University of Edinburgh: Teaching English to Speakers of Other Languages (TESOL)

Summary

Suitable for both experienced teachers and newcomers to the field, this Master's degree is designed for students who plan to teach English as a second, foreign or additional language (ESL, EFL, EAL) in the UK or internationally, as well as students who plan to work or do research in the contexts of teacher education, teacher training, management, course design, materials development, policy design, language analysis and/or assessment.

The programme combines theory and practice to equip you with cutting edge teaching skills to teach English to speakers of other languages. It will lead you into an exploration of evidence based research at the frontiers of language learning, methodology and curriculum design. It will investigate learning centred ‘learnscapes’, enabling you not only to practise but to contribute to knowledge in these areas.

You will learn to design, implement and evaluate substantial research or development tasks, and adapt your planning and teaching approaches to the 21st century demands of rapidly changing teaching and learning contexts and circumstances.

You will graduate with expanded minds and hearts; with professional knowledge, understanding and enhanced confidence in your ability to teach the English language across widely differing contexts.

MSc

Postgraduate Certificate - PgCert

Postgraduate Diploma - PgDip

University of Edinburgh 

 Inspiring the world since 1583 
The University of Edinburgh is one of the world's top universities, consistently ranked in the world top 50, and ranked 20^th in the 2020 QS World University Rankings. Our entrepreneurial and cross-disciplinary culture attracts not only students but also staff from some 156 countries, creating a unique Edinburgh experience.

We provide a stimulating working, learning, and teaching environment with access to excellent facilities and attract the world's best, from Nobel Prize winning laureates to future explorers, pioneers and inventors.

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