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Master of TESOL (MC-TESOL)
Masters (Coursework)Year: 2022 Delivered: On Campus (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Majors, minors and specialisations
- Further study
Contact
Melbourne Graduate School of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
Future students:
Coordinator
Russell Cross
Overview
Award title | Master of TESOL |
---|---|
Year & campus | 2022 — 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
Information for future students: 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.
Meeting this requirement 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) Successful applicants with the following may be granted up to 100 credit points of advanced standing:
- 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.
Please note 100 credit points is the maximum credit given.
b) Graduates of the Graduate Certificate in TESOL may be eligible to apply for entry to the Master of TESOL with 50 credit points of advanced standing for the ’EAL Teaching’ specialisation.
c) Credit is not normally granted for studies completed more than ten years prior to the course commencement. You may be eligible for advanced standing if your previous studies are more than ten years prior to the course commencement on the basis of substantial, relevant and documented professional work experience where recent prior learning can be demonstrated. Further information is contained in the University of Melbourne Credit, Advanced Standing and Accelerated Entry Policy.
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
- Analyse and communicate an understanding of the nature and form of language as a system.
- Critically appraise and explain the application of current methodologies for teaching English as an additional language.
- Have advanced theoretical understanding and knowledge of current research, debates, policies and practices in education from a multidisciplinary and global perspective.
SKILLS
- Critique and manage language curricula and resources which are culturally and linguistically appropriate.
- Interpret and apply advanced professional knowledge of key areas of specialisation in teaching English as an additional language.
- Critically analyse educational theories, debates, policies and practices through evidence based research.
- Evaluate the social, cultural, political and historical contexts informing education policies and practices.
APPLICATION OF KNOWLEDGE AND SKILLS
- Identify and explain implications of the second language acquisition process for learning and teaching.
- Critique and apply multidisciplinary educational theories and evidence based research to inform policy and/or improve professional practice.
- Evaluate and communicate contemporary educational research ideas and findings to the wider educational community.
- Plan and execute an education research based project, or produce a piece of education research scholarship within the area of EAL.
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
Two Year Program (200 credit points)
Over two years full time study (or part time equivalent), students are required to complete 200 credit points.
The compulsory subjects and education electives completed in the first year of the course provide a foundation in education studies. Students can choose from a range of education and additional languages electives.
In the final semester of the course, students undertake a capstone professional project; or may choose to complete a research pathway option (conditional upon meeting the eligibility criteria).
In Year 1, Semester 1 (or the first 50 points of study), students must complete:
- 4 x compulsory subjects (50 points).
In Year 1, Semester 2 (or the second 50 points of study), students must complete:
- 4 x Education electives chosen from the MC-ED Master of Education (50 points)
In Year 2 (or the final 100 points), students have two options:
Capstone Professional Project option
- 6 x Additional Languages electives (75 points); and
- 1 x capstone project subject, taken in the final semester (25 points); or
Research Pathway option*
- 4 x Additional Languages electives (50 points); and
- 2 x research pathway subjects (50 points).
One Year Program (100 credit points)
Students with 100 points of advanced standing complete 100 points of study via one of the following options:
Capstone Professional Project option
- 6 x Additional Languages electives (75 points); and
- 1 x capstone project subject, taken in the final semester (25 points); or
Research Pathway option*
- 4 x Additional Languages electives (50 points); and
- 2 x research pathway subjects (50 points).
VIT Accredited Pathway - EAL Teaching specialisation
Students in the 100-point program, who are eligible for teacher registration with the VIT may select the VIT Accredited Pathway, and complete the EAL Teaching specialisation. The specialisation comprises 4 core subjects, and includes 22 days of supervised teaching placement at a school or similar setting during school hours.
VIT Accredited Pathway
- 4 x EAL Teaching specialisation core subjects (50 points); and either
- Capstone Professional Project option: 2 x Additional Languages electives, and 1 x capstone project subject (50 points); or
- Research Pathway option*: 2 x research pathway subjects (50 points)
Capstone Professional Project
Students complete an independent investigation of a topic that they regard as directly related to their own professional practice and/or within their area of specialisation in the 25-point Capstone Professional Project subject. The subject must be taken in the final semester of the course.
*Research Pathway subjects
This pathway is designed for students intending to pursue further research, such as a PhD. It provides a grounding in educational research methodology and design.
The two research pathway subjects must be undertaken in the final semester of the course, and the following eligibility criteria must be met to enrol into the subjects.
- Students in the 200-point program must achieve an average of at least H2A (75%) in the first 125 points of the course;
- Students in the 100-point program must achieve an average of at least H2A (75%) in their first 50 points of their course.
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), if 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, if 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)
Semester 1 (First 50 Points)
Compulsory Subjects
4 x compulsory subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90930 | Local Literacies in Global Contexts |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
EDUC91030 | Research in Educational Relationships |
Semester 1 (Online)
Semester 2 (Online)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90929 | Understanding Education in Context |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
EDUC91029 | Understanding the Student as Learner |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
Semester 2 (Second 50 Points)
Education Elective Subjects
4 x subjects chosen from the MC-ED Master of Education (includes Specialisation subjects, General Elective subjects, and Education Level 3 Elective subjects; conditional to meeting subject prerequisites).
200 Point Program Year 2 (Final 100 Points) / 100 Point Program Non-Accredited Pathway
Additional Languages Electives
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90101 | Multilingual Practices in Global Times | Semester 1 (Online) |
12.5 |
EDUC90481 | Content and Language Integrated Pedagogy | July (Dual-Delivery - Parkville) |
12.5 |
EDUC90109 | Curriculum Design in a Multilingual Era | July (Online) |
12.5 |
EDUC90482 | Linguistics and Sociolinguistics of CLIL | August (Online) |
12.5 |
EDUC90587 | Grammar for Language Teachers |
March (Online)
August (Online)
|
12.5 |
EDUC90048 | Second Language Teaching Methodology |
Semester 1 (Online)
July (Dual-Delivery - Parkville)
|
12.5 |
EDUC90096 | Supervised Observation (Second Language) |
Semester 1 (Extended) (On Campus - Parkville)
Year Long (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90631 | Second Language Acquisition and Teaching |
Semester 1 (Online)
Semester 2 (Dual-Delivery - Parkville)
|
12.5 |
EDUC90996 | Supervised Teaching-Adult (Second Lang) |
Semester 1 (Extended) (On Campus - Parkville)
Year Long (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
Capstone Professional Project
Must be taken in the final semester of study.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90989 | Capstone Professional Project |
Semester 1 (Dual-Delivery - Parkville)
Semester 2 (Dual-Delivery - Parkville)
|
25 |
Research Pathway Subjects
Must be taken in the final 50 points of study.
The research methodology (EDUC90419) and research design (either EDUC90558 or EDUC90931 & EDUC90932) subjects can be taken in order, or together.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90419 | Education Research Methodology |
February (Dual-Delivery - Parkville)
February (Dual-Delivery - Parkville)
July (Dual-Delivery - Parkville)
|
12.5 |
EDUC90558 | Education Research Design |
Semester 1 (Dual-Delivery - Parkville)
Year Long (Dual-Delivery - Parkville)
Semester 2 (Dual-Delivery - Parkville)
|
37.5 |
EDUC90931 | Education Research Design Part 1 | Semester 2 (Dual-Delivery - Parkville) |
18.75 |
EDUC90932 | Education Research Design Part 2 | Semester 1 (Dual-Delivery - Parkville) |
18.75 |
100 Point Program Accredited Pathway
Take the 4 x EAL Teaching specialisation core subjects (see the Majors, Minors & Specialisations page), and either:
- Capstone project option: 2 x Additional Languages electives, and the capstone project subject; or
- Research Pathway option: the 2 x research pathway subjects.
Majors, minors & specialisations
Name | Credit Points |
---|---|
EAL Teaching | 50 |
Further study
Graduates from this program are eligible to apply for entry to the Doctor of Education (300BB) provided they achieve an H2A average in the program, and meet the other entry requirements. Graduates who successfully complete the Research Pathway option with achievement of an H2A average, are eligible to apply for entry to the Doctorate of Philosophy (PhD) - Education (DR-PHILEDU). For other graduates to be eligible to apply for entry to the Doctorate of Philosophy (PhD) - Education, achievement of an H2A grade average and completion of a further 50-point Graduate Certificate in Educational Research (GC-EDRES) 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: 29 March 2024