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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Arts in Teaching English to Speakers of Other Languages 
SAQA QUAL ID QUALIFICATION TITLE
122921  Master of Arts in Teaching English to Speakers of Other Languages 
ORIGINATOR
University of the Free State 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 04 - Communication Studies and Language  Language 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0527/24  2024-10-03  2027-10-03 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-10-03   2031-10-03  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Master of Arts in Teaching English to Speakers of Other Languages (TESOL) is to assist learners with the acquisition of specialist English linguistic and language learning knowledge/competencies and produce engaged scholars with pedagogical and theoretical knowledge to address English language needs of learners in diverse cultural and institutional contexts, both locally and globally, to contribute to a sustainable, just society aligned with the institution's Strategic Plan and Integrated Transformation Plan.

The qualification will empower learners with the knowledge of English and how to teach it to second-language learners. Learners will develop specialised knowledge of curriculum and materials development for TESOL and conduct research in English to Speakers of Other Languages (ESOL) teaching and learning.

Upon completion of this qualification, learners will be able to:
  • Produce knowledge that is specialist in nature in the fields of applied linguistics, second language acquisition, and teaching English to second language learners to participate in as well as critically interrogate research and pedagogical practices in the field of TESOL.
  • Acquire advanced scholarship and research skills and apply these skills to critically evaluate contemporary processes related to knowledge generation and research in the fields of applied linguistics and TESOL.
  • Utilise resources that are characteristic of academic and professional TESOL discourses that are reflected in contemporary approaches to research in TESOL to demonstrate an ability to corroborate their ideas (orally and in writing) generated on the basis of research and development in the field of TESOL.
  • Evaluate state-of-the-art processes of knowledge production in TESOL and select an appropriate process of enquiry (i.e., theories and methods) for research in TESOL / applied linguistics.
  • Employ myriad evidence-based principles and practices to identify, conceptualise, design, and implement methods of enquiry to address complex and challenging problems within the field of TESOL.
  • Critically engage with and appropriately apply current approaches to research in TESOL to demonstrate that they can both plan and carry out informed classroom interventions with the view to solving a specific learning/teaching problem, improving the learning/teaching situation, and responding to the outcomes of those interventions.
  • Design and implement a strategy to effectively process, evaluate and manage relevant information to conduct a comprehensive review of leading and up-to-date research in TESOL to produce significant insights.
  • Select, design, and apply appropriate and creative TESOL methods, techniques, approaches, and technologies to find solutions to intricate practical or theoretical problems.
  • Develop learning strategies and practise self-assessment and critical reflection to achieve independent learning in the field of TESOL and to adjust for self-improvement and plans for professional development in the field of English learning and teaching on an ongoing basis.
  • Carry out responsible, independent ethical decision-making that has an impact on research in TESOL applied linguistics, teaching, classroom practices, and materials development to promote social responsibility and awareness of local and global issues.
  • Act and make decisions autonomously and responsibly and undertake appropriate interventions in the classroom if this is deemed necessary. The learner needs to be sensitive to hierarchical systems within the learning/teaching situation, ensuring that interventions do not have unintended (negative) effects.
  • Be sensitive to hierarchical systems within the learning/teaching situation, ensuring that interventions do not have unintended (negative) effects.

    Since the qualification equips graduates with life-long knowledge, skills and critical stances required to develop in-depth understandings of key theoretical issues and methods in ESOL and applied linguistics, it assists them in advancing their academic competence in the field of TESOL. This academic competence in turn enables them to transfer knowledge, skills and critical stances related to ESOL and applied linguistics to the English language classroom as well as to engage in critical reflection about their own learning.

    The qualification is aimed at helping learners critically interrogate ESOL learning/teaching issues, ideas [and] artefacts that are frequently contested by scholars, the qualification assists them in developing critical thinking about these sources and resources. Encouraging learners to make connections between research on applied linguistics, ESOL, and TESOL and their applications in the language classroom which is fraught with pedagogical challenges that need to be resolved means that the qualification helps learners engage in problem-solving too. As learners will have demonstrated the ability to employ the resources of academic discourse to communicate and support ideas/concepts/arguments that are the products of research and development in the areas of applied linguistics and ESOL/TESOL, they will also have developed oral and written communication skills. Since graduates will have had to make autonomous ethical decisions that are intended to promote social responsibility and impact research and lesson planning in ESOL contexts, for example, they will also have developed ethical reasoning. Collectively, the modules guide learners to employ effective and appropriate pedagogical strategies in the classroom, ultimately enabling them to exchange learning/teaching knowledge, skills, and expertise with other (novice) teachers that enhance community engagement. Given that the qualification allows learners to become competent ESOL teachers who could also branch out to become curriculum developers and online teachers for companies across the globe, it helps produce graduates with an entrepreneurial mindset.

    Rationale:
    The qualification aims to meet the needs of the growing demand for qualified English teachers in South Africa. Important knowledge and competencies that need to be addressed are the specialist knowledge of English linguistics, language learning and language acquisition theory, knowledge of how to work with second-language speakers, language use, and literacy practices to develop effective instructional practices that can help learners become active citizens with a global perspective in their local cultures.

    The Centre for Teaching and Learning's Academic Language and Language Development (ALLD), which aims to support learners in the development of their academic language by means of academic literacy courses and Write Site support identified the need to find adequately qualified and trained facilitators who can teach English in the Unit. Both the Department of English and the ALLD recognise that language teachers do not necessarily have sufficient training to effectively teach English to speakers of other languages, a well-documented dilemma in South Africa (Pretorius and Klapwijk 2016, p. 5; cf. Nel and Muller 2010). Learners in South Africa generally do not enjoy strong literacy development, which has serious consequences not only for their educational progression but also for any future educational and career prospects they might have (cf. Zimmerman 2017: 36). The majority of learners entering higher education are not fully proficient in the present dominant languages of teaching and learning in higher education (Language Policy for Higher Education, 2017, p. 9).

    The qualification was developed in consultation with staff members from the ALLD and the Department of English, an Education Programme Specialist and Regional English Language Officer from the United States of America (USA) Embassy in Pretoria.
    The qualification was also benchmarked against TESOL's latest standards/domains available from the TESOL International Association. The standards/domains have been adapted to suit the South African context.

    Learners can look forward to a variety of career occupations upon graduation. The qualification will train prospective English teachers and current English teachers who want to acquire new skills, improve their skills or obtain a higher qualification and to become language practitioners, and professionals in related fields, such as language programme administration and materials development. This qualification is a rigorous qualification for entry-level and experienced teachers of English designed to foster their professional knowledge and expertise. The qualification has been developed with the professional in mind and offers many opportunities for career enhancement.

    Upon completion of the qualification, graduates will be in a position to seek jobs in a broad range of areas: public and higher education sectors; teaching material writers and curriculum developers (textbooks, online etc.); acting as examiners and/or moderators; plan TESOL events such as conferences, training workshops, and seminars; work as tutors locally and abroad in private/corporate and public environments; and manage and oversee at TESOL departmental and programme level. Well-trained teachers help build a well-trained workforce which in turn should have a positive impact on economic growth in the economy. Learners skilled in languages and communication have a good foundation for computer programming which is regarded as a scarce skill in South Africa and is required for economic growth in the era of the fourth industrial revolution.

    The learning pathway or articulation path for this proposed degree enables inter-institutional arrangements that would include inter alia, Recognition of Prior Learning (RPL), and Credit Accumulation and Transfer (CAT). The qualification also supports individual learning pathways that are flexible. The qualification prepares successful graduates to gain employment, seek career advancement (promotion), engage in the gig economy (by, for instance, becoming an online ESOL instructor or online materials designer) and continue to Doctoral level. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL is reflected in the proposed qualification as a recognition of the importance of enhancing (broadening) access to education and addressing equity, equality, and diversity issues. An RPL arrangement enables prospective learners to transcend any barriers they may encounter in the context of the boundaries.

    RPL for access:
  • Where applicants do not meet the minimum admission requirements, RPL may be employed to widen access to the qualification. Specifically, SAQA's Recognition of Prior Learning policy, Credit Accumulation and Transfer, and assessment processes will be considered.
  • The process will be managed by the institution's RPL Office in collaboration with various entities. These entities will ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented and that administrative and support systems, both prior to and after RPL assessment, are in place.
  • Not more than 10% of a cohort of learners who apply to the qualification will be admitted through the RPL process.
  • Applicants will be assessed against NQF Level 8 competencies in the interests of transparency and equity.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Arts Honours in English, NQF Level 8.
    Or
  • Bachelor of Arts Honours in English Studies, NQF Level 8.
    Or
  • Bachelor of Education Honours in English Language Education, NQF Level 8.
    Or
  • Bachelor of Education Honours in English Language Teaching, NQF Level 8.
    Or
  • Bachelor of Arts Honours in Languages, NQF Level 8.
    Or
  • Postgraduate Diploma in English Language Teaching, NQF Level 8.
    Or
  • Postgraduate Diploma in Technology for Language Learning, NQF Level 8.
    Or
  • Postgraduate Diploma in Second-Language Studies, NQF Level 8.
    Or
  • Postgraduate Diploma in Language Practice, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

    Compulsory modules, Level 9, 180 Credits:
  • Linguistics for ESOL professionals, 20 Credits.
  • Second language acquisition theories and methods, 16 Credits.
  • Reading and writing strategies for ESOL learners, 16 Credits.
  • TESOL assessment and evaluation, 16 Credits.
  • ESOL course, syllabus, and materials design, 16 Credits.
  • Practicum: Direct instruction, 20 Credits.
  • Research methods in ESOL, 16 Credits.
  • Mini dissertation, 60 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Produce knowledge that is specialist in nature in the fields of applied linguistics, second language acquisition, and teaching English to second language learners to participate in as well as critically interrogate research and pedagogical practices in the field of TESOL.
    2. Acquire advanced scholarship and research skills and apply these skills to critically evaluate contemporary processes related to knowledge generation and research in the fields of applied linguistics and TESOL.
    3. Utilise resources that are characteristic of academic and professional TESOL discourses that are reflected in contemporary approaches to research in TESOL to demonstrate an ability to corroborate their ideas (orally and in writing) generated based on research and development in the field of TESOL.
    4. Evaluate state-of-the-art processes of knowledge production in TESOL and select an appropriate process of enquiry (i.e., theories and methods) for research in TESOL / applied linguistics.
    5. Employ myriad evidence-based principles and practices to identify, conceptualise, design, and implement methods of enquiry to address complex and challenging problems within the field of TESOL.
    6. Critically engage with and appropriately apply current approaches to research in TESOL.
    7. Design and implement a strategy to effectively process, evaluate and manage relevant information.
    8. Demonstrate the ability to select, design, and apply appropriate and creative TESOL methods, techniques, approaches, and technologies with a view to finding solutions to intricate practical or theoretical problems.
    9. Develop learning strategies and practice self-assessment and critical reflection to achieve independent learning in the field of TESOL and to adjust for self-improvement and plans for professional development in the field of English learning and teaching on an ongoing basis.
    10. Carry out responsible, independent ethical decision-making that has an impact on research in TESOL applied linguistics, teaching, classroom practices, and materials development to promote social responsibility and awareness of local and global issues.
    11. Take action, make decisions autonomously and responsibly and undertake appropriate interventions in the classroom if this is deemed necessary. The learner needs to be sensitive to hierarchical systems within the learning/teaching situation, ensuring that interventions do not have unintended (negative) effects.
    12. Be sensitive to hierarchical systems within the learning/teaching situation, ensuring that interventions do not have unintended (negative) effects. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Define and apply knowledge of ESOL teaching and learning, as well as critically assess ESOL pedagogical theory/practices to develop this knowledge and foster research skills. > Define, evaluate, and apply ESOL theories/concepts/methods related to applied linguistics for ESOL professionals, second language acquisition, the teaching of reading and writing, assessment and evaluation practices, ESOL course/syllabus/ materials design, observing/presenting ESOL classes, and completing the mini dissertation.
  • Define what is meant by the noticing hypothesis and critically assess its effectiveness in an ESOL grammar classroom, suggesting how and why other pedagogical approaches to the teaching of grammar should be integrated into the classroom to supplement noticing.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Evaluate/assess processes of knowledge production in the fields of applied linguistics and ESOL, second language acquisition, the teaching of reading and writing, assessment and evaluation practices, ESOL course/syllabus/materials design, observing/presenting ESOL classes, and completing the mini dissertation.
  • Evaluate and assess these aspects and select those processes appropriate to analyse/interpret a specific TESOL scenario/problem.
  • Define and evaluate product and process writing in the ESOL writing classroom, explaining how the two may be integrated.
  • Select the approach which is most appropriate for ESOL learners in a tertiary context.
  • Explain why one approach was selected rather than the other by synthesising and assessing research on the two approaches to writing.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Use oral and written modes of communication that reflect high-level academic discourse to substantiate ideas/arguments/solutions related to applied linguistics and ESOL, second language acquisition, the teaching of reading and writing, assessment, and evaluation practices, ESOL course/syllabus/materials design, observing/presenting ESOL classes, and completing the mini dissertation.
  • Identify and critically evaluate linguistic as well as psychological theories that have informed second language acquisition theories in a research paper that reflects the elements of academic writing.
  • Explain how linguistic and psychological theories may help in the acquisition of the reading skills of an ESOL learner.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Design (create) as well as implement an appropriate strategy in the context of knowledge production in TESOL as this relates to applied linguistics and ESOL, second language acquisition, the teaching of reading and writing, assessment and evaluation practices, ESOL course/syllabus/materials design, observing/presenting ESOL classes, and completing the mini dissertation.
  • Evaluate and justify the use of formative, summative, and diagnostic assessment measures in the context of an English for Specific Purposes (ESP) classroom attended by ESOL learners who are focused on completing a 'reading-for-writing activity'.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Use evidence-based principles and practices to identify, conceptualise, design, and implement methods of enquiry to address specific problems in the context of TESOL.
  • Critique a novice ESOL teacher who teaches Grade 8 learners the four skills in isolation.
  • Drawing on knowledge of applied linguistics, the teaching of the four skills, and knowledge of ESOL materials, and design, identify what the problems are when reading, writing, speaking, and listening are taught in isolation.
  • Design a pedagogically sound lesson plan that integrates the four skills.
  • Implement the plan in a simulated classroom.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Plan and carry out informed classroom interventions with the view to solving a specific learning/teaching problem, improving the learning/teaching situation, and responding to the outcomes of those interventions.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Conduct a comprehensive review of leading and up-to-date research in TESOL to produce significant insights.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Select, design, and apply suitable and creative TESOL methods, techniques, approaches and technologies to solve complex practical and theoretical problems.
  • Imagine the scenario which has assessed ESOL learners' formative written essays submitted via a learning management system (e.g., Blackboard). Several learners have complained that they perceive online assessment to be -remote' or -distant'.
  • Select and design appropriate pedagogical strategies that will increase social and teaching presence in the context of online assessment.
  • Apply these strategies to a simulated online class.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Keep a self-reflexive journal and interrogate self-regulated learning, document adjustments for improvement.
  • Consider the plans for ongoing professional development in the field of TESOL.

    Associated Assessment Criteria for Exit Level Outcome 10
  • Conduct research on a specific aspect of TESOL that promotes awareness of ethics and social responsibility.
  • Consider the ESOL scenario in which a novice ESOL teacher was observed at the high school level who does not allow translanguaging in lessons that focus on listening and speaking.
  • Formally analyse a few of the teacher's lessons and then carry out action research with a view to encouraging the teacher to employ translanguaging as it allows, among other things, for learners' language experiences to be decolonised.
  • Describe the kinds of ethical decisions to consider carrying out this research.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Apply accountability and responsibility when conducting action research independently.

    Associated Assessment Criteria for Exit Level Outcome 12:
  • Determine the learners' ability to demonstrate sensitivity to hierarchical systems when conducting action research in the classroom described.
  • Identify possible unintended consequences of the intervention and explain how such consequences will be avoided during the action research cycles.

    INTEGRATED ASSESSMENT
    Assessment tasks for this qualification will be designed with both the learning outcomes of the individual modules and their exit-level outcomes in mind so that constructive alignment is achieved. For each semester formative and summative assessments will be employed. The mini dissertation (60 credits) will be subject to formative assessment (via supervision) and summative assessment. Since the development of competencies takes place through a combination of assessment types, integrated assessment is achieved. Whether formative or summative, all assessments will be done in terms of NQF Level 9 categories. The weighting of tasks is as follows:

    Formative assessment in each module counts towards 60% of the total mark for that module, while summative assessment in each module counts towards 40% of the total mark for the module. A mark of 50% overall needs to be obtained in each module.
    The weighting between coursework and the mini dissertation is 50%/50%. 
    		•

    INTERNATIONAL COMPARABILITY 
    As was indicated earlier, the proposed qualification is not associated with a statutory professional body. In lieu of such a body, the qualification was designed around the standards and domains required by the TESOL International Association, an accredited association and globally respected body in North America.
    The standards/domains were adapted to South Africa's multicultural and multilingual contexts with the assistance of the Director of English as a Second Language at North Carolina State University in the United States. The standards and associated domains reflect the best and most relevant practices for TESOL contexts across the globe.

    Domain 1: Language
    Learners demonstrate knowledge of English language structures, English language use, and second language acquisition and development to help English learners acquire academic language and literacies specific to various disciplinary practices or content areas. Learners demonstrate oral, aural, and written proficiency in social, business/workplace and academic English.

    Domain 2: Instruction - Planning and implementation
    Learners identify and practise a variety of methods and integrated approaches to best provide learners with the most effective and efficient language learning experiences. Learners plan lessons considering the learner's funds of knowledge, linguistic and socio-cultural backgrounds, learning motives and contexts to facilitate purposeful learning and respectful social interaction.

    Domain 3: Assessment and evaluation
    Learners recognise the importance of and can gather and interpret information about learning and performance to promote the continuous intellectual and linguistic development of each learner. They use knowledge of learner performance to make decisions about planning and instruction "on the spot" and for the future. They involve learners in determining what will be assessed and provide constructive feedback to learners, based on assessments of their learning.

    Domain 4: English Learners in social and cultural contexts
    Learners explore major concepts, principles, theories, and research related to the nature and role of language and culture. Learners perceive the importance of knowing who their learners are and how their communities, heritages and goals shape learning and expectations of learning. The interrelatedness of culture and language learning informs the teacher's planning, instruction, and assessment.

    Domain 5: Professionalism and leadership
    Learners pursue continuous professional development by keeping current with new instructional techniques, assessment practices, research findings in the English language teaching field, and changes in education policy issues.

    The qualification was compared with a variety of recognised international TESOL programmes. Two specific universities' TESOL programmes that we carefully reviewed were those at the University of Leicester in the United Kingdom. These institutions offer, among other things, a Master's degree in TESOL by coursework and mini-dissertation/thesis, reflecting the two dimensions of South African qualification.

    Country: United States of America
    Institution: University of Maryland Baltimore County
    Qualification Title: Master of Arts in TESOL with Thesis and P-12 Certification
    Credits: 51 Credits
    Duration: 1.5 to 2 years on a full-time basis

    Entry Requirements:
  • Bachelor's degree with a minimum 3.0 GPA

    Purpose:
    The TESOL program offers a master's degree in TESOL (M.A. TESOL) and a post-baccalaureate certificate in TESOL (TESOL P.B.C). The qualification prepares both prospective and experienced teachers of English as a Second Language (ESL) and English as a Foreign Language (EFL). Both the master's degree and the certificate can be taken completely on campus in face-to-face classes, completely online from anywhere in the world, or as a combination of on-campus and online classes. P-12 teacher certification and thesis options are available.

    MA in TESOL Options
  • Option 1: Master of Arts in TESOL - General
  • Option 2: Master of Arts in TESOL with P-12 Certification
  • Option 3: Master of Arts in TESOL with Thesis
  • Option 4: Master of Arts in TESOL with Thesis and P-12 Certification

    Qualification structure:
    Compulsory Modules, 30 Credits:
  • Human Learning and Cognition comparable to Linguistics for ESOL professionals
  • Instructional Systems Development I
  • Teaching Reading and Writing to Beginners comparable to Learners of English Reading and Writing Strategies for ESOL learners.
  • Language Assessment comparable to Linguistics for ESOL professionals
  • Educational Linguistics comparable to Linguistics for ESOL professionals
  • Teaching Reading and Writing comparable to Intermediate and Advanced Learners of English comparable to Reading and Writing Strategies for ESOL learners.
  • Intercultural Communication and Sociolinguistics for TESOL
  • Structure of English for TESOL
  • Second Language Acquisition comparable to Second language acquisition theories and methods
  • Methodology of Teaching English as an Additional Language comparable to Linguistics for ESOL professionals
    Note: Thesis research takes the place of EDUC 794: TESOL Project Seminar

    Compulsory internships, 9 credits:
  • Practicum for P-12 ESOL Certification comparable to Practicum: Direct instruction
  • Internship for P-12 ESOL Certification

    Thesis Research
    Select from these or other theory/method courses from other departments chosen in consultation with an advisor:

    Elective Modules, 6 credits (Select 2 research specialization courses):
  • Quantitative Research Methods comparable to Research methods in ESOL
  • Multilingualism
  • Qualitative Research Methods in School and Community comparable to Research methods in ESOL
  • Research Designs in Education

    6 credits of thesis research:
  • Master's Thesis Research (typically taken twice at 3 credits each) comparable to a Mini-dissertation.

    Similarities:
  • University of Maryland Baltimore County (UMBC) and the South African (SA) qualifications provide learners with a strong theoretical and practical foundation in educational linguistics, language acquisition, TESOL/ESOL methods, assessment, cross-cultural studies, and curriculum development.
  • The UMBC and the SA) qualifications allow learners to progress to the Doctoral Degree in a cognate field.

    Differences:
  • The duration of UMBC qualification is 1.5 to 2 years on a full-time basis, whereas the SA qualification can be taken over one year full-time or two years part-time.
  • The UMBC consists of compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives.

    Country: United Kingdom
    Institution: The University of Leicester
    Qualification Title: Master of Arts in Applied Linguistics and TESOL
    Duration: One full-time or two years part-time
    Entry Requirements
  • TESOL degree with 2:2 or above in a relevant subject, or equivalent.
  • Some language teaching experience or previous teacher training to show engagement with, and commitment to, teaching English as a second or foreign language.
  • English language proficiency requirements are at least an IELTS 6.5 score or an equivalent score.
  • In cases where prospective learners do not use English as their first language, they will be required to show proof that their English is of a suitable standard in the case of international learners.

    Purpose:
    The Masters in Applied Linguistics and TESOL (Teaching English to Speakers of Other Languages) is a rigorous qualification for experienced teachers of English which will build upon professional knowledge and expertise. The qualification has been developed with the professional in mind and offers many opportunities for career enhancement.
    The Applied Linguistics and TESOL tutors have been professional language teachers with many years of accumulated pedagogic and academic experience around the world. Distance learning learners will have the opportunity to join an interactive web-based community of fellow learners around the world.

    Most distance learning learners continue to teach while they study for the qualification. Continued contact with learners during this time offers real advantages, as they can put their knowledge straight into practice.

    The qualification provides professional development and training, including:
  • A critical understanding of key issues and debates in many areas of applied linguistics and how these relate to English Language Teaching.
  • A body of knowledge that will enhance the ability to undertake language teaching at a range of levels and cultural and institutional contexts.
  • The ability to reflect, analyse and critically evaluate language teaching and learning concepts and theories, and to understand and examine the assumptions underlying different classroom practices.
  • The ability to analyse language in use from different perspectives relevant to language teaching and learning.
  • The skills to undertake effective practitioner research in the specific area of interest.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Compulsory Modules:
  • Research Methods and Dissertation comparable to Research Methods in ESOL and Mini Dissertation.
  • Teaching and Learning a Second Language comparable to Second language acquisition theories and methods.
  • Exploring Grammar and Pronunciation: From Theory to Practice comparable to Reading and Writing Strategies for ESOL learners.
  • Analysing Language in Social Contexts comparable to Linguistics for ESOL professionals.
  • Communicative Language Teaching in Action comparable to Linguistics for ESOL professionals
  • Reflections on Language Teaching and Learning comparable to Practicum: Direct instruction.

    Elective Modules (choose one module from the following options):
  • Psychological Issues in Language Learning
  • Language Testing and Assessment
  • Language in Society
  • Technology Enhanced Language,
  • Corpus Linguistics and Language Learning / Teaching
    Or:
  • Discourse Analysis

    Similarities:
  • The University of Leicester (UL) and the South African (SA) qualifications are offered over one year of full-time study.
  • The UL and SA qualifications provide learners with the opportunity to undertake research into a particular area of interest, allowing learners to develop a particular area of expertise. Learners will be able to develop knowledge and skills and will also have the chance to apply these directly to the professional workplace.
  • The UL and SA qualifications enable learners to progress to the Doctoral Degree.

    Differences:
  • The UL qualification requires learners who completed the Bachelor's Degree in TESOL or related qualification whereas the SA qualification requires learners who completed the Honours Degree in TESOL or related qualification.
  • The UL qualification consists of compulsory and elective modules while the SA qualification consists of compulsory modules and no electives. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.
    Horizontal Articulation:
    Master of Arts in English, NQF Level 9.
    Master of Arts in English Language Studies, NQF Level 9.
    Master of Arts in Linguistics, NQF Level 9.
    Master of Arts in Applied Linguistics and Literary Theory, NQF Level 9.
    Master of Arts in English Literature, NQF Level 9.
    Master of Arts in Language Practice, NQF Level 9.
    Master of Education in Language Education, NQF Level 9.

    Vertical Articulation:
    Doctor of Language and Literature, NQF Level 10.
    Doctor of Philosophy in English, NQF Level 10.
    Doctor of Philosophy in English Literature, NQF Level 10.
    Doctor of Philosophy in Language, NQF Level 10.
    Doctor of Philosophy in Linguistics, NQF Level 10.
    Doctor of Philosophy in Language and Literacy Studies, NQF Level 10.
    Doctor of Philosophy in Languages, Linguistics and Literature, NQF Level 10.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of the Free State 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.