Master of T.E.S.O.L.(Stream 100A)Coursework and Thesis A

PLEASE NOTE: THERE WILL BE NO INTAKE INTO THIS COURSE FROM 2010. A NEW COURSE STRUCTURE WILL BE AVAILABLE FROM 2011.

The Master of TESOL course is designed to provide specialist training in Teaching English to Speakers of Other Languages (TESOL) to

• students with an accredited pre-service education qualification including TESOL who wish to obtain an advanced qualification in the field;
• students without an accredited pre-service education qualification but who have a qualifications in languages/linguistics or english language teaching (eg.CELTA) who want the qualification to teach adults either in Australia or overseas
• students with an accredited pre-service education qualification without TESOL who want to re-train as TESOL practitioners
• international students with qualifications in English language/ TESOL who wish to obtain an advanced qualification.

Please note that this course will not provide you with registration to teach in Australia.

• demonstrate a high level of competence in the management and teaching of English to speakers of other languages;
• demonstrate a superior knowledge and understanding of the theory and practice of TESOL;
• have an understanding of the theory and practice of research in TESOL;
• make effective use of the findings of educational writings and research in addressing TESOL-related professional problems;
• have the depth of knowledge and understanding that will enable them to be a resource for colleagues in TESOL-related professional situations.

Students are required to undertake 100 points of study, consisting of a thesis of 20,000 words with a research methodology component (75 points) and 25 points of coursework from the list below.

Students are not permitted to undertake any of the core subjects offered in other streams of the Master of TESOL.

Students enrolled in Stream 100A are required to attain an average of at least 75 in their coursework component before commencing their thesis. If this score is not attained, progress will be assessed on an individual basis.

You may be able to undertake other subjects with the course co-ordinators approval.

• an appropriate four-year degree and Postgraduate Certificate in TESOL, or equivalent, or
• an appropriate four-year degree, comprising TESOL methodology studies, and at least two years of documented relevant professional experience or
• three-year degree and Graduate Diploma in Education, comprising TESOL methodology studies, and at least two years of documented relevant professional experience

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.