Teaching English to Speakers of Other Languages (TESOL) - distance learning (PG Cert) January 2022 entry

The Distance Learning TESOL PG Certificates are generally part-time courses studied over a period of one to two years but can, under certain circumstances be studied full-time over one semester. The courses are run by the International Education Institute. They are designed to be particularly useful to experienced English language teachers as part of their continuous professional development, as well as those considering a career in English language teaching.  

All PG Cert distance learning students take four modules. If you choose to study for the PG Cert without a specialism, you choose any four modules to shape your studies and explore your own interests. If you choose to study for the PG Cert with a specialism in a particular field, you also take:

• Action Research for Teachers
• the relevant module for your specialism
• two other modules of your choice.

Highlights

• Choose any four modules which are of interest to you and beneficial to your future career.
• The programme allows for flexible part-time studying while working.
• Join experienced practitioners and scholars in the English language teaching community, with opportunities to be involved in ongoing professional development events and the annual English for Academic Purposes (EAP) conference.
• Discuss theoretical concepts and frameworks in small groups and online written forums with students studying both in St Andrews and by distanced learning around the world, and apply these through a range of practical assessments.
• Participate in an optional no credit-bearing module in Professional and Academic Literacies to support both your studies and your career development.

Teaching format

You will take four distance learning modules over the length of the programme, which are delivered in a variety of ways such as:

• recorded lectures
• recorded mini-lectures
• online chatrooms
• podcasts
• guided writing
• webinars
• intensive feedback sessions on your work. 

In these distance learning modules, you will integrate theory and practice by discussing and critiquing theoretical concepts and frameworks, and then apply them through a range of practical assessments. Assessments may include:

• written assignments
• presentations
• the development of teaching plans
• group work with students resident in other parts of the world. 

Further particulars regarding curriculum development.

The distance learning modules in this programme have varying methods of delivery and assessment. For more details of each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue which is for the 2020–2021 academic year; some elements may be subject to change for 2022 entry.

If you study on the TESOL Distance Learning PG Cert, you will choose four modules from the list below subject to timetabling restrictions.

If you study on the TESOL Distance Learning PG Cert with a specialism in a particular field, you must take the Action Research for Teachers Distance Learning module and also the distance learning module related to your chosen specialism. In addition, you will choose two other distance learning modules, subject to timetabling restrictions.

• Action Research for Teachers Distance Learning: provides a learning experience in which you can reflect on concepts and theories you are studying in other modules and connect them with classroom practice. The module explores the combined value of reflection and action research for classroom practitioners, providing a means for language teachers to understand their classroom contexts and to plan responses to challenges in these contexts.
  
  
• Assessment and Evaluation Distance Learning: provides a detailed understanding of the key concepts behind different methods of testing and evaluation in English language teaching and learning.
  
  
• English Medium Instruction Distance Learning: provides you with an understanding of the controversies of English as an international language for academic study, and the complexity involved in the use of English as a language of instruction from the standpoint of both the academic subject instructors and students who are using English as a second language.
  
  
• English for Academic Purposes Distance Learning: preparing and supporting students who come to study for undergraduate or postgraduate degrees through the medium of English is one of the most challenging but rewarding jobs in the field of language teaching. To do this well, an EAP teacher needs to understand the higher education context; the key principles underpinning learning in a university; text and discourse in the communities of the different disciplines, theories and practice of assessment; and the most effective methods and materials to motivate students and help them into a discourse community.
  
  
• Language Teaching Methodology Distance Learning: explores the theories that inform teaching practice and analyses the implications these have in terms of ways of learning, material used, the teacher role and the classroom. This is essential for all those seeking to understand their teaching environment more clearly and for those who have a chance to influence teaching environments.
  
  
• Linguistics for Language Teachers Distance Learning: equips you with the skills required to describe and analyse written discourse. It does not assume prior knowledge of linguistics and seeks to introduce you to selected fundamental concepts, relevant to English language teaching. You acquire appropriate terminology and techniques in the analysis and description of grammatical terms and structures.
  
  
• Second Language Acquisition Distance Learning: focuses on how subsequent languages are learnt after the first language by exploring the development of SLA theory. You will then consider how this theory informs teaching.
  
  
• Teaching and Researching Distance Learning: helps you understand the features of a rigorous research question in the field of TESOL, as well as to consider how to design, pilot and reflect on the effectiveness of different data collection instruments. The module also includes guidance and discussion on the different ethical considerations when conducting classroom-based research, as well as the important stages in writing up a dissertation.
  
  
• Teaching Young Learners Distance Learning: explores theories of child development and learning which are fundamental to the understanding of child second language acquisition, namely children aged 4 to 7, 8 to 11, and 12 to 18. Child psychology has to be taken into account in the development of teaching materials, teaching styles and classroom management.
  
  
• Technology for Teaching Distance Learning: introduces you to the principle theories, concepts and practices of technology in language education. You will be able to critically consider the role and purpose of various modes of technology in education in a wide range of settings to identify and conceptualise problems within your own professional contexts.

Each module is only delivered once in each academic year. The modules listed here are indicative, and there is no guarantee they will run for 2022 entry. Take a look at the most up-to-date modules in the module catalogue.

Members of TESOL staff and previous students have been awarded various awards and prizes including the following:

McCall MacBain Foundation Outstanding Contribution to Teaching Excellence Awards 2020

In 2020, the International Educational Institute was the recipient of two McCall MacBain Foundation Outstanding Contribution to Teaching Excellence Awards:

• Mark Carver was awarded for his work on assessment and feedback scholarship. 
• Janie Brooks and Kerith George Briant were awarded for a presentation entitled 'Developing Effective Online Engagement in the Context of Internationalisation' delivered at the British Council International Education Conference in 2019. 

University of St Andrews Teaching Excellence Awards 

• Kerry Tavakoli was awarded one of four annual Teaching Excellence Awards in 2018. Kerry was recognised for the positive impact her work has had on students through her teaching. 

University of St Andrews Students Association Teaching Excellence Awards 2022

• Mary Carr was shortlisted in the category of Outstanding Commitment by a Member of Professional Services, which recognizes the efforts of a member of staff whose primary responsibilities do not include teaching. The staff member has made a significant impact on a students’ academic or personal journey.
• Lesley Thirkell was shortlisted in the category of Outstanding Academic Mentorship, which acknowledges the way a member of teaching staff influences students' overall development (both personally and academically)

British Council ELT Masters Dissertation Award 

• Allison Crum (MSc TESOL 2019-2020) was commended at the British Council ELT Masters Dissertation Awards 2020-2021 for her dissertation entitled "Introducing standards for evaluating enrichment materials (SEEM): Testing the modern framework with football-themed materials". 
• Yin Lijun (MSc TESOL 2017-2018) was commended at the British Council ELT Masters Dissertation Awards 2018-2019 for her dissertation entitled "An investigation of experienced EAP teachers' marking processes". 

TESOL graduates are equipped with a range of skills and experiences which allow them to take on a variety of roles. The majority of TESOL students work within education, either as teachers or lecturers, as researchers, or as policymakers. Other graduates work in publishing, journalism and management.

See testimonials from TESOL students.

Lecturers within the International Education Institute have a wealth of both teaching and leadership experience in TESOL, in a range of locations globally. They are active in using their international networks and experience to support and advise students on future career development. Current teaching staff have taught or held educational leadership roles in Bulgaria, China, Finland, France, Hong Kong, Hungary, Ireland, Italy, Japan, Kazakhstan, Kuwait, Martinique, New Zealand, Nigeria, Poland, Portugal, Saudi Arabia, Slovenia, South Africa, South Korea, Spain, Thailand, Turkey, UAE, UK, USA and Vietnam.

The University Careers Centre also offers one-to-one advice to all students on a taught postgraduate course and provides a programme of events to assist students in building their employability skills.