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:
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 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.
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).
The modules listed below are for the academic year 2020/21 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 and assessed in Arabic or English.
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 and assessed in Arabic or English.
This module focusses on key issues in language learning and teaching that are relevant to contemporary global classroom practice. It explores how pedagogical thinking has developed in different cultural contexts and how this influences teaching, and language teaching in particular.
The module will extend students’ knowledge of cultural differences in the creation of methodologies, and approaches; of the different cultural status of teachers, and the role of the learner globally and the more specific considerations of curriculum, syllabus and teaching materials in world ELT classrooms. It introduces key concepts such as ‘culture’, ‘knowledge’, ‘learning’ and students will be encouraged to reflect on their own experiences as learners or teachers to evaluate their own knowledge and expertise and develop the analytical, critical and global perspective that is essential for their 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 is taught in Arabic and the assessments are in Arabic or English.
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 and assessed in Arabic or English, except for the designed material which will be in Arabic.
This module explores the range of approaches, methods and traditions in research in Applied Linguistics used. Both quantitative research design with associated issues of validity, reliability and sampling, and a wide range of qualitative approaches to research in language and language teaching are introduced. Students examine the issues surrounding the use of questionnaires as research tools and the uses of interviewing in qualitative socio-linguistic research. Students investigate current approaches, issues and debates in classroom research, with a particular focus on classroom observations. They explore issues and current approaches to collecting and analysing spoken language data as well as, more broadly, communication research.
The main aim of this module is to prepare students for the Dissertation module that follows by giving them a solid grounding in both current research methodology in ELT and Applied Linguistics and the theoretical paradigms from which they arise and to understand, identify and evaluate different research methodologies.
This module involves students undertaking a supervised but independent research study leading to a dissertation of around 15,000 words. It is the culmination of the taught part of the MA and offers students the chance to explore a disciplinary topic that is of particular interest or relevance to themselves.
Students can choose to write the dissertation in Arabic or English.
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.
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Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 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.
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