The course offers a global approach to the field of teaching languages. With our diverse and multilingual cohort, we adopt a strong intercultural approach that provides you with a challenging and valuable learning experience. The MA in Teaching Languages (Arabic) is designed for teachers and language professionals as well as those with no teaching experience. The course ensures that you develop new ways of thinking and talking about language, language teaching, and language learning across different social and educational contexts.
The Teaching Languages (Arabic) MA course will deepen your understanding of the fundamental disciplinary areas of the Arabic language, culture, pedagogy and linguistics, while also focusing on more specific theoretical and practical themes. These include key areas such as Arabic language awareness, Arab cultures, concepts and issues in language learning, language assessment and testing, and materials design for teaching Arabic.
The unique structure of the course will help develop your professional and academic interests through wide reading, guided discussion and supported research, encouraging you to develop the abilities necessary to become highly skilled and globally employable Arabic language teachers, policy makers, educators and researchers.
The lecturers teaching on the course have long-term experiences in teaching in different contexts, are research active and have publications in the subject area.
With its international orientation, the degree explores cultural, educational, political, linguistic and other contexts in which the Arabic language is learned, taught and used worldwide. It will enable you to become both more reflexive and reflective in your practice and encourages you to think of yourself as an Arabic language professional with a strong contribution to make in the field.
There are no exams. You’ll be assessed through a variety of methods including coursework, essays, presentations, research and a final dissertation.
You will be required to have:
For non-native speakers of English, you'll need a minimum IELTS score of 6.5 (or equivalent) with a minimum score of 6 in all components.
You can start your studies at the postgraduate diploma phase or at a more advanced level if you have enough master's level credits accumulated from another institution (or institutions).
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).
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.
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:
The module will introduce students to Arab societies, in particular how recent political, economic and media developments are shaping Arab societies and social groups today. The module will trace general Arab traditions and see how these have evolved over time focussing on the family, education, religion, urbanisation, the media, etc. This module also introduces students to higher education in the Arab world.
The module will be taught in Arabic
This module aims to introduce the student to the Arab world studies by:
Arabic Linguistics & Cultures offers a professional and theoretical training in core areas of Arabic linguistics and cultures. It goes on to consider how, or to what extent, the science of linguistics can be applied to the teaching of the Arabic language. Students are encouraged to develop an understanding of a range of different areas of Arabic linguistics and to develop critical awareness and gain in-depth knowledge and understanding of Arabic cultures. By examining the core concepts of the Arabic language and cultures, students will be introduced to the different ways knowledge of linguistics and culture as well as critical language awareness can assist Arabic language teachers and their learners.
The module adopts a combined theoretical-practitioner approach to the topics to bring students from a range of professional backgrounds and experiences to a core advanced level that is needed for an MA in Arabic Teaching as a Foreign Language.
The module will be taught in Arabic
This module aims to enrich students’ understanding and knowledge of concepts and areas in language, linguistics and culture and to familiarise them with how this knowledge and critical awareness contributes to and/or is used in Arabic language teaching. By exploring the relationship between theory and practice and highlighting the importance of teachers’ role in enhancing teaching and learning, the module aims to broaden students’ horizons to the crucial role of teachers’ knowledge of language and culture in language classroom and to provide them with an opportunity to become autonomous in expanding their knowledge of Arabic linguistics and cultures when it is needed. The module aims to:
1) Introduce and discuss technical terminology and apparatus of Arabic linguistics and to demonstrate how language awareness and knowledge of Arabic linguistics can help Arabic teachers in their language teaching
2) Develop students’ critical cultural and language awareness, deepen their knowledge of different areas of Arabic linguistics and cultures, and expand their disciplinary understanding
3) Provide students with opportunities to develop critical understanding of how linguistics guide language teaching techniques and strategies
4) Demonstrate how complex insights from current debates in Arabic linguistics and cultures can be used as classroom applications and implications
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.
This module examines the core concepts and common theoretical approaches to language testing and introduces the new approaches to test design and assessment processes.
The module encourages students to evaluate their own language testing and assessment practices more reflexively and to consider the tests that are commonly used more critically. It will discuss the common debates in the field of language testing and assessment and will explore a wide range of language tests in terms of their practicality, reliability, validity, authenticity and ethicality. Evaluating and examining a variety of local and international language tests will allow the students to become familiar with the different types, purposes and objectives of language tests. By engaging students in a variety of practical and interactive tasks, the module provides opportunities for designing and developing language tests that are useful in teachers’ everyday practices. The module also provides a global perspective towards the role and power of language tests by combining the introduction of the underlying principles of language testing with participants' personal and professional experience of language tests at local, national and global levels.
The module will be taught in Arabic
This module aims to broaden teachers’ perspectives to and deepen their understanding of language tests and assessment processes. By exploring the global context of language testing and language teaching, the module aims to highlight the intricate and direct interrelationship between language testing and teaching, and the significant impact language tests have on teaching, education, employment, and immigration in modern life. One of the primary aims of the module is to increase teachers’ awareness of the importance of revisiting the traditional concepts of language testing and to encourage them to develop the insight and knowledge that support language teachers in their classroom-based assessments. The module specifically aims to:
1) Introduce, analyse and evaluate the main theoretical issues and current debates on matters of testing as a second/foreign language, and specially 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) Provide them with opportunities to begin to develop language tests that are appropriate, applicable and suitable for their teaching and assessment.
This module offers a practical, hands-on course in Arabic language teaching materials development which adopts a pedagogical rather than a technical approach to materials development with an emphasis on developing relevant, pedagogically and linguistically sound materials rather than high level technical skills.
Multimedia is a term which is often understood as referring solely to digital media. However, on this course, it is taken to refer to all types of media from traditional media such as pictures and printed texts to the use of contemporary media which draws on digital technology. It is important to point out that this module combines analysis and evaluation of existing materials including professionally developed course books, websites, worksheets and teacher designed activities with practical design exercises for the students to work with. Attention is drawn to a range of crucial design issues which enhance students’ linguistic, pedagogical and methodological understanding and hence their understanding of what constitutes effective, relevant and meaningful Arabic language teaching materials.
Throughout the module, students are introduced to a range of different design options developing a variety of different interactive spaces (e.g. webpages, blogs, wikis) which allow for a variety of hyperlinked resources (e.g. radio/tv, YouTube, newspapers) and embedded activities, either digitally interactive or as downloadable work sheets. The students are also involved in designing conventional paper-based, PowerPoint and interactive whiteboard materials. In this way the module combines the development of technical confidence, skill and design judgements (e.g. regarding content, level of language, complexity of task) with a consideration of wider pedagogic and cultural issues such as: the integration of multimedia within an Arabic course programme/classroom teaching; cultural bias in certain materials versus the culture-free nature or potential internationalism of other applications; the practical applicability of multimedia in certain teaching locations; the use of technology by Arabic language learners themselves in creative work.
The module is taught through a highly interactive approach involving a mix of teacher led input, group discussion and collaborative practical activities. There is a single final assignment which involves producing multimedia Arabic language teaching materials along with a theorised rational explaining the design decisions made.
The module will be taught in Arabic.
This module aims to provide students with a firm understanding of the complexities involved in materials design for teaching Arabic and the knowledge and skills to be able to produce sound, relevant and useful Arabic materials which draw on a variety of media, both ‘traditional’ and ‘contemporary’. The practical skills, technical confidence and the pedagogical understanding that the module develops is intended to empower students when dealing with institutional and educational challenges that they may encounter in teaching Arabic.
Specifically, it aims to:
● provide students with the knowledge and skills that will help them produce well designed, pedagogically sound and relevant Arabic language teaching materials
● enable students to contribute at different institutional levels (classrooms, departments, institutions and even policy) in decisions about choice and design of syllabuses and materials for teaching Arabic
● enable students to recognise and understand the potentials of existing and new multimedia resources in developing innovative and pedagogically informed methodologies and materials for teaching Arabic
● enable students to apply theoretical knowledge to practical tasks
● develop students’ creativity, ICT skills and technological confidence.
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.
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:
The MA 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 with us to study at doctoral level.
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.
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.
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.
Please select when you would like to start: