Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

A one-year full-time programme jointly offered by the Victoria University of Wellington, New Zealand and SEAMEO RELC

Victoria University’s MA TESOL attracts English language teachers from around the world who wish to upskill and become more effective in classroom teaching, assessment and curriculum design. Teachers in the programme are equipped to:

• Prepare and critically assess teaching materials;

• Plan a programme of language study;

• Account for individual differences and difficulties in language learning;

• Monitor and assess learners’ progress;

• Advise teachers on effective procedures and interventions;

• Read and evaluate research, theory and descriptions of classroom practice in language teaching; and

• Plan and carry out their own small-scale research studies. 

Students are required to complete twelve compulsory courses. However, students with a Postgraduate Diploma in Applied Linguistics conferred by SEAMEO RELC or an equivalent post-graduate qualification will be eligible for a four course exemption, i.e. 120 points instead of 180 points. (See Admission Requirements below.)

COURSE TITLE & DESCRIPTION

LALS#510 - Listening and Speaking in the Language Classroom

This course explores a range of principles and practices for the teaching and learning of listening and speaking skills in the second/foreign language classroom. Drawing on evidence from classroom research, the course explores evidence-based proposals for addressing the practical issues that teachers face in planning and implementing instruction. Particular emphasis is given to the design of classroom materials, activities and lessons, and principles for managing classroom learning.

LALS#511 - Teaching Reading and Writing

This course examines the principles behind the effective teaching of reading and writing skills in another language and the application of these principles in the preparation and use of teaching materials.

LALS#519 - Special Topic: Teaching English as an International Language

The changing sociolinguistic landscape of English has led to a paradigm shift in the Applied Linguistics discipline, calling for a critical re-assessment of ELT assumptions and practices that have been traditionally oriented toward native- English speakers' linguistic norms and practices. This course engages students in exploring the recent sociolinguistic development of the English language in various international contexts, and its implications for teaching English in today's globalizing/globalized world.

LALS#520 - Learners and Second Language Learning

This course looks at the role of the learner and the effect of individual differences on second language learning. Issues such as learner motivation, affect, aptitude and learner response to feedback are explored.

LALS#522 - Teaching and Learning Vocabulary

This course focuses second language vocabulary learning and teaching, including factors that influence vocabulary learning, the roles of incidental acquisition and deliberate learning, how to select words for learning and how to assess vocabulary knowledge.

LALS#523 - Language Assessment

This course examines the theory and practice of language assessment, with particular reference to classroom learning. Both formal tests and a range of alternative procedures are covered, having consideration for the purpose of the assessment and the requirements of the learning environment.

LALS#528 - Classroom-Based Research for Language Teachers

This course focuses on the role of teachers as researcher who are seeking their classroom teaching/learning environment. It combines current reflective language teaching theory with the development of a hands-on action research plan.

LALS#529 - Task-Based Language Teaching

Task-based language teaching (TBLT) has been extensively theorized and researched in recent decades and widely adopted in language teaching and learning internationally. Drawing on theoretical and classroom perspectives, this course explores task-based course design, teaching and assessment. It considers the practicalities of adopting TBLT in contexts familiar to teachers on the course.

LALS#512 - Teaching and Learning Grammar

This course provides an analysis and evaluation of diverse pedagogical interventions intended to facilitate grammar acquisition, with a view to helping practitioners optimise their design of course materials and classroom activities.

LALS#525 - Learner Autonomy and Learning Strategies

This course introduces the principles and practices associated with learner autonomy and learner strategies in language learning. A key emphasis will be placed on how the theories and research covered can be translated into classroom practice.

LALS#531 - Computer-assisted Language Learning

This course engages participants in a critical examination of theoretical and practical issues in Computer-assisted Language Learning (CALL). Students will develop an understanding about using, evaluating and designing digital materials and tools for language learning and teaching.

LALS#544 - Discourse Analysis and Language Teaching

Discourse is language in use. This course explores the analysis of discourse structure in spoken and/or written text, and considers applications in language teaching.

Note:Courses are subject to change. Dates listed are tentative and subject to change.

*Guidelines (e.g. topic, length, format, etc.) for the preparation of assignments will be provided by the lecturers.