MA in Education with TESOL (Teaching English to Speakers of Other Languages)

Award MA
Duration 1 year full-time
Start Date September 2016
Typical Offer Obtained or predicted to obtain a good Honours degree, Class 2.2 or above or NARIC equivalent. IELTS 6.5 (or equivalent). IELTS 6.0, or equivalent, will be accepted on the condition the pre-sessional English course is completed.
Institution Code B38
UCAS Code Apply through BGU

If you have a passion for education and a curiosity about the language teaching and learning process itself then this course will both enthuse and challenge in equal measure.

The MA Education with TESOL programme is designed for individuals who wish to pursue a career and have a special interest in working with learners of English as an additional, second or foreign language. The course is ideal preparation for anyone wishing to teach, or undertake a pastoral role, internationally, or in an independent educational setting within the UK.

It accommodates both early career teachers seeking a grounding in the core disciplines of TESOL, and those with considerable experience hoping to consolidate or progress into specialist areas of expertise.

If you are a member of our Alumni Association BG Generations, you may be eligible for a discount on our Masters courses. For full details click here.

Click here for important information about this course including additional costs, resources and key policies.



 Click here to view our leaflet

If you are an aspiring or experienced teacher with an interest in educational research, teaching and learning with TESOL and looking for academic and professional development, this could be the course for you. It is a one year full time course which provides the tools and resources that you need in order to develop your teaching skills, reflect upon your professional practice and conduct your own research.       

During the course you will develop a comprehensive understanding of professional competence and the theoretical implications of the practice of English Language Teaching. With an emphasis on the integration of practice and theory, you will acquire expertise in approaches and techniques to teaching language to speakers of other languages and develop a range of practical skills.      

This course draws upon the strong heritage and traditions of BGU and builds upon expertise within the School enabling academic engagement with educational research, best-practice teaching/learning and a focus upon TESOL.      

Course Aims

  • To offer access for all levels of TESOL interest/experience. The course accommodates both the early career TESOL specialist as well as the experienced practitioner seeking further professional development
  • Course content tailored to individual contexts/experiences with practical as well as scholarly tasks and assignments
  • Enables you to explore the theories, policies and practices that influence, change and enhance education in its broadest sense
  • A strong practical classroom focus, drawing upon UK and International best practice in teaching and learning
  • Emphasis on becoming a reflective teacher-researcher
  • Engagement with cutting edge educational research and exposure to a breadth of education research methods and approaches
  • Engages critically with all aspects of the research process and provides you with a skills and research base that involves you in wider educational debates nationally and internationally
  • Linguistic modules, Global English and TESOL provide a thorough insight into the theoretical models of language learning and language pedagogy and opportunities to explore their practical impact on classroom practice.  Further sessions allow for a range of professional specialisms, including English as an Additional Language, ELT Materials Development and English for Specific Purposes.
  • The course builds in support for the academic literacies and skills needed to be successful as an MA teacher-researcher

There are a number of study modes available; learning methods include lectures, directed reading, workshops, student and staff-led seminars, and project work. Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of participants, and encourage critical reflection. Teaching style is highly participatory, and engages you in practical teaching, workshop activities, online discussion, peer evaluation, presentations and research projects, with students drawing on their professional experience, home culture and language.       

The programme is supported by a full online ‘virtual learning environment’ which includes readings, discussions, session materials, peer support for assignments, and opportunities for students on campus and online to share professional concerns and debates.       

Each course module is assessed separately and is based on coursework such as individual essays, seminar presentations, reports, portfolios, investigative research and group work.      

The programme involves four taught modules and a dissertation on a research topic of your choice.                 

The modules are designed to allow you to articulate your personal learning needs and gains, as well as to help you to apply key research issues from reading and reflection on your own situation. Throughout your studies you will be questioning evidence and assumptions, exploring the implications of alternatives and sharing your results in order to influence professional practice. You will be developing as a practitioner researcher.              


We aim to make assessment an integral part of your learning. The assessment tasks take a number of forms as all tasks are appropriate to the content and learning outcomes of the unit being assessed.
These include:

  • Essay or report writing
  • Online discussions
  • Group tasks
  • Oral presentation 
  • Reviewing a text

Assignments will be assessed with reference to guidelines provided in individual module handbooks and will relate closely to the learning outcomes for that particular module.              

Assessments are supported by online question and answer discussions, presentations of work in progress with tutor and peer feedback, and/or formative tasks with detailed feedback.              



The MA Education with TESOL programme is ideal preparation for anyone wishing to teach, or undertake a pastoral role, internationally or in an independent educational setting within the UK. It is ideal for international students/teachers wishing to return home to teach English, in a range of educational settings including international schools, colleges, and businesses. Equipped with relevant research skills and advanced knowledge about second and language acquisition and language learning, you will have all of the relevant training you need to begin your career with opportunities across the world in the field of English language teaching.              

On successful completion you will be able to apply your knowledge of the latest theory, policy and practise of international English language education to a variety of global professions, not only in second language teaching in schools and universities, but also in educational management, educational marketing, teacher training, materials development and publishing.              

Specific career opportunities include:              

  • Director of studies of a language school or department
  • English language teacher/lecturer/instructor – lecturer in English for academic purposes
  • Teaching mother tongue (eg Mandarin) in the UK
  • Becoming an English as an Additional Language (EAL) coordinator in a UK independent school
  • English language trainer in intercultural communication and business communication
  • Setting up a language school 
  • Writing course books for an international publisher
  • Becoming an editor for a TESOL publisher

Your Professional Development

Students graduating with an MA Education with TESOL will find career progression enhanced as a direct, or indirect, result of following this course. More significantly, you will have developed professionally and have the opportunity to move into teacher professional development, management of language schools or language businesses and to engage in writing materials or tests.              

Alongside the MA, for students who wish to progress towards achieving QTS, opportunities exist to complete our pre-teaching course which can assist you with gaining a place on one of our PGCE courses.               

Successful completion of the MA can also open the door to study for a PhD or professional doctorate. Some MA graduates move on to teaching positions in higher education, to leadership positions within an educational organisation, or move from general English to specific English teaching for academic purposes, business and law.              

There are postgraduate loans available subject to meeting the eligibility criteria. In order to make an application for these loans, please click here to make an on-line application.      

The standard international fee will be £12,500 for this course.            

 ​A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That's why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sorting out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step. Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.             

To apply for the MA in Education with TESOL, you must apply directly to BGU (Admissions). Please contact to discuss your interest in this course before completing the below Application Forms.                

MA in Education with TESOL Application Form 

Please send your completed Applications Forms to or post them to the following address:           

Bishop Grosseteste University
Longdales Road

Global English - ETL701
Through the Global English module you will study language and its structure, and understand how our knowledge of the English language can be most effectively applied in the classroom.

This module explores the linguistic description of the structure of the English language with a focus on ‘language in use’.  This will include the scientific study of language and its structure, grammar, syntax, and phonetics, as well as further specific branches of linguistics including sociolinguistics, dialectology and psycholinguistics; the study of factors that enable humans to acquire, use, comprehend and produce language. The module will go on to look at how our understanding of the English language relates to how we apply this knowledge in the classroom: what the teacher should ‘know’ about language, what the learner should ‘know’, and how classroom materials such as pedagogic grammars and course books approach this.

The TESOL (Teaching English to Speakers of Other Languages) module will give you a thorough grounding in the theoretical models of psycholinguistics and second language acquisition. You will be able to explore their practical impact on learner focused classroom practice.

This module aims to provide you with a thorough grounding in the theoretical models of second / foreign language acquisition and with psycholinguistic theories of learning and skills acquisition. Within this module you will explore current research related to second language acquisition (SLA), the role of age in SLA,  the critical period, and the role of transfer in SLA. The module will develop awareness and understanding of language teaching theories, concepts, principles and methodologies. Further learning outcomes will include:

  •  Language curriculum design and evaluation
  • Materials development in English language teaching
  • Assessment
  • Bilingualism
  • Teaching languages to young learners
  • The digital ELT Classroom
  • Global Networking.

By the end of this module, you will have reflected on the relevance of different kinds of theoretical knowledge of language learning to your own perceptions of teaching and learning in the classroom, and explored how these theories might have practical impact on learner focused classroom practice.

Public Policy and Professional Practice -ETL703
The Public Policy and Professional Practice module will enable you to critically analyse institutional, regional, and national policy related to your professional practice. You will engage with historical and contemporary debate about the dynamic relationship between professional practices, educational research and policy.

This module will give you an informed understanding of concepts, theories and approaches through which to analyse policy at institutional, regional, and national levels. In particular, you will engage with historical and contemporary debates about developing informed professional practices that enhance learners’ educational outcomes. You will explore the dynamic relationship between professional practices, educational research and policy as the basis for developing evidence-informed learning and teaching. You will then be able to study an area of policy and professional practice which is of interest to you in depth in preparation for the dissertation.

Research Skills - ETL704
The research skills module will prepare you to engage critically with all aspects of the research process. You will study the fundamental principles underpinning research in the social sciences, research instruments, methods of data analysis and research ethics.

This module will prepare you to engage critically with all aspects of the research process and includes a balance of fundamental principles underpinning research in the social sciences, research instruments, methods of data analysis and research ethics. Through this module you will be equipped to undertake the MA Education with TESOL dissertation and become an active researcher in your professional life. The engagement with current debates about the place of research and evidence in educational practice also provide very useful preparation for anyone wishing to teach, or undertake a pastoral role, in an independent educational setting within the UK.

Dissertation - ETL705
The dissertation provides you with the opportunity to study, in depth, an area of educational research, policy, or practice of interest to you and your professional practice.

Drawing on the significant understandings that you will have developed from the other MA Education with TESOL modules, the dissertation allows you to put into practice your enhanced research skills and produce a significant piece of work about an area that is of interest to you. You will be allocated a specialist tutor with research expertise allied to your dissertation topic to work with to develop and carry out a rigorous research project. There is considerable flexibility in the range of possible topics, which might include (but are not limited to):

  • Linguistics
  • Second language acquisition
  • Teaching English to speakers of other languages
  • Public policy
  • Professional practice
  • Teaching and learning

There are many routes into studying for a Masters Degree and it can sometimes become quite confusing knowing which one is right for you. Our MA staff are dedicated research professionals who will be able to help you through from your first enquiry to your application right through to supporting you throughout your degree. 

 If you're interested in gaining your MA with us then please book in for an Advice Consultation where our Course Administrator will talk you through all options available. 

Ami Montgomery - Academic Course Leader & Senior Lecturer

Ami currently lecturers in the School of Teacher Development on our two successful primary undergraduate degrees – BA (Hons) Primary Education with recommendation for QTS and BA (Hons) Primary Teaching Studies with recommendation with QTS. She is additionally the cohort lead for the Primary Teaching Studies programme for 2015. Ami joined Bishop Grosseteste University in September 2015 to take up the post of senior lecturer. Prior to joining BGU she taught in primary schools in Manchester where she held a variety of roles which included subject leadership responsibilities within the humanities subjects. 

Ami’s academic and professional qualifications include graduating from the University of Manchester with a BA (Hons) in English Language and obtaining a MA in Teaching English as a Foreign Language from Manchester Metropolitan University. During this time Ami developed a comprehensive understanding of the professional competence and theoretical implications of the practice of English Language Teaching. Throughout her study she spent a substantial amount of time teaching English to newly arrived children and volunteered as a language support tutor for children with English as an additional language. With an emphasis on the integration of practice and theory, Ami acquired expertise in approaches and techniques to teaching language to speakers of other languages and developed a range of practical skills. Her current research interests include the development of EAL training within teacher development and the importance and impact of creativity and quality expressive arts provision. 

Read Ami's full profile here  

Professor Chris Atkin - Professor of Higher Education

Professor Chris Atkin’s education qualifications include Certificate in Education (Further Education), Bachelor of Education (Hons.), Master of Arts in Learning and Teaching and Doctor of Philosophy (PhD). Chris’ main research expertise lies in the policy and practice of post-school education and training; with a particular focus on rural communities. He has completed a range of research projects funded by the UK funding councils (ESRC, EPSRC, NERC), the Higher Education Academy (HEA), the British Academy, the Association of Commonwealth Universities, the National Research and Development Centre for adult literacy and numeracy (NRDC), Local Authorities and the Learning and Skills Council. His research has included both national and international comparative studies including ‘practitioner based’ enquiry with a range of educational stakeholders. He currently teaches on masters and doctoral programmes. Chris has held academic posts at De Montfort University (1994-99), the University of Nottingham (1999-2010) and Liverpool Hope University (2010-12). Chris joined Bishop Grosseteste University in September 2012.  

Read Chris's full profile here  


Dr Yvonne Hill - MA in Education Course Leader

Dr Yvonne Hill is a feminist ethnographer with a background in Sociology and a commitment to postgraduate teacher-development, interdisciplinary teaching and practitioner research. She is currently a Senior Lecturer in Education at Bishop Grosseteste University, Lincoln. Her previous post (2005-2012) was Director of Learning and Teaching in the school of Public Policy and Professional Practice at Keele University where she was also course leader for the PGCE in Social Science (Sociology, Psychology and Politics). Yvonne received a Certificate of Education and later an MA in the Sociology of Education from the Institute of Education, London. She has worked in primary and secondary education for a number of years before moving on to Senior Lecturer in Education Studies at universities in Manchester, Keele and Lincoln. She gained a doctorate in Gender and Education Management from the University of Keele (2008) which concerns mentoring and teachers’ ‘professional’ identities; it is based on sustained ethnography in schools.  

Read Yvonne's full profile here  


Lynne Kay - Senior Lecturer (PGCE), Beyond ITE Lead

Lynne Kay joined BGU in August 2015 from the University of East Anglia, where she worked as a Lecturer in Education on the Secondary and Primary PGCE programmes, with  responsibility for leading the Modern Foreign Languages (MFL) specialisms. During this time she gained HEA Fellowship status and is in the process of completing her MA in Higher Education Practice. Lynne’s interests lie in all aspects of Language Teaching and Learning, and she is a member of the professional Association for Language Learning (ALL). Her expertise and experience include theories of language acquisition and learning, Second Language Acquisition (SLA) and implications for classroom pedagogy.  

Prior to working in Higher Education, Lynne studied and worked abroad and after completing her PGCE in MFL with TESOL, she has taught Languages at all levels in a variety of secondary schools in the North East of England. As well as being Curriculum Leader, she has had substantial experience of whole school leadership and management, having held roles as Staff Governor and Assistant Headteacher, during which time she completed an M.Ed course in Educational Leadership & Management and was also awarded the NPQH. In her capacity as Senior Lecturer in Teacher Development at BGU, Lynne lectures on the Secondary PGCE programme, coordinates the Secondary PGCE School Direct cohort, as well as contributing to Languages programmes, at both under-graduate and postgraduate level. She is also the lead for Beyond-ITE provision, developing relations between the university, BGU alumni and school employers, offering a continuum of support and CPD opportunities.  

Read Lynne's full profile here  


Dr Steven Puttick - Head of Secondary, FE and PDE Programmes

Prior to joining Bishop Grosseteste University in 2014, Steve was the head of a comprehensive secondary school geography department, before being awarded an ESRC 1+3 studentship to read for an MSc in Educational Research Methodology and then a DPhil (PhD) in Education at the University of Oxford. He holds an MA in Educational Leadership and Innovation from Warwick University, and has taught on Masters and secondary PGCE courses at the University of Oxford. The main focus of Steve’s research is on geography education, knowledge, and school subject departments. He recently completed a study funded by the Van Houten Foundation at the University of Oxford, titled ‘Beyond PGCE’, exploring relations between PGCE alumni and the university.  

Read Steven's full profile here  


Dr Roger Wood - Senior Lecturer (Primary)

Roger joined BGU in September 2015, having completed full-time studies for a Ph.D. in education at the University of Birmingham. Prior to his doctoral research at Birmingham, Roger held various teaching, Head of Department, and senior leadership roles (including a Deputy Headship and two Headships) within independent and maintained schools.   

Roger’s Ph.D. has investigated the impact of teacher student relationship quality, students’ perceived competence and their autonomous motivation upon sustained motivation to engage with learning activities. His other research interests include qualitative research methods within classroom-based research, and athlete-centred coaching, athletes’ empowered decision-making, and the optimization of athletes’ self-determined motivation within sports.  

Read Roger's full profile here  

Dr Pat Beckley - Senior Lecturer

Pat is working in Research within the School, developing projects with networks of colleagues locally, in Europe and in Africa. BGU colleagues and trainees are supported to raise their research profile, building on work with a Post-Doctoral Research Lecturer, PhD student and EdD Action Learning Set. Pat joined BGU in 2005 on the PGCE Primary programme, with responsibility for Early Years, and she undertook the Academic Co-ordinator role for the 3-7 cohort from 2007-2015. She also contributes to research and Early Years sessions in courses such as EYTS, Early Childhood Studies and Masters programmes. Prior to this, Pat worked in schools, leading age phases 3-11 and gaining NPQH, before working with the Local Authority to support Early Years and Music in schools and settings.  

Read Pat's full profile here   


Tony Luby - Senior Lecturer

Tony Luby currently teaches on the MA in Education programme and also contributes to teaching on the PGCE Secondary course. Tony joined Bishop Grosseteste University in 2014 and is currently studying part-time for a PhD at the University of Glasgow. Tony has a  background as an active teacher researcher and this was recognised by a successful nomination from the Association of Chartered Teachers Scotland to serve as a research impact assessor with the Research Excellence Framework 2014. He recently guest edited a special issue of Education Today journal on the theme practitioner enquiry. Tony is a Fellow of The College of Teachers and a Chartered Teacher; and he has taught extensively in secondary schools for thirty years.  

Read Tony's full profile here  

If you are an international student applying to this course, we are delighted to be able to offer you the opportunity to receive a £2,000 scholarship. This will be awarded as a fee-waiver, taken off the standard £12,500 international course fee.
Successful discounts will be awarded on information contained within the personal statement. An awarding panel will be drawn from senior members of the institution. For more information, email
The pre-sessional English course is a free*, online and flexible academic English course for international students. It is designed to support you in developing effective use of English in your academic studies and provides the necessary linguistic tools to improve your language skills and IELTS scores. 
The development and successful introduction of the pre-sessional English course will permit international applicants expected to achieve 0.5 below the entry requirement, IELTS score of 6 or equivalent, the opportunity to apply for the MA in Education with TESOL course.
An offer for a conditional place on the course could be accessible providing you complete the pre-sessional English course.
(*free for September 2016 start)
The pre-sessional English course has been created in collaboration with world-class authors and universities, using cutting-edge technology, outstanding client support, and a team of dedicated professionals. Epigeum have built an international reputation as a provider of exceptional online learning. The collaborative partners include Russell Group universities; 24 leading UK universities committed to maintaining the very best research, teaching and learning experiences. The course covers the key contexts that a student will encounter in their academic studies and maintains the English language underpinning through listening, speaking, reading and writing threads. 
The online pre-sessional English course allows international students to access and complete their academic language studies from their home residency prior to starting their MA Education with TESOL. Although this will be an independent online mode of study the course will be closely monitored by the MA course leader, who will offer further support and a blended learning approach for those students who require Skype tutorials and further support.

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