English Language Teaching (Distance Learning) - MA

Add to my prospectus Why study this course? More about this course Entry requirements Modular structure Where this course can take you How to apply

Why study this course?

The course offers a global approach to the field of English language teaching. With our diverse and multilingual cohort, we adopt a strongly intercultural approach which provides you with a challenging and valuable learning experience. The English Language Teaching MA is designed for teachers and language professionals as well as those with no teaching experience. The course ensures you develop new ways of thinking and talking about English language and English language teaching, and learning across different social and educational contexts.

More about this course

The English Language Teaching MA is a distance learning course, one of the first in London, offering you flexibility to suit your commitments and requirements. Based on the latest trends and findings in the subject areas, you'll explore theoretical and practical aspects of English language learning and teaching. 

The focus on intercultural issues will develop new ways of thinking and talking about language and language teaching across different linguistic, sociolinguistic and educational contexts. The applied nature of the course will enhance your confidence and employability. 

The lecturers teaching on the course have long-term experiences in teaching in different contexts, including specialities in applied linguistics, TESOL, ELT, linguistics and English language teacher training. They are research active and have publications in the subject area. Academics teaching on this course are members of the British Association for Applied Linguistics (BAAL), and can keep you up to date with news, information, and conferences on English language training.

The module leaders offer support to each student via email, phone and WebLearn. Online discussion groups are used as a teaching and learning method as well as additional student support. There is a module workbook for each module especially written for the distance learners.

The modules draw strongly on recent developments and findings in ELT, offering a comprehensive course covering issues and concepts in English language teaching.

Assessment

You'll be assessed through a variety of methods including coursework, essays, presentations, research and a final dissertation. There are no exams. 

Fees and key information

Course type
Postgraduate
Entry requirements View
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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.

Accelerated study

You can start from the PG Dip phase or the MA phase if you have enough M-level credits accumulated in other institutions.

Accreditation of Prior Learning

Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).

English language requirements

To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.

Modular structure

The modules listed below are for the academic year 2021/22 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.

Year 1 modules include:

  • This module currently runs:
    • autumn semester
    • autumn semester - Monday afternoon

    This module focuses on key issues in language learning and teaching that are relevant to contemporary classroom practice. You will explore how pedagogical thinking has developed in different cultural contexts and how this influences language teaching and learning in particular.

    This module aims to extend your knowledge of cultural differences in the creation of methodologies and approaches in language teaching and learning; the different cultural status of teachers; the role of the learner and their languages in their learning process; and more specific considerations of curriculum, syllabus and teaching materials in the teaching of global languages in local classrooms.

    The module also promotes the problematisation of key concepts in language teaching and learning, such as ‘culture’, ‘language’, and ‘identity’ and you will be encouraged to reflect on your own experiences as learner and/or teacher to evaluate your own knowledge and expertise and develop an analytical, critical and global perspective to the teaching of languages that is essential for your professional development.

    Read full details
  • This module currently runs:
    • spring semester
    • spring semester - Thursday afternoon

    This module examines the core concepts and common theoretical approaches to language testing and assessment. The module encourages students to evaluate their own language testing and assessment practices more reflectively and to consider the most widely used standardised tests more critically. You will discuss the common debates in the field of language testing and assessment and will explore English language tests in terms of their practicality, reliability, validity and authenticity.

    Evaluating and examining local and international language tests will allow you to become familiar with the different types, purposes and objectives of language tests. You will also have the opportunities to design and develop English language tests that can be potentially useful in your future teaching practice.

    The modules aims to:


    1) Introduce, analyse and evaluate the main theoretical issues and current debates on matters of testing English as a second/foreign language, including the differences between testing and assessment, formative and summative assessment

    2) Relate current theories and debates to students own national/professional language testing situation and every-day practices

    3) Provide students with opportunities to critically analyse language tests and their application in their own contexts

    4) Create opportunities for students to develop language tests that are appropriate, applicable and suitable for their teaching and assessment. 

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  • This module currently runs:
    • autumn semester - Wednesday afternoon
    • autumn semester

    This module is intended to familiarise – or refamiliarise – you with key areas of linguistic analysis such as typology, phonology, morphology, syntax, semantics, pragmatics and corpus linguistics. The areas are introduced contrastively and you are invited to compare with equivalent phenomena in your or your students’ languages, including cultural differences in realising speech acts. The presentation makes reference to different language teaching approaches and their very different stances on the usefulness (or lack thereof) of explicit teacher and student knowledge of linguistics. You will develop an in-depth understanding of how knowledge of the different make-ups of languages allows you to predict problems encountered by your students in learning English. You will have the opportunity to develop learning and teaching resources which will address particular problems of your students that derive from contrasts between your students’ first or main language and English. You are also invited to reflect critically on the language teaching choices in your particular institutional context, on the expectations of your students and on your journey as a language teacher.

    The main objectives are thus

    • to raise your language awareness
    • to deepen your understanding of the make-up of English
    • to contrast English with your and/or your students’ first or main language
    • provide you with tools to investigate the make-up of languages
    • to reflect on your language teaching approaches and develop learning and teaching materials that address selected problems caused by the structure of your students’ first or main language
    • to reflect on the extent to which knowledge of linguistics can help language teachers to gain a better understanding of their students’ learning and to help them in their teaching
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  • This module currently runs:
    • autumn semester
    • autumn semester - Tuesday afternoon

    This module is designed to equip you with a critical and informed understanding of the complex ways in which language and languages are configured in societies around the world. You will be encouraged to think critically about the sociolinguistic patterns of your own context and speech community, and to reflect upon the influence of historical, ideological and political factors in the development of these patterns. You will also develop the necessary skills to become active sociolinguistic observers and researchers in order to identify, explore, and discuss patterns and principles which underlie language use, language choice, language planning, language attitudes and language policy. By doing so, you will also familiarise yourself with the core terminology and theoretical frameworks of sociolinguistics. Finally, you will be expected to take a critical and informed view of issues surrounding the use and teaching of English worldwide and investigate matters of language and language education in a number of contexts in order to develop responses to the current language-related problems.

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  • This module currently runs:
    • spring semester - Monday afternoon
    • spring semester

    The module explores the range of approaches, methods and traditions in research in Applied Linguistics. You will explore competing and complementary research paradigms found in the field and their corresponding approaches to research design. You will examine the opportunities and challenges that quantitative approaches offer as well as issues of validity, reliability, and sampling. Similarly, you will be introduced to a wide range of qualitative approaches to research in language and language teaching.

    You will discuss issues surrounding the use of questionnaires as research tools and the uses of interviewing and observations. You will also investigate current approaches, issues and debates in classroom research, with a particular focus on Action Research.
    In this module you will also be encouraged to explore issues and current approaches to collecting and analysing naturalistic language data as well as, more broadly, communication research.

    Each session will consist of a 2-hour lecture using English as a medium of instruction and a 1-hour seminar in the language of the students’ corresponding pathway (English or Arabic).

    The ultimate aim of this module is to prepare you for the Dissertation module that follows by giving you a solid grounding in both current research methodology in language teaching and Applied Linguistics and the theoretical paradigms from which they arise and to understand, identify and evaluate different research methodologies.

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  • This module currently runs:
    • autumn semester
    • autumn semester
    • spring semester
    • spring semester
    • summer studies
    • summer studies

    This module is a supervised but independent research study leading to a 12,000-15,000 word dissertation. You will have the chance to explore a disciplinary topic that is of your particular interest or relevance to your context. You will be able to conduct classroom research on aspects of English or Arabic language teaching and learning, or can choose other relevant themes such as sociolinguistics, linguistics, language testing, or intercultural communication, among others. You will be encouraged to draw on different data collection methodologies and use relevant paradigms in analysing your data.

    The module will enable you to explore areas of personal and/or professional interest and relevance within a supported and supportive framework. It aims at stretching your expectations of what you can achieve, and develop your disciplinary knowledge and understanding, as well as your confidence in working with disciplinary theory.

    The Teaching Languages Dissertation module specifically aims to:

    • enable students to pursue an area of personal disciplinary interest in a way that demands rigorous analytical and critical thinking and which encourages them to push their own personal and professional boundaries
    • challenge students to formulate relevant and original questions, undertake research that addresses them, and provide persuasive and academically sustainable arguments to support them
    • consolidate and develop students’ ability to critically review and make use of an extensive and appropriate bibliography in their own work
    • develop students’ own understanding of the relationship between research, theory, practice and ‘real world’ problems
    • develop students’ independence as self-directed and self-motivated professionals in problem posing and problem solving through the design, undertaking and writing about their research.
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  • This module currently runs:
    • spring semester - Wednesday afternoon
    • spring semester

    This module is an investigation into the language classroom and into learner and teacher roles and interactions. It develops themes relating to how languages are learned, what motivates people to learn other languages and how best to support and develop learning in the classroom. It draws on students' own experiences of language learning or teaching and encourages them to reflect on the implications in developing their own practice as language teachers.

    Through language classroom observations, students can become familiar with common practices in language teaching and learning and have the opportunity to develop a teacher-researcher’s perspective. The module introduces the participants to a range of theoretical consideration and practical implications of the recent developments in language teaching, such as theoretical debates that stretch their critical analysis of language learning and teaching processes and an investigation of the practical implications these debates have on classroom teaching and learning. In doing so, the students are provided with an opportunity to evaluate and analyse learners' needs and find classroom solutions, incorporating lived experience and academic literature.

    Students are required to find an institution where they can observe at least 4 hours of English language tuition at any level.

    Module Aims:

    • You will become familiar with common practices in language teaching and learning and investigate how different cultural, social and psychological factors influence learning
    • You will undertake research on teaching and learning
    • You will critically analyse recent theoretical developments in language teaching
    • You will consider the practical classroom implications of these theories
    • You will analyse learners' needs and identify classroom solutions while observing students in a classroom setting
    • You will identify a range of techniques for promoting learning in the classroom
    Read full details

Where this course can take you

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.

Additional costs

Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.

Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.

How to apply

Use the apply button to begin your application.

If you require a Student visa and wish to study a postgraduate course on a part-time basis, please read our how to apply information for international students to ensure you have all the details you need about the application process.



When to apply

You are advised to apply as early as possible as applications will only be considered if there are places available on the course.

To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.

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