Master of TESOL (Stream B)

The Master of TESOL (Stream B) is designed for people who wish to obtain an advanced formal qualification in Teaching English to Speakers of Other Languages (TESOL) but who already have or do not require TESOL accreditation to work in Victorian primary or secondary schools. This course is also designed for international students seeking advanced training in the teaching of English for employment outside Australia.

The course aims to upgrade and/or retrain teachers in TESOL in the primary, secondary and adult education sectors. More specifically, it is intended that graduates should be able to:

• understand the nature and form of the English or target language;
• identify the principles and approaches to teaching English to speakers of other languages (TESOL);
• understand and apply current TESOL methodologies;
• demonstrate an advanced knowledge of key areas of specialisation in TESOL.

Students undertake 100 points of TESOL subjects.

Students choose 100 points of electives from the following list:

1. The Selection Committee will evaluate the applicant’s ability to pursue the course successfully using the following criteria:

• an undergraduate degree and a fourth year level education qualification, or equivalent; or
• a four-year education degree, or equivalent; or
• an undergraduate degree, a Certificate in English Language Teaching to Adults (CELTA) or equivalent; or
• a four year undergraduate degree with a significant component of English Language Studies, or equivalent.

2. The Selection Committee may conduct interviews and tests and call for referee reports and employer references to elucidate any of the matters referred to above.
Notes.
(a) Students who successfully complete the Postgraduate Certificate in TESOL (Stream A) or the Postgraduate Certificate in TESOL (Stream B) may be eligible to progress to the Master of TESOL (Stream A) or Master of TESOL (Stream B), respectively, with 50 points credit. (Please note that students cannot change from Stream A to Stream B, or from Stream B to Stream A).

(b) Students who discontinue from the Master of TESOL (Stream A) or the Master of TESOL (Stream B), but have successfully completed the requirements of the Postgraduate Certificate in TESOL (Stream A) or the Postgraduate Certificate in TESOL (Stream B), respectively, will be eligible to receive the Certificate as an exit award.

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.