糖心原创

Triangle

Course overview

The development of globalisation has brought with it a greater need to be able to speak proficient English. This has resulted in more career prospects for English language teachers and exciting opportunities to work across the globe.

The MA Teaching English to Speakers of Other Languages course is ideal for those who are currently involved in TESOL and wish to build upon their existing knowledge and experience.

It has been designed to develop and encourage your critical understanding of the latest developments in TESOL theory and practice. It will enable you to reflect on your own teaching practice/context and help improve your career prospects, whilst preparing you to conduct independent research into teaching and learning.

Our tutors are experts in their academic context and actively research leading concepts. Their vast knowledge influences the topics covered on the course and optional modules allow you to explore specific aspects of language education that interest you.

You may have the opportunity to take part in a community-based project to provide language teaching to refugees who need general and functional English language to survive and adapt to life in the UK, adding invaluable experience to your professional portfolio.

With an advanced education degree from the 糖心原创, you will graduate with all the knowledge, practical skills and confidence to pursue your career goals.

Academic recruiter, Ms Lydia Zhang says "Graduates from your MA TESOL programme have outstanding English competence and professional insights into teaching, which are perfectly in line with our recruitment requirements."

Alumni profiles

Visit our alumni profiles to see what they say about their experience on the course and how it has helped their professional development.

Why choose this course?

Top 100

university in the world

World top 60

for education

Excellent research

We carry out world-leading research and publish it as books, papers and reports

Over 100 years

of experience in the field of education

Course content

We offer a range of support including:

  • interactive, collaborative teaching methods
  • individual tutorials, opportunities to pursue your professional and research interests
  • access to extensive study materials
  • free support for developing proficiency in academic English.

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation. It can be completed over one year full-time (including dissertation).

This course is also available at the ,

Course reading

  • Dörnyei Z. and Ryan S. (2015). The Psychology of the Language Learner revisited.
    New York; London: Routledge
  • Gabry艣-Barker, D., & Ga艂ajda, D. (Eds.) (2016). Positive psychology perspectives on foreign language learning and teaching.
    Springer.
  • Lightbown, P.M. and Spada, N. (2021). How Languages are learned.
    Oxford: Oxford University Press.
  • Richards, J. C. and Rodgers, T. S. (2014). Approaches and methods in language teaching.
    3rd edition. Cambridge: Cambridge University Press

Course leader

(contact for academic enquiries)

Modules

Core modules

Language Teaching: Methodology and Curriculum

The module focuses on topics which have been the subject of recent discussion and research in the field of foreign and second language teaching. These include:

  • a historical review of language teaching methods and approaches
  • content vs process syllabus design in language teaching
  • humanism in language teaching
  • Communicative language teaching and task based learning
  • areas of applied linguistics particularly relevant to teaching of productive skills, especially sociolinguistics and pragmatics
  • areas of applied linguistics particularly relevant to the teaching of receptive skills, especially psycholinguistics

You will be expected to read, understand and engage critically with the research presented on these topics.

Understanding Language Learning and the Language Learner

The module focuses on key areas in Applied Linguistics relating to Second Language Acquisition (SLA), and explores them from the perspective of both language learners and teachers. These include:

  • a historical overview of theories of SLA (key insights from applied linguistic research)
  • recent applied linguistic developments in the theorisation of SLA as a dynamic complex system and social process
  • implications of first language acquisition for SLA; multilingualism; translanguaging
  • positive psychology and language learning
  • variability and individual differences in SLA (for example gender, age, aptitude, motivation, attitudes and beliefs, cognitive styles, strategies, autonomy and self-regulation)
  • the role of grammar, vocabulary and phonology instruction in second language learning
  • trends in applied linguistic research into SLA including the broadening of the field, greater exploitation of computerised samples of language, the growing stature of classroom-based investigation

You will be expected to read, understand and engage critically with the research presented on these topics.

Dissertation

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

Optional modules

Assessment in Language Education

This module will look at:

  • purposes of assessment
  • types of assessment
  • communicative assessment
  • assessing the '4 Skills'
  • case studies of key international exams
  • current issues in language assessment
Managing Language Teaching and Developing Teachers

The module covers:

  • organisational structures and management of language teaching organisations (LTOs)
  • issues in marketing, finance and managing change
  • managing staff: staff selection, appraisal and relations, staff development
  • models of teacher learning
  • developing activities and materials for teacher training
  • observation of teachers
  • investigating the discourse of managing, training and teaching
Materials and Technology in Language Education

This module will look at:

  • the role of learning/teaching materials and resources
  • types and models of evaluation of materials and resources
  • the relationship between methodology and materials/resources
  • models of Technology Enhanced Langue Learning
  • mobile language learning
  • computer mediated communication
  • the implications of materials and technology for teacher education
Teaching Languages to Younger Learners

The module focuses on key areas relating to the teaching of languages to younger learners and explores them from the perspective of both language learners and teachers. These include:

  • profiles and language needs of younger language learnersage-appropriate methodologies
  • multisensory, learner-centred activities, for example, stories, songs, films drama and play
  • cooperation, interactive interpersonal communication and integrated grammar
  • classroom management/organisation and the investigation of critical classroom incidents
  • an overview of theories and research relating to younger learners
  • engaging with culture and community
  • issues relating to bilingualism, multilingualism and translanguaging

You will be expected to read, understand and engage critically with the research presented on these topics.

The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules (including methods of assessment) may change or be updated, or modules may be cancelled, over the duration of the course due to a number of reasons such as curriculum developments or staffing changes. Please refer to the , however this is subject to change year on year and your live timetable will be available via the online timetable system.

Learning and assessment

How you will learn

  • Tutorials
  • Lectures
  • Discussion group

Your learning will be supported by:

  • tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field
  • Interactive and collaborative teaching methods promoting shared enquiry
  • access to extensive study materials from libraries and online sources

How you will be assessed

  • Dissertation
  • Coursework

Each 30-credit module is assessed by a comprehensive written assignment or equivalent. 

The dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Contact time and study hours

Each module requires an equivalent of 30 hours of teaching, plus 270 hours of independent study, assignment preparation and tutorial support.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2027 entry.

Undergraduate degree2:1 honours degree (or international equivalent)
Work experience

Applicants with a 2:2 degree and three years or more full-time relevant professional experience in education-related positions will be considered. Relevant professional work experience includes those with experience in English language teaching . A teaching qualification that includes a substantial placement-based component, for example PGCE, can be considered as part of this work experience.

Additional information

A personal statement is required that demonstrates both a clear understanding of and relevant motivation for pursuing this course.

Assessing your application

Admissions may, at their discretion, ask applicants to provide further information in order to assess their application fairly and accurately. This can include CVs, references (academic and professional) and clarifications regarding their previous and current education. In such cases you will be contacted by admissions with a more information request.

Applying

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course. Applications for ROL should be made at the time of application for admission to the university and at least four weeks before the start of the course. Applications for ROL are processed free of charge. Late applications will not be considered. Please visit the School of Education ROL pages for full information and how to apply.

Our step-by-step guide covers everything you need to know about applying.

How to apply
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Where you will learn

Jubilee Campus

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to University Park Campus in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

Fees

Qualification MA
Home / UK £12,000
International £28,700

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice.

There are very few extra costs that you need to factor in. We provide an extensive e-library (books and journals), comprehensive study materials and dissertation guidance.

However, you should budget on buying a maximum of two core texts for each of the four taught modules – even when core texts are available through the library, we recommend students get their own copies to keep and refer to. These titles are all widely available, but the costs may vary depending on the format.

Funding

There are many ways to fund your postgraduate course, from scholarships to government loans.

We also offer a range of international masters scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.

Check our guide to find out more about funding your postgraduate degree.

Postgraduate funding

Careers

We offer individual careers support for all postgraduate students.

Expert staff can help you research career options and job vacancies, build your CV or r茅sum茅, develop your interview skills and meet employers.

Each year 1,100 employers advertise graduate jobs and internships through our online vacancy service. We host regular careers fairs, including specialist fairs for different sectors.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route. Eligible courses at the 糖心原创 include bachelors, masters and research degrees, and PGCE courses.

Graduate destinations

School of Education graduates go on to a varied range of careers within the education sector. Example roles include: education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors.

Many of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Career progression

91% of MA postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation (HESA Graduate Outcomes 2017/18-2022/23).

Two masters graduates proudly holding their certificates
" Teaching English to Speakers of Other Languages provides such diverse and rewarding career opportunities for people from all over the world. Working with these people to help them improve education in their own contexts is both very rewarding, and incredibly interesting as we get to share experiences and perspectives on language education "
Paul Knight, Course Leader

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This content was last updated on Friday 03 July 2026. Every effort has been made to ensure that this information is accurate, but changes are likely to occur given the interval between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.