Teaching English to Speakers of Other Languages (TESOL) - Distance Learning (PG Cert) September 2021 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 Distance Learning PG Cert 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 parttime 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.

You will typically study two modules each semester, though variation is possible. The first module is taught in Weeks 1 to 5, followed by a one week break to complete the assessment. A second module is taught in Weeks 7 to 11. The pattern is the same in each semester.

The modules 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 applying them through a range of practical assessments. Assessments may include:

• a variety of different types of written assignments
• presentations
• 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 2021 entry.

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

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

• Action Research for Teachers: 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: brings together the study of language testing with the theory and practice of assessment in pedagogy. You will learn key concepts in both, how to design and improve tests for different purposes, and how to make productive use of assessment within teaching. We also consider some of the broader social impacts of assessment and testing and how teachers navigate tensions when promoting student learning within a measurement culture. The module also acts as an example of learning through assessment, giving you opportunities to reflect on how different approaches such as mastery learning or active learning are reflected in assessment design, as well as critiquing aspects of assessment such as the use of time limits, group tasks, multiple-choice questions, and gamification.
  
  
• English Medium Instruction: in recent years there has been a rapid increase in the teaching of academic subjects through English in countries where the majority of the population do not use English as a first language. This module explores this global trend from the standpoint of content and language teachers, as well as students. It considers the wide variety of English Medium Instruction contexts, evaluating theory in an attempt to address some of the practical challenges involved.

• English for Academic Purposes: 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: 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 learning spaces. This is essential for all those seeking to understand teaching environments more clearly and for those who have a chance to influence teaching environments. 
  
  
• Second Language Acquisition: how do we learn languages? Does it make any difference what age we start at? Why do some learners seem to do better than others? Answers to these questions, and many more would be very useful to inform language teachers, and to guide learners. This module traces the development of SLA theory, considers language learning from the perspective of learners, their differences and the strategies they can use, and from the perspective of the teacher and SLA researcher in order to apply theory to practice.
  
  
• Teaching and Researching: teachers are increasingly expected to be evidence-informed or even evidence-led; consuming, creating, and sharing research. This module addresses how we evaluate the quality of research to decide what is rigorous and informative for our practice, how we can build on existing research when planning our own interventions, and how to design, pilot and reflect on the effectiveness of different data collection instruments. We consider a range of research contexts and values to help you actively engage with pedagogical research.
  
  
• Teaching Young Learners: 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. There is also a practical element to the module, as tutorials will involve the creation of materials and delivery to peers, who will take on the characteristics of the target students, in order to apply theory to practice.
  
  
• Technology for Teaching: 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.
  
  
• Linguistics for Language Teachers: equips you with the skills required to describe and analyse language. 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.

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 2021 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.

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.