Master of English as an International Language

The Master of English as an International Language further develops students' confidence and competence as international English communicators. It provides opportunities to develop advanced communication skills in English and to develop an enhanced intercultural perspective. Students are required to exhibit analytic and problem solving skills as well as the ability to work independently to achieve their goals. They learn how to develop their English independently, how to conduct and present major research reports relevant to their future professional or academic interest and how to articulate their knowledge appropriately in English. Graduates of the Master of English as an International Language program will be able to communicate successfully in English in international academic, business and professional settings.

This course is only available to students for whom English is a second or other language.

Students who have completed the Master of English as an International Language course should be able to:

• Understand the English language and its variability in different social contexts;
• Appreciate how to acquire and develop language skills and other knowledge in and through English;
• Be able to use English in a variety of social and professional contexts;
• Learn how to learn a language and continue to develop their English independently;
• Articulate their knowledge appropriately in English;
• Exhibit analytic and problem solving skills;
• Work independently to achieve goals and to promote their own language development learning;
• Interact effectively when required with others without being inhibited by English.

The University of Melbourne degree is taught at Hawthorn Campus. Students can commence in any semester. Orientation is usually held in the week prior to commencement of semester.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Students must complete the Graduate Diploma in English as an International Language (100 points) and then complete a further 100 points.

Only students with an average score of at least 65% in the first year of the course will be permitted to enrol in second year.

Typically , in the first part of the second year of the program, students will take the following core subjects:

Students will also take another 12.5 point subject that will be offered from the list below.

Please note: Not all subjects will be offered each semester. Subjects will be selected on the basis of student progression requirements.

An applicant may be eligible for entry into the Master of English as an International Language, if the applicant has:

• Completed a recognised bachelor degree, or equivalent qualifications PLUS
• An IELTS score of at least 5.5 (with no band less than 5.0) or equivalent level on another approved test

English test results required for admission into Year 1

• IELTS 5.5 (with no band lower than 5.0) or
• TOEFL 523 paper-based including a score of 3.5 in the Test of Written English(TWE);
• 193 computer-based including an Essay Rating score of 3.5
• 70 Internet-based with no band score less than 16

English test results required for admission into Year 2

• IELTS 6.5 (with no band lower than 6.0) or
• TOEFL 577 paper-based including a score of 4.5 in the test of Written English(TWE);
• 233 computer-based including an Essay Rating score of 4.5
• 90 Internet-based with no band score less than 21

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.