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Teaching Languages (English) - MA

Why study this course?

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.

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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.

You will be required to have:

  • a second class honours degree or above (in any subject)

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.

Accelerated study

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

The modules listed below are for the academic year 2018/19 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 - Monday afternoon
    • autumn semester

    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.

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

    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 English 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 English 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.

    Read full details.
  • This module currently runs:
    • autumn semester
    • autumn semester - Wednesday afternoon

    Linguistics & Language Teaching (LN7006) is a core module that offers a professional and theoretical training in core areas of linguistics, principally the description of language. It goes on to consider how, or to what extent, the science of linguistics can be applied to the teaching of language. Students are encouraged to develop a general understanding of a range of different areas of linguistics, and to develop critical awareness and gain in-depth and advanced knowledge and understanding of at least two areas of linguistics in particular. By examining the core concepts and theoretical principles of language and linguistics, students will be introduced to the different ways knowledge of linguistics and critical language awareness can assist language teachers and their learners.

    The module adopts a combined theoretical-practitioner approach to the topics to bring students from a range of different professional backgrounds and experiences to a core advanced level that is needed over which the more technical and professional concepts of the second semester can be built.

    Read full details.
  • This module currently runs:
    • autumn semester - Tuesday afternoon
    • autumn semester

    This module is designed to equip students with a critical and informed understanding of the complex ways in which language and languages are configured in societies around the world. It takes a broadly synchronic approach to the issues involved, though historical examples are also looked at in order to provide context. The scope of the module is global. Students are encouraged to think critically about the sociolinguistic patterns of their own country and speech community, and to reflect upon how these have come about. Students are encouraged throughout to become active sociolinguistic observers and researchers as they go about their daily lives, using the linguistic diversity of London or the linguistic diversity of their own context.

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

    This module explores a range of approaches, methods and traditions in research in language teaching and learning. Its content covers 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. More specifically, It offers in-depth exploration of the problems and issues surrounding the use of questionnaires as research tools, the uses of interviewing in qualitative socio-linguistic research, as well as ethnography as a research method. It introduces students to current approaches, issues and debates in the area of classroom research, with a particular focus on classroom observations and action research. It also explores issues, problems and current approaches to collecting and analyzing spoken language data as well as, more broadly, communication research.

    Teaching is highly interactive and is conducted through a combination of lectures, group work and practical tasks. Critical analysis and deconstruction of research articles and research data, as well as hands-on practice with research tools are regularly incorporated into teaching sessions.

    Making connections with other modules and components of the MA programme is an ongoing concern. Students are encouraged to reflect on and apply principles of research to their own professional and cultural contexts of experience, and are supported in the process of developing ideas, questions and problems into viable research topics.

    The assessment element of the module is focused explicitly on developing an appropriate and manageable dissertation project, and considering how best to approach it in terms of research methods, objectives and potential outcomes. Formative assessment takes the form of a Poster Conference, in which each student presents a projected research design in poster form with accompanying verbal presentation. Building on the feedback they receive from this presentation, summative assessment takes the form of a formal written research proposal submitted after the poster presentation.

    Read full details.
  • This module currently runs:
    • autumn semester
    • autumn semester
    • spring semester
    • spring semester

    This module involves students undertaking a supervised but independent research study leading to a 12,000-15,000 word dissertation. It is the culmination of the taught part of the MA and offers students the chance to explore as disciplinary topic that is of particular interest or relevance to themselves. Although students are encouraged to conduct research on aspects of language teaching and learning since they are deemed as supportive of their professional development, they can choose other relevant themes and areas such as sociolinguistics, linguistics, social semiotics and multimodality, literacy and oracy, educational cultures, intercultural communication. Students draw on different data collection methodologies in collecting their data, as introduced during the Research Methods module, and use relevant paradigms – both traditional and cutting edge – in analysing their data. Though most dissertations involve data collection, some draw solely on library and other recorded resources.

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

    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.

    Distance learners

    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.

    Read full details.


  • Issues in language learning: an intercultural approach
  • Research methods
  • Language testing and assessment
  • MA dissertation
  • Patterns in global sociolinguistics
  • Linguistics and language teaching
  • Understanding the language classroom

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.

We're investing in an exciting, multimillion pound transformation of the London Metropolitan University campus, between 2016 and 2020. We’re moving all of our activity to one place, our current Holloway campus in Islington, north London. This will mean the teaching locations of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2018. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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.

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.

Fees and key information

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