PGDMA TESOL

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PGD/MA TESOL

• Teaching English to Speakers of Other Languages
• An MA programme which includes teaching
  practice and theory

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Course Director Barbara Skinner

• Lectures in TESOL English Language Teaching
  Methodology, Grammar and Teaching Practice
• Has travelled to many countries
• Has spent 15 years working with International
  students
• Has worked, teaching English in different
  countries
• Wishes to recruit for TESOL

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Where are we?
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Location of the University of Ulster
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University Campuses
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Campuses
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Coleraine
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PGD in TESOL

• Teaching Practice in Hungary
• Trains you in practical teaching
• A vocational qualification with good employment
  rates
• Unique in the UK no other University offers an
  overseas teaching practice placement
• International students can and do excel in this
  course

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PGD/MA in TESOL

• A linked PGD/Masters course
• The PGD is the taught element
• It becomes a Masters when you add a dissertation
  to the PGD
• The PGD 9 months PGD/MA package can be done in
  one calendar year

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Recognition

• Well-recognised has existed since 1983/84
• A member of the British Council has always sat on
  the evaluation committees which validate the
  course for the University

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PGD/MA Link

• The Postgraduate Diploma is the taught part of
  the course. It has 120 credit points, and becomes
  a full MA when you do the dissertation (60 credit
  points).

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Structure of the PGD

• ELT Methodology
• Grammar
• Phonetics/Phonology
• Language, Society and the Individual
• Research Methods
• Teaching Practice in Hungary six weeks in Györ

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Timing of Modules 1

• Pre-sessional Course 2007start of Aug
  mid-Sept
• Induction week beginning 17th September 2007
• September 07-early February 08 all modules

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Timing of Modules 2

• February 2008- Hungarian School Teacher Fellow
  comes to NI
• Teaching Practice in Hungary end of Feb mid
  April 2007 (then Easter holidays)
• After Easter finish Research Methods. Begin
  preparation for MA dissertation.
• June Board of Examiners award PGD

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Time to explore?
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Language, Society and the Individual (LSI) 1

• Bilingualism in the Individual and in Society
• Objectives
• To give a theoretical basis for language teaching
  and for further study leading to the Masters
  degree
• To promote knowledge of different cultures

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LSI 2

• Definitions of bilingualism
• First and second language acquisition in young
  children
• Attitudes and motivation
• Language and gender
• English as an international Language
• Pidgin and creole languages

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LSI 3

• Language and Nationalism
• Cultural Imperialism
• The Japanese Psyche
• Multiculturalism and Reading Styles
• Language Variety academic English and informal
  English

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ELT Methodology 1

• How to plan lessons
• How to integrate the learning skills
• How to specify objectives
• How to compose tests and examinations
• How to mark and assess students
• How to manage a class

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ELT Methodology 2

• Communicative competence
• Multiple Intelligences
• Humanistic approaches to ELT
• Lexical approaches to ELT
• Syllabus design and textbooks
• Teaching of grammar and pronunciation

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ELT 3 Microteaching

• Teaching is recorded and then reviewed. Teaching
  to peers and International students
• Teaching is to small groups
• Teaching is for short periods at first
• Skills and competencies are built up gradually

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Grammar 1

• Not a problem for International students
• Objectives
• To provide students with knowledge of the
  grammar of contemporary English
• To give practice in classroom teaching
• Resource bank of ideas

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Grammar 2

• To familiarise the trainee teachers with teaching
  materials used in the classroom
• To help trainees understand the source of
  grammatical errors and suggest strategies of
  correction
• To enable trainees to produce and develop their
  own grammar teaching resources

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Phonetics

• Objectives To enable trainees to understand how
  speech stress and rhythm are produced
• To enable trainees to teach pronunciation in the
  classroom
• To train you in phonetic transcription
• Course will cover contrastive and error analysis

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Research Methods

• How to define problems and hypotheses for the
  Masters
• Working out a research proposal
• How to do action research in the classroom
• How to gain cooperation in data gathering
• How to structure a long text

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Teaching Practice 1

• Six weeks in Györ, Hungary, in a really authentic
  EFL situation
• February to early March
• State schools primary or secondary level
• Flight to Vienna or Budapest paid by the
  University
• Your English must be good enough to TEACH it!

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Budapest Castle
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Pannonhalma Abbey
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Teaching Practice 2

• Course director will help you to obtain visas to
  enter Hungary (and other countries)
• UU sends out supervisors and an External Examiner
  to support and judge the Teaching Practice
• Schools are very supportive
• Classes are small (15-20)

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Living in Hungary

• Trainees stay in a Hotel cost is subsidised by
  the University you will have to pay about 70 of
  the accommodation costs yourself
• Cost of living very reasonably priced in Hungary
• Opportunity to travel at weekends and during
  school holidays

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Quotes from previous students

• The teaching practice in Hungary is organised
  extremely well, and links between the various
  schools there and the University are strong and
  mutually beneficial.
• We are all aware that it is people who make up
  Departments within a University. I am in no doubt
  that all students stand to benefit from the high
  standard that has already been set.

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Quote from external examiner

• The main strength of the course is the teaching
  practice in Hungary. This provides an invaluable
  experience for both the new teachers as well as
  the experienced teachers.
• The students were highly complimentary about the
  course and commended the team spirit that had
  been generated, as well as the commitment of the
  teaching staff.

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Entrance Qualifications

• A lively, self-assured personality
• A university degree (does not HAVE to be in
  English though this is an advantage)
• Good English TOEFL 55O or IELTS 6.0 or better
  (IELTS 5.5 but must attend Pre-sessional)
• Positive references (academic and/or
  professional)
• Experience with young people an advantage

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Joining the course

• Application forms registryc_at_ulster.ac.uk or
  download from
• httpwww.ulster.ac.uk and click on prospective
  students
• Contact Course Director Barbara Skinner with any
  questions
• B.Skinner_at_ulster.ac.uk