MA TESOL

(Teaching English to Speakers of Other Languages)

PROGRAMME HANDBOOK
2023-2024
Table of Contents
Course overview ............................................................................................................................................................. 1
Programme timetable – October 23 start ....................................................................................................................... 2
Programme timetable - January 24 start ........................................................................................................................ 3
Module Information ....................................................................................................................................................... 4
ML7200 - Dissertation..................................................................................................................................................... 4
ML7201 - TESOL Long Essay ............................................................................................................................................ 6
ML7202 - Research Methods for TESOL .......................................................................................................................... 8
ML7203 - Introduction to teaching ESP/ EAP ................................................................................................................ 10
ML7204 - Phonology in ELT ........................................................................................................................................... 12
ML7205 - Materials Design for TESOL ........................................................................................................................... 14
ML7206 - Pedagogical Grammar ................................................................................................................................... 16
ML7207 - ELT Methodologies and Approaches ............................................................................................................. 18
ML7208 - Advanced Methodology for TESOL ............................................................................................................... 20
ML7209 - Initial Teacher Education for TESOL: CELTA ................................................................................................... 22
Moodle and where to find reading lists. ....................................................................................................................... 24
Assessment submission & APA 7th referencing guidelines. ........................................................................................... 26
Your Personal Academic Tutor (PAT) ............................................................................................................................. 28
Meet the MA TESOL team ............................................................................................................................................ 28
Complaints procedures ................................................................................................................................................. 28
University of Chester Students’ Union .......................................................................................................................... 28

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Course overview
The MA TESOL (Teaching English to Speakers of Other Languages) course will help
your career development and make you eminently employable when you graduate. The
focus is on the practical skills for the classroom, blended with the theory underlying
them.
The course is designed so that whatever your starting point, you can develop your
knowledge and understanding of English language teaching and learning.

Why study this course with us?

This course offers new graduates, or teachers with some experience, the opportunity to
gain the skills to move into, or develop within, the English Language Teaching world.
For new graduates, our MA provides the opportunity to mix the practical with the
theoretical, so you can enter the world of work not only with a CELTA, the world-leading
initial teaching qualification, but with knowledge of theory behind the pedagogy.
Experienced teachers will develop skills, knowledge, and experience to prepare you to
move into academic management.
The course also has a pathway for international students, including language
development and understanding, and Western methods of learning and teaching.
We are also delighted to have Mark Hancock, one of the leading experts on
pronunciation, teaching on the course. His knowledge, together with the range of
experience of other staff, will provide you with a rich learning experience and a range of
dissertation options.

The University of Chester is a centre authorised by Cambridge English.

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Programme timetable – October 23 start

Pathway Teaching week blocks Research Project

11-25 27-41 Induction 42 – Research 43-10
= 20 weeks
New Pedagogical Initial Teacher Dissertation (with summer Work
Graduate Grammar Education Experience option)
ELT Methods
& Approaches
Phonology Research
Methods

Experienced Phonology EAP / ESP Dissertation (with summer Work

Advanced Materials Experience option)
Methodology Design
Research
Methods

PG Cert. or Set of Initial Teacher

PG Dip. modules from Education OR
the
appropriate Advanced
pathway in Methodology
Semester 1 Long Essay
Year 1 Sem. 1 Year 1 Sem. 2 Year 2 Year 2 Remainder
Sem.1 Sem.2 of Year 2 /
Year 3
Part-time ONE or TWO Initial Teacher Remaining Research Dissertation
modules from Education OR ONE or Methods
the TWO
appropriate Advanced modules
pathway Methodology

2
Programme timetable - January 24 start

Pathway Teaching week blocks Research Project

27-41 43-02 05-27
= 20 weeks
New Initial Teacher Pedagogical Dissertation (with Work Experience
Graduate Education Grammar option if possible)
CELTA = 10 ELT Methods
weeks to 05/4 & Approaches
(Wk 36)
Phonology Research
Methods

Experienced Phonology EAP / ESP Dissertation (with Work Experience

Advanced Materials option if possible)
Methodology Design
Research
Methods

PG Cert. or Set of Initial Teacher

PG Dip. modules from Education OR
the
appropriate Advanced
pathway in Methodology
Semester 1 Long Essay
Year 1 Sem. 1 Year 1 Sem. 2 Year 2 Year 2 Remainder
Sem.1 Sem.2 of Year 2 /
Year 3
Part-time ONE or TWO Initial Teacher Remaining Research Dissertation
modules from Education OR ONE or Methods
the TWO
appropriate Advanced modules
pathway Methodology

3
Module Information

ML7200 - Dissertation
1. Module Code ML7200 2. Module Title Dissertation

3. Module Level 7 4. Module Credit 60 CC 30 ECTS

5. Delivery Site(s) Exton Park

Students who have completed ML7202 Research

6. Available to / Restrictions
Methods for TESOL

7. Expected Student Learning Activity

Structured hours consist of one-to-one supervision with an appointed supervisor with relevant subject
knowledge. Supervisions may be face-to-face, by telephone, through e-mail correspondence, on Teams,
or a combination of modes. The module will begin with one x 2-hour seminar.

Structured hours Placement Hours Independent Guided study

14 0 586

8. Attendance Guidance
Students are expected to attend all scheduled sessions and to notify a supervisor if they expect to miss an
appointment. Tutor contact time will be through regular supervision in the form of one-to-one tutorials
undertaken throughout the programme at times agreed between tutor and student.

9. Module Content
Students will carry out an original piece of research, based on the proposal which was submitted as
summative assessment for module ML7202 and pursue individual research to produce a dissertation of
15,000 words. Students will be required to demonstrate a critical evaluation of published research
literature in the field. The research must show that students are familiar with ethical issues in educational
research, the BERA (2019) code of conduct. The scope and length of work reflects the research and
dissertation requirements at Level 7.
Students will be encouraged to choose a topic that fits with the general ethos of the programme, which is
practical, real-world, relevant and personal. Where relevant, students should select research that is
context-specific so that findings may be applicable in their practice. For students new to TESOL, the
research methods module and discussions with the supervisor will help the student to shape a project that
meets their needs and those of the degree.

10. Aims
• To enable students enrolled on the MA TESOL to pursue selected topics in depth via independent
research;
• To familiarise these students with the range of texts and research outputs available for the study
of their selected dissertation topic;
• To facilitate students’ exploration and critical examination of the nature and characteristics of
their chosen topic;
• To enable students to understand the relationship between pedagogical theory and classroom
practice through their research;
• To develop students’ specialist knowledge in one or more areas in the broader field of English
Language Teaching.

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11. Methods of Learning and Teaching and Formative Assessment
Regular 1:1 tutorial supervision through the period of the Dissertation will allow for guidance on the
focus of the self-directed independent learning and for formative feedback on written work and through
discussion in the tutorial. At the end of each supervision session both student and supervisor will sign a
written tutorial record sheet.

12. Learning Outcomes

1. Students will be assessed on their ability to:
2. Produce a substantial body of work in their chosen field of study on a topic.
3. Demonstrate a clear and systematic understanding of the appropriate methods of study for their
chosen topic, including, where required, ethical approval.
4. Show clear conceptual understanding of the ideas, methodologies and approaches in TESOL
5. Demonstrate advanced critical thinking and evaluation in the analysis of the content of the chosen
topic;
6. Show an effective ability to research and assimilate ideas to develop their knowledge and
understanding of the theory and practice of TESOL;

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment
% assessed category

1 Dissertation (15,000 words) 100% All Coursework

14. Module Leader

Richard Wilson [email protected]

5
ML7201 - TESOL Long Essay

1. Module Code ML7201 2. Module Title TESOL Long Essay

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

6. Available to / Restrictions Students intending to exit at 120 credits for PG Diploma in TESOL.

7. Expected Student Learning Activity

Independent study and research for the production of a long essay on a topic related to TESOL.

Structured hours Placement Hours Independent Guided study

4 0 196

8. Attendance Guidance
Students are expected to attend all scheduled sessions with the module tutor.

9. Module Content
The Long Essay provides students with the opportunity to engage with a research topic of their own choosing, in
the field of TESOL. Students will draft a research question in an area of interest, which will be approved by the
module tutor and will respond to this with a structured essay of 4,000 words. Students will be encouraged to
select a topic relevant to a context with which they have some experience or intend to work in after the
programme. The intention is to assess critically an aspect of that context and address an issue which will allow the
student to show skills of research, analysis, critical thinking and subject knowledge.

10. Aims
This module will enable a student to:
• Develop significant autonomy in designing a research study in the area of TESOL;
• Engage in a research project with the aim of demonstrating theoretical knowledge and practical
understanding of a chosen area for investigation;
• Formulate an agreed essay plan in conjunction with the module tutor;
• Extend their knowledge of current research in the field of TESOL;
• Develop as an independent reflective learner;
• Gain a deeper understanding of specific issues related to teaching English;
• Extend and enhance their academic writing skills.

11. Methods of Learning and Teaching and Formative Assessment

This is a self-study module, where students are required to submit a research question which they will
subsequently answer through self-study and review of published literature. Students will have an initial meeting
with the module tutor to agree the topic and focus, and will then be expected to research and read in the field in
order to write a long essay in response to their question. Formative assessment will be provided by way of an
interim meeting between student and course tutor, where the student provides an outline of the essay to be
written, and the tutor provides feedback. The outline should be no more than 300 words. The formative
assessment is informal and carries no mark. The module mark is based 100% on the final submitted long essay.

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12. Learning Outcomes
1. On completion of this module, students will be able to:
2. Draft a research question in the area of TESOL;
3. Formulate an argument in response to a research question;
4. Exercise autonomy and initiative by undertaking an independent investigation that relates to the field of
TESOL;
5. Critically and systematically evaluate current research and provide an in-depth review of key publications
in the field;
6. Communicate complex ideas relating to research using an appropriate and recognised method of
referencing.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

1 Long essay (4,000 words) 100% All Coursework

14. Module Leader

Martin Dobie [email protected]

7
ML7202 - Research Methods for TESOL

1. Module Code ML7202 2. Module Title Research Methods for TESOL

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

6. Available to / Restrictions None

7. Expected Student Learning Activity

Structured hours Placement Hours Independent Guided study

24 0 176

8. Attendance Guidance
Students are expected to attend all 12 2-hour scheduled sessions. Students should make every effort to notify
module tutor in advance if they are unable to attend.

9. Module Content
This module provides an introduction to qualitative and quantitative approaches and different paradigms of
research in the field of TESOL and most commonly used means of data collection (eg: questionnaires, interviews,
classroom observations, language testing, course book analysis, error analysis) as well as methods of data analysis,
interpretation and research ethics. It also includes research design and will prepare students to undertake
research for the MA dissertation (ML7200). The module is geared towards guiding students to draft the proposal
for their dissertation.

10. Aims
• To prepare students to carry out a research project in the field of TESOL;
• To introduce students to theory and practice of qualitative and quantitative research;
• To show students how to draft research questions;
• To familiarise students with ethical research considerations and informed consent;
• To focus on data analysis in both qualitative and quantitative research;
• To give practice in critically reviewing research papers in the field;
• To prepare students to write a research proposal leading to the dissertation (ML7200).

11. Methods of Learning and Teaching and Formative Assessment

Teaching and learning in this module will consist of lectures, small group seminars, guided practice, pair work
activities, review of published research, review of online MA dissertations and self study. Formative assessment
will be provided through written and oral feedback on the presentation of a published research paper and written
abstract.

12. Learning Outcomes

1. On completion of this module, students will be able to:
2. Demonstrate and advanced understanding of what is meant by qualitative and quantitative research, and
in which situations each would be used;
3. Act autonomously to draft clearly articulated and sophisticated research questions in support of a study;
4. Demonstrate an ability to design appropriate research methods to support qualitative or quantitative
research;

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 5. Critically analyse data and descriptions of results;
6. Critically engage in a discussion of findings;
7. Critically review published research.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

Oral presentation: Critical review of a

1 25% 1,4,5,6 Practical Exam
published research paper (15 Minutes)

Research proposal (for Dissertation

2 75% 1,2,3 Coursework
ML7200) 2500 words

14. Module Leader

Kimberly Anstey [email protected]

9
ML7203 - Introduction to teaching ESP/ EAP

1. Module Code ML7203 2. Module Title Introduction to teaching ESP/ EAP

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

Not available to students on the International pathway of MA

6. Available to / Restrictions
TESOL.

7. Expected Student Learning Activity

Study of principles and practice of teaching English for Specific Purposes and English for Academic Purposes.

Structured hours Placement Hours Independent Guided study

24 0 176

8. Attendance Guidance
Students are expected to attend all 12 2-hour scheduled sessions. Students are expected to notify module tutor in
advance if they are unable to attend, except in an emergency.

9. Module Content
This module provides an introduction to teaching English for academic purposes and English for specific purposes.
There will be a specific focus on the importance of a needs analysis to inform the syllabus of an ESP course in
areas such as English for engineering, business, medicine, and aviation English. Students will be given hands on
practice in drafting a needs analysis and in approaches to teaching ESP and EAP. In addition, the role of vocabulary
in ESP and EAP and will be introduced with reference to the online Academic Word List as well as concordances to
assess vocabulary word levels. The course will also explore developing reading and writing skills for EAP and
develop an awareness of the importance of genre in EAP. Published materials as well as those specifically
developed for a course will be examined.

10. Aims
• To provide students with an introduction to the practices and skills required for teaching English for
Specific Purposes (ESP) and English for Academic Purposes (EAP);
• To illustrate the various different contexts in which ESP and EAP are taught;
• To familiarise students with different approaches to needs analysis for ESP and to give practice in
designing one with a specific focus on ESP in the workplace.
• To investigate differences and similarities in different areas of ESP such as EAP, and other specific
educational contexts such as Content and Language Integrated Learning (CLIL), Language Across the
Curriculum (LAC) and/or bilingual education;
• To provide an understanding of the complexities of academic texts, their genre and why EAP students may
find them challenging;
• To describe the role and importance of vocabulary in ESP and EAP;
• To introduce vocabulary frequency levels, online concordances and the Academic Word List;
• To explore a range of published and teacher-designed resources for teaching ESP.

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11. Methods of Learning and Teaching and Formative Assessment
Teaching and learning for this module will be through a combination of lectures, small group seminars and
tutorials, pair work tasks, video, authentic EAP and ESP materials and students will be given the opportunity to
develop skills through hands-on practice where necessary.

12. Learning Outcomes

1. On completion of this module, students will be able to:
2. Critically discuss the main features of teaching EAP and ESP, the different contexts each may be taught in
and the type of learners who would study in them;
3. Demonstrate a critical understanding of the importance of a needs analysis, its elements and its
constraints.
4. Design a simple needs analysis;
5. Critically analyse the important differences in features of various contexts of ESP such as EAP, CLIL, LAC
and/or bilingual education;
6. Identify important features of academic texts and how they might be exploited to help students;
7. Critically evaluate the importance of vocabulary in EAP and ESP;
8. Analyse vocabulary features in a chosen text using (an) online concordance(s) and justify your choice of
application.

13. Assessment and Reassessment Components and Weighting

Component Weighting % Learning outcome(s) assessed Assessment

category

1 Oral presentation (20 minutes) 30% 1,2,3 Practical Exam

2 Essay (3,000 words) 70% 4,5,6,7 Coursework

14. Module Leader

Kimberly Anstey [email protected]

11
ML7204 - Phonology in ELT

1. Module Code ML7204 2. Module Title Phonology in ELT

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

6. Available to / Restrictions Not available to International pathway students

7. Expected Student Learning Activity

Structured hours Placement Hours Independent Guided study

36 0 164

8. Attendance Guidance
Students are expected to attend all timetabled sessions.

9. Module Content
This module explores areas of phonology which are relevant in a language teaching context. These will include
individual phonemes and allophonic variations, sound-spelling correspondence, syllables and word stress,
connected speech and intonation. The impact of all of the above pronunciation features on a speaker’s
intelligibility will be considered. There will be some contrastive analysis of how these features work in English
compared with other languages. There will also be a focus on how pronunciation varies across different varieties
of English.
The module will explore the pedagogic implications of the distinction between productive and receptive
pronunciation, highlighting the relevance of pronunciation for listening. There will also be a focus on factors
affecting the choice of goals and models in pronunciation teaching, particularly in light of the fact that English is a
global Lingua Franca.
While grounded in theory, the module will have a strong practical orientation. Students will examine available
options for presenting and practising pronunciation in class as well as techniques for evaluating learners and
providing feedback on their performance.

10. Aims
• This module aims to:
• equip students with an overview of the areas of English phonology which are key in a language teaching
context;
• provide students with a framework for making grounded decisions regarding the needs of a range of
different learners;
• raise students’ awareness of different varieties of English, both native and non-native, as well as English as
a Lingua Franca.
• help students to explore different possibilities for presentation, practice, evaluation and feedback in the
pronunciation class.

12
11. Methods of Learning and Teaching and Formative Assessment
The delivery of this module will include lectures; seminars and workshops; small group work; and formative
exercises. Students will receive regular formative feedback on their progress, both through class discussion and
through seminar exercises based on their grammatical and phonetic analyses and interpretation.

12. Learning Outcomes

1. On completion of this module, students should be able to:
2. Locate and analyse relevant phonological descriptions and be capable of digesting them into a classroom-
friendly form.
3. Make informed and justified decisions on what to present to learners and how to do so.
4. Critically evaluate varieties of English, both among native speakers of English and learners from different
L1 backgrounds.
5. Demonstrate the ability to present relevant pronunciation points to learners and deal with emergent
problems.
6. Analyse learner pronunciation errors and provide suggestions for remediation.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

15-minute video presentation plus full

1 25% 4 Coursework
rationale

Phonetic/phonemic analysis of audio

2 25% 3 Coursework
recordings (1000 words)

Phonological needs analysis for a specified

3 50% 1, 2, 5 Coursework
learner and context (2000 words)

14. Module Leader

Richard Wilson [email protected] with Mark Hancock [email protected]

13
ML7205 - Materials Design for TESOL

1. Module Code ML7205 2. Module Title Materials Design for TESOL

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

6. Available to / Restrictions None

7. Expected Student Learning Activity

Structured hours Placement Hours Independent Guided study

24 0 176

8. Attendance Guidance
Students are expected to attend all 12 2-hour scheduled sessions. Students are expected to notify module tutor in
advance if they are unable to attend, except in an emergency.

9. Module Content
This module provides an in-depth analysis of the role of materials in the teaching of English language. The course
will cover materials evaluation from a teacher’s perspective, and the importance of aligning materials with the
curriculum and with the teaching methodology. In addition, the module will cover aspects for consideration in
creative materials development, including the learners and their context, cognitive demands, language input and
output demands, affective factors in the design of materials, the impact of visual design on ease of use, and
learners’ motivation. There will be a specific focus on design of materials using authentic texts and tasks.
Throughout the module there will be a focus on published research in the areas of materials evaluation and
development in addition to giving students the opportunity of hands-on practice in designing their own materials
under the guidance of an experienced English language teacher.

10. Aims
• This module aims to:
• Describe the role and importance of materials in English language teaching;
• Familiarise students with rationales and principles behind different approaches to materials evaluation
and development;
• Introduce different frameworks for materials evaluation;
• Familiarise students with a range of published materials and give practice in materials evaluation;
• Explain the role of authentic materials and tasks in developing learners’ language;
• Give hands-on practice in designing new materials and tasks for classroom use;
• Give hands-on practice in extending the scope and use of published materials in language teaching;
• Familiarise students with published research in the field.

11. Methods of Learning and Teaching and Formative Assessment

Lectures, small group discussions, pair work tasks, review of published ELT course books and other materials,
hands-on materials design practice. Formative assessment will be provided through feedback (oral and written) on
assignments 1 and 2 during the course.

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12. Learning Outcomes
1. On completion of the module, students will:
2. Be able to show critical and systematic understanding of the rationales and principles behind, and the role
of personal bias, commercial decisions and political pressures involved in different approaches to
materials evaluation and development;
3. Use a framework to evaluate critically commercially-produced ELT course books for their appropriacy for
specific groups of learners and their contexts;
4. Apply conventions used in the development of English language teaching materials such as the
importance of visual appeal, ease of use, clarity of instruction and recency in materials;
5. Demonstrate critical application of the effect of materials on learners’ and teachers’ motivation;
6. Demonstrate the design of materials to develop language skills in reading, writing, speaking, listening as
well as enhancing the development of grammar, vocabulary and language fluency;
7. Recognise the importance of authentic materials and tasks, and develop materials accordingly.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning Assessment

% outcome(s) category
assessed

1 Critical evaluation of published materials (1,000 words) 25% 1,2,3 Coursework

A Portfolio of work to include language teaching materials

2 with a rationale and reflection on their use in peer-teaching 75% 1,3,4,5,6 Coursework
(3,500 words equivalent)

14. Module Leader

Eva Lake [email protected]

15
ML7206 - Pedagogical Grammar

1. Module Code ML7206 2. Module Title Pedagogical Grammar

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

6. Available to / Restrictions Compulsory for students on the International pathway; available to all

7. Expected Student Learning Activity

Structured hours Placement Hours Independent Guided study

24 0 176

8. Attendance Guidance
Full attendance is expected at all 12 2-hour sessions.

9. Module Content
This module is primarily for students on the International pathway in the programme with the aim of developing a
deeper knowledge of pedagogical grammar and thus complements ML7209 Initial Teacher Education for TESOL.
The module will cover the relationship between linguistic theory and contemporary approaches to pedagogical
grammar, and provide an overview of key issues in the study of grammar teaching. It provides the opportunity for
trainee teachers to consider the role of grammar in communication as well as to identify aspects of English
grammar which might cause difficulties for learners and learner errors and their correction. Students will be given
the opportunity to learn skills in teaching grammar for ESOL, through peer micro-teaching. Students will be
introduced to a corpus of learner errors, and will focus on error identification and correction techniques. This in
turn enables and requires reflection and exploration of how a deeper understanding of these aspects of language
by learners and teachers can empower both in the ELT environment.

10. Aims
• To explore the description of grammar used in the Teaching of English language.
• To equip students with key linguistic concepts, terms and tools necessary for describing language for
pedagogical purposes.
• To provide an overview of the systems of grammar, morphology and syntax of English and help students
develop skills in analysing language for teaching.
• To develop an understanding of, and contrast grammatical systems used in different languages.
• To describe and analyse learner errors in relation to grammar.
• To assess the effectiveness of different approaches to error correction.
• To evaluate the usefulness of published materials for teaching grammar.
• To develop good classroom skills in the teaching of English grammar.
• To familiarise learners with key research in the field.

11. Methods of Learning and Teaching and Formative Assessment

The module will be taught through lectures, guided and independent reading, private study as well as small group
discussion, watching film clips of grammar teaching. Content knowledge will be consolidated and applied through
discussion seminars and micro-teaching, with peer-observation and self-reflection. Formative assessment will be
provided via teaching practice / micro-teaching, group and seminar discussions.

16
Small group micro-teaching assessment (initial assessment, mid-course) will consist of groups of three students
drafting a lesson plan and each teaching a particular part of it (Engage, Study, Activate (Harmer, 2007)). The lesson
plan will be assessed as group work and each student will receive the same mark; the teaching element will be
assessed individually. Total combined score will be worth 30% of the module mark.

12. Learning Outcomes

Students will:
1. Demonstrate a systematic understanding of different definitions of grammar.
2. Be able to differentiate linguistic grammars from pedagogical grammars.
3. Critically evaluate the role of grammatical knowledge in language proficiency.
4. Be able to assess the role of grammar in different approaches to language teaching.
5. Demonstrate the ability to plan a lesson incorporating a new grammatical structure.
6. Demonstrate skills in the area of English grammar teaching.
7. Analyse current research into teachers’ beliefs and practices in the teaching of grammar.
8. Demonstrate insight into learner errors and remediation techniques.
9. Show critical awareness of learner error corpora and how these might inform pedagogy.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

Guided group micro-teaching (20 mins) &

1 30% 5,6 Practical Exam
individual practical (20 mins)

2 Essay (3000 words) 70% 1,2,3,4,7,8 Coursework

14. Module Leader

Martin Dobie [email protected]

17
ML7207 - ELT Methodologies and Approaches

1. Module Code ML7207 2. Module Title ELT Methodologies and Approaches

3. Module Level 7 4. Module Credit 20 CC 10 ECTS

5. Delivery Site(s) Exton Park

6. Available to / Restrictions Compulsory for students on the International pathway; available to all

7. Expected Student Learning Activity

Structured hours Placement Hours Independent Guided study

24 0 176

8. Attendance Guidance
Students are expected to attend all 12 2-hour scheduled sessions.

9. Module Content
This module is primarily for students on the International pathway in the programme for whom a greater
understanding and awareness of the dominant Western approaches to language teaching will be useful. There is
an initial focus on the learner, the purposes they learn English for, and the various teaching methods and materials
which are typically used in different contexts. Students will focus on classroom observations through the use of
film, and will be encouraged to reflect and discuss the teaching and learning in each. The module will cover the
developments in the discipline in the C20th and focus on Communicative Language Teaching, which has been the
main approach used in the UK since the 1980s. Approaches, such as Total Physical Response will be considered,
along with other theories and methods such as the Lexical Approach or Task-Based Learning. Methods of ELT will
be considered in terms of cultural context, the role of English as Lingua Franca and the greater influence of
technology in teaching.

10. Aims
• To develop a critical understanding of the variety of methods and approaches within TESOL.
• To be able to assess the usefulness of various methods in teaching different groups of learners
• To understand the reasons and motivations for learning English in various contexts.
• To be aware of the different cultural attitudes to language learning and teaching.
• To be able to plan, prepare and deliver effective lessons for a range of learner needs that make use of a
variety of relevant classroom resources and teaching aids.
• To enable students to learn or improve their essay-writing, critical analysis and synthesising skills.
• To enable students to develop their understanding and application of academic style, register and the use
of APA in their academic work.

11. Methods of Learning and Teaching and Formative Assessment

Students will learn through a range of activities including:
• Lectures
• Film and video
• Peer teaching observation
• Micro-teaching practice

18
• Authentic ELT materials for practical evaluation
• Group discussion, individual and group post-observation reflection
• Small group discussions
• Individual and small group activities
• Moodle

12. Learning Outcomes

Students will:
1. Demonstrate the ability to debate effectively complex issues in written and spoken form.
2. Demonstrate a systematic understanding of various methods of teaching language and be able to evaluate
critically their effectiveness in different contexts.
3. Utilise effectively relevant literature in the field and show that they can effectively synthesise, compare,
analyse and present information.
4. Engage critically with the findings of key published research in the area of language teaching
methodology.
5. Demonstrate effective oral and visual presentation skills.
6. Further develop their English language skills, in order to provide them with an adequate level for teaching
English.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

1 Presentation (20 mins) 30% 1, 2,3,4,5,6 Practical Exam

2 Essay (3,000 words) 70% 1,2,3,4,6 Coursework

14. Module Leader

Martin Dobie [email protected]

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ML7208 - Advanced Methodology for TESOL

ML720
1. Module Code 2. Module Title Advanced Methodology for TESOL
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3. Module Level 7 4. Module Credit 40 CC 20 ECTS

5. Delivery Site(s) Exton Park

Open to students with CELTA (or equivalent) and at least two years full-time
teaching experience. Not available to students on the New Graduate pathway.
6. Available to / Restrictions
Availability to international students will depend on their level of teaching
experience and language competence.

7. Expected Student Learning Activity

Structured hours Placement Hours Independent Guided study

48 0 352

8. Attendance Guidance
Students are expected to attend all 24 2-hour scheduled sessions. Students are expected to notify module tutor in
advance if they are unable to attend, except in an emergency.

9. Module Content
This course aims to provide professional development for experienced English language teachers through critical
reflection on the interface between research and current teaching methods. The module will examine the impact
of theories of Second Language Acquisition on approaches to second language teaching. Students, as reflective
practitioners, will be encouraged to re-examine current teaching practices such as CLT and task-based learning and
the impact they have on students’ language development in the four skills, pronunciation, grammar and
vocabulary acquisition. The course adopts a problem-solving approach through a focus on critical incidents in the
language teaching classroom and encourages teachers to draw on their experiences in small group discussions.
Students will be introduced to the concept of action research as a tool for change.

10. Aims
• To provide an overview of both historical and contemporary theories of first and second language
acquisition and how they differ;
• To facilitate critical reflection on language teaching practices in the light of research in the field;
• To promote discussion and debate on the impact different contexts may have on teaching methodologies;
• To adopt a problem-solving approach through investigation of critical incidents in the language teaching
classroom;
• To examine the impact and process of change on language teaching;
• To develop reflective teachers who are able to carry out small scale action research projects in their own
classrooms.
• To produce teachers capable of successfully implementing in their practice the ideas and techniques they
have encountered.

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11. Methods of Learning and Teaching and Formative Assessment
Teaching and learning will take place through a combination of lectures, seminars, small group discussions, pair
work tasks, video, a focus on published research, oral and visual presentations. Formative assessment will take the
form of an oral presentation utilising visual aids during the course.

12. Learning Outcomes

On completion of this module, students will:
1. Systematically deploy knowledge of contemporary and historical theories of second language acquisition;
2. Evaluate critically methods of English language teaching in the light of language acquisition research;
3. Demonstrate critical awareness of the role of instruction and feedback and their impact on the
development of the four skills, grammar and vocabulary development in a second language;
4. Deploy a problem-solving approach to critical incidents which occur in their teaching;
5. Demonstrate the rationale for action research in their classrooms, and possess a knowledge of how to
carry it out;
6. Demonstrate receptiveness to to the idea of change in their teaching approaches, where this may be
beneficial.
7. Apply understanding of the module content and aims in their classrooms and lesson plans.

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

1 Oral presentation (20 minutes) 20% 5 Practical Exam

2 Essay (3000 words) 30% 1,2,5 Coursework

Practical with Lesson Plan (5000 word

3 50% 3,4,6,7 Practical Exam
equivalent)

14. Module Leader

Richard Wilson [email protected]

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ML7209 - Initial Teacher Education for TESOL: CELTA

1. Module Code ML7209 2. Module Title Initial Teacher Education for TESOL

3. Module Level 7 4. Module Credit 40 CC 20 ECTS

5. Delivery Site(s) Exton Park

Available to students on New Graduate and International pathways of MA

6. Available to / Restrictions
TESOL.

7. Expected Student Learning Activity

CELTA = 120 (with 6 hours teaching practice) plus 4 hours for Reflective Writing input and practice.
Some of the required teaching practice may need to be in locations other than on Exton Park Campus.

Structured hours Placement Hours Independent Guided study

124 0 276

8. Attendance Guidance
Students are expected to attend all scheduled sessions. Missing scheduled sessions may affect eligibility for the
CELTA.

9. Module Content
This module provides students with an introduction to Teaching English to Speakers of Other Languages (TESOL). The course is
aimed at students with little or no prior teaching experience, and those who would like to expand their teaching knowledge
to include TESOL. The course introduces current methods of teaching English to adults from a pedagogical perspective,
including a focus on published teaching resources and how they might best be used in the classroom. The module includes a
brief overview of the history of ELT methodology, and will provide opportunities for observation of experienced teachers in
live or pre-recorded sessions. The module will also focus on areas such as classroom management and giving instructions,
dealing with learners’ language errors, and preparing lessons (including writing a lesson plan). Students will engage in
teaching practice with peers and authentic groups of English language learners, utilising the skills and techniques they have
learned in the module. We will work with organisations such as Cheshire College South & West, and the Red Cross in
Wrexham to recruit volunteer classes of learners for trainees to teach.
This module includes the University of Cambridge’s CELTA (Certificate in English Language Teaching to Adults), an
internationally-recognised qualification. The standards of teaching required in this module are in accordance with CELTA
standards. The CELTA component will be assessed on a Pass/Fail basis for the purposes of the University of Chester. There are
pass grades A, B & Pass which are applied by Cambridge and will be indicated on the certificate issued by them for their
course. These grades do not apply to the grading of the university.

10. Aims
• To prepare students to become teachers of English to Speakers of Other Languages;
• To give practical teaching experience with peer groups and authentic English language learner classes;
• To introduce current methodologies for teaching English;
• To give guided practice in planning lessons;
• To provide opportunities for peer teaching observation and observation of experienced English language
teachers;
• To provide opportunities for discussion with experienced teachers on their praxis;
• To introduce a range of English language teaching resources, and their effective use;
• To promote best practice based on reflection in teaching.

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11. Methods of Learning and Teaching and Formative Assessment
• Teaching and learning in this module will take place through:
• Teacher-led input sessions
• Video analysis
• Peer-teaching observation
• Micro-teaching practice
• Teaching practice with authentic adult English learners
• Opportunities to observe experienced English teachers
• Using authentic ELT materials
• Group discussion, individual and group post-observation reflection and discussion
• Reflective teaching diaries
• Individual, pair and small group activities
• Moodle
• Formative assessment will be provided through written and oral feedback after assignments 1 and 2, and
after each assessed element of the CELTA.

12. Learning Outcomes

By the end of the module students will be able to:
1. Critically evaluate Communicative Language Teaching (CLT) methodology;
2. Plan a lesson and demonstrate a high level of understanding of time management;
3. Prepare and deliver effective lessons for a range of differentiated learner needs that make use of a range
of relevant classroom resources and teaching aids;
4. Critically and systematically analyse the role of the teacher in meeting teaching objectives and learner
needs;
5. Make informed judgements relating to patterns of classroom interaction;
6. Demonstrate critical reflection on their teaching;

13. Assessment and Reassessment Components and Weighting

Component Weighting Learning outcome(s) Assessment

% assessed category

Assessment as per CELTA requirements (4 x

1 essays of c. 1,000 words & 6 hours of Pass/Fail% 2,3,4,5,6 Coursework
teaching adults)

Essay (2,000 words) Critical Reflections on

2 teaching with reference to published 100% 1,4 Coursework
literature.

14. Module Leader

Eva Lake [email protected]

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Moodle and where to find reading lists.

Go to the Moodle module you need, and click on the three lines
at the top left of the page.

Click on Module eLibrary.

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Click on Reading List.

You will see the reading list as you scroll down.

Some of the items listed will be available as eBooks, while

others will be available in print format.

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Assessment submission & APA 7th referencing guidelines.

Submission guidance
This section explains what format your assessment should be completed in and how you should submit it.

Your written assessment must be saved as

Assessment title_ModuleCode_CandidateNumber i.e. your J number
e.g. Critical evaluation of published materials_ML7205_JXXXXX (your J number)

Your written assessment must be submitted as one document via the Turnitin link on Moodle as a pdf
document or .docx file.

Use Arial or Calibri font, with 1.5 line-spacing.

You must include a cover page.

Use the APA 7th referencing style throughout, as used on Cite Them Right (remember to log in with your
UoC account) as detailed below*, and as used by the University of Chester Library system.

The library induction will help you to understand how to use Endnote and we recommend that you
familiarise yourself with it and start using it as soon as possible.
You must follow the guidelines provided in the assessment brief regarding the use of artificial
intelligence (AI) tools.

*Go to https://www.citethemrightonline.com/

Click on Log In at the top right of the page

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Click on LOG IN TO CITE THEM RIGHT: Login via your institution

Find the University of Chester and sign in with it.

You will now be able to access all the information you need about using the APA7th
referencing style.

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Your Personal Academic Tutor (PAT)

Before you arrive at the University, you will be allocated a PAT who will be a member of staff in your
academic department. Your PAT will provide you with academic advice and guidance, will be your formal
attendance contact, and will monitor your progress for the duration of your programme of study.
Details of who your PAT is can be found on the University App in the “Me" tab and on Moodle at:
moodle.chester.ac.uk.

Watch this video to find out more about the role of your Personal Academic Tutor

Meet the MA TESOL team

You can find details about the staff members of the MA TESOL team by clicking
here and scrolling down to Staff.

Complaints procedures

You can find details about the University of Chester student complaints
procedure by clicking here.

University of Chester Students’ Union

We encourage you to engage with University student life. You can find details
about the University of Chester Students’ Union by clicking here.

We are here to help you if you have any questions.

We hope that you enjoy your MA TESOL programme.

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