University of the West of Scotland

Postgraduate Programme Specification

Session: 2020/21

Last modified: 10/08/2020 16:20:19

Named Award Title:MEd TESOL

Award Title for Each Award: MEd  TESOL
PG Cert  TESOL
PG Dip  TESOL

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:UWS
Maximum Period of Registration:
Mode of Study:Full Time
Part Time
Campus:Paisley
London

School:School of Education & Social Sciences
Programme Leader:Dr Steve Brown

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

Appropriate Undergraduate Qualification
Undergraduate degree or equivalent.
Other Required Qualifications/Experience

Participants will typically have an interest in, and may have some experience of, working in the field of TESOL.

Additionally:

(a) There shall be a reasonable expectation that any person admitted to a programme of study will be able to fulfil the educational aims and learning outcomes of the programme and achieve the standard required for the award (UWS Regulation 6.1.1a).

(b) In considering each application for admission to a programme of study, evidence shall be sought of personal, professional and educational qualifications and/or experiences that provide indications of ability to meet the demands of the programme (UWS Regulation 6.1.1b).

(c) Applicants whose first language is not English must provide formal, official proof that they meet the English language requirements specified in Section 6.2 of the University Regulatory Framework, that is, must have an IELTS score of 6.0 or equivalent.
In addition, evidence of English proficiency must be no more than three years old counting back from the anticipated start date of the programme. If the applicant has been working or studying in an English speaking country for a substantial period of time, this can be taken into consideration as long as a statement to this effect is included in his/her references. If the applicant has studied at degree level in an English speaking country for a period of one year or more, this can also be taken into consideration as long as the programme was taught and assessed entirely in English and was undertaken in the last three years counting back from the anticipated start date of the programme. Relevant transcripts must be provided as evidence of this and a relevant statement must be included in the references (UWS Regulation 6.6).

(d) Applicants will be required to supply two references in support of their application to join the programme. Therefore applicants will need to ensure, in good time, that their referees are willing and able to write a reference (letter of recommendation) on their behalf. Referees should be in a position to provide an informed view of the applicant’s academic ability and suitability for their chosen programme of study and any other information they consider as being relevant to the individual’s application. In this respect applicants may wish to supply their prospective referees with an overview of the chosen programme so that they can comment on the individual’s ability to meet with the general demands of, and the specific practical aspects associated with the programme.


Further desirable skills pre-application

Basic ICT, literacy and numeracy skills.


General Overview

The Master of Education (MEd) in TESOL (Teaching of English to Speakers of Other Languages) programme is designed for participants who have an interest in working with learners of English.

The Master of Education in TESOL is delivered, administered and supported in a blended format, that is, through direct, face-to-face teaching and through the UWS virtual learning environment (VLE).

Each module ‘site’ will typically have the following interactive areas: Main Announcements, Main/Group Discussion Boards, Technical Help, Module Questions, Activities and Internet Café. In addition to these interactive areas students also have links to module and course documentation, guides on academic writing etc. Every module is constructed around the same basic architecture that ensures continuity for students as they progress. The fact that the Master of Education in TESOL is delivered partially online means that there are some specific challenges in ensuring appropriate and effective student guidance and support.

Our strategy to overcome these challenges includes the following:

Clear online communication protocols: This includes the provision of ‘service level’ statements that ensure that student expectation levels are established prior to embarkation on the programme. This avoids misunderstanding and miscommunication arising.

Appropriate and meaningful online induction: New students to the online environment are provided with a two-week online induction period prior to the formal commencement of a module, whilst continuing students are afforded the opportunity of a one week module orientation period. The induction period in both cases is designed to allow all participants to overcome any technical issues and to familiarise themselves with the environment in general terms thus enabling the student to focus on the learning from day 1 of the module.

In general, our approach to teaching and learning online is continually refined in light of experience and best practice originating from local, national and international research in this area. More specifically, the wholly online nature of the programme enables learners to work at a time and place to suit both their personal and professional commitments and all modules across the programme are designed using an integrated model of online learning.

The teaching style adopted across the programme is more that of a facilitator. This approach is also designed to foster a ‘community of professional practice’ which is grounded in social constructivist pedagogy and, in this way, learners develop into independent learners who are capable of demonstrating the competences required when studying at SCQF Level 11.

Additional tutorial support to enhance the online student experience will be given to all students by the English Language staff.

Course Structure

To achieve the MEd in TESOL, students must complete 6 taught modules which are each calibrated at 20 credit points, plus a final, single dissertation calibrated at 60 credit points; a programme total of 180 credits as follows:

 - Postgraduate Certificate (3 modules, 60 Credits)

 - Postgraduate Diploma (3 modules, 60 credits)

 - Masters dissertation (1 module, final 60 Credits)

Course Content

Postgraduate Certificate.

New entrants to the MEd in TESOL programme will undertake two of the following core modules:

  • EDUC11111 Language Analysis
  • LING11007 Theory and Practice in TESOL
  • EDUC11067 Educational Research
  • LING11006 Second Language Acquisition

In addition, candidates wishing to complete the Postgraduate Certificate in TESOL will select and undertake one further 20 credit point module from an options bank (see below).

Options Bank Modules:

  • LING11002 English as a Global Language
  • LING11004 Language, Identity and Power
  • LING11001 Applied Linguistics
  • Technology-Enhanced Language Learning (module code tbc)
  • LING11003 Global and Intercultural Citizenship
  • LING11005 Teaching English to Young Learners 
  • EDUC11112 TESOL: The Scottish Context

Postgraduate Diploma.

The PG Diploma level is made up of the remaining two core modules, plus a further option module from the above options bank.

Upon successful completion of the PG Diploma, learners will progress to the final dissertation stage of the MEd award.

Master of Education.

The Masters Dissertation module will involve students designing, implementing, evaluating and writing up a research project in a work related topic of their own choosing.

Part-time Route

A flexible approach to part-time delivery allows candidates to complete the full MEd TESOL programme over a maximum period of three years. Candidates can select which modules, and how many to complete, within each academic year. On completion of all six modules (4 core plus two options), candidates may progress to the Masters Dissertation in T3 of their final year. 

will normally take 1 core module each trimester, with 1 optional module each year; for example, there are a range of part-time routes through this Master's programme which have been tailored to reflect the background and practitioner status of applicants wishing to take the programme on a part-time basis. 

The part-time programme can be taken flexibly with students being given guidance on whether they can take 1 or 2 modules within each trimester.  The constants are the Trimesters: Modules cannot be taken in trimesters outwith those identified at Validation of the programme, and outlined in the Programme Specification.

Following successful completion of the MEd in TESOL would be able to undertake further study towards PhD or EdD level.

This Programme will be delivered in blended mode: by direct, face-to-face teaching of weekly three-hour classes per module and online through UWS’ VLE, Moodle. The learning and teaching approaches adopted are compliant with UWS Learning, Teaching and Assessment Strategy [LTAS]. Coursework associated with each module will include provision for support using e-learning materials and students will make use of e-learning methods such as remotely accessing readings and research journals, asynchronous communication with tutors and fellow students including the use of e-mail and discussion boards. Formative and summative assessments will be used including essays, assignments, individual and group presentations and online discussions. Strategies for personal development planning will be incorporated into each of the modules. Students will be encouraged to plan for the achievement of their personal development goals at the start of each module and plan a review session at the end of each module allowing students to reflect on their personal development in situ and link these developments to their professional profile. Students will be encouraged to plan and review their personal development goals in line with the learning outcomes of each module in relation to the course aims and objectives. The assessment strategies of this programme will aim to support the students in the process of learning and to develop key practical and academic skills. The assessment strategies reflect these dual aims. Assessment regulations will be in line with the University of the West of Scotland Learning, Teaching and Assessment Strategy. In the MEd dissertation module students will be allocated an academic supervisor. They will agree to communicate at regular intervals for supervision. Students will already have successfully completed a research methods module in the Postgraduate Diploma. On-line tutorials will be offered regularly to discuss general academic issues relating to writing a MEd dissertation. Students must complete research within a learning and teaching setting or other approved focus as agreed with the Programme Leader, Module Coordinator and Dissertation Supervisor. This research will be presented as a thesis that satisfies the University requirements for a MEd thesis (UWS Regulation 8.12).


Graduate Attributes, Employability & Personal Development Planning

Participants in the MEd in TESOL will develop and enhance their employability skills in the areas of Knowledge and Understanding; Applied Knowledge and Understanding; Generic Cognitive Skills; Communication, ICT and Numeracy Skills; Autonomy, Accountability and Working with Others, as encompassed by SCQF Level 11. They will develop and enhance these skills in ways specific to and of direct relevance to their own professional context and to the demands and issues inherent within current and anticipated developments within education.

In line with UWS guidance and protocols for Personal Development Planning (PDP) elements of personal and critical reflection are embedded via coursework and assessment across the programme but the overall approach to PDP is also informed by the following important consideration(s).

(1) Those participants from within the education sector embarking on the programme already have maintained a CPD portfolio and undertake an Annual Career Reviews as part of their contractual duties

(2) Other professionals embarking on the programme are likely to be subject to similar requirements.

Work Based Learning/Placement Details

This Programme relates to a student’s existing professional context and fits within the University’s definition of work related learning (WRL). Students on the programme will already be working in a context relating to learning, teaching or training where they will have access to materials and learners.

Engagement and Attendance

In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time.

For the purposes of this programme, this equates to the following:

All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. PG Cert
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate a critical understanding of key theories, concepts and principles that cover and integrate most, if not all, of the main areas of a subject or discipline- including their features, boundaries, terminology and conventions in an educational context.
A2Demonstrate a critical understanding of principal theories, principles and concepts as they apply to the student’s specific professional context, and in relation to the Standard for Career-Long Professional Learning if applicable.
A3Demonstrate a critical awareness of current issues associated with situated professional learning in an educational context, in relation to the Standard for Career-Long Professional Learning if applicable.

Practice - Applied Knowledge and Understanding

B1Use a significant range of the principal skills, techniques, practices and materials which are associated with teaching and learning within the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
B2Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry to investigate issues, processes and practices associated with teaching and learning set within the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
B3Demonstrate originality or creativity in the application of knowledge and understanding to issues, processes and practices associated with situated professional learning within the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.

Communication, ICT and Numeracy Skills

C1Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.
C2Develop original and creative responses to problems and issues associated with situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.
C3Critically review, consolidate and extend knowledge, skills/practices and thinking associated with situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Using appropriate methods, communicate issues, processes and practices associated with the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
D2Communicate with peers, more senior colleagues and specialists about issues, processes and practices associated within the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
D3Use a wide range of software to support and enhance work at this level that is of relevance to professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
D4Undertake critical evaluation of a wide range of numerical and graphical data in order to inform approaches to the development of professional practice within students’ professional context, in relation to the Standard for Career-Long Professional Learning if applicable.

Autonomy, Accountability and Working With Others

E1Exercise substantial autonomy and initiative in professional and equivalent activities relating to situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.
E2Take responsibility for their own work and work as a leading member of a team, in a range of contexts to develop and enhance practice relating to situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.
E3Take responsibility for a significant range of resources relating to situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.
E4Practise in ways which draw on critical reflection on their own and others’ roles and responsibilities relating to situated professional learning, in relation to the Standard for Career-Long Professional Learning if applicable.
E5Deal with complex ethical and professional issues relating to situated professional learning and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11EDUC11067Educational Research20      
11EDUC11111Language Analysis20      
11LING11006Second Language Acquisition20      
11LING11007Theory and Practice in TESOL20      

* Indicates that module descriptor is not published.

Footnotes
Two of the above four core modules must be successfully completed for the candidate to be awarded the PG Cert in TESOL.

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11LING11001Applied Linguistics20      
11LING11002English as a Global Language20      
11LING11003Global and Intercultural Citizenship20      
11LING11004Language, Identity and Power20      
11LING11005Teaching English to Young Learners20      
Technology-Enhanced Language Learning       New module, to be validated by August 2020
11EDUC11112TESOL: The Scottish Context20      

* Indicates that module descriptor is not published.

Footnotes
One of the above option modules myst be successfully completed for the candidate to be awarded the PG Cert in TESOL.

Criteria for Progression and Award

Individuals who successfully complete two core modules and one other optional module from the lists above (equating to 60 credits at SCQF level 11) and who wish to conclude their studies at this point will be eligible for the award of Postgraduate Certificate in TESOL. On the other hand, should an individual wish to continue their studies further they may progress to the Postgraduate Diploma phase of the MEd in TESOL.


B. PG Dip
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate knowledge that covers and integrates most, if not all, of the principal areas, features, boundaries, terminology and conventions in an educational context.
A2Demonstrate a critical understanding of the principal theories, principles and concepts as they apply to the student’s specific professional context, in relation to the Standard for Career-Long Professional Learning if applicable.
A3Demonstrate a critical understanding of a range of specialised theories, principals and concepts as they apply to the student’s professional context, in relation to the Standard for Career-Long Professional Learning if applicable.
A4Demonstrate a critical awareness of current issues in education and how this impacts upon the student’s professional context and the challenges in providing an enhanced and challenging curriculum, in relation to the Standard for Career-Long Professional Learning if applicable.

Practice - Applied Knowledge and Understanding

B1Use a significant range of the principal skills, techniques, practices and/or materials that are associated with an educational context, in relation to the Standard for Career-Long Professional Learning if applicable.
B2Use a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by developments in Education, that are relevant to the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
B3Practise a wide and often unpredictable variety of professional level contexts and at an appropriate standard in relation to the Standard for Career-Long Professional Learning if applicable.

Communication, ICT and Numeracy Skills

C1Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise, in relation to the Standard for Career-Long Professional Learning if applicable.
C2Communicate with peers, more senior colleagues and specialist acting as a source of advice on particular aspects of teaching and learning where appropriate, in relation to the Standard for Career-Long Professional Learning if applicable.
C3Undertake critical evaluations of a wide range of numerical and graphical data in order to inform developments in and appropriate to learning, teaching and assessment, in relation to the Standard for Career-Long Professional Learning if applicable.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of contemporary Education relevant to the professional context of the student, in relation to the Standard for Career-Long Professional Learning if applicable.
D2Identify, conceptualise and define new and abstract problems and issues and demonstrate how these relate to and impact upon the specific professional contexts of the student, in relation to the Standard for Career-Long Professional Learning if applicable
D3Critically review, consolidate and extend knowledge, skills, practices and thinking in contemporary education, in relation to the Standard for Career-Long Professional Learning if applicable.
D4Critically review, consolidate and extend knowledge, skills, practices and thinking in contemporary education, in relation to the Standard for Career-Long Professional Learning if applicable.

Autonomy, Accountability and Working With Others

E1Critically review, consolidate and extend knowledge, skills, practices and thinking in contemporary education, in relation to the Standard for Career-Long Professional Learning if applicable.
E2Practise in ways which draw on critical reflection on own and others’ roles and responsibilities and how these may develop in the light of current educational research and policy, in relation to the Standard for Career-Long Professional Learning if applicable.
E3Exercise substantial autonomy and initiative in professional and equivalent activities including engaging with others in the critical discussion of educational policy and practice, in relation to the Standard for Career-Long Professional Learning if applicable.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11EDUC11067Educational Research20      
11EDUC11111Language Analysis20      
11LING11006Second Language Acquisition20      
11LING11007Theory and Practice in TESOL20      

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11LING11001Applied Linguistics20      
11LING11002English as a Global Language20      
11LING11003Global and Intercultural Citizenship20      
11LING11004Language, Identity and Power20      
11LING11005Teaching English to Young Learners20      
Technology-Enhanced Language Learning      
11EDUC11112TESOL: The Scottish Context20      

* Indicates that module descriptor is not published.

Footnotes
Candidates who have already completed the PG Cert in TESOL will achieve the PG DIP in TRSOL by successfully completing the remaining two core modules, plus a second option module.

Criteria for Progression and Award

Individuals who successfully complete the remaining core modules and one other optional module from the list above (not previously studied as part of the Pg. Certificate and equating to 60 credits at SCQF level 11) and who wish to conclude their studies at this point will be eligible for the award of Postgraduate Diploma in TESOL. On the other hand, should an individual wish to continue their studies further they may progress to the final MEd phase of the MEd in TESOL programme.


C. Masters
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1A critical understanding of the principal theories, principles and concepts as they relate to the students professional context, in relation to the Standard for Career-Long Professional Learning if applicable.
A2A critical understanding of a range of specialised theories, principals and concepts as they apply to students’ professional context, in relation to the Standard for Career-Long Professional Learning if applicable.
A3Demonstrate a critical knowledge & understanding of current issues in a subject or discipline.
A4Develop a critical understanding of the role played by research within Education.
A5Extensive, detailed and critical knowledge and understanding in subject or discipline, much of which is at or is informed by developments at the forefront of educational research and policy, in relation to the Standard for Career-Long Professional Learning if applicable.

Practice - Applied Knowledge and Understanding

B1Apply the skills required for a substantial research study that has appropriate conceptual and methodological perspectives and professional justification in relation to a learning, teaching and training setting.
B2Engage with a comprehensive study of background reading that identifies the relevant theoretical and analytical perspectives and deals critically with the arguments raised in relation to the Standard for Career-Long Professional Learning if applicable.
B3Plan and execute a significant project of research, investigation or development which relates to and may contribute to current approaches to learning and teaching in relation to the professional context in relation to the Standard for Career-Long Professional Learning if applicable.
B4Demonstrate originality or creativity in the application of knowledge and understanding and/or practices which relate to a specific educational context in relation to the Standard for Career-Long Professional Learning if applicable.
B5Practise in a wide and often unpredictable variety of professional level contexts and at a standard which exceeds that envisaged for the Standard for Full Registration in relation to the Standard for Career-Long Professional Learning if applicable.

Communication, ICT and Numeracy Skills

C1Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise, in relation to the Standard for Career-Long Professional Learning if applicable.
C2Communicate with pupils, parents and fellow professionals, in relation to the Standard for Career-Long Professional Learning if applicable.
C3Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness, in relation to the Standard for Career-Long Professional Learning if applicable.
C4Undertake critical evaluations of a wide range of numerical and graphical data in order to inform developments in, and approaches to learning, teaching and assessment, in relation to the Standard for Career-Long Professional Learning if applicable.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of Education.
D2Identify, conceptualise and define new and abstract problems and issues in an educational context.
D3Develop original and creative responses to problems and issues which relate to specific professional contexts at local, regional and possibly national level
D4Critically review, consolidate and extend knowledge, skills, practices and thinking in an educational subject or discipline.
D5Deal with complex issues and make informed judgements in relevant professional situations in the absence of complete or consistent data/information

Autonomy, Accountability and Working With Others

E1Exercise substantial autonomy and initiative in professional and equivalent activities taking the initiative in enhancing the work of the school and leading effective implementation, in relation to the Standard for Career-Long Professional Learning if applicable.
E2Take responsibility for own work and/or significant responsibility for the work of others, in relation to the Standard for Career-Long Professional Learning if applicable.
E3Demonstrate leadership and initiative and make an identifiable contribution to change and development, in relation to the Standard for Career-Long Professional Learning if applicable.
E4Practise in ways which draw on critical reflection on own and others’ roles and responsibilities and encourage colleagues to bring about improvement, in relation to the Standard for Career-Long Professional Learning if applicable.
E5Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices, in relation to the Standard for Career-Long Professional Learning if applicable.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11EDUC11064Masters Dissertation60      

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework .

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.



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