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Master of TESOL (MC-TESOL)
Masters (Coursework)Year: 2018 Delivered: On Campus (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Majors, minors and specialisations
- Further study
Coordinator
Associate Professor Russell Cross
Contact
Melbourne Graduate School of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
Future students:
Overview
Award title | Master of TESOL |
---|---|
Year & campus | 2018 — Parkville |
CRICOS code | 095992B |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 9 |
Credit points | 200 credit points |
Duration | 24 months full-time or 48 months part-time |
The Master of TESOL is designed for people wishing to teach English as an additional language (EAL). It focuses on the curriculum, pedagogy, and language as they apply to classroom instruction and the provision of TESOL education within school systems relevant to both local contexts as well as internationally. In combination with an approved initial teaching qualification, the Master of TESOL with the EAL Teaching specialisation is recognised as an approved course of study for appointment and promotion to tagged positions within registered schools.
Links to further information
https://study.unimelb.edu.au/find/courses/graduate/master-of-tesol
Entry requirements
1. In order to be considered for entry, applicants must have completed:
• A three-year undergraduate degree or equivalent in any discipline area;
and
• a major in English language OR a Certificate in English Language Teaching to Adults (CELTA) OR be eligible for registration with the Victorian Institute of Teaching.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
• prior academic performance.
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required
Note:
a) 100 credit points of advanced standing will be given to applicants who have either:
• a four-year education degree, or equivalent; or
• an undergraduate degree in any discipline and at least 100 credit points, or equivalent, of graduate study in education;
b) Graduates of the Graduate Certificate in TESOL will be eligible to apply for entry to the Master of TESOL with 50 credit points of advanced standing for the ’EAL Teaching’ specialisation.
c) Successful completion of a major in English language is a requirement for TESOL teacher accreditation in Victoria.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
- The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.
Professional accreditation
Graduates with VIT registration who complete the ‘EAL Teaching’ specialisation will be recognised as accredited TESOL teachers within Victorian schools.
Intended learning outcomes
Graduates of the Master of TESOL will be able to:
KNOWLEDGE
1. Analyse and communicate an understanding of the nature and form of language as a system
2. Critically appraise and explain the application of current methodologies for teaching English as an additional language
3. Have advanced theoretical understanding and knowledge of current research, debates, policies and practices in education from a multidisciplinary and global perspective
SKILLS
4. Critique and manage language curricula and resources which are culturally and linguistically appropriate
5. Interpret and apply advanced professional knowledge of key areas of specialisation in teaching English an additional language
6. Critically analyse educational theories, debates, policies and practices through evidence based research
7. Evaluate the social, cultural, political and historical contexts informing education policies and practices
APPLICATION OF KNOWLEDGE AND SKILLS
8. Identify and explain implications of the second language acquisition process for learning and teaching
9. Critique and apply multidisciplinary educational theories and evidence based research to inform policy and/or improve professional practice
10. Evaluate and communicate contemporary educational research ideas and findings to the wider educational community
11. Plan and execute an education research based project, or piece of education research scholarship within the area of EAL.
Generic skills
Graduates of the Master of TESOL will develop the following set of generic skills:
• Critical reasoning and thinking
• Problem solving
• Communication
• Evidence based decision making
• Creativity and innovation
• Teamwork and professional collaboration
• Self-reflection, career awareness and lifelong learning
• Active and participatory citizenship.
Graduate attributes
Graduate of the Master of TESOL will have the necessary attributes to:
- evaluate contemporary educational issues in TESOL and approaches from a range of disciplinary perspectives, including sociological, economical, psychological and pedagogical perspectives (academic distinction)
- contribute to discussions and debates associated with the role of TESOL education in addressing contemporary local, national and global issues (global citizenship)
- promote social justice, employability, career awareness, wellbeing and citizenship through educational policy and practice (integrity and self awareness)
- be creative, innovative, self directed and lifelong learners, able to link theory and practice and respond to the changing educational landscape (integrity and self awareness)
Course structure
200 Point Program
The first 100 points (Year 1) comprises 50 points of Compulsory Subjects, and 50 points of Electives chosen from the Master of Education.
The final 100 points (Year 2) comprises 75 points chosen from Option Subjects, and 25 points of compulsory Capstone Subjects.
100 Point Program
Students with 100 points of advanced standing complete 100 points of study, by completing either of the following:
• VIT Accredited Pathway: The 50 point EAL Teaching specialisation*, 25 points chosen from Option Subjects, and 25 points of Compulsory Capstone subjects; or
• Non-accredited: 75 points chosen from Option Subjects, and 25 points of Compulsory Capstone subjects (see ‘Year 2’ subject details).
*Students must be eligible for teacher registration with the VIT to complete the EAL Teaching specialisation. The specialisation comprises 4 core subjects, and includes 22 days of supervised placement at a school or similar setting during school hours.
Alternative Exit:
Students in the 200 point program may exit this course early and apply to graduate with a Graduate Diploma in Educational Studies (GD-EDST), provided that they have satisfied the requirements for that award during their enrolment in this master degree course (i.e., successfully completed the first 100 credit points of study of the 200 credit point master degree).
Students that complete the EAL Teaching specialisation may exit this course early and apply to graduate with a Graduate Certificate in TESOL, provided they have satisfied the requirements for that award during their enrolment in this master degree course (i.e. successfully completed all four EAL Teaching specialisation subjects).
Subject options
200 POINT PROGRAM YEAR 1 (FIRST 100 POINTS)
Compulsory Subjects
Four compulsory subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90900 | Resilience and Relationships |
Term 1 (Online)
Term 3 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90929 | Understanding Education in Context | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC90830 | The Student as Learner |
Term 1 (Online)
Term 3 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90930 | Local Literacies in Global Contexts | Semester 1 (On Campus - Parkville) |
12.5 |
Education Elective Subjects
Choose 50 points of subjects from the Master of Education (conditional to meeting subject pre-requisites).
200 POINT PROGRAM YEAR 2 (FINAL 100 POINTS) / 100 POINT PROGRAM NON-ACCREDITED
Option Subjects
Choose six option subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90101 | Teaching English Internationally | February (On Campus - Parkville) |
12.5 |
EDUC90481 | Content and Language Integrated Pedagogy | July (On Campus - Parkville) |
12.5 |
EDUC90109 | The Second Language Curriculum | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90482 | Linguistics and Sociolinguistics of CLIL | July (Online) |
12.5 |
EDUC90587 | Grammar for Language Teachers |
March (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
EDUC90048 | Second Language Teaching Methodology |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90096 | Supervised Observation (Second Language) |
March (On Campus - Parkville)
Year Long (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
EDUC90631 | Second Language Acquisition and Teaching |
March (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
Capstone Subjects
Two compulsory capstone subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90620 | Research Methods in Education |
Semester 1 (On Campus - Parkville)
March (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90057 | Education Capstone Research Project |
March (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
100 POINT PROGRAM ACCREDITED PATHWAY
Take the four EAL Teaching specialisation subjects, choose two Option Subjects, and take the two Compulsory Capstone subjects.
Majors, minors & specialisations
Name | Credit Points |
---|---|
EAL Teaching | 50 |
Further study
Graduates from this program are eligible to apply for entry to a Doctor of Education program provided they achieve an H2A average in the program, and meet the other entry requirements. To be eligible to apply for entry to a PhD program, achievement of an H2A grade average and completion of a further 50-point Graduate Certificate in Educational Research or equivalent will be necessary. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.
Last updated: 10 February 2024