Education with TESOL (Trinity Certified) - MA
- Mode of study
- Full time, Part time
- Entry months
- September, January
- Duration of Study
- 1 year full-time, 2 years part-time or modular study up to 5-years
- Subject Area
- Education
- FEES (2022/23 academic year)
- UK - FT £8,400 PT £4,600
- International - £16,800
Course Overview
Key facts
- Keele is ranked Global Top 300 for Education (Times Higher Education World University Subject Rankings, 2022)
- Course develops robust understanding of theory, policy and practice in the UK and internationally with an emphasis on educational theory and practical experience undertaken on placement
- Opportunity to experience learning an unknown language, as well as plan and deliver language classes, teaching learners in the community and groups of visiting international students
- Engage with highly qualified, experienced academics, working at the forefront of their disciplines at home and overseas
- Excellent student support, supervision and flexibility, allowing the students to pursue topics of their choice in the final dissertations
About the course
Officially spoken in over 60 countries, English remains the most common universal language in the world and there are an estimated 1.5 billion English language learners.
With the English Language learning market predicted to hit $54.92 billion by 2027, our MA in Education with TESOL responds to growing demand for well-trained ESOL teachers. Reflecting recent education reforms, you will delve into language learning theory and teaching methods, drawing on expertise of our staff developed in a variety of different contexts and countries - with the opportunity to put your teaching into practice with our international students or members of the local community.
In addition to a Master's degree, you'll have the opportunity to gain the professionally-accredited Certificate in TESOL, which is awarded by Trinity College London. Preparation for the moderation visit by the Trinity Assessor includes a minimum of six hours' teaching practice, though you have the option of also spending up to three months on an educational placement. This will present you with a unique opportunity to put yourself in the shoes of people who do not speak English as their first language and appreciate 'what it feels like' for them to learn a new language. This will enhance your practice and understanding of issues surrounding teaching and learning foreign languages.
Studying education at Keele is shaped by our strong focus – in both teaching and research – on the broader role of education in enhancing human development and how education is related to the economy, society and people’s lives, their opportunities and identities. This pathway is of particular interest to anyone seeking a career teaching English as a foreign language. It aims to develop exceptional teaching practice which positively engages learners and enables them to fulfil their true potential. It also provides an excellent foundation for further research or to pursue a PhD or a Professional Doctorate.
Other courses you might be interested in:
Course structure
This specialist TESOL pathway provides practical experience of teaching English Language and develops the methodological knowledge to carry out successful classroom teaching. You will gain familiarity with a variety of language teaching methods, together with the systematic knowledge and critical awareness of phonological, lexical and syntactic features of contemporary spoken and written English.
On this pathway, you will study three compulsory core modules (90 credits), comprising two specialist modules which prepare you to take the Certificate in TESOL (60 credits) and the Research Methods module(30 credits) to develop advanced research skills. The TESOL certification requires compulsory teaching practice of at least six hours.
You will have a choice of optional modules to the value of 30 credits and will be required to do either a traditional Dissertation or Placement. The placement provides an excellent opportunity to help you improve a particular aspect of professional practice, teaching delivery or administration, providing opportunities for observations and collaborating with an on-site mentor. You will be placed in an educational setting, typically one day per week over three months.
The MA Education with TESOL can be studied as either a one-year full-time or two-year part-time course, with a September and January start date. To achieve the MA, you must complete 180 credits. There are two interim awards available, depending on how many modules have been successfully completed: a Postgraduate Certificate for any two modules (60 credits); and a Postgraduate Diploma for all four taught modules (120 credits).
If you already hold a postgraduate qualification in Education, you may be considered for Accreditation of Prior Learning, which could contribute to the credits required.
Compulsory Core Modules
ENL-90024 (Certificate in TESOL Part A) (30 credits)
This module, the first part of your preparation for the Trinity College (London) Certificate in TESOL, provides the key foundations of English language teaching, which includes an introduction to the structure of the English language. You will learn about some of the principal methodologies and techniques for teaching, such as classroom management and lesson planning, as well as practical skills such as giving instructions and board work. You will be given the opportunity to experience learning an unknown language without recourse to translation, as well as begin to develop skills in teaching practice and classroom management by observing experienced teachers.
ENL-90026 (Certificate in TESOL Part B) (30 credits)
This is the second module leading to the Trinity College (London) Certificate in TESOL and the main focus is on enhancing your knowledge of the uses of English while continuing to develop your classroom skills. You are encouraged to use your creativity to develop and evaluate various types of learning materials including audio-visual sources, and to examine different types of syllabus design. At the same time, you will continue to develop your practical experience through teaching language learners in the community and groups of visiting international students. Throughout the module we discuss career development and how you can find employment both in the UK and overseas.
EDU-40144 Research Methods (30 credits)
With an emphasis on qualitative, quantitative and ethnographic perspectives, this module is designed to introduce you to research design, ethical approaches to research, negotiation of consent and involvement, and research methodology and methods in social sciences. It also enables you to identify the role that research methods play in the process of planning, undertaking and writing up research, and as such provides preparation and guidance for research projects, in particular dissertation projects. You will consider the ethical issues entailed in designing and conducting various forms of enquiry, such as narratives, participant observation, life histories, auto/biographies, case studies, interviews and more. For example, how research can be influenced, not only by your own attitudes or presence, but also by political and social contexts, such as economic developments in a given country.
Core Optional Modules
You will choose one of the following core modules.
EDU -40164 Placement (60 credits)
You have an opportunity to gain valuable educational work-based professional experience by undertaking a three-month placement, typically one day a week, in an educational setting. During the placement, you will shadow and observe practitioners, working with your assigned mentor to identify potential educational topics, issues or work practices to focus on. Following the spiral of enquiry methodology, you’ll then plan, develop and conduct a small research project to develop new learning and make a difference to the school, producing a 15,000-18,000 word dissertation.
OR
EDU-40160 Dissertation (60 credits)
Representing the culmination of your studies, this is your chance to apply the skills and knowledge gained throughout the course to design, conduct research and produce a 15,000-18,000- word dissertation. It provides an exciting opportunity to work under the supervision of an expert in your chosen field of interest, demonstrating a level of knowledge and understanding far beyond what you have learned in class. Recent topics covered by our students have included a comparison of special needs education between UK and Singapore, and a look at the push/pull factors that students take into account when choosing courses abroad, including the impact of scholarships.
Optional Modules
EDU-40150 Issues in Inclusive Education (15 credits)
Inclusive education, and inclusion more generally, has been a hot topic for commentary and policy analysis in reaction to public outcry caused, for example, by segregated schooling, gender inequality and prejudice in the curriculum. For education, the desire for fairness and equity has seen mainstream education promoted for all pupils. As politicians and policy makers continue to publicly declare their commitment to inclusion and social justice, this module offers insights into the many different aspects of inclusive education and what it means for those expected to deliver it. We’ll examine the impact and consequences of major changes introduced, for example, in special educational needs education after the Warnock Report.
EDU-40138 Reflecting on Practice (30 credits)
Learning to habitually evaluate and reflect on your own practice is one of the best ways to build your confidence and increase your competency within the workplace. Going back over particular issues, research or data can improve your understanding, placing you in a better position to develop informed insights and perspectives on key philosophical, social cultural and political debates about education, for example, improvement of teacher standards or social justice in education. You will be introduced to a range of different theories and approaches to reflective practice, with more thoughtful reflection being posited as the key to reflective practice. You will be tasked with reflecting on an aspect of your practice, keeping an official observation log online, analysing and developing an action plan for future practice. Previous students have considered factors that affect their professional identity or their teaching and assessment practice.
EDU-40142 Global Education Issues (15 credits)
This module is designed to give you a greater understanding of current educational issues and deepen your knowledge of the expansion, origins, tensions, and challenges experienced in international education. Exploring the changing world of education in the context of social, political, economic and cultural globalisation, you will reflect on the ‘nature’ of international identity, both for teachers and students, and what ‘international’ means educationally in this context. For example, how education can help students develop as global citizens and understand their place in the world? What is a globalised education policy and where should you start in developing it?
EDU-40140 Education, Employment and Professional Identity (15 credits)
Deepening your understanding of the multi-dimensional role of education, this module explores the changing patterns and dynamic relationship between education and work. Analysing labour market changes and their impact on education, you will examine the social, cultural and economic contexts that shape educational and work institutions, from education reform and marketisation to demographic patterns. How do they affect people’s lives, identities and experiences of education and employment, their social relationships and sense of self? You’ll be introduced to a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity.
EDU-40148 Global Citizenship Education (15 credits)
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education is seen as key to creating a nation's loyal subjects, skilled workers, intelligentsia, political activists – helping, in short, to shape people's sense of their place and values in their country and community. But as the nature of the world has changed, you’ll discover that the citizenship role of education is changing too.
How the course is taught
Teaching is delivered via a mixture of large and small group activities, individual tasks, and workshop sessions. You'll receive practical training in the most up-to-date methodologies in English Language teaching. You’ll also receive research training, in preparation for your dissertation, supported by a personal dissertation supervisor.
Throughout the course, there is a focus on contemporary issues in education and a desire to equip you with relevant knowledge and skills, for example, collating and analysing secondary data, something regularly done in schools to identify issues around attainment or attendance. We also refer to current trends, issues and topics. One exercise focuses on media coverage of a particular educational topic, considering how it influences our thinking. For example, students recently considered inclusive education in the context of migrants, looking at newspaper articles that represent the migration crisis, thinking about what that means for education and how schools can respond in inclusive ways.
Where possible, we invite external practitioners to share their direct experiences. In the past, this has included guest speakers, for example, a special needs headteacher highlighting issues around inclusion, and someone from local government when students were examining policy and how policy makers influence our perceptions through speeches and press coverage.
For those already working in educational settings, the opportunity to discuss experiences with other practitioners can provide opportunities to share best practice or find solutions to any classroom issues you face.
As a postgraduate student, you are also able to attend the School’s annual research seminar series, which will enable you to become involved in the School and University's research culture. Past seminars have covered the early mathematical development of children, neoliberal educational reforms in de-industrialised spaces, the notion of the educated educational practitioner, and decolonising higher education.
Teaching schedule
Teaching takes between September and May. Students may also attend placements until mid-July.
- Semester 1 runs from the end of September to the end of January
- Semester 2 runs from the last week of January to the middle of June
- Semester 3 runs from June to the end of September. During this period, students will spent most of their time working on the Dissertation or attending placements, if they have chosen to do so
How you'll be assessed
The programme is assessed through written work in the form of essays, case studies, policy analyses/policy briefs and research proposals; these are complemented by the use of a reflective portfolio and critical commentary that draws on the work undertaken in the modules throughout the programme. You will also be assessed on your classroom practice through a series of teaching observations.
Where possible, we try to give you flexibility to tailor your studies to suit your interests and, in some modules, you may have the option of choosing your own topics for assessment. You’ll also identify the problem or area of practice or pedagogy you want to focus on in research conducted as part of the Dissertation or Placement. This also helps to develop your ability to select, apply and evaluate appropriate research methodologies should you go on to conduct further research.
Entry Requirements
ACADEMIC ENTRY REQUIREMENTS
- Undergraduate degree with second class lower division (2:2) or equivalent
- Applicants with other qualifications and appropriate experience will be considered on an individual basis
ENGLISH LANGUAGE ENTRY REQUIREMENT FOR INTERNATIONAL STUDENTS
- IELTS 6.5 with a minimum of 6.0 in each component
DISCLOSURE AND BARRING SERVICE
- A satisfactory enhanced Disclosure and Barring Service (DBS) and overseas police check will be required
Funding
It's important to plan carefully for your funding before you start your course. Please be aware that not all postgraduate courses are eligible for the UK government postgraduate loans and, in this case, you would be expected to source alternative funding yourself. If you need support researching your funding options, please contact our Financial Support Team.
Our expertise
Education has been taught at Keele for over 50 years and we take pride in combining world-class research with relevant, practice-focused teaching. In the latest Research Excellence Framework (2014), 97 per cent of our research was rated ‘world leading’ or of ‘international importance’, and we are currently ranked Global Top 300 for Education (Times Higher Education World Subject Rankings, 2022).
Through both our teaching and research, we are committed to exploring the many ways that education can change and affect modern society. Our research projects are often run in close collaboration with schools, broadly focused on the scope and pattern of education policy and the problems education is asked to solve, and teaching practices, including the educational potential of new technologies, teaching excellence, education quality and performance of schools.
You will be taught by knowledgeable staff, who have been closely involved in educational management, teaching, research and policy-making both at home and overseas. The breadth and depth of their expertise is impressive by any standards. It includes comparative international education; progressive education approaches (e.g. Montessori); education in crisis (e.g. migrants and refugees); global citizenship education; international student mobility; international leadership and school leadership; history of education; and social justice in education.
Teachers on this course draw from a team of experts, including:
Dr Sally Findlow, Senior Lecturer – Worked and studied in Egypt, Kuwait, Bahrain and the United Arab Emirates before receiving her PhD from Cambridge University. Her research interests are in the politics of higher education policy with particular focus on higher education’s socio-political and developmental intermediary role in various themes including gender, language use, risk, citizenship and enlightened political participation.
Dr Aneta Hayes, Senior Lecturer – Previously worked in higher education in Bahrain and in primary and secondary education before obtaining her PhD in Education. Her research interest centres on higher education (HE) markets, critical internationalisation studies, international policy borrowing, the scope and nature of HE business.
Dr Sian Edwards, Lecturer – Her research interests are youth and childhood policy, social justice and inequalities, educational inequalities and identities (gender and class), HE and student identity.
Dr John Howlett, Lecturer – A historian of education, John has published widely in the field. He is also one of the country’s leading editors of Victorian and 20th century poetry and have produced, to date, six scholarly editions with more in press.
Dr Peter Jones, Lecturer – Previously worked at the Universities of Bristol, Southampton and Bath Spa. As a researcher, Peter has a particular interest in the political economy of education, ethnographies of educational institutions, the inter-scalar production of education policy and the financialisation of HE.
Dr Mathew Barnard, Lecturer in Education – His interests include leadership and management within education, institutional ethos and cultural pedagogy, multiculturalism, postcolonialism, and the promotion of non-White cultural capital.
Dr Sihui Wang, Teaching Fellow in Education – Originally from China, Sihui has a wide range of international experience as a researcher, teacher, education consultant and student. Having an interdisciplinary background in education, applied linguistics and TESOL, Sihui is passionate about teaching and researching on educational issues related to linguistic, intercultural and transnational topics.
Mr. Russell Clark, Senior Lecturer in English Language - Head of the Language Centre - His research interests centre on developing the intertextuality skills EAP students require for success in their studies and he has delivered papers on this area at conferences in the UK, Thailand and Japan, and in developing support frameworks for Asylum Seekers and Refugees. He joined Keele University in 2002. Prior to this, he worked for 14 years as an English Language lecturer in Thailand, Singapore, Greece and Australia.
Dr. Suzanne Heaton, Lecturer in English Language - English Language Programme Director - Suzanne joined the Language Centre at Keele in 2012. Prior to this, she taught at Liverpool University, and at Universities in the UAE and in Thailand. Suzanne is interested in teacher training, corpus investigations, teaching and feedback on writing in English, curriculum design and use of technology for teaching.
Dr. Alison Long, Lecturer in English Language - Alison joined the Language Centre in 2008 . Her research interests are language change (specifically in the Slavonic languages), endangered languages and language policy, and language construction. She created languages for the BBC and for SKY TV. She is also a Board member for the MA in Cultural Linguistics of Great Britain and the USA at St Petersburg State University, Russia.
Mrs. Leanne Mountford, Lecturer in English Language - Certificate in TESOL Programme Director. Leanne joined the Language Centre in 2012. Her research interests focus on developing learner independence and in connecting research with practical classroom applications.
Facilities
The School of Social, Political and Global Studies brings together multidisciplinary academics in Criminology, Education, International Relations, Philosophy, Politics and Sociology, whose research is internationally respected for its theoretical innovations and relevance to applications in the real world.
You will have access to the University's standard facilities and student support. This includes the library, though all essential resources are available to you electronically.
Keele Postgraduate Association
Keele University is one of a handful of universities in the UK to have a dedicated students' union for postgraduate students. A fully registered charity, Keele Postgraduate Association serves as a focal point for the social life and welfare needs of all postgraduate students during their time at Keele. Hugely popular, The KPA Clubhouse (near Horwood Hall) provides a dedicated postgraduate social space and bar on campus, where you can grab a bite to eat and drink, sit quietly and read a book or switch off from academic life at one of the many regular events organised throughout the year. The KPA also helps to host a variety of conferences, as well as other academic and career sessions, to give you and your fellow postgraduates the opportunities to come together to discuss your research, develop your skills and networks.
Careers
The MA Education with TESOL responds to the rapidly growing opportunities for teaching English across the world, developing exceptional teaching practice that places learners' needs at its core.
You will develop knowledge of a range of related global educational issues, such as creativity, inclusion, leadership and management, and understanding of learners with diverse linguistic backgrounds.
Keele students who have graduated with the Trinity College (London) Certificate in TESOL have gone on to teach in Language Schools and University Language Centres in countries such as Japan, China, Singapore, Vietnam, Brazil, Mexico, The United Arab Emirates, Saudi Arabia and Morocco.
In addition to teaching and leadership positions in language schools here in the UK or internationally, this MA Education with TESOL can prepare you for positions not only in schools, but also in education administration, policy advice, social care, the health sector, advertising and marketing, the charity sector, youth services, the arts sector and the local government.
Graduates on our sister course, the MA in Education, have progressed to senior positions within school settings, as well as careers in other organisations, including British Council in Thailand and Malaysia, the Qatar Foundation, international schools in countries such as Thailand, South Africa and Malaysia and in roles responsible for educational programmes, apprenticeships and training for local government and British Rail.
The personal and professional skills learned on this master’s degree include clear and analytical thinking, originality, problem-solving, persuasive writing and speaking, innovative questioning and effective reasoning, all of which can open a wide range of careers. The course is also excellent preparation for doctoral study or careers in research or academia with previous master’s students continuing with PhD studies or a Professional Doctorate at Keele and other excellent institutions in the UK and elsewhere.
Positions may include:
- Academic
- Careers advisor
- Community education officer
- Counsellor
- Development and training officer
- Education administrator
- Education consultant
- Headteacher
- Local government officer
- Marketing executive
- Education officer
- Principal/Vice-Principal
- Policy officer
- Private tutor
- Special educational needs teacher
- Teacher of English (as a foreign language)
- Teaching assistant
- Youth worker