Teaching English to Speakers of Other Languages (TESOL) with a Specialism - Distance Learning (PGDip) September 2021 entry

The TESOL PGDip Distance Learning gives students the opportunity to integrate the theory and practice of teaching English to speakers of other languages.

Students who have an interest in a particular field of TESOL can also choose one of five specialism to focus their studies on. Students who choose to study for a TESOL Distance Learning specialism diploma follow a similar structure to the TESOL Distance Learning PGDip and take modules that focus on their chosen specialism.

The five specialisms available are:

Assessment and Evaluation
Teaching Young Learners
English Medium Instruction
English for Academic Purposes
Technology for Teaching

Applications for 2021 entry for this course have now closed. See which courses are available for the upcoming academic year.

Course type

Postgraduate, leading to a Postgraduate Diploma (PGDip)

Course dates

Start date: 6 September 2021
End date: 30 June 2023 (if completing within two years)

Information about all programmes from previous years of entry can be found in the archive.

Course duration

Students on the distance learning PGDip can generally complete their studies in a minimum of two years and a maximum of four years. Students who might like to complete their diploma faster should contact the International Education Institute to discuss the matter.

Entry requirements

Applications are welcomed from all education systems. A good 2.1 Honours degree or 3.3/4.0 Grade Point Average (GPA) is typically required in any discipline. The School also consider applications from students who can provide significant professional or other relevant experience alongside evidence of prior alternative learning such as professional qualifications or certifications. If you require further information about our academic entrance requirements in relation to the education system you studied in, please contact ie@st-andrews.ac.uk.

If you studied your first degree outside the UK, see the international entry requirements.

Some students may be eligible for recognition of prior learning (RPL) based on their previous studies, such as DELTA. The International Education Institute considers applications for RPL on a case by case basis in line with the University's recognition of prior learning policy. To confirm the exact amount of credit you could be awarded, please forward your relevant transcript to ie@st-andrews.ac.uk.

For direct entry to an MSc TESOL programme, you will need an overall score in IELTS (Academic) of 6.5, with a minimum subscore of 6.0 or the equivalent. Students with a lower score may be eligible for a pre-sessional course. For alternative forms of evidence, see English language tests and qualifications.

The qualifications listed are indicative minimum requirements for entry. Obtaining the listed entry requirements will not guarantee you a place, as the University considers all aspects of every application including, where applicable, the personal statement, and supporting documents.

Tuition fees

Home and overseas: £6,600

Application deadline

Wednesday 11 August 2021. Applicants should apply as early as possible to be eligible for certain scholarships.

Application requirements

CV, this should include your personal details with a history of your education and employment (paid or voluntary) to date.
personal statement, see personal statement guidance for TESOL courses (PDF)
two original signed references (at least one of which must be academic)
academic transcripts and degree certificates
evidence of English language proficiency (required if English is not your first language). If you have not yet taken an English language test, this can be submitted at a later date. Any offer of a place would then be conditional on attaining evidence of your English language competence.

For more guidance, see supporting documents and references for postgraduate taught programmes.

What our students say

Read student testimonials from previous TESOL students.

Student testimonials

As part of a University of St Andrews Summer Internship Programme, a group of student volunteers has created a video to promote the postgraduate TESOL distance learning programmes.

Video transcript

[TEXT:] MSc TESOL via Distance Learning

[TEXT:] The University of St Andrews is consistently ranked among the Top 5 in the UK for student satisfaction and among the Top 100 universities worldwide. (National Student Survey 2019 and QS World University RAnking 2020)

[TEXT:] Students studying MSc TESOL via Distance Learning cover the same content as students on campus, and receive the same accreditation. This includes the choice of an optional specialism in:

Assessment and Evaluation
English for Academic Purposes
English Medium instruction
Teaching Young Learners
Technology for Teaching.

[TEXT:] How did we optimise distance learning?

[TEXT:] Dr Lesley Thirkell, Deputy Director and Director of Undergraduate and Postgraduate Studies - International Education Institute, St Andrews

>> LESLEY: When we were planning the distance learning Masters programmes, there was various challenges to do with online learning that we had to consider. So first of all, the technology needs to be appealing but simple, because, for example, not all the students have access to the same quality of broadband that we are fortunate to have in St Andrews. And also, not all of the students are particularly skilled in technology, and that's not a requirement to study.

[TEXT:] No technological expertise required. Lessons are not delivered in real-time. Students learn via technology they already have, at the hours that best suit their routines.

>> LESLEY: So we've gone with the technology that's supported by the University, which is used by all our students in St Andrews and is generally pretty user friendly.

[TEXT:] How is the course structured to help distance learners?

>> LESLEY: We made the modules, what we describe as short and fat, so the modules are all five weeks long, they are more intensive.

[TEXT:] Short and intensive modules each lasting 5 weeks long.

>> LESLEY: Typically a module studied at the University of St Andrews is 10 or 11 weeks long. For a distance-learning student, in particular, keeping that momentum going over a 10 or 11-week period can be quite challenging when life gets in the way.

So all our modules, be it studied on campus or by distance learning are five weeks long. So that means you've got this short burst of energy and enthusiasm, and then you've got a week's break until you start the next five-week block.

[TEXT:] This structure allows for greater flexibility, as distance learners do not need to commit to ten weeks of study at a time.

[TEXT:] How will I access support from teachers and classmates?

>> LESLEY: One of the most common challenges with studying by distance learning is that it's quite easy to feel a little bit isolated and lonely, and we were very keen to avoid that. So our on-campus students and our distance-learning students study the same module at the same time, and they have a shared online forum which both cohorts use with weekly tasks and chat rooms.

The intention is that the distance learning students then feel more of an integral part of what's going on in St Andrews.

[TEXT:] On-campus students and distance learners study the same module at the same time. Both have access to the same online forum. Distance learners are active participants in the programme at St Andrews.

[TEXT:] "Studying via distancing learning allows me to fit my education in around my work. I manage to do reading while travelling to work on public transport, and then listen to lectures and complete course work in the evenings when I have finished work." - Peter, Scotland: TESOL MSc

[TEXT:] "For a university-based career, a TESOL Master's Degree is probably essential." - Kerry Tavakoli, Second Language Acquisition, Young Learning and English Medium Instruction.

[TEXT:] Victoria Faken, librarian and Masters student at St Andrews, MSc TESOL via Distance Learning

>> VICTORIA: Comparing the St Andrews distance learning experience to the other experiences I've had, I've found it much more personalised. The support that you get from the institute is fantastic, and obviously, the academic side
of things is really excellent.

[TEXT:] "I always consider myself incredibly privileged to be allowed to teach and get to know students on the TESOL programme. I love to follow their careers when they leave us." - Ally Malcolm-Smith, English for Academic Purposes

>> VICTORIA: They teach you as a person rather than just somebody on that course with a registration number. You're much more than just a statistic, I think, when you come to St Andrews, and I've been benefitted from having that experience.

The services are there. We've got things like online chat. We've got asking questions by email that are answered really quickly. We've got access to inter-library loans on a digital level as well as the print side of things. And we've got access to articles.

[TEXT:] Remote access to academic resources:

Chat to classmates and teaching staff.
Digital copies of library resources.
Article reach and inter-library loans.

[TEXT:] Our MSc TESOL via Distance Learning programme equips graduates with the skills needed to succeed in the field of English language teaching, which offers job opportunities around the world at all levels of education.

Course information

The Teaching English to Speakers of Other Languages (TESOL) with a Specialism - Distance Learning diplomas are nine-month courses run by the International Education Institute. Each course is designed to be useful to both experienced English language teachers as well as those considering a career in English language teaching. There are five specialisms available for students to choose from:

Assessment and Evaluation
Teaching Young Learners
English Medium Instruction
English for Academic Purposes
Technology for Teaching.

Teaching format

You will take a variety of taught modules over the length of the programme based on your chosen specialism.

The modules are delivered in a variety of ways such as:

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

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.

In these 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 will include:

a variety of different types of written assignments
presentations
development of teaching plans
material development.

Further particulars regarding curriculum development.

Modules

The modules in this programme have varying methods of delivery and assessment. For more details of each module, including 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.

Compulsory modules
Specialism modules

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.

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.
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.
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.

You must take the specialism module related to your degree plus two optional modules from the following list, subject to timetabling restrictions:

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.
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 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.

Optional modules are subject to change each year and require a minimum number of participants to be offered; some may only allow limited numbers of students (see the University’s position on curriculum development).

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.

TESOL specialisms

Students can choose from one of the five TESOL specialisms to focus their studies on. More information for each specialism can be found below.

The TESOL PGDip with a Specialism in Assessment and Evaluation is designed to be useful to both experienced English language teachers as well as those considering a career in English language teaching. It is aimed at teachers with a particular interest in assessment and evaluation.

Assessment is increasingly becoming part of ELT pedagogy: mastery and active learning approaches use assessment tasks as learning tasks, low-stakes testing is structuring engagement in online learning, and increasingly credential-oriented societies require teachers to make creative use of testing to support learning. A specialism in assessment and evaluation will support you to understand the development of the current testing culture in ELT, including reflecting on where teachers can work with or need to resist current developments. There is also a highly practical value to the specialism: assessment is often done poorly, in a hurry, and with little awareness of consequences. Being able to develop tests, create supporting materials, and train examiners are therefore prized skills for ELT practitioners.

Highlights
- Experience and evaluate different types of assessment through the weekly coursework tasks.
- Take a specific 'Assessment and Evaluation' module and conduct research into the field of assessment and evaluation as part of the 'Action Research' module.
- 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.
- Focus your studies in your particular area of interest, and gain a better theoretical and practical understanding of the challenges and opportunities related to assessment and evaluation.
- Integrate theory and practice – discuss theoretical concepts and frameworks in small groups and apply these through practical assessments and peer teaching sessions.
Careers

A specialism in Assessment and Evaluation opens up possibilities to work in a wide variety of academic settings, either writing assessment material or training those who write and deliver assessment and evaluation.
The TESOL PGDip with a Specialism in Teaching Young Learners is designed to be useful to both experienced English language teachers as well as those considering a career in English language teaching. It is aimed at teachers with a particular interest in teaching young learners.

This degree aims to help you make connections between what you do on other modules in the context of teaching children or teenagers (from 4 to 18 years). Taking this specialism will provide you with a qualification which clearly highlights your knowledge and understanding of the needs and strengths of these age groups. This is advantageous as future employers can see immediately that you are more likely to be qualified for teaching in schools at any level.

Highlights
- Have the opportunity to design and trial (on your peers) materials for different approaches to teaching, including task-based learning, language through stories and games, and content and language integrated learning (CLIL).
- Take a specific 'Teaching Young Learners' module and conduct research into the field of teaching young learners as part of the 'Action Research' module.
- Focus your studies in your particular area of interest, and gain a better theoretical and practical understanding of the challenges and opportunities related to teaching young learners.
- Produce a portfolio of four lessons for contexts which you can select yourself, giving room for creativity and a focus on your preferred age group.
- 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.
Careers

A specialism in Teaching Young Learners opens up possibilities to work in a variety of preschool, elementary and secondary level educational settings as a teacher or policy specialist.
The TESOL PGDip with a Specialism in English Medium Instruction (EMI) is designed to be useful to both experienced English language teachers as well as those considering a career in English language teaching. It is aimed at teachers with a particular interest in English medium instruction. This is an aspect of education in English that is growing rapidly, offering various roles for English as a foreign language (EFL) and English for academic purposes (EAP) teachers. As a relatively new field of study, EMI can develop in many ways, giving opportunities for creativity and innovation, from primary to tertiary level study.

Highlights
- Engage in a new field of study, with very few institutions offering it as a module or a degree.
- Choose your own topic for the EMI assessment, giving you an opportunity to explore more deeply into whichever aspect of the course interests you most and thus gain a better theoretical and practical understanding of the challenges and opportunities related to EMI.
- Take a specific 'English Medium Instruction' module and conduct research into the field of EMI as part of an 'Action Research' module.
- Integrate theory and practice – discuss theoretical concepts and frameworks in small groups and apply these through practical assessments and peer teaching sessions.
- 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.
Careers

A specialism in EMI opens up possibilities to work in any level of education, covering EFL and EAP, as well as teacher development and management.
The TESOL PGDip with a Specialism in English for Academic Purposes (EAP) gives students with an interest in this field the opportunity to integrate the theory and practice of teaching English to speakers of other languages, with a particular focus on teaching academic English. EAP is a growing discipline, and English is considered the lingua franca of academia. There is a strong need for evidence-based training and development in the practical teaching skills needed for this diverse and dynamic field.

Highlights
- Develop knowledge and skills in academic discourses, materials design and assessment of EAP.
- 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.
- Take a specific 'English for Academic Purposes' module and conduct research into the field of EAP as part of an 'Action Research' module.
- Integrate theory and practice – discuss theoretical concepts and frameworks in small groups and apply these through practical assessments and peer teaching sessions.
- Focus your studies in your particular area of interest, and gain a better theoretical and practical understanding of the challenges and opportunities related to teaching EAP.
Careers

A specialism in EAP opens up possibilities to work as an EAP tutor, course designer or assessment specialist.
The TESOL PGDip with a Specialism in Technology for Teaching gives students with an interest in this field the opportunity to integrate the theory and practice of teaching English to speakers of other languages, with a particular focus on technology for teaching. The course is aimed at students who want to develop the pedagogical knowledge that underpins the application of technology in language classrooms. This is a transdisciplinary course drawing on sources from a variety of fields (including education, psychology, sociology, design, ludology, linguistics and philosophy).

Highlights
- Develop technical skills in a range of applications, such as data-driven learning, task-based learning and game-based learning.
- Develop project management skills, using techniques from agile design and design thinking.
- Participate in a practical course where participants will be encouraged to identify and conceptualise problems within their own professional contexts, and develop creative and informed responses which utilise technology.
- 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.
- Take a specific 'Technology for Teaching' module and conduct research into the field of technology for teaching as part of an 'Action Research' module.
Careers

Graduates with experience of technology for feaching are in demand in a wide variety of educational settings to enhance technology-led provision.

Awards and prizes

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".

Funding

St Andrews Distance-learning Sanctuary Scholarship for MSc TESOL
This award covers all tuition costs for a distance-learning MSc TESOL programme (including MSc TESOL with a specialism) at the University of St Andrews.

Find out more about postgraduate scholarships.

Recent Graduate Discount
The University of St Andrews offers a 10% discount in postgraduate tuition fees to students who are eligible to graduate or who have graduated from St Andrews within the last three academic years and are starting a postgraduate programme with the University of St Andrews.

Careers

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.

Contact

International Education Institute
University of St Andrews
Kinnessburn
Kennedy Gardens
St Andrews
KY16 9DJ

Phone: +44 (0)1334 46 2255
Email: ie@st-andrews.ac.uk

International Education Institute

Policies

Admission to the University of St Andrews is governed by our admissions policy.

Curriculum development

As a research-intensive institution, the University ensures that its teaching references the research interests of its staff, which may change from time to time. As a result, programmes are regularly reviewed with the aim of enhancing students' learning experience. For more information see the Curriculum at St Andrews policy.

Tuition fees

The University will clarify compulsory fees and charges it requires any student to pay at the time of offer. The offer will also clarify conditions for any variation of fees. The University’s approach to fee setting is described online (PDF, 84 KB).

Teaching English to Speakers of Other Languages (TESOL) with a Specialism - Distance Learning (PGDip) September 2021 entry

Key information

Course type

Course dates

Course duration

Entry requirements

Tuition fees

Application deadline

Application requirements

What our students say

Course information

Teaching format

Modules

TESOL specialisms

Assessment and Evaluation

Teaching Young Learners

English Medium Instruction

English for Academic Purposes

Technology for Teaching

Awards and prizes

McCall MacBain Foundation Outstanding Contribution to Teaching Excellence Awards 2020

University of St Andrews Teaching Excellence Awards

British Council ELT Masters Dissertation Award

Funding

Careers

Contact

Policies

Curriculum development

Tuition fees

Study at St Andrews