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The Moray House School of Education
Department
of Curriculum Research & Development (CRD): TESOL |
Pre-MEd
TESOL Access Course (January
- Sepember)
| Rationale |
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Entry
requirements |
The
Pre-MEd TESOL Access Course is an entry pathway for MEd TESOL, with
the following entry requirements:
• Less than two years’ teaching experience or no teaching experience
at all
• A good degree
• A level of English proficiency at IELTS 6.5
The Pre-MEd TESOL Access Course gives participants an experience and
qualifications similar to the MEd TESOL entry requirements, giving them
opportunities for classroom observation, micro-teaching and teaching
practice. If you do not have the teaching experience (two years) required
for the MEd TESOL, you could consider this course in order to gain sufficient
experience. You may also like to consider and exciting new degree programme
that does not require previous teaching experience but will provide courses
in teaching and learning: the
MSc Education: Language. |
| Admission |
Students
apply for the MEd TESOL and are made an offer conditional on their
passing the Pre-MEd Access Course. Participants then register for
the Pre-MEd. They proceed to the MEd TESOL if they pass the Pre-MEd
TESOL. Before entry into the Pre-MEd TESOL, participants have to
provide written authorisation for them to observe six to eight hours
of class a week February to May, and to teach six hours a week March
to May.
Application deadline for both of the following application forms is 1st
November.
 Apply Online
If
you would like the MEd TESOL application form sent
to you, please email the PG
Office (educationpg@ed.ac.uk) giving
your postal address.
 Information
about visas and accommodation
Pre-MEd
TESOL application form here
MEd
TESOL application form is available here
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The
course is valid for |
The
Pre-MEd TESOL course is valid for five years. If students wish to
defer entry in MEd TESOL for one year, a place is held open for them
on the next year’s programme. If students wish to defer entry
for two to five years, a place will not automatically be held for
them; they have to re-apply for MEd TESOL. |
Structure (The
course falls into two stages) |
| Stage
One |
Distance
Learning part-time
First week in January to middle of May: 20wks x
20hrs/wk = 400hrs
Three parts:
1. TESOL Theory
2. Classroom Observation I
3. Teaching Practice |
|
Stage
Two |
Contact
full-time
Middle
of June to beginning of September: 10wks x 40hrs/wk = 400hrs
Three parts:
4. Classroom Observation II
5. Micro Teaching
6. English for Academic Purposes for TEFL/Applied Linguistics |
A
more detailed weekly timetable will be forwarded to you on confirmation
of your place on the course.
Participants pay for the whole Pre-MEd
Stages One and Two before they start; they do not pay for each stage
separately. They do not have to pass Stage One in order to enter
Stage Two: entry will be automatic. Participants must pass Courses
1 to 5 (see below) in order to gain entry into the MEd TESOL. Those
who fail any of the first five courses are required to re-sit them.
Participants who pass all five are given an unconditional offer for
the MEd TESOL (Course 6 is required but not assessed).
|
Description of Courses |
Stage
One |
Distance
Learning part-time |
| |
Course
1: TESOL Theory
| • |
Learning
outcome(s)
By the end of this part, participants will have demonstrated the
ability to:
- Understand the basic methodological principles of language teaching,
as applied in TESOL
- Understand language learning theory |
| • |
Content
Using a study-pack/WebCT on-line learning and books/articles, participants
learn about language teaching and language learning theory. There
are 15 hours a week input and five hours a week formative tasks. |
| • |
Assessment
An essay on language teaching/learning theory (20hrs allowed). Participants
demonstrating an understanding of the basic methodological principles
of language teaching and language learning theory, as applied
in TESOL, pass. |
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Course
2: Classroom Observation I
| • |
Learning
outcome(s)
By the end of this part, participants will have demonstrated the ability
to:
- Analyse observed classes from a theoretical point of view
- Analyse techniques of good practice |
| • |
Content
- Participants arrange to gain access to an EFL class in their home context,
with the pre-organised written agreement from the head of the school/university/institution,
and observe for eight hours a week.
- Their observation is guided with a) simple explanations of classroom
observation and printed materials with chapters from basic books on it,
and b) a grid/check-list, which they fill in, over four weeks.
- Their observation is reflected in a journal, which they write, focusing
on observed techniques of good practice, over nine weeks.
- Authenticated by an authority, such as the head of the school/university/institution,
vouching for the hours’ observation. |
| • |
Assessment
- An essay relating theory to practice, based on the grid/check-list
(20hrs allowed) after four weeks. Participants demonstrating an ability
to observe classes from a theoretical point of view pass.
- The observation journal (20hrs allowed) after nine weeks. Participants
demonstrating an ability to analyse techniques of good practice pass. |
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Course
3: Teaching Practice
| • |
Learning
outcome(s)
By the end of this part, participants will have demonstrated the ability
to:
- Apply language teaching theory to their own teaching
- Evaluate their own teaching experience |
| • |
Content
- Participants arrange to teach an EFL class, for six hours a week for
nine weeks. They are free to teach any level, so long as they base
their classes on language teaching theory, and write lessons plans
for each lesson.
- Authenticated by an authority, such as the head of the school/university/institution,
vouching for the 54hrs’ teaching practice. |
| • |
Assessment
- The nine weeks’ lesson plans, with the participant’s a)
explanation of the theory behind each week’s plan, and b) evaluation
of how the lesson went in practice, why and what they learned from it (20hrs
allowed). Students demonstrating an ability to apply language teaching
theory to their own teaching and evaluate their experience pass.
- To Participant feedback at the end of the nine-week period. |
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| Stage
Two |
Contact
full-time |
| |
Course
4: Classroom Observation II
| • |
Learning
outcome(s)
By the end of this part, participants will have demonstrated the ability
to:
Understand the differences between the home teaching context and that of
Britain, in terms of methodology and techniques of good practice |
| • |
Content
The course leader arranges for participants to gain access to English
classes in a number of Edinburgh EFL institutions, six hours’ a
week for four weeks. The participant takes to each class an objective
or checklist of their own. |
| • |
Assessment
An essay comparing home teaching context and that of Britain, in terms
of methodology and techniques of good practice (38hrs allowed). Participants
demonstrating an ability to understand the differences between the
home teaching context and that of Britain, in terms of methodology
and techniques of good practice pass. |
|
| |
Course
5: Micro Teaching
| • |
Learning
outcome(s)
By the end of this part, participants will have demonstrated the ability
to:
- Apply language teaching theory to their own teaching
- Evaluate their own teaching performance
- Evaluate their peers’ teaching performance |
| • |
Content
- Participants will teach the peer group 20 hours a week for four weeks;
this usually means that each participant teaches 10-15hours in total
over the month. They are free to teach any level, any systems/skills,
so long as they base their classes on language teaching theory.
- They discuss each other’s performance.
- To They make notes on their own teaching performance, and make plans
for improving it.
- They make notes on their peers’ teaching performance, and keep
an account of examples of good practice. |
| • |
Assessment
An essay on own teaching performance, with ideas for improvement, and
on peers’ teaching performance, with examples of good practice
(40hrs allowed). Participants demonstrating an ability to apply language
teaching theory to their own teaching, and analyse their own teaching
performance and their peers’ teaching performance from a theoretical
point of view pass. |
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Course
6: English for Academic Purposes for TEFL/Applied Linguistics
| • |
Learning
outcome(s)
By the end of this part, participants will have demonstrated the ability
to:
Evaluate classroom techniques and activities that raise their own level
of proficiency in academic English style and the conventions of EAP. |
| • |
Content
Participants take Edinburgh’s Institute for Applied Language Studies’ specialist
EAP course ‘English for TEFL/Applied Linguistics’, 38 hours
a week for four weeks, writing a self-assessment journal for the remaining
two hours each week, except for the fourth week. |
| • |
No Assessment
There is no assessment. |
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Reading
List
Baker, J. and Westrup, H. (2000) The English Language Teachers Handbook:
How to Teach Large Classes with Few Resources. London: Continuum.
Harmer, J. (2001) The Practice of English Language Teaching. (3rd
edition) Harlow: Longman.
Hedge, T. (2000) Teaching and Learning in the Language Classroom.
Oxford: Oxford University Press.
Ur, P. (1996) A Course in Language Teaching: Practice and Theory.
Cambridge: Cambridge University Press.
Wajnryb, R. (1992) Classroom Observation Tasks: a Resource Book for
Language Teachers and Trainers. Cambridge: Cambridge University
Press. |
Visas
for Pre-MEd TESOL
You will need a special visa for Pre-MEd TESOL.
Detailed
information about this here. If you have any further questions about
this, contact:
Ann McKay at ann.mckay@miscorp.ed.ac.uk
Tel: +44 (0)131 650 4294
Accommodation Arrangements
Students should fill in an application form for Pre-MEd TESOL Access Course
accommodation. This form will be sent to them by Moira Ross (moirar@education.ed.ac.uk).
These forms will be supplied by Lisa Greig, who is in charge of summer
accommodation student houses David Hearn, Kitchener and West Mains Road.
Students who pass Pre-MEd TESOL and go on to MEd TESOL will be allocated
year-round accommodation by the Accommodation Office in the usual way.
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Note: Some of the links above
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