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 (English) 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 (English) MA course will deepen your understanding of the fundamental disciplinary areas of language pedagogy, linguistics and sociolinguistics, while also focusing on more specific theoretical and practical themes. These include key areas such as language awareness and the psychology of the classroom as well as specialist areas such as language testing.
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 teachers, policy makers, educators and researchers.
In the Understanding the Language Classroom module, you’ll also have the opportunity to go on school observations to gain critical knowledge of English language teaching and the learning processes involved.
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. Research topics have included the processes of second language learning and teaching and English as a Second Language and English as a Foreign Language in higher education.
With its international orientation, the degree explores the sociocultural, political, economic, cultural, linguistic and other contexts in which the English 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 a global 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.
We are planning to return to our usual ways of teaching this autumn including on-campus activities for your course. However, it's still unclear what the government requirements on social distancing and other restrictions might be, so please keep an eye on our Covid-19 pages for further updates as we get closer to the start of the autumn term.
You will be required to have:
You can start from the PGDip phase or the MA phase if you have enough M-level credits accumulated in other 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:
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 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
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.
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:
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.
Applying Learning Technologies (ALT) focuses on the wider issues of educational technology, with specific reference to the use of Information and Communications Technologies (ICT) for teaching learning and assessment, including the use of social media and other open educational resources.
ALT is a supervised independent study module, which offers an opportunity to further develop expertise with online eLearning tools in the participant’s own academic discipline. ALT is provided as a self-study, small-scale, action research module, investigating the pedagogical application of digital tools. It is offered as a project- based module with supervisor support and access to online learning resources and spaces.
The aim of this module is to allow learners to investigate, through active learning, the role of ICT in learning and teaching. Participants will review the current educational technologies that are available, together with evaluating their use in teaching, learning and assessment. Learners are then required to complete the process of investigating, analysing, designing, developing, implementing and evaluating the use of digital technology in their own work and use this experience to review their own professional development needs.
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.
Web-based Learning & Teaching focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE). It is intended for education professionals who wish to investigate and critically examine the professional context for implementing and applying learning technologies for 21st Century learners. The module focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE).
At the end of the module, successful participants will have:
• Participated in an online event as an e-learner
• Designed, developed and implemented an online teaching module
• Managed and administered learners online
• Designed, delivered and evaluated online assessment
• Integrated open educational resources within a formal learning management system
• Interacted with other online practitioners in a community of practice
Staff participants who successfully complete WBLT will also qualify as Associate Fellow of the Higher Education Academy (HEA), the professional body for practitioners involved in the teaching and support of learning in higher education (more details in the module handbook).
"The MA course in London was a life changing experience for me."
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:
Alexandra reflects on her academic journey at London Met, from which she now holds a BA and an MA, and the career opportunities it’s given her.