- Entry requirements: Related 2:1 degree (or equivalent)
- Full-time: 12 months
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Explore contemporary approaches to language learning as well as insights into second language acquisition on an MA that opens the door to career opportunities around the world. You'll develop a deeper understanding of language and practical classroom techniques for language teaching on this master's for English, linguistics and education graduates.
From recent developments in language teaching to a comprehensive understanding of second language acquisition, this MA immerses you in all aspects of teaching English to speakers of other languages (TESOL).
We’ll introduce you to the latest approaches to TESOL research and reveal how these methods are being applied in the classroom.
Building a deeper understanding of every facet of language learning, you’ll undertake classroom observations of best practice and gain experience of developing and refining language learning materials and assessment strategies.
The skills you develop will demonstrate your suitability for TESOL teaching positions and a variety of educational administration roles in the UK and overseas. Your command of language could open the door to a career in publishing or journalism too.
You’ll learn from a friendly and supportive team of active researchers who have international teaching experience. Our students consistently praise the support they receive. Social visits to local places of interest will be arranged to help you to get to know your peers and the programme team.
Read about some of the recent successes of our students and teaching staff.
If you’re an English, Linguistics or Education graduate, with limited or no prior professional teaching experience, this MA can prepare you to teach English in educational settings across the globe.
If you have professional teaching experience of 12 months or more, you’ll not usually be eligible for this MA but can apply for our MA Applied Linguistics and Teaching English to Speakers of Other Languages.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
This module offers participants the opportunity to review recent developments in approaches to language learning and teaching, and to examine critically their professional experience and practice as a teacher and learner of languages. The course sets out to investigate the theoretical and practical bases of the communicative approach and explores recent research in language teaching and learning in a range of contexts.
Second Language Acquisition (SLA) is fundamental to any study of language learning. This module provides an overview of SLA theories and research that are relevant to Applied Linguistics and TESOL and which will underpin students’ future teaching practice. The module will introduce students to theoretical and practical areas which they could further explore in their dissertation.
This module will enable you to understand the role of lexis and the teaching of vocabulary in contemporary approaches to language learning and teaching. You will survey and analyse current approaches to lexical description. You will analyse lexical systems in spoken and written communication. You will learn how to identify and evaluate current practice and discuss how learners are enabled to practise and remember new vocabulary. You will explore corpus/corpora and learn how to use corpus tools to analyse data. You will examine implications for applied linguistics, TESOL and language teaching. Sessions are delivered through interactive seminars, and a different aspect of lexis is discussed each week. The module is assessed by means of a 4,000 word assignment. You will be expected to produce two short essays, which will address a choice of questions related to the module input.
Many learners study second languages with the main purpose of speaking to other people. For this reason, it is vital that teachers at all levels of experience understand how spoken language differs from written language and also the processes involved in listening to second languages. This module aims to help teachers to understand these aspects and also how they relate to established methodologies, including their own.
This module aims to provide students with theoretical knowledge and practical experience in Reading and Writing relevant to language teaching and research. Students will learn about recent insights into language theory and use which have been offered by research into corpora, genre and register. Implications of the insights to language teaching and learning will be explored throughout the course.
Teaching English to Young Learners has become a major career field for MA TESOL and MA Applied Linguistics graduates. Also in the Chinese primary and secondary education systems, more focus is being given to starting learning English at younger ages, for which teachers will need to be familiar with the principles and practices of teaching English to Young Learners.
If you are, or if you want to become, a teacher of English to speakers of other languages, you’re almost certainly going to have to get to grips with English grammar. Grammar still plays a key role in most published coursebooks, as well as in foundational and more advanced ESOL teaching qualifications. In this optional module for both MA TESOL and Applied Linguistics and TESOL programmes, we essentially want to do two things: (1) to build up your language awareness (see, e.g., Garrett, P. & Cots, J. M. (eds.). (2017). The Routledge handbook of language awareness. Routledge.). This will involve surveying some of the traditional elements of English grammar (e.g., word classes, the structures and functions of clauses); but we will also consider some more recent developments of and challenges to these traditions (e.g. that no absolute distinction can be made between grammar and vocabulary; the existence of an informal, spoken grammar which does not fit neatly into traditional categories); (2) to enable you to analyse and evaluate various ways of teaching and learning grammar (e.g. in coursebook activities).
A student who successfully completes the module will have a clearer grasp of the different levels of grammar (e.g. in words, groups of words, utterances, clauses and longer stretches of text), and of how it can be taught. The module will be delivered in workshops and seminars (2 hours in total per week), and students will be expected to supplement these contact hours with their own reading. The module will be assessed by means of a written assignment of approximately 3,000 words.
This module will help you become aware of good teaching practices by critically observing experienced teachers at work. You’ll observe classes both on video and as an observer of ‘live’ English language classes (provided by the English Language Centre). These observations will enable you to critically reflect on your own later performance as a teacher. Sessions are delivered through interactive seminars, and a different aspect of classroom behaviour is discussed each week. The module is assessed by means of a 4,000 word assignment, based on your observations.
This module aims to help students develop essential learning skills to develop critical thinking skills, to develop academic writing skills, to understand the principles of research design in relation to TESOL and Applied Linguistics, to become familiar with the typical research methodology, to understand the importance and procedures of ethical conduct of research projects design research projects and to write up MA dissertations. After the module, students will become able to demonstrate skills in managing learning resources, demonstrate skills in writing academic essays, demonstrate critical thinking skills in reviewing academic articles and demonstrate familiarity with and understanding of a range of relevant literature. At the end of the module, students will be asked to design a research proposal with appropriate research questions, methodology and theoretical support from the literature.
This module will enable you to understand the role of testing within contemporary second language testing. You will survey and analyse current approaches to language testing. You will analyse testing of language skills and systems and the principles behind different test types. You will learn how to identify and evaluate current practice. You will examine implications for applied linguistics, TESOL, language testing and language teaching. Sessions are delivered through interactive seminars and a different aspect of testing is discussed each week. The module is assessed by means of a 4,000 word assignment in the form of a ‘take home exam’. You will be expected to produce two tasks: one which enables you to produce a rationale for a section of a test and one which enables you to evaluate a published test.
There is a long history of using literature in teaching English in a second or foreign language because in many contexts literature has been and is a valued learning resource. This module aims to make students aware of how literature has been used over time in EFL/ESL, how it can be analysed for teaching purposes and also to critically evaluate the teaching options for the use of literature in the second language classroom.
Delivered through a mix of physical workshops, online discussion and video, this module provides students with understanding of, and skills in the principles and practice of using digital technologies to promote language learning. Content includes: developing digital literacies, exploiting computer mediated communication, video, evaluating language learning apps and websites and data driven learning. It will adopt and extended classroom / blended learning approach which students will then be able to apply to future classroom practice. Students are assessed through their contributions to online discusion and the development of a wiki evidencing skills in and understanding of specified technologies.
This module aims to provide students with theoretical knowledge and practical experience in the field of Corpus Linguistics which are relevant to language teaching and research. Students will learn about the insights into language theory and use which have been offered by corpus research so far, and will have the opportunity to conduct work on their own data using different software applications.
This module aims to introduce the students to the basic principles and procedures of course and materials design. Specifically, it helps them to become able to analyse, evaluate, adapt and develop materials for specified learners and contexts. Through experiential approaches, the students will be given opportunities to reflect upon their subconscious beliefs about learning and teaching, to articulate the principles behind teaching and materials and to critically appreciate the relevant literature on language learning, teaching and materials development. This module will also explore various ways of needs/wants analysis and designing a course. As outcomes, the students will be able to demonstrate their knowledge, awareness and skills in developing materials for any specific learners and contexts with clear objectives and appropriate methodology, justifying the use of effective texts and methodology for language learning and educational development and articulating the principles behind teaching and materials.
This course is aimed at teachers of English as a Foreign Language (EFL) who are interested in teaching, or who may in future be required to teach, learners to use English in higher education. The course focuses on aspects of EAP teaching and research and the interactions between them. On the course we consider EAP to be an example of communicative language teaching, since it is based on a theoretical construct of contextualized communicative language ability; what constitutes good teaching and research practice in communicative EFL courses is also appropriate for EAP courses.
The dissertation project is completed over the summer.
The aim of the dissertation is to enable students to carry out a research project of an appropriate scale, which is informed by relevant concepts from the literature and which demonstrate the ability to design a viable project, gather data with due concern for validity and reliability, interpret the findings with due caution and insight, and to write up a coherent account of the process and outcomes.
The programme is delivered through a combination of lectures, tutorials and seminars. You will also complete extensive individual work under supervision. The modules will increasingly challenge you, as you progress through the course, to engage with current debates, think critically and study independently.
The teaching approach is interactive. To help model best practice in teaching English to speakers of other languages, the programme will maximise your participation in taught sessions through discovery learning and group activities.
You will be assessed through a variety of essays and written assignments, including portfolios of coursework. You will also produce a research proposal and complete a substantial research project.
Most modules also include unassessed coursework tasks. These range from the analysis of language and the evaluation or production of teaching materials to the preparation and delivery of a micro-teaching activity.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
The Department of English, based in the School of the Arts, is committed to small group teaching and encouraging a more rewarding learning experience, with ideas shared and explored amongst peers and tutors. You’ll have access to extensive library facilities, special collections and Liverpool’s renowned museums, libraries and galleries.
From arrival to alumni, we’re with you all the way:
The programme provides a platform to develop your career in teaching, educational administration and other areas. You’ll be well placed to pursue opportunities both in the UK and internationally.
The key transferable skills you’ll develop, especially in spoken and written communication, are highly sought after in publishing, journalism and marketing, for example. Clarity of expression, independent study and effective time management will also prepare you for further academic study and research.
Our alumni have gone on to teach English in elementary and secondary schools, as well as tertiary education settings, around the globe.
You’ll graduate well placed to secure a teaching post in state or private education in the UK and overseas. A Masters degree in teaching English to speakers of other languages is a pre-requisite for securing a long-term teaching post in many countries worldwide.
This MA is also a key qualification if you want to prepare for a career in teacher training, higher education, or roles shaping educational policy and practice.
Potential career paths include:
A significant number of MA graduates in the Department of English continue their studies to PhD level.
Your tuition fees, funding your studies, and other costs to consider.
|UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)
|Full-time place, per year
|Full-time place, per year
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support.
If you're a UK national, or have settled status in the UK, you may be eligible to apply for a Postgraduate Loan worth up to £12,167 to help with course fees and living costs. Learn more about paying for your studies..
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This could include buying a laptop, books, or stationery.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries that could help pay your tuition and living expenses.
The qualifications and exam results you'll need to apply for this course.
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|Postgraduate entry requirements
You will normally need a 2:1 honours degree or above, or equivalent, in English, Linguistics or Education.
Other degree subjects may be considered on an individual basis.
If you hold a bachelor’s degree or equivalent, but don’t meet our entry requirements, a Pre-Master’s can help you gain a place. This specialist preparation course for postgraduate study is offered on campus at the University of Liverpool International College, in partnership with Kaplan International Pathways. Although there’s no direct Pre-Master’s route to this MA, completing a Pre-Master’s pathway can guarantee you a place on many other postgraduate courses at The University of Liverpool.
You'll need to demonstrate competence in the use of English language. International applicants who do not meet the minimum required standard of English language can complete one of our Pre-Sessional English courses to achieve the required level.
|English language qualification
View our IELTS academic requirements key.
Higher Level (Grade 5)
|88 minimum scores in components as follows: Listening and Writing 19, Reading 19, Speaking 20
|INDIA Standard XII
|National Curriculum (CBSE/ISC) - 75% and above in English. Accepted State Boards - 80% and above in English.
|Hong Kong use of English AS level
Last updated 27 February 2024 / / Programme terms and conditions