A. 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 an 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 career as a teacher 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 assessment. Because the student-to-instructor ratio is small, students in this program enjoy a personalized learning experience.

B. PROGRAM BENEFITS AND AIMS

A holder of an M.S.Ed. T.E.S.O.L. & Applied Linguistics can work in many countries and various educational contexts. Millions of people worldwide are studying English. Learners include schoolchildren, college and university students, and adults in multiple workplaces. 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 reflect on 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 make them more marketable in an ever-changing job market;

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

C. LEARNING OUTCOMES

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

1. 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.

1.1. Teaching and Learning Strategy

These learning outcomes are primarily achieved through lectures, seminars, workshops, and tutorials. Lectures are the primary means for sharing knowledge and understanding with the students, while seminars and workshops allow students to make connections between theories and practice. Tutorials are arranged to meet individual learning needs. Students’ knowledge and understanding will be further developed through undertaking an independent research project under staff supervision.

1.2. Assessment Strategy

Knowledge and understanding are assessed primarily through written assignments, presentations, or practical tasks and producing a dissertation/software portfolio. Written assignments encourage students to engage critically with the literature and reflect on their knowledge and understanding of relevant theories, concepts, and methodology. Presentations and practical tasks enhance their understanding. Producing a dissertation and software portfolio requires a deep understanding of selected theories, concepts, and methodologies.

2. Cognitive Skills

• An aptitude for independent inquiry into various areas of T.E.S.O.L. and applied linguistics.

• An ability to critically analyze theories, principles, methodologies, and research findings in fields related to T.E.S.O.L. and applied linguistics.

• An ability to synthesize information from various primary and secondary sources to formulate arguments, make sound judgments, and propose original hypotheses.

• An ability to review a variety of research methods objectively.

• Interpret, analyze, and evaluate teaching/learning materials, language use, and language production in the light of theoretical frameworks.

2.1. 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.

2.2. 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 or data and demonstrate their understanding and performance of intellectual skills.

3. Practical Skills

• Design language teaching and learning materials appropriate to the student’s context.

• Design, develop, and deliver a language curriculum.

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

• Consider the ethical issues involved in data collection and data storage.

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

3.1. Teaching and Learning Strategy

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

3.2. Assessment Strategy

Subject-specific/Professional skills are primarily assessed through the production of teaching and learning materials, micro-teaching and data collection, and data analysis.

4. 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 an ability to manage one’s time.

• Work with others and be able to resolve conflicts.

• Set goals for learning and personal and professional development.

• Adapt to change.

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

• IT skills.

4.1. 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.

4.2. 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.

D. 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.