Course specification and structure
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PMELTEDL - MA English Language Teaching (Distance Learning)

Course Specification


Validation status Validated
Highest award Master of Arts Level Masters
Possible interim awards Postgraduate Diploma, Postgraduate Certificate
Total credits for course 180
Awarding institution London Metropolitan University
Teaching institutions London Metropolitan University
School Guildhall School of Business and Law
Subject Area Professional Courses
Attendance options
Option Minimum duration Maximum duration
Part-time Distance Learning 2 YEARS  
Full-time Distance Learning 1 YEARS  
Course leader  

About the course and its strategy towards teaching and learning and towards blended learning/e-learning

The MA English Language Teaching is one of the first distance learning courses in in this field in London. The course ensures that students develop new, creative and innovative ways of thinking and talking about the English language and English language teaching and learning across different social and educational contexts. As the course attracts applicants from diverse linguistic and cultural backgrounds, it offers opportunities for them to explore how their worldviews influence the ways they teach and to interact with others in order to develop intercultural skills that would allow them to participate actively and confidently in different social contexts.

The MA English Language Teaching (Distance Learning) offers a global and inclusive approach to the fields of English Language Teaching (ELT) and Applied Linguistics by exploring the importance and impact of multilingualism and multiculturality on language teaching and learning. With our diverse and multilingual cohort, we adopt a strong intercultural approach that provides students with a challenging and valuable learning experience that encourages creativity, inclusivity and global citizenship. This emphasis on interculturality invites students to acknowledge and find strengths in their own uniqueness as English teachers and language professionals, while also valuing the linguistic and cultural diversity of the people and contexts they interact with.

The course structure offers students a versatile selection of modules that address different areas of Applied Linguistics. Assessment strategies and formats are commonly negotiated with the students so that they can explore areas that they are particularly interested in and/or that have direct relevance to their own teaching and learning contexts. Similarly, the strong research focus of the course encourages students to investigate language-related phenomena in and/or outside the English language classroom for their dissertation projects.

Finally, technology plays a very important role in our students’ experience. Students enrolled in this course have full access to recordings of on-site lectures and seminars via our virtual learning environment (Weblearn). Our students also receive training on how to use computer-assisted data analysis tools for their research (e.g., Nvivo and SPSS) and are encouraged to participate actively in creating a community of practice using online platforms, where they also interact and work together with students enrolled in the MA Teaching Languages (English) programme.

The MA English Language Teaching (Distance Learning) is designed for teachers and language professionals at any stage of their career, as well as for individuals with no previous teaching experience. As the programme does not require students to attend scheduled sessions, students can complete the programme modules at their own pace and at times that suit them best from anywhere in the world, and are consistently and fully supported by their tutors via online meetings, email, phone and Weblearn. Many of our graduates have secured language teaching jobs in the UK and other contexts, while a number of them have continued to pursue PhD studies.

Course aims

The MA Teaching Languages (English) aims to:

• provide an appropriate context for professional, academic and personal development in the field of applied linguistics which builds upon the concept of reflective teaching and a critical approach to theory and practice
• offer a programme of study that is academically challenging and professionally rigorous in that it stretches the participants’ critical thinking and encourages them to develop their knowledge and skills in evaluation, analysis and research at Master’s level
• provide an opportunity for the participants to develop an in-depth insight into a wider range of disciplinary perspectives on theory, practice and policy and to extend their knowledge and understanding of current relevant themes in English language teaching and learning
• help participants become independent professionals who can critically evaluate and analyse issues related to their professional practices and can solve practice-related problems
• develop their participants’ knowledge, skills and experiences that can help them accept leadership responsibilities in their future jobs
• enable participants to apply theoretical knowledge to practice-oriented tasks by becoming independent researchers

Course learning outcomes

On completion of this course, students will be able to: demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline (ULO).

Thus, upon graduating with an MA Teaching Languages (English) students will be able to:

• identify and apply methods and techniques appropriate to their own teaching, research or advanced scholarship in English Language Teaching (LO1)

• apply knowledge with originality, based on a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in English Language Teaching (LO2)

• evaluate critically current research and advanced scholarship in English Language Teaching (LO3)

• evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses (LO4)

• demonstrate awareness of issues of intercultural communication that are central to the practice of English language teaching in a multicultural world (LO5)

• design effective English language tests that respond to the specific needs of their students and contexts (LO6)

• adopt a critical view of the issues surrounding the use and teaching of English worldwide and develop informed responses to these problems (LO7)

• identify and analyse learners’ needs in classroom contexts and make creative and well-informed pedagogical decisions for effective language learning (LO8)

• exercise self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level (LO9)

• advance their knowledge and understanding of the field of English Language Teaching, and to develop new skills to a high level (LO10)

• learn independently for the purposes of continuing professional development (LO11)

Principle QAA benchmark statements

Subject Benchmark Statement for Linguistics, QAA, 2019.

Assessment strategy

A wide range of different assessment strategies are used on the course. Examples include oral presentations, poster presentations, test design, case studies, coursework as well as academic essays. A final dissertation (12000-1500 words) is the single assessment on the guided independent research study. A combination of summative and formative strategies are also in place in order to ensure the achievement of the learning outcomes of each module. It should be noted that the School is committed to ensuring that each student should not have more no more than 2 assessment points per 20 credit module.

The course modules offer our students flexibility to choose the topics and forms of assessment which may vary from student to student based on their personal interests and expertise. This approach makes the assessment experience more accessible, fair and relevant to all our students. Examples of coursework offer a multi-modal approach to assessment that includes essay writing, video essays, reflective essays, projects and other formats that can be negotiated by the students.

The MA Teaching Languages (English) puts great emphasis on the concept of “feed-forward” which offers students the opportunity to submit early drafts for their lecturers to offer relevant feedback before they work on their final submission. This allows students to reflect on the strengths and areas for improvement of their work. All submissions made by students are marked, second marked and moderated by members of the academic staff and confirmed by external examiners in a timely manner. The written and oral feedback given to students emphasises the development of the students’ strengths and offers opportunities for development.

The course offers in-sessional support on academic skills and guidance on how to approach assignments and tasks. Students are also encouraged to attend on-site or online meetings as drop-ins (during office hours) and/or at agreed times.

Further Information:

The LN7P08 Teaching Languages Dissertation module is a 60 credit module assessed via a 12,000-15,000 word dissertation. Although the tariff differs slightly from School recommendations, there is a clear rationale for this decision.

The proposed word count allows students to explore their topics of investigation in depth and produce academic work of a high standard. A number of our graduates continue developing their dissertation projects at doctoral level and use their dissertation work as evidence of their academic and research skills. The tariff is also in line with common practice in the fields of applied linguistics and English language teaching in UKHE.

Organised work experience, work based learning, sandwich year or year abroad

There is no organised work experience/placement on the course. However, on one of the modules (LN7063: Understanding the Language Classroom), students arrange and carry out on-site or online classroom observations in a context of their choice. Through these observations, the students will have a valuable opportunity to develop critical knowledge about English language teaching and learning processes and practices, and gain a deeper understanding of their local educational context.

Course specific regulations

It is recommend that part-time students complete 60 credits per academic year. As each module carries 20 credits (except for the dissertation which accounts for 60 credits), each year they can take 3 modules spread across two terms (Autumn and Spring). It is usually advised that part-time students enrol for LN7077DL Research Methods in their final year as this module is closely linked to the dissertation.

Part-time students are free to choose any combination of modules. However, if option modules are not selected by a student within the time limit, the following structure will apply:

Year 1:
• LN7075DL
• LN7006DL
• LN7063DL

Year 2:
• LN7062DL
• LN7077DL
• LN7055DL
• LN7P08DL

Modules required for interim awards

1. For PG Certificate: Any 60 credits (except for the Dissertation) from Course Structure

2. For PG Diploma: Any 120 (except for the Dissertation) credits from Course Structure

Arrangements for promoting reflective learning and personal development

The course offers opportunities for reflective learning throughout its modules. Such instances are encouraged primarily in three modes: by interacting with the learning materials; engaging in independent study time; and as part of each module assignment. The teaching strategy for all the modules of this programme places reflective learning and practice at its core. Students are encouraged to engage in online discussions which allow them to question, evaluate, and criticise past and current theories, policy and practice and explore the impact that these may have on their personal and professional lives. Similarly, the blended learning approach to learning adopted by this programme encourages students to share their reflections using the university’s virtual learning environment (Weblearn) and continue their discussions with their peers and tutors in synchronous and asynchronous modes.

Although the assessments for all the modules of this core invite students to reflect on the impact of the subject of exploration on their own practices, two of the modules are assessed mainly by the analysis of the students’ own reflections. For example, LN7075DL requires students to conduct an autoethnography in which they explore their intercultural encounters and the way they construct and negotiate their identity in these exchanges; in a similar way, the assignment for LN7063DL involves the creation reflection journals based on the analysis of language learners in a classroom setting.

Career, employability and opportunities for continuing professional development

The MA English Language Teaching (Distance Leaning) course offers opportunities for career advancement both in the UK and abroad. Most graduates find employment after completion of the MA, some returning to more senior positions in their previous employment, while others move into new areas such as school management or language advisory work. Some of our students continue to study at doctoral level at London Metropolitan University or other prestigious universities in the UK and abroad.

Career opportunities

The MA offers opportunities for career advancement both in the UK and abroad. Most of the graduates can find employment after completion of the MA, some returning to more senior positions in their previous employment while others can move into new areas such as school management or language advisory work. Some of our students continue with us to study at doctoral level.

Many of our current and former students secured English language teaching jobs at schools and colleges in the UK, Switzerland, Poland and Saudi Arabia. A couple of them are doing or have already finished their PhDs with us at London Metropolitan University.

Entry requirements

You will be required to have:

  • a good degree in a relevant field (eg languages, linguistics, English, TESOL, TEFL, ELT, applied linguistics, education, English literature)
  • all applicants (except native speakers of English) must be able to demonstrate proficiency in the English language.

Students are expected to find a school, college or university where they can observe four hours of English language teaching.

Official use and codes

Approved to run from 2018/19 Specification version 1 Specification status Validated
Original validation date 10 Jul 2018 Last validation date 10 Jul 2018  
Sources of funding FUNDED ENTIRELY BY STUDENT TUITION FEES
JACS codes
Route code ELTEDL

Course Structure

Stage 1 Level 07 September start Offered

Code Module title Info Type Credits Location Period Day Time
LN7006 Linguistics and Language Teaching: the Descript... Core 20 NORTH AUT WED PM
LN7055 Language Testing and Assessment Core 20 NORTH SPR THU PM
          NORTH SPR WED AM
LN7062 Patterns in Global Sociolinguistics Core 20 NORTH AUT TUE PM
          NORTH AUT WED AM
LN7063 Understanding the Language Classroom Core 20 NORTH SPR WED PM
LN7075 Issues in Language Learning: An Intercultural A... Core 20 NORTH AUT MON PM
          NORTH AUT TUE AM
LN7077 Research Methods Core 20        
LN7P08 Teaching Languages Dissertation Core 60 NORTH AUT NA  
          NORTH SPR NA  
          NORTH SUM NA  

Stage 1 Level 07 January start Offered

Code Module title Info Type Credits Location Period Day Time
LN7006 Linguistics and Language Teaching: the Descript... Core 20        
LN7055 Language Testing and Assessment Core 20 NORTH SPR THU PM
          NORTH SPR WED AM
LN7062 Patterns in Global Sociolinguistics Core 20        
LN7063 Understanding the Language Classroom Core 20 NORTH SPR WED PM
LN7075 Issues in Language Learning: An Intercultural A... Core 20        
LN7077 Research Methods Core 20        
LN7P08 Teaching Languages Dissertation Core 60 NORTH SPR NA  
          NORTH SUM NA