University of Warwick

What you'll study

The programme combines theoretical foundations in second language acquisition and applied linguistics with practical, classroom-focused modules and a substantial research project. Core themes include language teaching methodology, syllabus and materials design, language testing and assessment, and the relationship between theory, research and classroom practice.

• Core modules typically cover: contemporary approaches to language teaching; second language acquisition theory; research methods in language education; and a supervised dissertation or major research project that allows you to investigate an area of professional or academic interest in depth.
• Practice-focused modules often include: lesson planning and classroom management; curriculum and materials development; assessment and feedback in language learning; and reflective practitioner approaches to teacher development.
• Optional or specialised topics may include: corpus-informed pedagogy, discourse and pragmatics in the classroom, technology-enhanced language learning, multilingual classrooms, and testing and evaluation. Exact module availability can vary from year to year.
• Assessment is by a combination of written assignments, lesson observations or teaching portfolios (where a practical component is included), presentations, and the final dissertation or project.
• Mode and duration The programme is offered with intensive research and taught components; students should check the university prospectus for available full-time and part-time options.

Entry requirements

Applicants are normally expected to hold a good undergraduate degree in a relevant subject such as English, linguistics, education or a related discipline. Candidates with professional experience in English language teaching or a related field may also be considered, especially if supported by evidence of prior study or professional development.

• Academic background: a strong honours degree or an equivalent qualification from an internationally recognised institution. Some applicants with substantial teaching experience but a different first degree may be admitted on the strength of their professional profile.
• English language: international applicants whose first language is not English must meet the university's postgraduate English language requirement; evidence is required in the form of an approved test or recognised qualification.
• References and personal statement: academic and/or professional references are required alongside a personal statement outlining your reasons for applying, relevant experience and areas of interest for study or research.
• Interview or sample work: in some cases applicants may be asked to attend an interview or submit a sample of written work or a teaching portfolio.

Career prospects

Graduates of the MA TESOL go on to a wide range of careers in language education, policy and research. The programme prepares you for classroom and institutional roles as well as academic pathways.

• English language teacher in schools, colleges, universities and private language centres (domestic and international).
• Teacher trainer, mentor or professional development coordinator working with in-service teachers and institutions.
• Materials developer and syllabus designer for publishers, exam boards and educational technology companies.
• Assessment specialist and test developer in organisations that design language examinations and qualifications.
• Educational management and policy roles within schools, NGOs and governmental or intergovernmental bodies concerned with language education.
• Academic researcher or doctoral study in applied linguistics, second language acquisition or education.

Why study at University of Warwick

The University of Warwick has a strong interdisciplinary tradition in language and education studies, drawing on expertise across applied linguistics, education and language testing. The Centre for Applied Linguistics and related departments bring research-active staff who engage with contemporary debates in TESOL and second language acquisition.

• Research-led teaching: modules are informed by current research and scholarship in language learning, assessment and pedagogy.
• Supportive learning environment: access to workshops, teaching observation opportunities, and the university's careers and professional development services that support transition to teaching roles or further study.
• Professional links: opportunities to connect with regional and international schools, language organisations and publishers through placements, research collaborations and invited speakers.
• Facilities: students benefit from the university library collections, language resources and digital learning services that support study and research in TESOL.