seminars, presentations, and group work. Teamwork skills are enhanced through group activities and presentations. The entire course is an exercise in time management. Students must set objectives, determine priorities, schedule their workload, and meet deadlines.   


    Assessment Strategy


    Some of the transferable skills taught in our M.S. Ed. T.E.S.O.L. & Applied Linguistics program are directly assessed. Students need to submit their work before an assigned deadline. Written skills are assessed through written assignments and a dissertation/software portfolio production. Other transferable skills are assessed indirectly through group presentations or group work.  


    Cognitive Skills

    • Enabling individuals with little or no prior teaching experience to successfully pursue a career in language instruction, or in the case of experienced teachers or other experienced professionals, enhancing the competencies of experienced practitioners in the areas of T.E.S.O.L. and applied linguistics.  

    • The M.S. Ed. T.E.S.O.L. & Applied Linguistics program offers a range of courses as well as considerable flexibility whenever required for students to pursue advanced study in their chosen specialty or discipline or broaden their career opportunities.   

    • Transferable credits of relevant courses to other master's or doctoral programs where appropriate.  


    Teaching and Learning Strategy


    Intellectual skills will be modeled in lectures and seminars. They will be developed or enhanced through workshops, guided reading tasks, and writing a critique about a published research article on applied linguistics and TESOL. These intellectual skills are further developed through designing and conducting a research project.  


    Assessment Strategy


    Intellectual skills are assessed primarily through written assignments and a dissertation/software portfolio. The course work enables students to develop a critical engagement with the existing literature and/or data and demonstrate their understanding and performance of intellectual skills.  


    Practical Skills

    • Design language teaching and learning materials appropriate to the student’s goals, ability level and context.  

    • Design, develop, and deliver a language learning, or language learning-related study curriculum.  

    • Design, select, and use research tools appropriate for collecting and analyzing T.E.S.O.L. and applied linguistics data.  

    • Consider and apply (as appropriate,) the ethical issues involved in data collection and data storage.  

    • Plan, design, and conduct an independent research project in any appropriate and applicable area of T.E.S.O.L. and applied linguistics.  


    Teaching and Learning Strategy


    Academics model subject-specific/Professional skills in lectures and seminars. These skills will be supplemented and reinforced through their presentation and utilization in workshops, tutorials, and research supervision. Students will furthermore practice and develop these skills through designing materials or research tools, data interpretation and analysis, teaching and collaborating with their peers, or undertaking mini-case studies.   


    Assessment Strategy


    Subject-specific/Professional skills are primarily assessed through the production of teaching and learning materials, (“micro”) teaching and data collection, as well as data analysis.  


    Transferable Skills

    • Present complex ideas clearly, in both written and spoken English.  

    • Collect, understand, analyze, interpret, and critically evaluate complex information.  

    • Recognize problems and develop problem-solving strategies.  

    • Work independently, demonstrating initiative, self-organization, and the ability to manage one’s time efficiently and effectively.  

    • Work with others and be able to resolve conflicts.  

    • Set goals for learning as well as for personal and professional development.  

    • Adapt effectively to change.  

    • Know how to acquire information from various sources, including electronic sources.  

    • Learn, develop, and use Information Technology (IT) skills, as required.  


    Teaching and Learning Strategy


    These learning outcomes are introduced to students in the induction program, and additional sessions are provided on how to search and use the electronic databases and how to use Nebula. Subject-specific sessions and workshops are organized to develop student’s academic writing skills. Oral communication skills are developed through seminars, presentations, and group work. Teamwork skills are enhanced through group activities and presentations. The entire course is an exercise in time management. Students must set objectives, determine priorities, schedule their workload, and meet deadlines.


    Assessment Strategy


    Some of the transferable skills are directly assessed. Students need to submit their work before an assigned deadline. Written skills are assessed through written assignments and a dissertation/software portfolio production. Other transferable skills are assessed indirectly through group presentations or group work.


    KEY FEATURES
    • Enabling individuals with little or no prior teaching experience to pursue a career in language instruction or enhancing the competencies of experienced practitioners in the areas of T.E.S.O.L. and applied linguistics.

    • The program offers a range of courses and flexibility for students to pursue advanced study in the discipline or broaden their career opportunities.

    • Transferable credits of relevant courses to other master's or Doctoral programs where appropriate.

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    ELECTIVES

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    CORE  REQUIREMENTS

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    CONCENTRATION  REQUIREMENTS

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    FIELD EXPERIENCE REQUIREMENTS

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    RESEARCH  REQUIREMENTS

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    GENERAL REQUIREMENTS

  • ADMISSION CRITERIA

    All applicants must demonstrate sufficient English language proficiency by:

    • Being a citizen of a country where English is an official/major language; or

    • Demonstrating an ability to communicate in English at least at English level B2 in the Common European Framework of Reference.

    All applicants must demonstrate sufficient academic and professional capacities by:

    • Having completed at least an undergraduate degree of a minimum of 120.0 semester credits with a cumulative grade point average of a minimum of 2.3 in a 4.3 system used by AUS or equivalent in a relevant subject area if required; and

    • Having post-first degree working experience, if required.

    *Points (1.1) and (1.2) must be satisfied before an unconditional offer can be made.


    PROGRESSION
    Rules of Progression

    A status of Good Standing can be achieved by:

    • Completing a course with a final score of at least 60%; and

    • Maintaining a cumulative average score of at least 80%.

    *A status of Good Standing is required to graduate.

    *The cumulative average score is calculated as the weighted average of the grade percentages achieved in all completed courses. Transfer credits are not included in the determination of the cumulative average score.

    A status Academic Warning can be applied when:

    • A cumulative average score of less than 80% is achieved.

    *Remedial plan: to lift the cumulative average score to at least 80%.  Students must improve the cumulative average score by achieving adequate final scores in the next three courses.

    *Academic probation: when a remedial plan is unsuccessful, students must improve the cumulative average score by achieving adequate final scores in the next three courses. If impossible, students must retake at least two past courses. In this case, Rules of Re-siting are applied (see below).

    *Academic dismissal is applied if academic probation cannot be lifted after the allowed number of attempts.

    Rules of Failing

    Students can have a Fail grade in two (2) courses and fail the same course twice. If a Fail grade is received three times in a row in the same course, no more retakes are allowed, resulting in a Fail grade.

    Rules of Re-sitting

    Students failing a course will be allowed to retake it. Retakes must be within four (4) weeks after a formal decision. A fee is applied unless mitigating circumstances are accepted.