Master of Arts in Teaching English to Speakers of Other Languages

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.

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.

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.

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 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%.