MA Teaching English to Speakers of Other Languages (TESOL)


Attendance
Full Time
Award
Degree of Master of Arts



Learn to teach English to speakers of other languages and help people all over the world open doors, unlock their potential and communicate across borders.

According to the British Council, 1.5 to 1.6 billion people speak English around the world today, with the number likely to grow and stabilise around 2025. With more and more people learning English, the demand for high quality English language teaching is only set to grow.

With an MA TESOL qualification from one of the UK’s leading universities you will be able to meet that demand. You will be able to benefit your future students, and you will kick start a career that could see you work anywhere in the world, and in any number of different sectors.

Overview

This one-year, intensive academic course has been designed to meet the changing needs of today’s English language teachers. You will gain an in-depth expertise in your field and graduate ready to contribute to the teaching of English worldwide, as a teacher, policy-maker, or academic researcher.

Across one intensive year of study you will cultivate a breadth of knowledge about teaching English to speakers of other languages. You will also benefit from the depth of study that comes with a Master’s level programme.

You will study with top professors and highly qualified lecturers in the fields of applied linguistics, language education and English education.

Over the course of your studies you will develop critical awareness of both current practice in language teaching and the latest research in UK and international contexts. You will also become expert in matters of professional responsibility, integrity and ethics – essential for your later career. At the same time you will build your academic and linguistic skills, including transferable skills such as independent study, critical thinking, and effective oral and written communication.

You will have the option to complete a dissertation, focusing on a research topic of your own choosing. Or you can choose to take additional taught modules. On the dissertation option you will explore a range of research methodologies. You will discover how to apply them and learn how to design and implement your own empirical research.

Course Structure

You will begin by building a firm foundation in your subject with the modules Critical Reading, and Principles and Practice in Second Language Education.

You will then have the chance to choose from a range of optional modules. This is great opportunity to explore the areas that interest you most, as well as tailoring your studies to your career aspirations. You could choose from options such as Language Learning in Context, Language Assessment, Teaching Language through Literature, Teaching with Information Technologies (IT), and Introducing Innovation and Change, which covers teacher professional development. There is also an option on Observed Practice, equivalent to a practicum.

You will also be able to choose optional modules focused on global intercultural communication, such as Intercultural Communication in Practice, Intercultural Education and Training, and Language Issues in a Global Multilingual Context.

You can choose to focus on taught modules, or combine taught modules with a dissertation. On the dissertation route you will research a topic of your choice, with supervision from an academic advisor. To help you prepare for your dissertation, you will take the Research Methods module in your first semester before completing your dissertation in your second semester. The dissertation is excellent preparation if you wish to go on to doctoral study.

Both routes are of equal status, and whichever you choose you will enjoy the same quality of support from your professors and lecturers.

The structure of the course allows for a large amount of choice so that you can follow the route, and choose the modules, that are best suited to your needs. You will be assigned an adviser who will give you academic advice and support, including help selecting your modules. Your adviser will also provide pastoral guidance and be a key point of contact throughout your year with us. We work hard to make sure that your academic and personal experience at UEA is exceptional, and that your own use of the English language develops too as you progress through the year.

Teaching and Learning

Teaching

You will study through a combination of lecturers, seminars, small group and individual supervisions. You will also have the benefit of our excellent library and online resources, as well as learning from a community of students, all of whom are committed to attaining advancement in the field.

Independent study

You will be expected to complement your taught sessions with independent study including reading and essay writing. This means that you will leave the course with the skills and confidence to keep learning and enhancing your knowledge throughout your career. There is also the option to complete a dissertation, which allows you to investigate a topic of your own choosing, in consultation with your supervisor who will oversee your work on the project.

Assessment

Assessment is normally by summative essays submitted at the end of each module, though there will also be formative assessment during each module, often in the form of oral presentations. There may also be alternative forms of assessment included on occasions, such as poster presentations, reports, or annotated bibliographies. Those taking the dissertation route will submit a supervised dissertation to complete their studies.

 

After the course

You will graduate ready to teach English to speakers of other languages at a very high level. You could work as a language teacher in schools, colleges or universities, or specialist language schools worldwide. You could also work as a private teacher or tutor, or for multinational companies and organisations. Or you could go on to work as a translator. Alternatively you might use your language teaching expertise to work in policy in governments or other organisations.

You may wish to go on to further study and enrol on a professional language teaching course.

If you take the dissertation route, you will be ideally placed to continue your studies and research with a PhD, contributing to the latest thinking and practices in the field.

Whichever path you choose, you will have a degree that could take you anywhere in the world.

Career destinations

  • Language schools worldwide
  • Positions in government or policy organisations
  • Universities and schools
  • Freelance teaching or tutoring
  • Translation work

Course related costs

Please see Additional Course Fees for details of additional course-related costs.

Course Modules 2019/0

Students must study the following modules for 40 credits:

Name Code Credits

CRITICAL READING

What does it mean to be a 'critical' reader? Why is critical reading important? How can you develop your criticality, both as a reader and a writer? What is the single question that reminds us to take a critical stance when reading a range of published 'texts'? This module will support you in finding answers to these questions and, importantly, help you to become a capable, critical reader of a broad range of academic publications. You will explore techniques of criticality and learn how to apply them in practice, both in your reading and academic writing at Master's level. You will be able to discuss approaches to critical reading and practise them by reading and discussing a number of different published texts. Building on your knowledge of UK and international educational issues, this module will deepen your understanding of different documents, such as education policy texts, research reports, literature reviews, as well as newspaper articles and website publications. The interactive activities have been designed in this module in ways that will enhance your critical analysis. The end-of-module assignment focuses on a critical analysis of two academic journal articles, giving you an opportunity to demonstrate the critical skills and capabilities which you have developed in the taught sessions.

EDUE7035A

20

PRINCIPLES AND PRACTICE IN SECOND LANGUAGE EDUCATION

Starting with theories of how children learn (or acquire) their first language, we look at research on second language learning and how this contributes to the development of principles and practices in second language education. We examine differences among learners and learning contexts and the implications for second language teaching. We then examine different approaches to teaching a second language in classrooms globally, including the communicative approach, immersion, the bilingual classroom and the post-methods approach, with its focus on teacher and learner strategies and goals.

EDUE7036A

20

Students will select 140 credits from the following modules:

This is the Dissertation Route. Students MUST choose EDUE7037X DISSERTATION and EDUE7038A EDUCATIONAL RESEARCH METHODS within the 140 credits selected

Name Code Credits

DISSERTATION

Working with an individual supervisor, the student is required to design, research and write up an inquiry-based project for a dissertation. With guidance from the course team, the student chooses a dissertation topic according to his/her individual interests and/or professional needs.

EDUE7037X

60

EDUCATIONAL RESEARCH METHODS

This module provides students with a grounding in the methodology of educational inquiry as well as with some preparation before they apply their own research skills. The module offers an introduction to some key research methodologies and covers crucial aspects of qualitative inquiry. A range of methodological approaches are explored, such as ethnography and case study, and various methods of collecting qualitative data are discussed (e.g. interviewing, doing observations). Students are equipped with some key skills that can help them design and conduct research in their own specialist areas of educational interest.

EDUE7038A

20

INDEPENDENT STUDIES (MRES)

The independent studies module will provide the opportunity for students to undertake in-depth and focused study of a topic/theme which is of interest to students, for which appropriate tutorial support and resources are available. This is to fill a gap where student interests may lie outside the existing masters level modules on offer within the School of Education and Lifelong Learning. This module will therefore be tutorial based (rather than lecture or seminar based).

EDUR7001B

40

INTERCULTURAL COMMUNICATION IN PRACTICE

Do you wish to pursue a career in international management and relations, multilingual business, or international development? Are you interested in becoming a more effective communicator in other professions such as translation, interpreting, education, and cultural mediation? In this module we will explore the issues fundamental to intercultural communication (IC) in practical contexts. You will examine the different ways of thinking about effective communication in a variety of work/organisation-based environments. During the seminars/lecture series, invited practitioners will introduce you to how IC operates in specific organisations, including government agencies or in multilingual business management. On completion of this module, you will have developed the linguistic skills, cultural competence, and critical thinking required for the production of an extended research project in intercultural communication. You will also have acquired a sense of how cultural assumptions may influence communication with others from different backgrounds, and developed a greater willingness to enter into dialogue with the values prevalent in cultures other than your own.

PPLC7007B

20

INTERCULTURAL EDUCATION AND TRAINING

It is often claimed that intercultural communication is essential in today's globalised world, but how can it be taught, learned and assessed? This question is essential for practitioners in a wide range of educational contexts and it is the central theme you will explore. You don't need to have a teaching qualification to take this module. Whether you are a current or an aspiring teacher, trainer, mentor or coach, you will examine the pedagogical tools of intercultural learning that can be applied in your subject specialism. You will have the chance to gain a firm grounding in key notions from theoretical and empirical perspectives, delving deeply into critical pedagogy and uncovering core concepts, such as curriculum internationalisation, global citizenship and intercultural education. You will benefit from the flexibility of this module and gain experience in adapting new knowledge to suit your individual interests, needs and career aspirations, and will learn through a mixture of seminars and self-directed study carefully structured around central themes, analysing current research in highly interactive and critically reflective teaching sessions. As you study, you will put your new knowledge into practice through the application of theories to specific teaching and training contexts. On successful completion of this module, you will have the knowledge and skills to put yourself in a better position to gain employment where intercultural training and education is required, for example in multinational companies, non-governmental organisations, government departments, the education sector and health care industry. This module is open to both home and international students training to become teachers. It is also suited to practising or future teachers, trainers, trainees, educators, coaches, consultants, mentors, curriculum developers and any other professionals in a broad range of fields (e.g. language teaching, content and language integrated learning, media, business, politics, international relations, translation and healthcare). The teaching sessions will be delivered in the English language.

PPLC7014B

20

INTRODUCING INNOVATION AND CHANGE

Initiatives to improve the teaching of a second language are a feature of many government policies across the world, especially English Language Teaching, but not exclusively. Given that the formulation and introduction of new policy usually aims to improve student outcomes but can be costly, careful consideration needs to be given to what is likely to work and what not. This is exactly what this module will focus upon, aiming to prepare you to analyse those factors which can help to improve attempts to innovate and bring about successful change in second language teaching and learning. In this module, you will consider the principles of innovation and change at both system and the local levels through case study. You will have the opportunity to consider innovation and change through taking a critical look at teacher education, curriculum design, second language assessment, and the use of digital technologies within specific contexts in order to understand how these influence student outcomes. Your knowledge and understanding will be enhanced through a mixture of lecture input, seminars, group work, pair work, and self- directed study. Through studying the principles of innovation and change in second language education, you will be enabled to make judgements and arguments about how planning for second language education could proceed, in addition to evaluating the factors which are likely to influence successful change.

EDUE7040B

20

INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH

The content of this module complements and elaborates the 20-credit Research Methods in Education compulsory module of the full-time MA programme in the School of Education and Lifelong Learning. It aims to you to elementary concepts and methods in statistical analysis and to help them make well-informed choices in their uses of appropriate methodological techniques and tools in their own research. The module is of relevance if you want to understand the way quantitative evidence is generated, analysed and interpreted and if you choose to collect quantitative data (e.g. through questionnaires) or use mixed methods (i.e. both qualitative and quantitative).

EDUE7025B

20

LANGUAGE ASSESSMENT

This module provides an introduction to key principles in language assessment. The focus is on the theoretical concepts and practical techniques needed for designing effective classroom language tests. It seeks to show the significant interconnections between classroom assessment on one hand and classroom teaching on the other to help teachers answer the question: How best can I assess my students' learning?

EDUE7048A

20

LANGUAGE ISSUES IN A GLOBAL MULTILINGUAL CONTEXT

Every day millions of people across the globe consume information on the internet or on television, mediated from languages that they do not know. How does this happen? What is at stake? Linguistically, socio-culturally? These are the kinds of question that we address with Language Issues in a Global Multilingual Context. We focus on language-related issues associated with the globalisation of communication and the media. You will consider a range of materials - texts and their translation(s), multilingual sources of information (e.g. global news, consumer information), products of audiovisual translation (e.g. subtitling, dubbing), IT mediated or processed texts - to explore issues involved in the transposition and dissemination of (spoken and written) text into other media and other languages across different spheres of activity (e.g. media, politics, culture). The subject matter relates to different domains of enquiry (including mediation/translation studies, linguistics, communication studies, cultural studies, for example) and the aim is to sensitize you to language-related issues in a global context from a range of theoretical and methodological perspectives. Within the interdisciplinary context of the module, you will develop to a high level your awareness and understanding of language and communication issues in a global world, and become familiar with different critical approaches to these issues. You will gain the ability to evaluate these approaches critically and evaluate their relevance and usefulness to your own needs and circumstances. You will acquire skills of independent research, with a focus on appropriate methodology, data collection, analysis, synthesis and evaluation, and refine your oral and written presentation skills of your findings. Sound receptive knowledge of at least one language other than the mother tongue required.

PPLC7001B

20

LANGUAGE LEARNING IN CONTEXT

What role does context play in determining how Second Language Education (SLE) takes place? Wider global, cultural, and educational trends affect what occurs in language classrooms as well as local factors - and these are the important issues that you will learn about in this module. This module covers a range of themes. You will examine concepts related to teacher and learner identities, the influence of critical theory, and intercultural understanding, competence and learning. Why do teachers teach the way they do? What influences their practice? What are the factors that they believe are important for effective second language teaching and learning? What effect does this have on learners? You will answers to these questions and develop your knowledge and understanding through a mixture of lecture input, seminars, group work, pair work, and self- directed study, so that you learn about SLE in action. All of this will support your evaluation skills and enable you to ask and answer critical questions about how SLE is influenced in different learning environments, from pre-school to university settings. You will have the opportunity to present your ideas and beliefs on the themes covered through discussion, debate, and oral, visual and written presentations throughout the module.

EDUE7039A

20

OBSERVED PRACTICE

The focus of this module is the observation and analysis of teaching in the English language classroom. The module will help identify the challenges faced by educators and how these challenges can be best met. We will look at a range of different approaches to observation in order for students to gain a comprehensive understanding of the main ideas and issues related to classroom observation. Students will also have a practical opportunity to apply their reading and research by observing English language classes.

EDUE7047B

20

TEACHING LANGUAGE THROUGH LITERATURE

An under-explored area is the teaching of English as a Second Language (ESL) and English as a Foreign language (EFL) through literature. In the last twenty years in particular, teaching language through literature has been a more commonly practised approach to teaching English to speakers of other languages, not least because of the useful linguistic patterns to be found in adult and children's literature. Furthermore, the affective dimension of enjoyment and engagement with literature is used to increase motivation in second or additional language learning.

EDUE7046B

20

TEACHING WITH INFORMATION TECHNOLOGIES (IT)

Whereas studies up to the mid-2000s had assumed that ICT has a one-way impact on literacy development via 'interventions', the understanding now is that language learning and new technologies develop alongside each other in a reciprocal co-evolutionary way. Teaching with IT has also developed pedagogically, with the use of electronic networks and resources, largely to complement traditional face-to-face approaches. This module looks specifically at the use of new technologies in second language learning, and also at how English, as a world language, has an extra dimension of influence and impact on local and national communities via the easy access to it on mobile phones and via other media.

EDUE7045B

20

Students will select 140 credits from the following modules:

This is the non-Dissertation route.

Name Code Credits

EDUCATIONAL RESEARCH METHODS

This module provides students with a grounding in the methodology of educational inquiry as well as with some preparation before they apply their own research skills. The module offers an introduction to some key research methodologies and covers crucial aspects of qualitative inquiry. A range of methodological approaches are explored, such as ethnography and case study, and various methods of collecting qualitative data are discussed (e.g. interviewing, doing observations). Students are equipped with some key skills that can help them design and conduct research in their own specialist areas of educational interest.

EDUE7038A

20

INDEPENDENT STUDIES (MRES)

The independent studies module will provide the opportunity for students to undertake in-depth and focused study of a topic/theme which is of interest to students, for which appropriate tutorial support and resources are available. This is to fill a gap where student interests may lie outside the existing masters level modules on offer within the School of Education and Lifelong Learning. This module will therefore be tutorial based (rather than lecture or seminar based).

EDUR7001B

40

INTERCULTURAL COMMUNICATION IN PRACTICE

Do you wish to pursue a career in international management and relations, multilingual business, or international development? Are you interested in becoming a more effective communicator in other professions such as translation, interpreting, education, and cultural mediation? In this module we will explore the issues fundamental to intercultural communication (IC) in practical contexts. You will examine the different ways of thinking about effective communication in a variety of work/organisation-based environments. During the seminars/lecture series, invited practitioners will introduce you to how IC operates in specific organisations, including government agencies or in multilingual business management. On completion of this module, you will have developed the linguistic skills, cultural competence, and critical thinking required for the production of an extended research project in intercultural communication. You will also have acquired a sense of how cultural assumptions may influence communication with others from different backgrounds, and developed a greater willingness to enter into dialogue with the values prevalent in cultures other than your own.

PPLC7007B

20

INTERCULTURAL EDUCATION AND TRAINING

It is often claimed that intercultural communication is essential in today's globalised world, but how can it be taught, learned and assessed? This question is essential for practitioners in a wide range of educational contexts and it is the central theme you will explore. You don't need to have a teaching qualification to take this module. Whether you are a current or an aspiring teacher, trainer, mentor or coach, you will examine the pedagogical tools of intercultural learning that can be applied in your subject specialism. You will have the chance to gain a firm grounding in key notions from theoretical and empirical perspectives, delving deeply into critical pedagogy and uncovering core concepts, such as curriculum internationalisation, global citizenship and intercultural education. You will benefit from the flexibility of this module and gain experience in adapting new knowledge to suit your individual interests, needs and career aspirations, and will learn through a mixture of seminars and self-directed study carefully structured around central themes, analysing current research in highly interactive and critically reflective teaching sessions. As you study, you will put your new knowledge into practice through the application of theories to specific teaching and training contexts. On successful completion of this module, you will have the knowledge and skills to put yourself in a better position to gain employment where intercultural training and education is required, for example in multinational companies, non-governmental organisations, government departments, the education sector and health care industry. This module is open to both home and international students training to become teachers. It is also suited to practising or future teachers, trainers, trainees, educators, coaches, consultants, mentors, curriculum developers and any other professionals in a broad range of fields (e.g. language teaching, content and language integrated learning, media, business, politics, international relations, translation and healthcare). The teaching sessions will be delivered in the English language.

PPLC7014B

20

INTRODUCING INNOVATION AND CHANGE

Initiatives to improve the teaching of a second language are a feature of many government policies across the world, especially English Language Teaching, but not exclusively. Given that the formulation and introduction of new policy usually aims to improve student outcomes but can be costly, careful consideration needs to be given to what is likely to work and what not. This is exactly what this module will focus upon, aiming to prepare you to analyse those factors which can help to improve attempts to innovate and bring about successful change in second language teaching and learning. In this module, you will consider the principles of innovation and change at both system and the local levels through case study. You will have the opportunity to consider innovation and change through taking a critical look at teacher education, curriculum design, second language assessment, and the use of digital technologies within specific contexts in order to understand how these influence student outcomes. Your knowledge and understanding will be enhanced through a mixture of lecture input, seminars, group work, pair work, and self- directed study. Through studying the principles of innovation and change in second language education, you will be enabled to make judgements and arguments about how planning for second language education could proceed, in addition to evaluating the factors which are likely to influence successful change.

EDUE7040B

20

INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH

The content of this module complements and elaborates the 20-credit Research Methods in Education compulsory module of the full-time MA programme in the School of Education and Lifelong Learning. It aims to you to elementary concepts and methods in statistical analysis and to help them make well-informed choices in their uses of appropriate methodological techniques and tools in their own research. The module is of relevance if you want to understand the way quantitative evidence is generated, analysed and interpreted and if you choose to collect quantitative data (e.g. through questionnaires) or use mixed methods (i.e. both qualitative and quantitative).

EDUE7025B

20

LANGUAGE ASSESSMENT

This module provides an introduction to key principles in language assessment. The focus is on the theoretical concepts and practical techniques needed for designing effective classroom language tests. It seeks to show the significant interconnections between classroom assessment on one hand and classroom teaching on the other to help teachers answer the question: How best can I assess my students' learning?

EDUE7048A

20

LANGUAGE ISSUES IN A GLOBAL MULTILINGUAL CONTEXT

Every day millions of people across the globe consume information on the internet or on television, mediated from languages that they do not know. How does this happen? What is at stake? Linguistically, socio-culturally? These are the kinds of question that we address with Language Issues in a Global Multilingual Context. We focus on language-related issues associated with the globalisation of communication and the media. You will consider a range of materials - texts and their translation(s), multilingual sources of information (e.g. global news, consumer information), products of audiovisual translation (e.g. subtitling, dubbing), IT mediated or processed texts - to explore issues involved in the transposition and dissemination of (spoken and written) text into other media and other languages across different spheres of activity (e.g. media, politics, culture). The subject matter relates to different domains of enquiry (including mediation/translation studies, linguistics, communication studies, cultural studies, for example) and the aim is to sensitize you to language-related issues in a global context from a range of theoretical and methodological perspectives. Within the interdisciplinary context of the module, you will develop to a high level your awareness and understanding of language and communication issues in a global world, and become familiar with different critical approaches to these issues. You will gain the ability to evaluate these approaches critically and evaluate their relevance and usefulness to your own needs and circumstances. You will acquire skills of independent research, with a focus on appropriate methodology, data collection, analysis, synthesis and evaluation, and refine your oral and written presentation skills of your findings. Sound receptive knowledge of at least one language other than the mother tongue required.

PPLC7001B

20

LANGUAGE LEARNING IN CONTEXT

What role does context play in determining how Second Language Education (SLE) takes place? Wider global, cultural, and educational trends affect what occurs in language classrooms as well as local factors - and these are the important issues that you will learn about in this module. This module covers a range of themes. You will examine concepts related to teacher and learner identities, the influence of critical theory, and intercultural understanding, competence and learning. Why do teachers teach the way they do? What influences their practice? What are the factors that they believe are important for effective second language teaching and learning? What effect does this have on learners? You will answers to these questions and develop your knowledge and understanding through a mixture of lecture input, seminars, group work, pair work, and self- directed study, so that you learn about SLE in action. All of this will support your evaluation skills and enable you to ask and answer critical questions about how SLE is influenced in different learning environments, from pre-school to university settings. You will have the opportunity to present your ideas and beliefs on the themes covered through discussion, debate, and oral, visual and written presentations throughout the module.

EDUE7039A

20

OBSERVED PRACTICE

The focus of this module is the observation and analysis of teaching in the English language classroom. The module will help identify the challenges faced by educators and how these challenges can be best met. We will look at a range of different approaches to observation in order for students to gain a comprehensive understanding of the main ideas and issues related to classroom observation. Students will also have a practical opportunity to apply their reading and research by observing English language classes.

EDUE7047B

20

TEACHING LANGUAGE THROUGH LITERATURE

An under-explored area is the teaching of English as a Second Language (ESL) and English as a Foreign language (EFL) through literature. In the last twenty years in particular, teaching language through literature has been a more commonly practised approach to teaching English to speakers of other languages, not least because of the useful linguistic patterns to be found in adult and children's literature. Furthermore, the affective dimension of enjoyment and engagement with literature is used to increase motivation in second or additional language learning.

EDUE7046B

20

TEACHING WITH INFORMATION TECHNOLOGIES (IT)

Whereas studies up to the mid-2000s had assumed that ICT has a one-way impact on literacy development via 'interventions', the understanding now is that language learning and new technologies develop alongside each other in a reciprocal co-evolutionary way. Teaching with IT has also developed pedagogically, with the use of electronic networks and resources, largely to complement traditional face-to-face approaches. This module looks specifically at the use of new technologies in second language learning, and also at how English, as a world language, has an extra dimension of influence and impact on local and national communities via the easy access to it on mobile phones and via other media.

EDUE7045B

20

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • Degree Subject English Language, English Literature or a related English / Linguistics subject area
  • Degree Classification 2:1 Honors degree or equivalent
  • Special Entry Requirements Second Language teaching experience is desirable but not essential

Students for whom English is a Foreign language

We welcome applications from students whose first language is not English. To ensure such students benefit from postgraduate study, we require evidence of proficiency in English. Our usual entry requirements are as follows:

  • IELTS: 6.5 (minimum 6.0 in all components)
  • PTE (Pearson): 58 (minimum 50 in all components)

Test dates should be within two years of the course start date.

Other tests, including Cambridge English exams and the Trinity Integrated Skills in English are also accepted by the university. The full list of accepted tests can be found here: Accepted English Language Tests.

INTO UEA also run pre-sessional courses which can be taken prior to the start of your course. For further information and to see if you qualify please contact intopre-sessional@uea.ac.uk.

Fees and Funding

Tuition fees for the academic year 2019/20 are:

  • UK/EU Students: £7,700 (full time)
  • International Students: £16,100 (full time)

 

We estimate living expenses at £1,015 per month.

Scholarships

The University offers a variety of Scholarships each year to support students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study.

Find out more about the Postgraduate Student Loan.

How to Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.

You can apply online.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

If you would like to discuss your individual circumstances prior to applying please do contact us:

Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

International candidates are also encouraged to access the International Students section of our website.

    Next Steps

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

    Admissions enquiries:
    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515