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English and tesol personal statement example.

Working abroad as an English Teaching Assistant has ignited a passion for English I never knew existed. Seeing how powerful the English language is, being able to convey thoughts, makes me want to enhance my knowledge of English. The additional TESOL qualification moulds a course that is perfect for my ambition; to be able to teach English to those who requires the full understanding of the language.

I feel ready to immerse myself into a higher level of English and the high work load that the course requires, which I have steadily been preparing for. In my own time I have started to read more books, such as, Beginning Theory: An Introduction to Literary and Cultural Theory’ by Peter Barry and authors such as Alex Garland and D.H Lawrence, whose novels are fascinating. Exploring these different writing styles motivates me to learn about others. During my time at university, I will acquire new and refine existing skills. This includes: how to critically examine diverse forms of communication, improve my writing skills to create meaning between the lines and better my critical thinking skills. Learning these skills will be indispensable for all potential occupations.

I was eager to gain some experience working in a different country so I went to Spain. I worked as an English Teaching Assistant, which forms part of my motivation to study the TESOL part of the course. One activity we planned was to set-up a market in the local town, where children ran their own stalls and sold items they made. This activity improved the children’s team-working skills and gave them an opportunity to use English in a practical way. Subsequently the children improved their ability to form questions, as they could do this quicker than before. As the year came to an end, I was teaching classes by myself and helping teachers with their English. I observed teachers and became aware of the fact that teachers need to have premeditated lesson plans, have excellent time management skills, adaptability and always thrive to improve themselves and their student's. I will be looking to enhance these skills during my time at University.

During my time in Spain I learnt Spanish. This improved my overall communication because I had to consciously think about sentence structure which improved my awareness of how to say things in English. The experience of learning Spanish has taught me that education is the way forward and that I must develop my knowledge further.

I have pursued my interest in Lacrosse, through discovering the game at eighteen to playing against the Spanish national team; this shows my commitment and self-confidence. To play in front of a crowd you need the commitment to train and push yourself to play at higher levels and then the confidence to showcase your skills in a pressured environment. It takes hours of practicing shooting in your back garden to score goals in a match. These skills are necessary to succeed at University.

Between the ages of fifteen to eighteen, I volunteered in the ‘Sporting Chances’ project. This was aimed at giving younger children extra-curriculum activities, which were mainly, but not limited to, football and basketball. In this role I assisted and led football drills and matches. This shows initiative and also provided me with an opportunity to serve my community. I like to travel and experience new cultures. In June I will walk ‘Camino de Santiago’, a 484 mile trek which starts in Southwestern France and ends in Northwestern Spain, next to the Atlantic Ocean. This shows my love of travelling, my independence and organisational skills.

I await this demanding degree course that will challenge me to the edge of my capabilities and I hope that the desire for who I can become, outweighs any negatives that may stand in my way. I believe that the previous two years out of education, coupled with my Foundation year, makes me confident that I possess the skills and commitment to succeed at University.

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Heroines of TESOL

TESOL allows you to do one thing we love and thoroughly recommend: travel. There are so many opportunities in this field, we don’t know why more women don’t take advantage of it. Here are some that are already reaping the benefits.

Alexis Terrell

Originally a newspaper reporter from Texas, Alexis Terrell has been working in South Korea for eight years (in 2016). Before that, she taught English at a high school for recent immigrants in Colorado.  

Terrell currently teaches writing and speaking classes in the English Department and Graduate School of Interpretation and Translation at Sun Moon University in Asan. Terrell holds a master’s degree in journalism from the University of Illinois and a master’s degree in TESOL from the New School.

Jennifer Young

Jennifer Young has an MEd. TESOL from the University of Southern Queensland and has been teaching English to Young Learners in South Korea for over a dozen years.

She is currently teaching upper grades at an elementary school in Seoul, South Korea and has served on KOTESOL's Seoul Chapter Executive in a variety of roles from 2003 until this day. She was worked two terms as National Secretary.

Leonie Overbeek

Leonie Overbeek has indulged in many careers. She has worked in mining engineering, been a research chemist, a business advisor and finally settled into teaching English in the early 2000s.

Overbeek holds an M.Phil in Value and Policy Studies from Stellenbosch University, South Africa, and has been in South Korea since 2007, teaching at middle school level. She is interested in learning and teaching; she considers herself a lifelong learner and has no plans to stop.

Monique Simpson

Monique Simpson is a Los Angeles native who studied nonfiction writing. She has taught ESL writing workshops in Costa Rica and Ecuador, and now teaches reading and writing at a university in Seoul, South Korea.

Her research interests are writing and critical thinking. She has presented at ESL conferences in Peru, Ecuador and South Korea and has recently begun publishing ESL research articles.

Elizabeth Driver, Director of Maryland English Institute

Dr. Elizabeth Driver became the MEI director in August 2009. She has a PhD in English and Master’s degrees in both English and Applied Linguistics/TESOL, but she loves to work as well as study.

In her career, she has taught courses in English as a Second Language, English literature and drama, English grammar and language history, as well as academic and professional writing.

Her international experience includes three years as a visiting faculty member at the University of Szeged, Hungary, as well as leading short-term study abroad courses in London and Paris. She has been part of volunteer work teams in Ukraine and Guatemala.

Melanie Baker, Lecturer at Maryland English Institute

While an undergraduate student at the University of South Carolina, Melanie Baker began volunteering as an English conversation partner for international students at the university. She also traveled to the Slovak Republic, where she taught English at a summer camp for high school students.

These two experiences led her to an M.A. in Teaching English to Speakers of Other Languages (TESOL) at Seattle Pacific University. Since then, Baker has taught English in a variety of contexts, including schools in Seattle, Ohio, and Slovakia, before joining MEI in the Fall of 2012.

Baker is fascinated by languages and cultures; she enjoys the cultural and linguistic exchange that takes place in the English language classroom.

Marilena Draganescu, Lecturer at Maryland English Institute

Marilena Draganescu is a native of Romania. That’s where she received her B.A.: from the University of Bucharest, Faculty of Philology.

In 2001, Draganescu graduated from the University of Illinois at Urbana-Champaign (UIUC) with an M.A. in Comparative Literature and a second M.A. in Teaching English to Speakers of Other Languages (TESOL).

As a graduate teaching assistant at UIUC, she taught introductory courses in World Literature and World Religions, and after graduation, she decided to return to her home country temporarily and took up employment with the Academy of Economic Studies in Bucharest for four years, where she taught Business English classes.

In 2006, Graganescu started her Ph.D. in the Language, Literacy and Culture Program at University of Maryland, Baltimore County (UMBC). After that, she worked for four years as an English instructor at the English Language Center at UMBC where she taught advanced reading and writing classes.

These women are taking TESOL to new heights. We applaud their courage. And what about yours? How can we nurture yours? Let us know.

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Samples of My Work for Admissinon to Masters Programs in TESOL

• MA TESOL, Business Major, Pakistani
• MA TESOL with Translation, UK, Saudi
• English Teaching Scholarship Essay, Central Asian
• TESOL Masters Application, Saudi Arabia
• Master’s Degree in TESOL, Europe, Canada
• MA TESOL, Culture, Education, Development

I want to help you get accepted to Grad School in TESOL.

Language learners often produce errors of syntax, vocabulary, and pronunciation that are thought to result from interference, the influence of their native language(s). Thus, many applicants to TESOL programs express a desire to map the patterns of language errors that occur in the context of learners in their own native language. Applicants from Saudi Arabia, for example, tend to study the common errors that are made by speakers of Arabic; applicants from Taiwan tend to study the errors made by speakers of Mandarin, etc.

Other applicants to graduate school in TESOL emphasize the importance of cultural perceptions in the classroom as far as learning a second or foreign language is concerned. Cultural differences in communication styles and preferences are significant. For example, a study looking at Chinese ESL students and British teachers found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures.

Statements of Excellence in TESOL

For more than 20 years, I have helped applicants from all over the world to get accepted to Master's Degree Programs in TESOL, Teaching English as a Second or Foreign Language.

Sookmyung TESOL, Messages from Alumni.

It is very important that you carefully review the style and presentation of your application material for graduate school before submitting it, especially your Personal Statement of Purpose. Seeking the assistance of a professional writer is often a very good idea, especially if English is your second or third language. I would be happy to provide you with a highly eloquent Statement that portrays you as someone with enormous potential to contribute to the advance of the field of TESOL over the long term. After you fill out my  Online Interview Form , I will ask you some specific questions by email if I need any further information. Please also send your resume/CV and or rough draft if you have one.

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College of Education and Human Development

Department of Curriculum and Instruction

Teaching english to speakers of other languages (TESOL) MA

Are you considering a career teaching English as a second or foreign language to adults? The MA in TESOL (Teaching English to Speakers of Other Languages) is a professional degree that prepares you to teach English to adult speakers of other languages in accredited higher education institutions and in community settings. The MA in TESOL is an essential, required degree for most professional positions in the field of ESL in the U.S. and abroad.

The program offers a unique supervised teaching practicum in an intensive English program. This experience equips graduates to analyze language acquisition and to enter the field as a professional.

Quote from Michael Rich, MA in TESOL 2022

My growth as a teacher, my confidence, my approach to research-based instruction, have all taken massive leaps and bounds forward all thanks to the faculty and structure of this program. Michael Rich, MA in TESOL 2022

About the program

The curriculum includes 31-34 credits of required coursework. Students must also pass a Language Proficiency Exam, and write and defend a final thesis (Plan A) or a qualifying paper (Plan B).

View the required courses in the graduate catalog under the TESOL subplan.

This program can be completed in two years of full-time study, or four semesters.

Career outlook

Our graduates have gone on to careers as university professors in accredited programs, instructional leaders, curriculum designers, and assessment specialists worldwide.

Some recent graduates of the MA in TESOL are employed in the following positions and institutions:

• Faculty Associate, University of Madison-Wisconsin
• Educational Technologist, Center for English Language and Orientation Programs at Boston University
• Managing Research Scientist, Educational Testing Service
• Online Projects Manager, English Language Programs, Georgetown University
• English Learner and Migrant Education Specialist, Compliance Monitor, Minnesota Department of Education
• Clinical Assessment Developer, Pearson Education
• ESL Lecturer, University of North Carolina – Wilmington
• Foundations in second languages & cultures
• Methods of teaching ESL in higher education
• English grammar for ESL teachers
• Advanced grammar for ESL teachers
• Practicum in teaching ESL
• Analyzing learner language in SLA
• Foreign language testing and assessment or
• Assessing English learners
• Complete thesis

Martha Bigelow Martha Bigelow

• Department Chair, Carmen Starkson Campbell Endowed Chair for Innovation in Teacher Development
• she, her, hers
• 612-624-7087
• [email protected]

My research interests span fields of education, applied linguistics, and cultural studies.

Mary Hermes Mary Hermes

• 612-624-3082
• [email protected]

Mary Hermes' research focuses on language revitalization and how it can connect people to the land and the planet. She explores different ways of knowing and being through feminist and indigenous lenses.

Kendall King Kendall King

• Professor of Multilingual Education, Director of Graduate Studies
• 612-625-3692
• [email protected]

Schools play a crucial role in determining the life trajectories of minoritized language students as well as the status of minoritized languages and the future of linguistic diversity.

How to apply

Application deadline and instructions.

Priority deadline: December 1

You must have a complete application in by December 1 to be given consideration for funding through the Department, but we will consider applications on a rolling basis through May for the following academic year.

Support is available in the form of:

• Financial support through Teaching Assistantships in MELP , the Writing Center , or the undergraduate TESL program.
• Fellowships such as FLAS

Strong applicants demonstrate:

• Evidence of interest in teaching English and second languages
• Evidence of experience in the discipline
• Strong writing skills and experience in language learning and linguistics
• Bachelor's degree from an accredited U.S. institution or foreign equivalent; 3.00 GPA preferred

Priority deadline: December 1 See detailed admissions, tuition and funding information on the MA and PhD admissions page.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

TESOL Personal Statement Examples

TESOL Personal Statement Example

I have over five years of teaching experience, and I look forward to studying for a master’s degree in Teaching English to Speakers of Other Languages (TESOL). This TESOL personal statement will hopefully be accepted by your admissions team.

I am currently teaching at St. Mary High School. This is a prestigious institution in Beijing. It is one of the largest Catholic Schools in all of China. It has a proud record of high standards of achievement.

I also worked at Kuala Lumpur International School in Malaysia as Head of the Department of Literature and English. As Head of the Literature and English department, my time at the school has been both enjoyable and productive. I have led my team towards making the English language more advanced.

It has been a time of significant adjustment at the school, and I feel I have played an integral role in this change. Our students now have the opportunity to access challenging, internationally recognised qualifications through sound and thought-provoking teaching strategies.

I believe passionately in the potential of all young people, and that teaching English will enable them to develop as informed, socially aware members of our society. I employ interesting, relevant and dynamic techniques to ensure that lessons are stimulating, exciting and challenging.

My primary objective is to transfer my enthusiasm to my students. Students must enjoy the subject and have fun while they learn.

I actively support extracurricular activities’ role in helping develop well-rounded, motivated and happy students. Education must cater for all aspects of a student’s development; emotionally, educationally and physically.

I feel that sport plays a vital role in fostering a sense of camaraderie and pride in one’s individual and collective achievements. I take great pride in working with students to reach a high level of the sport.

I feel that my commitment, industrious nature and enthusiastic approach to all areas of school life would be an asset to your institution. I would welcome the opportunity to expand my Education. I have taken a love to teach, and the primary and simple reason I want to take this course is to improve my skills. I am at an essential stage in my life and ready for it! Thank you.

Please consider my TESOL personal statement for admission to your university.

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Master of Arts in Teaching — Teaching English to Speakers of Other Languages

Take the next step toward your career goals. Learn key information about the USC Rossier admission process and application requirements for the Master of Arts in Teaching- Teaching English to Speakers of Other Languages program.

Prerequisites

In order to apply for this program, you must have a bachelor’s degree, or equivalent, from a regionally accredited college or university. The institution must have been accredited at the time your degree was conferred.

For the credential track:

Note regarding felonies and misdemeanors : To obtain a teaching credential, the California Commission on Teacher Credentialing (CTC) requires credential applicants to disclose convictions of a felony or misdemeanor. While a felony or misdemeanor will not necessarily prevent you from being admitted to the credential track, you may not be eligible to participate in student teaching, which is a requirement of the credential track.

Note regarding international students : To complete teaching credential requirements, you must obtain a Social Security number (SSN) from the United States Social Security Administration. Contact the Office of International Services for assistance. 

Program applications are reviewed on a rolling basis, but we encourage you to apply early.

*scholarship consideration priority deadlines

Application Instructions

Review the detailed instructions in the dropdowns for each section of the online application . If you need accommodation for any part of the application process, please contact the Office of Admission and Scholarships at [email protected]. We encourage you to submit your request for accommodation at least two weeks before the accommodation is needed so our team can make the necessary arrangements.

Tips Submit all application materials by the deadline . Incomplete applications may be delayed to the next application review. Skip ahead to the “Recommendations” section and use the application platform to send requests for letters of recommendation first . We recommend you complete this step right away to provide each recommender with the maximum amount of time to complete their letter. Follow the transcript submission instructions carefully. Please upload your registrar-issued transcripts from each institution attended to the USC application portal. Upon acceptance and submission of intent to enroll, you will need to submit official transcripts to the USC Office of Graduate Admissions separately.

Where to find it on the application: My Application > Personal Information

• Enter your name as it appears on your government issued I.D. Indicate any alternate or previous names in the “other name” field (i.e. maiden name).
• Enter the email address USC Rossier should use to communicate with you throughout the application process.

Where to find it on the application: My Application > Academic History > Colleges Attended > Add a College > Upload a Transcript 

To expedite admission decisions, please upload registrar-issued transcripts from all attended institutions to the USC application portal. Official transcripts should be submitted separately to the USC Office of Graduate Admissions upon acceptance and submission of intent to enroll.  

International students should refer to USC’s country specific requirements to determine which academic records they need to submit. 

To Upload Your Transcript to The Application Portal   

Login to your USC Application Portal and navigate to the Academic History section. Enter detailed information about your academic history from each institution you have attended. 

Once you have saved this information, you will find an option to Upload a Transcript for each institution. You can upload only one PDF per institution. If the transcript consists of multiple pages, you must scan each page and merge them into a single PDF file. If you do not have access to a scanner, you can take clear photos of each page and combine them into one PDF.  

There are various online services available to merge multiple files into a single PDF or convert photos into PDFs. Once you have uploaded your transcripts and completed all other sections of the application, you can proceed to submit your application.  

Upon admission and submission of the statement of intent to enroll, you must submit degree-conferred transcripts from all attended institutions to the Office of Graduate Admissions.

Where to find it on the application: My Application > Supporting Information > Documents > CV/Resume

Your résumé should be detailed enough to help the admission committee understand the various experiences – extracurricular, leadership or volunteer – that have shaped your interest in the program. Outline your roles and responsibilities within each organization and highlight any special achievements or accomplishments. In the “Supporting Information” section of the application, select “Documents”. Select the “add document” button under “CV/Resume.”

Where to find it on the application: My Application > Program Materials > Documents

Essay responses will be used to evaluate your personal, professional and educational perspectives and experiences and the ability to effectively communicate ideas and organize written thoughts. Responses to essay questions should be double-spaced with a 12-point font and one-inch margin on all sides. Include your full name at the beginning of each document. Upload each essay as a separate document in the appropriate section.

Personal Statement – 500 words or less

The USC Rossier Master of Arts in Teaching—Teaching English to Speakers of Other Languages (MAT–TESOL) program is committed to equipping teachers to provide language instruction of the highest quality with a deep commitment to student learning. We also prepare our graduates to identify and help address opportunity gaps and injustices related to languages and language learners around the world.

Reflecting on the goals of the MAT-TESOL program as described above, explain why this program aligns with your personal and professional goals and values (a total length of 500 words or less for the entire statement).

Upload your Statement of Purpose in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Personal Statement”

Optional Essay – 250 words or less

To aid the admission committee in evaluating your application, use this essay to discuss anything in your academic and/or professional history that may require additional explanation. This essay is optional.

Upload your optional essay in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Other.”

Where to find it on the application: My Application > Program Materials > Recommendations > Add Recommendation

USC Rossier requires two letters of recommendation to complete the application. Letters should come from supervisors and/or former instructors or faculty who can comment on significant contributions you have made in your workplace, your leadership skills as well as your commitment to life-long learning and your ability to perform well in master’s-level coursework.

• To submit the names of your recommenders, go to the “Program Materials” section of the application and click on the tab “Recommendations.”

• Recommendation letters must be typed on official letterhead from the organization with a signature. If the recommender is not able to obtain company letterhead, this must be noted somewhere in the letter.
• It is your responsibility to ensure all recommendation letters are submitted in the proper format prior to the appropriate deadline. Letters uploaded in the incorrect format without explanation are subject to further review.
• Recommendations letters should be submitted by recommenders by the application deadline, but they are not required to be submitted at the time you submit your application.

Please note: recommendation letters are program-specific and cannot be used to apply to additional programs. If you withdraw your application from a particular program, your letters of recommendation will be deleted along with the application.

Where to find it on the application: Submit Application Tab

Application fees must be paid by credit or debit card

An application fee waiver is available to applicants who meet certain eligibility criteria. Eligibility criteria and instructions for obtaining a fee waiver can be found at the USC Graduate Admission website . If you choose to apply for a fee waiver you must:

• Start your online application but do not submit the application until the fee waiver is approved .
• Provide supporting documents to demonstrate qualification.
• Have your fee waiver request approved.
• Complete and submit your online application.

Where to find it: My Application > Program Materials > Kira Assessment

The recorded video response is an opportunity for you to demonstrate your communication skills in professional settings. No advance preparation is required for either assessment. You are allowed to take the assessment one time only (no exceptions). For technical assistance with the video response, email [email protected] .

• Click the “Open Kira Assessment” button on the “Kira Assessment” tab in the application. Note: clicking this link will NOT require you to take the assessment immediately. You can register for the assessment and return at any time to complete it.
• When the page opens, click the “Check In” button.
• Click the registration module. Your first and last name and email should pre-populate in the registration form. Agree to the terms of agreement and privacy policy and click the “Register” button. After you register, a link to Kira will also be sent to your email address for easy access at the time you choose to complete your assessment.
• Complete the device set up and practice modules to prepare for your assessment.
• Click the assessment module (final step) at the time you are ready to begin your assessment.
• Once completed, your assessment will be reviewed in conjunction with other application materials by the admission committee.

Video Response

• Record your responses using an internet-connected computer with a webcam.
• Dress professionally and behave as you would during an in-person interview.
• Make sure you have a pen and notepad available for taking notes on the prompt.
• Once you begin the assessment, you will be provided with two prompts, one at a time, followed by five minutes of prep time for each prompt.
• You will have two minutes to complete your response. There will be a countdown timer and a progress bar during preparation and response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

USC Rossier welcomes international applicants. If you are a citizen of a country other than the United States, you are subject to U.S. government regulations regarding entry into the United States and enrollment in programs. Please follow these additional instructions to complete your application:

TOEFL or IELTS Test Scores Where to find it on the application: My Application > Academic History > Standardized Tests > Add a Test Score

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to submit an official TOEFL or IELTS score as part of their application. You must have taken one of these tests within the past two years.

In order to be a competitive applicant, you should receive a TOEFL score at or above 100 iBT and an IELTS score at or above 6.5 with no less than a score of 6 on each band.

You may upload your test score report in the “Academic History” section of the application to be used in application review. However, only scores received electronically from the testing service are considered official . Official test scores should be sent from the testing agency directly to USC.

• TOEFL: To send official scores, use USC ETS code 4852. Please note that USC does not accept super-scoring for the TOEFL.
• IELTS: Select “University of Southern California” at the time of registration. Alternatively, provide this information to your testing center after taking the test.

For more information on English Proficiency requirements, English-language test waivers, and other alternate accepted exams, please visit the USC Graduate Admission page .

Your application materials will be reviewed by both the USC Rossier School of Education Office of Admission and Scholarships and the USC Office of Graduate Admissions.

• Refer to your USC Rossier personal portal for timely and accurate updates on your application status (including missing items).
• If your application is complete by the round application deadline, expect to receive notification of your admission decision by the corresponding notification date.
• You will receive a decision letter from both USC Rossier and the USC Office of Graduate admission.

Review Process

Your application to USC Rossier will be evaluated using a holistic review process. Academic preparation, professional work experience, personal achievement and commitment to the USC Rossier mission are each considered. No single attribute or characteristic guarantees admission to USC Rossier.

We seek applicants who will add to our vibrant learning community and whose goals, values and experiences align with the USC Rossier mission and program goals. We adhere to the university’s non-discrimination policy , and are committed to providing equal opportunity for all students.

As an applicant for this program, you will be automatically considered for limited USC Rossier scholarships, with priority consideration given to applicants who apply by the priority and regular deadlines. There is no need to submit a separate application. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

Frequently Asked Questions

No. At USC Rossier, the online and on-campus version of our programs are distinct with separate applications. If you would like to be considered for a program other than the program for which you have been admitted, you will need to reapply to that program.

Yes. If you choose to work while enrolled, a job with a flexible schedule is recommended. Some students in the program work in teaching roles that provide context for their learning.

If you pursue the credential track, you will participate in additional student teaching in semesters 2 and 3 during regular school hours, four days per week, which may make working more challenging.  

No. This program has one start date per academic year.

There is no minimum GPA required to apply to USC Rossier programs, but competitive applicants typically have a GPA of 3.0 or above. However, GPA is one of many elements evaluated in the admission committee’s comprehensive evaluation of candidates.

USC Rossier students come from diverse academic backgrounds. Education or experience related to your program of interest can make you a more competitive applicant but is not required. If your bachelor’s degree is unrelated to the program for which you are applying, use your application to communicate your passion for working in your selected degree field and explain how your background has prepared you to be successful and positively contribute to your chosen field.

GRE scores are neither required nor accepted for admission at USC Rossier.

Aiddee Tellez

Assistant Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-3827

Master of Arts in Teaching — Teaching English to Speakers of Other Languages online

The Master of Arts in Teaching – Teaching English to Speakers of Other Languages online (MAT-TESOL) combines engaging online learning with meaningful teaching experiences.

Students are prepared to teach English using rigorous and culturally responsive teaching strategies, and improve educational equity in their communities.

In this program, students will:

• Earn a degree from a school with a strong reputation
• Attend live online classes, complemented by dynamic coursework
• Hone teaching skills through field experiences in or near their communities
• Prepare to earn a teaching credential (if pursuing a credential)

Request more information about our MAT–TESOL online program .

MAT–TESOL online Curriculum

The curriculum is designed to prepare students to teach rigorously and think critically and innovatively to identify and close opportunity gaps for underserved students around the world.

Program Goals

Students are equipped with the skills and training to close opportunity gaps for underserved students around the world. Our program is shaped by three program goals:

Exceptional Teaching. We develop critically ambitious language teachers who facilitate highly engaging learning experiences that are effective for all language learners.

Critical Inquiry. We produce graduates who routinely employ multiple strategies to deepen their understanding of their learners, the teaching context and their own practice.

Transformative Advocacy. We equip our teachers to be transformative intellectuals who work with others to correct injustice affecting languages, language education and language learners.

Make a difference in students’ lives. Request information .

World Languages Credential (California residents only)

USC Rossier offers a World Languages Credential for enhancing your MAT–TESOL online degree. Students who pursue the World Languages Credential add-on will complete an additional 4 units of coursework for a minimum of 28 units. Students who live domestically must reside in California in order to be eligible to pursue an ELD credential.

Student Experience

MAT–TESOL online students form meaningful relationships with classmates and a worldwide community of educators — see what it means to be part of the legendary #TrojanFamily .

Credentialing Information

Regarding Program Completer Status

The USC Rossier MAT–TESOL program requires students to fulfill all California-based requirements that, after completion, would allow a student to apply for licensure. If a student is pursuing licensure outside of California, they are still expected to complete all program requirements. Doing so will grant the student program completer status following graduation, which will be necessary for their licensure application in their chosen state. Lacking an institution’s program completer status or recommendation will likely inhibit the process of obtaining licensure outside of the university’s home state.

While students must complete all requirements to receive program completer status, they are not required to apply for and obtain California licensure. In some states, applying with an out-of-state credential may expedite or delay the in-state licensing process. Students are encouraged to do their own due diligence and determine the appropriate application pathway and license type for themselves.

Regarding Internationally-Located Students

Internationally-located students wanting to pursue the MAT program must be in possession of a valid social security number, so that they may take any required entrance and licensure exams. Internationally-located students must also provide a domestic address that can be used to place them in an appropriate student teaching position; the program does not provide student teaching experiences outside of the US.

Career Outcomes

Graduates of the MAT–TESOL online program are prepared to fill a number of roles both inside and outside of the classroom, including:

• International English Language Teacher
• U.S. ESL Teacher
• College- or University-level Language Instructor
• Private English Tutor
• English Language Program Administrator
• Education Consultant for International Students
• Curriculum Developer
• Editor of English Language Materials
• Online English Language Business Developer
• Foreign Language Teacher
• PhD Student in Applied Linguistics, Bilingual Education, or related discipline

Earn your MAT-TESOL online. Request more information today .

Related Online Graduate Programs

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Teaching English to Speakers of Other Languages (TESOL) MA

• Full-time: 12 months
• Part-time: Not available
• Start date: September 2024
• UK fees: £9,700
• International fees: £25,250
• Entry requirements: 2:1

Course overview

The development of globalisation has brought with it a greater need to be able to speak proficient English. This has resulted in more career prospects for English language teachers and exciting opportunities to work across the globe.

The MA Teaching English to Speakers of Other Languages course is ideal for those who are currently involved in TESOL and wish to build upon their existing knowledge and experience.

It has been designed to develop and encourage your critical understanding of the latest developments in TESOL theory and practice. It will enable you to reflect on your own teaching practice/context and help improve your career prospects, whilst preparing you to conduct independent research into teaching and learning.

Our tutors are experts in their academic context and actively research leading concepts. Their vast knowledge influences the topics covered on the course and optional modules allow you to explore specific aspects of language education that interest you.

With an advanced education degree from the University of Nottingham, you will graduate with all the knowledge, practical skills and confidence to pursue your career goals.

You may have the opportunity to take part in a community-based project to provide language teaching to refugees who need general and functional English language to survive and adapt to life in the UK, adding invaluable experience to your professional portfolio.

If you wish to take a more blended approach to studying, we offer the flexibility of combining studying face-to-face and online. Please visit our TESOL routes page for more information. 

Alumni profiles

Visit our alumni profiles  to see what our students say about their experience on the course and how it has helped their professional development.

Why choose this course?

in the world for education

QS World University Rankings by Subject 2024

Learn from experts

who are internationally recognised for their research in this area

Over 100 years

of experience in the field of education

Excellent research

The majority of our research outputs are assessed as internationally excellent.

Research Excellence Framework

Global pathways

Combine studying face-to-face on two different international campuses, or combine face-to-face and online study

Course content

We offer a range of support including:

• interactive, collaborative teaching methods
• individual tutorials, opportunities to pursue your professional and research interests
• access to extensive study materials
• free support for developing proficiency in academic English.

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation. It can be completed over one year full-time (including dissertation).

This course is also available via  online study and at the University's Malaysia Campus ,

Course reading

• Richards, J. C. and Rodgers, T. S. (2014) Approaches and methods in language teaching . 3rd edition. Cambridge: Cambridge University Press
• Lightbown, P.M. and Spada, N. (2013). How Languages are learned. Oxford: Oxford University Press.
• Schmitt, N. and Rodgers, M.P.H (2020) An Introduction to Applied Linguistics. 3rd edition. London. Routledge

Course leader

Paul Knight (contact for academic enquiries)

• Course structure
• Example timetable

Core modules

The module focuses on topics which have been the subject of recent discussion and research in the field of foreign and second language teaching. These include:

• a historical review of language teaching methods and approaches
• content vs process syllabus design in language teaching
• humanism in language teaching
• Communicative Language Teaching and Task Based Learning
• areas of applied linguistics particularly relevant to teaching of productive skills, especially sociolinguistics and pragmatics
• areas of applied linguistics particularly relevant to the teaching of receptive skills, especially psycholinguistics

You will be expected to read, understand and engage critically with the research presented on these topics.

The module focuses on key areas in Applied Linguistics relating to Second Language Acquisition (SLA), and explores them from the perspective of both language learners and teachers. These include:

• 'the good language learner'
• a historical overview of theories of SLA (key insights from applied linguistic research)
• recent applied linguistic developments in the theorisation of SLA as a dynamic complex system and social process
• implications of first language acquisition for SLA
• variability and individual differences in SLA (gender, age, aptitude, motivation, attitudes and beliefs, cognitive styles, strategies, autonomy and self-regulation)
• the role of grammar, vocabulary and phonology instruction in second language learning
• trends in applied linguistic research into SLA including the broadening of the field, greater exploitation of computerised samples of language, the growing stature of classroom-based investigation

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

Optional modules

This module will look at:

• purposes of assessment
• types of assessment
• communicative assessment
• assessing the '4 Skills'
• case studies of key international exams
• current issues in language assessment

The module covers:

• organisational structures and management of language teaching organisations (LTOs)
• issues in marketing, finance and managing change
• managing staff: staff selection, appraisal and relations, staff development
• models of teacher learning
• developing activities and materials for teacher training
• observation of teachers
• investigating the discourse of managing, training and teaching
• the role of learning/teaching materials and resources
• types and models of evaluation of materials and resources
• the relationship between methodology and materials/resources
• models of Technology Enhanced Langue Learning
• mobile langue learning
• computer mediated communication
• the implications of materials and technology for teacher education

The module focuses on key areas relating to the teaching of languages to younger learners and explores them from the perspective of both language learners and teachers. These include:

• profiles and language needs of younger language learnersage-appropriate methodologies
• multisensory, learner-centred activities, for example, stories, songs, films drama and play
• cooperation, interactive interpersonal communication and integrated grammar
• classroom management/organisation and the investigation of critical classroom incidents
• an overview of theories and research relating to younger learners
• engaging with culture and community
• issues relating to bilingualism, multilingualism and translanguaging

You can  view an example PDF timetable , however this is subject to change year on year and your live timetable will be available via the online timetable system.

Learning and assessment

How you will learn.

• Discussion group

Your learning will be supported by:

• tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field
• Interactive and collaborative teaching methods promoting shared enquiry
• access to extensive study materials from libraries and online sources

How you will be assessed

• Dissertation

Each 30-credit module is assessed by a 6,000-word written assignment or equivalent. To complete the masters, you must achieve a pass of 50% on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Contact time and study hours

Each module requires an equivalent of 30 hours of teaching, plus 270 hours of independent study, assignment preparation and tutorial support.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

• Home / UK students
• EU / International students

Alternative qualifications

A minimum of two years full-time classroom English language teaching experience (or equivalent part time hours). The teaching experience calculation should NOT include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. 

Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application). 

If an applicant has a first degree that includes a significant focus (approximately one third) on language, teaching or linguistics theory and methodology OR has successfully completed a substantial, approved TESOL methodology course, the experience required can be reduced to a minimum of one years full-time classroom English teaching experience (or equivalent hours part-time experience). The teaching experience calculation should NOT include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application).

Other requirements

A personal statement is required that demonstrates both a clear understanding of the course and relevant motivation for pursuing studies in TESOL. Details of any relevant professional or work experience in an educational setting, and how this relates to the course, should be included.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

If you wish to apply for the MA TESOL face-to-face course in Nottingham, please use the apply button at the top of this page.

If you wish to apply for a global route pathway, please ensure you have spoken with the course leader, Paul Knight , to ensure this route is the most suitable option. Please visit our global routes webpage for full details.

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course. Applications for ROL should be made at the time of application for admission to the university and  at least four weeks before the start of the course . Applications for ROL are processed free of charge.  Late applications will not be considered.  Please visit the  School of Education ROL pages  for full information and how to apply.

Our step-by-step guide covers everything you need to know about applying.

Where you will learn

Jubilee campus.

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to  University Park Campus  in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

There are very few extra costs that you need to factor in. We provide an extensive e-library (books and journals), comprehensive study materials and dissertation guidance.

However, you should budget on buying a maximum of two core texts for each of the four taught modules – even when core texts are available through the library, we recommend students get their own copies to keep and refer to. These titles are all widely available, but the costs may vary depending on the format.

There are many ways to fund your postgraduate course, from scholarships to government loans.

We also offer a range of international masters scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.

Check our guide to find out more about funding your postgraduate degree.

• Careers advice
• Job prospects

We offer individual careers support for all postgraduate students .

Expert staff can help you research career options and job vacancies, build your CV or résumé, develop your interview skills and meet employers.

Each year 1,100 employers advertise graduate jobs and internships through our online vacancy service. We host regular careers fairs, including specialist fairs for different sectors.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Graduate destinations

School of Education graduates go on to a varied range of careers within the education sector. Example roles include: education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors.

Many of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Career progression

95.2% of postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £28,108.*

* HESA Graduate Outcomes 2020/21 data published in 2023. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time, postgraduate, home graduates within the UK.

Related courses

Teaching english to speakers of other languages (tesol) online ma, education ma, education (online) ma.

The Teaching Excellence Framework (TEF) is a national grading system, introduced by the government in England. It assesses the quality of undergraduate teaching at universities and how well they ensure excellent outcomes for their students in terms of graduate-level employment or further study.

This content was last updated on Thursday 25 April 2024. Every effort has been made to ensure that this information is accurate, but changes are likely to occur given the interval between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Good Statement Of Purpose: TESOL Personal Statement Example

Type of paper: Personal Statement

Topic: English , Education , Students , Experience , Language , Teaching , University , TESOL

Published: 2020/11/08

“You is fine tank you” are the words that I shall never forget. Nor will I forget my father's deep embarrassment that was clearly evident on his face. It was what he had intended as his polite response in front of some guests on a special occasion, when a foreigner had asked him “How are you?” Whilst he thought he had replied correctly, it was actually very broken and basic English. This situation made me angry for him, and spurred me to take up English studies and become bilingual. My fascination with the English language began on the first day of English classes, way back in high school. I had been exposed to a great deal of English in the media and elsewhere in my home country, and relished the opportunity to learn it so that I could not only understand and use it myself, but because I knew even then that English is a world language and would be an important attribute for me in the future. Over time, that initial fascination became a passion as I decided to major in English language at university. I successfully applied to the College of Languages and Translation at King Saud University (KSU), which is ranked top in Saudi Arabia and among the top 10 in the Middle East. Back then we were just a poor family, living in a small village. When I had to leave to pursue my bachelor’s degree in the capital city, Riyadh, I found life there to be quite different. Then, as the eldest son in a Saudi family it became my duty and responsibility to take care of them, when sadly my father passed away. As a consequence, I was obliged to work and study at the same time. Also, on several occasions, I had to make a bus journey of circa 1000 km to deal with critical family issues. Regrettably, that situation adversely impacted my academic performance. Although I tried my best to balance my studies and my work commitments, I was not entirely successful, resulting in a lower than hoped for GPA. After graduation with a bachelor’s degree, I worked for 18 months as a translator in a Saudi-American company. I really enjoyed translating several manuals and documents from English into Arabic and vice versa, and interpreting what American trainers say to the trainees. While working there I was commended for my “remarkable efforts” on a military translation course. Not only did the experience enhance my language skills, but I found that I had a new enthusiasm to achieve my goals and an improved work ethic which resulted in an all-round outstanding performance in my job. Then, because I felt compelled to share my knowledge of English for the benefit of others, I decided to enter the field of education. For the next six years or so, I taught English as a foreign language in high and middle schools. During that time I was awarded several certificates for outstanding performance. In addition to teaching, I created daily lesson plans for the students in my multi-level adult ESL classes, and employed a range of kinesthetic, visual and auditory approaches to make my lessons interesting and interactive. I also conducted small group and individual classroom activities. Furthermore, in order to maximize my teaching skills and techniques, I attended professional development workshops focused on learning goals and classroom management. My interest in TESOL grew from my personal experience with ESL teaching and learning. I gained valuable insights into the difficulties Arabic-speaking ESL students face when learning English, and the importance of taking into consideration individual differences, especially in large classes. I now want to carry my interest in TESOL a step further. I have browsed the website of the MA program in TESOL and bilingual education at The University of Findlay and am convinced that this major is the right program for me. The program has a strong mission focus on ESL, matching my professional and scholastic aspirations, and I especially like the fact that all the professors are themselves bilingual and that the class environments are strongly multicultural. About 16 months ago I enrolled in the ELI at the University of Delaware, to become more familiar with teaching English for EFL. It is also an excellent opportunity to gain experience from the ELI instructors regarding teaching methods. Thereafter, gaining admittance into the Master's program in TESOL will enable me to build on the knowledge and experience I have acquired so far, while I have matured as a person. I firmly believe that the MA studies at the University of Findlay will equip me with the knowledge, experience and research skills that I need in order to succeed in my ongoing career as an English instructor. Finally, I would like to thank the admissions committee for considering my application and I hope that the committee finds my background, experience and qualifications commensurate with the requirements of the Master’s program in TESOL.

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How To Write A Personal Statement For Masters (17 PDF Sample Examples)

Published: 14 Mar 2022 Study Abroad 101,067 views

A personal statement for masters program is one of the most important parts of your college application and writing a good one is what’s the exception between receiving an offer and being rejected.

If you’ve been tasked with presenting a personal statement, you should keep in mind that whatever you submit must put you forward as the right candidate for the course. Additionally, it should convince the admissions officers that you deserve a place on your program of study.

Achieving the above, is a skill most postgraduate students are yet to acquire but thankfully this article on How To Write A Personal Statement For Masters covers everything you need to know on doing this.

In this article you’ll learn:

• What is a personal statement?
• Tips for making your personal statement for masters stand out
• How to write a personal statement for masters
• Personal statement for masters sample
• Examples of personal statement for masters
• Conclusion – things to avoid when writing a personal statement for masters

Read:  Admission Interview Tips .

What Is a Personal Statement?

A personal statement AKA admissions or application essay or statement of purpose is a type of essay or written statement a candidate presents to a college, university, or graduate school they are applying to, explaining why they want to attend that school, study a particular course, and why they would be a perfect fit for these things.

A personal statement for masters is an essay you submit specifically for your postgraduate application. Writing one presents the opportunity for you to promote yourself to a school and show the admissions teachers that you are the perfect candidate for a course.

Tips For Making Your Personal Statement For Masters Stand Out

Before we get into how you should write a statement of purpose for masters, we would first like to share with you certain tips to include in your essay to make it stand out from that of other applicants and be convincing enough to any admissions officer that reads it. The tips we have mentioned here, cover general things like starting and ending your personal statement, timing, length, and what to include and what not to include in the essay, etc.

1. Starting And Ending A Personal Statement

When starting a personal statement, you would want to right off the bat grab the reader’s attention. To do this, start the statement by writing about your degree of choice, next why you want to study it and then how you got interested in it.

The next 2 sentences after that should cover a summary of your background in the chosen field, and you conclude by saying what you plan to do once you acquire your graduate degree.

Also start with that the evaluators reading want to hear first, then every other information should come second. You will notice we’ve used in the sop examples for masters we will share with you later in this article.

2. Plan Ahead

A personal statement is not something you rush while writing, which means if you want to get something good before you application then you must start to decide things like the length and how long it should take to complete.

Let us throw more light on this…

For length, a personal statement should be brief ranging somewhere between 500 -700 words, although schools often detect how long it should be. So, this is dependent on the institution you are applying to.

In terms of what to say in a statement, you could include personal experiences like why you were driven to apply for the program, an experience you had with a scholar in your chosen discipline, a course you took that inspired you to pursue masters, or a key moment during your studies which further motivated you.

No matter what you decide to write, just keep in mind that you need to take your time to craft something good even if it means creating several drafts before the real thing and do not forget to proofread the statement for errors.

3. Research Your Program Of Study

Researching your program of study is one way to establish that you truly understand the discipline you’re getting into and prove to the admissions officer that you thoroughly thought about it before applying.

And because you want to put yourself forward as a serious candidate, one way to make you research easier is for you to visit the website of the department you are applying to. This page will contain information about faculty members, their specialisation, and publications.

From the intel, you gathered there you can now identify which professors match your interests and which ones you will benefit the most from learning under. After you’ve found this out, relate the same in a sentence or two in your statement of purpose for masters.

Example: “I would be honoured to study under the tutelage of Professor Nadia whose work I found resonated strongly with my beliefs and intended projects in this course”.

4. Avoid Clichés, Junks, And Many Details

When writing a statement of purpose for master degree try to avoid clichés, junks, and unnecessary details so that you don’t lose or bore your readers in between. Be as concise as possible, even if it’s your chance to express yourself.

A personal statement is an opportunity for the admissions committee to get information that tells the that you are suitable for the course. So, when you overpower your statement with too many words, stories, and useless details, you come off as someone who is just trying to meet the word count.

5. Include Your Personal History Only If It Adds To The Statement

Do not include your personal history in your statement of intent for masters if it is not relevant to your purpose of study. This means no need for you to tell that story about that time you helped someone treat a cut and immediately realised that you wanted to be a doctor or nurse or how you developed a taste for reading at a very young age.

We can guarantee you that the hundreds of other applications competing for the same spot you are felt the same way, so saying those things really doesn’t make you unique.

On the other hand, if you are going to add personal history to your statement, you can put in things like an internship you did and the experience you got from the job, a major research project you ran by yourself, publications you’ve read or published, conferences you’ve attended or presentations you’ve done. These experiences are more concrete and are directly related to your program of study. They also set you apart from other applicants.

6. Don't Use The Same Personal Statement For All Your Applications

One common mistake applicant make that you shouldn’t is using the same statement of purpose for master degree for all your applications. Using the same information repeatedly even if you are going to change the university names is risky and could land you in a big mistake on a day you forget to be thorough.

All programmes have their own unique set of questions they want to see answered and information they need in your personal statement.

And even if some of them like extracurricular activities, proposal for project, why you are applying to the school, your unique qualities, and research works you’re doing might appear the same, do not use one statement to respond to all of them.

Write a new unique personal statement every time you want to apply.

Check out:  How to Write a Good CV for Students - Resume Examples for Students (PDF).

How To Write A Personal Statement for Masters

When writing a personal statement for masters there are several steps and ground rules you need to follow to ensure that it comes out good enough to impress the admissions team of a school, and ultimately convince them to give you a spot on your program of study.

If writing one is something you are currently struggling with and can’t seem to get down the process of it right no matter what, this section on how to write a personal statement for masters, discusses in detail everything you need to get help with yours.

There are 4 parts to consider when writing your personal statement and we have listed them below:

1. Planning A Personal Statement

A personal statement is a piece of writing showing your academic interests and is only for application purposes which means there is no room for any autobiographical information in it about your personal life. Be as to-the-point as possible when writing it and stick to telling the school why you are the right person for the course, plus any other extra information detailing your achievements.

Before You Start:

Allot plenty of time to write your msc personal statement so that you don’t rush it. Remember, this simple piece of writing is your one shot at convincing a school that you are the best applicant they’ve seen and as such can either make or break your application.

Read the information expected of you from the university, rules and guidelines given, selection criteria and understand what they mean. Also research the institution.

Do a thorough research on the course you are applying for; this will help you explain better why you want to study it. The tutors interviewing you can tell when you are lying and presenting yourself as uninformed can cost you the admission.

Ensure that you don’t use the same personal statement for all your applications.

When Writing:

When writing the statement there are some questions to ask yourself that can help you plan it better. Those questions are:

• Why you want to study a master’s and how does it benefit you in future?
• How does the course you have chosen fit into your pre-existing skill set?
• How do you stand out from the crowd as an applicant - e.g., work experiences you’ve had in the same field you are applying for?
• What do you aspire to do or be as a future career and how will the course help you achieve that?
• How can your work or skillsets contribute positively to the department/ university you are applying to, or society at large?

On the other hand, if you are applying for the masters to change from the field you studied in your undergraduate to another field, you should tell the school why you decided to take a different path in your studies.

Questions to ask yourself for this include:

• Your reason for deciding to change your discipline.
• How your undergraduate degree will be material for bringing fresh insights into your masters course.
• How changing your study path will help you attain your future career.

2. Structuring A Personal Statement

Having good structure for your personal statement for master degree is important because it ensures that everything from the beginning, middle, and ending of the statement is written and equally falls in place perfectly.

We’ve left some tips for you below to help you:

Start your personal statement with an attention-grabbing introduction that is not dramatic or cliché. That means you should not begin with any of these over-used phrases we’ve listed out below:

For as long as I remember…

Since my childhood…

I want to apply to this course because I’ve always felt a strong connection to it…

All my life, I have always loved…

My interest in (course) always ran deeper than…

I’ve always been zealous about…

Ever since I was a child, I’ve always wanted to pursue a career in…

My past educational experiences have always…

You would want to be as snappy as possible with your opening because the admission officer has over a hundred applications to read and can’t waste all their time on yours. This means you should avoid overpowering it with unnecessary facts, quotes, and stories from your life.

The middle part of your ma personal statement is where the main content of the write-up should be. This is where you show your dedication to the course you’ve chosen, what motivated you to choose it, and why you are the right candidate for it.

When writing the middle part of a graduate personal statement, you should:  

• Give concrete reasons why you want to study a course at the University. The reason could be because of how the course is aligned to your future career or the University’s reputation in teaching that program.
• Mention relevant things like projects, dissertations, or essays you’ve done, and any work experience you have.
• Show proof of your core skills like and how they can contribute to the department.
• Prove what makes you a unique candidate.
• Discuss who your main influences for wanting to study the course are and why.
• Add experiences like memberships to clubs that are related to your field, papers you’ve written before, awards, scholarships, or prizes.
• Draw focus to how the course links to your past and future.
• Mention your academic and non-academic skills and how they fit the course.

For Formatting:

• Keep the statement length between 250 -500 words or as directed by the school.
• Sentences should be no more than 25-30 words.
• Use headings to break up the content – Why this university? Why this subject? Etc.
• Make claims and provide evidence to back each of them up. This can be done by discussing your work experience and academic interests.

Language and tone to use:     

• The tone for your masters application personal statement should be positive and enthusiastic, to show you eagerness to learn and so that you convince the evaluators that you have what it takes to succeed.
• Use exciting and refreshing language, and an engaging opening line.
• Ensure you grammar, punctuations, and spellings are accurate.
• Avoid exaggerated claims you cannot backup.
• Don’t use cliché generic terms and keep your focus on the course.

Keep the ending of your essay for master degree application concise and memorable, leaving no doubt in the admission officers mind that you deserve a spot on the program.

To create the best ending summarise all your key points without dragging it our or repeating yourself. The ending should be simple, end on a positive note and make it clear that the school will be lucky to have you on their program.

Personal Statement for Masters Sample

In this section, we have left a masters personal statement example for you, which you can use as material to write yours for any course of study you are applying to a school for.

Personal Statement PDF

You can also download this statement of purpose sample for masters degree pdf here and take your time to read it later – Personal Statement For Masters Sample .

See Also:  Student CV Template .

Examples of Personal Statement for Masters

We have taken the time to source for some of the best postgraduate personal statement examples, which you can use in addition to the personal statement for masters program example as a template to write yours.

While you scroll through our list, you will find the perfect masters essay example for any field you wish to apply for, from business administration, to Psychology, to information technology, and lots more.

1. msw personal statement

We have found one of the best msw personal statement examples out there for you.

social work masters personal statement .  

2. personal statement for masters in public health

mph personal statement examples

3. personal statement for masters in management

Personal statement for master degree sample for masters in management .  , 4. personal statement for masters in education example.

personal statement for masters in education example

5. psychology masters personal statement

psychology masters personal statement example

6. sample personal statement for masters in data science data science masters personal statement

7. speech and language therapy personal statement statement of purpose for masters sample: speech and language therapy

8. business administration personal statement personal statement for masters in business administration

9. personal statement for masters in cyber security pdf masters degree personal statement examples for cyber security

10. personal statement for masters in finance msc finance personal statement examples

11. statement of purpose for masters in information technology pdf msc personal statement examples for information technology

12. international development personal statement statement of purpose for masters example

13. msc international business management personal statement international business management personal statement examples

14. computer science masters personal statement

statement of purpose for masters in computer science pdf

15. personal statement for masters in economics statement of purpose sample for masters degree in economics

16. mha personal statement statement of purpose format for masters in health administration    

Conclusion – Things to Avoid When Writing A Personal Statement For Masters When writing a personal statement for university masters, there are some things you should avoid, so that you don’t ruin your essay. We have listed out those things below: •    Avoid negativity. •    Following an online template blindly. •    Do not include unnecessary course modules, personal facts, or extra-curricular activities in your personal statement. •    Do not lie or exaggerate an achievement or event. •    Do not include inspirational quotes to your statement. •    Avoid using clichés, gimmicks, humour, over-used word such as 'passion' or ‘driven’. •    Do not make pleading statements. •    Avoid mentioning key authors or professors in your field without any explanation. •    Avoid using sentences that are too long. •    Avoid flattering the organisation or using patronising terms. •    Do not repeat information in your statement that you have already listed in your application. •    Avoid waffling i.e., writing at length. •    Don’t start writing your personal statement at the last minute.  

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When applying for graduate school in the area of TESOL, it is important to account for the fact that Professionals in the area of TESOL, teaching English as a second (ESL) or foreign (EFL) language, often assume that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English. A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German. This is because German is more closely related to English than Chinese.

Language learners often produce errors of syntax, vocabulary, and pronunciation that are thought to result from interference, the influence of their native language(s). Thus, many applicants to TESOL programs express a desire to map the patterns of language errors that occur in the context of learners in their own native language. Applicants from Saudi Arabia, for example, tend to study the common errors that are made by speakers of Arabic; applicants from Taiwan tend to study the errors made by speakers of Mandarin, etc.

Other applicants to graduate school in TESOL emphasize the importance of cultural perceptions in the classroom as far as learning a second or foreign language is concerned. Cultural differences in communication styles and preferences are significant. For example, a study looking at Chinese ESL students and British teachers found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures.

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I want to help you get accepted to graduate school in tesol..

 It is very important that you carefully review the style and presentation of your application material for graduate school before submitting it, especially your Personal Statement of Purpose. Seeking the assistance of a professional writer is often a very good idea, especially if English is your second or third language. I would be happy to draft the first paragraph free of charge so that I have the opportunity to demonstrate to you how I can help in this regard. You will only need to pay for my services if you are very impressed with the first paragraph and decide to commission me to draft the entire statement.

I would be happy to provide you with a highly eloquent Statement that portrays you as someone with enormous potential to contribute to the advance of the field of TESOL over the long term. After you fill out my  Online Interview Form , I will ask you some specific questions by email if I need any further information. Please also send your resume/CV and or rough draft if you have one.

After finishing my PHD in Religion and failing to find a teaching position in this area, I turned my attention to TESOL. I wrote my doctoral dissertation on social change in Latin America and had already lived and taught English at the University level in El Salvador prior to completing the doctoral degree, so this seemed like a natural choice. Thus, I went back to school, studying towards a Master's Degree in TESOL at the University of Illinois in Champaign/Urbana. After one year of study, I went to the Universitat de Barcelona to teach English Composition for one year. Next, I began working online and never returned to Illinois to finish my Master's in TESOL. Still, I learned a great deal about language and language instruction that has always been with me, making it a special pleasure to help applicants to graduate school in this area.

Teaching English to Speakers of Other Languages: A Panel Conversation on Pursuing a Career in TESOL.

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Statements of Excellence in TESOL

The Humanitarian Side of TESOL

People who want to live abroad and speak English as their first language (or even a close second) have some great options available to them. Fun, fascinating, challenging, paid work. What could be better?

You don´t have to teach English full time, either. Why not combine a few of these jobs and make your career more humanitarian by volunteering a little or helping support a local NGO or other organization as a translator or interpreter? To really immerse yourself in another culture and get a sense of what life is like outside the U.S. (or Europe, or wherever you currently live) — without having to give up a steady paycheck — consider one of these five options.

Taking a chance on a job abroad can bring numerous benefits. International experience can make your resume more impressive, demonstrating your ability to adapt to new situations, communicate with diverse groups of people and solve problems, and countless other sneaky benefits you may not have considered.

Fluency in another language often also translates into a higher salary. California, for example, offers some workers who regularly use a second language in their work a “ bilingual pay differential ” of $100 per month.

Finally, a number of industries and companies are increasingly demanding international experience among those seeking top executive positions due to the increased level of skills learned while abroad. Of the biggest 1,000 public and private companies in the U.S., 40% of CFOs had worked abroad, reported  the Wall Street Journal  in 2015.

The opportunities available vary, from highly competitive Foreign Service postings with the U.S. State Department to short-term jobs working in bars and restaurants. Here´s what you need to know to get one of these coveted positions.

1. Become an international aid worker

Many people dream of heading abroad and doing humanitarian work. Opportunities are available with local non-governmental organizations (NGOs), as well as major international organizations like the UN, Amnesty International, the Red Cross, and Doctors Without Borders.

Some jobs may involve hands-on aid work, like disaster response or assisting refugees. But organizations also need people with experience in accounting, communications, IT, human resources, management and foreign languages, according to the  London School of Economics .

Unsurprisingly, the more specialized and in-demand your skills are, the easier it will be for you to find a job—which is important in these competitive sorts of industries. Having technical skills will increase your chances of getting employed. This could be something like physiotherapy, education, health, engineering or construction. The sector does not need more international development undergraduates, says Weh Yeoh, founder of global development organization WhyDev,  told The Guardian .

If you’re truly interested in a career in international aid or development, you’ll need to prepare yourself due to the highly competitive nature of this field. There are simply people from all over the world applying for the same job, so consider an internship or volunteer work abroad so you can gain field experience that could eventually materialize into permanent employment,  suggests Idealist . Demonstrated interest or experience in a particular country, region, or issue may also be helpful in securing a position, because it´s easier to stand out from the crowd.

2. Join the Foreign Service

The U.S. government offers a number of opportunities for citizens interested in working abroad, and the best known are the  Foreign Service postings  through the Department of State.  They are available at more than 270 embassies, consulates, and diplomatic missions around the world. While many people in the Foreign Service work in typical diplomatic roles as consular or political officers, the State Department also sometimes hires health care workers, construction engineers, IT specialists and people from other professions, so keep your eyes open for these opportunities.

Though a job with the Foreign Service may seem glamorous, it comes with many challenges: Foreign Service officers must be ready to move anywhere in the world at a moment’s notice and may end up stationed in dangerous or remote areas. While some postings allow you to bring your family with you, that’s not always possible. So if you´re single and have a clear legal record, this could be the perfect job for you. The application process is competitive and involves multiple written and oral assessments.

In addition to jobs with the State Department, international job postings are available through USAID, Department of Defense, the CIA, the U.S. Department of Agriculture, the U.S. Department of Commerce, the CDC, and other government agencies.

3. Work for a Global Company

Getting a job with a big company with overseas offices could eventually lead to a position abroad, especially if you play your cards right and plan for that from the outset.

Forty-seven percent of companies surveyed by  Brookfield Global Relocation Services increased the number of employees that they had serving overseas in 2013. The top destinations included China, the U.K., Singapore, and Germany.

If your employer transfers you overseas, they will typically handle details such as obtaining proper visas and work permits, as well as providing assistance with relocation, which is often extremely handy.

But even with all that support, international moves can be challenging, both personally and financially. The rewards can also be great. You may have to deal with currency fluctuations, setting up foreign bank accounts, paying foreign taxes, and other nasties, but once you learn how the system works, it´s often no more challenging than at home. If your spouse moves abroad with you, he or she may not be able to work. If you have children, they will have to make adjustments too. Moving abroad for some time can be a great experience for children, as they may eventually speak two languages and enjoy lots of other benefits, like great weather and two sets of friends.

4. Teach English

For those who are interested in working in another country but lack the experience or skills needed for other positions, teaching English abroad is a common and fun choice.

Of 884 expat Americans surveyed by  Migration Policy Institute  in 2011, 20% worked in education (often teaching English or teaching other subjects in English at international schools or the like). For those with no other way of getting there, spending a year or two teaching abroad can be a way to get valuable experience and make you more competitive for other international positions.

In many cases, you’ll need to have at least a bachelor’s degree to get a job teaching English abroad. Having a TESL or TESOL certificate can also make you a more competitive candidate and prepare you well for the work. The number of positions – and the amount they pay – varies significantly based on region and country. Generally, jobs in Western Europe are harder to get, while more positions are available in the Middle East and Asia (funnily enough! Wouldn´t you rather go to Thailand than Germany, for example?).

Some foreign governments sponsor programs that bring native English speakers to their countries to teach. Among these are  Japan  and  Korea . The  Council on International Educational Exchange  offers teaching opportunities in China, Mexico, Spain, Vietnam, and many other countries.

5. Participate in a work exchange program

In order to work legally in another country, you typically need a work permit or visa, which can be difficult or complicated to obtain on your own, even with hired help. Participating in a work exchange program is one way to get help securing a short-term visa and finding a job—then when you´ve settled in, you can go your own way.

Teaching English to Speakers of Other Languages (TESOL) In-Service MA

London, Bloomsbury

The UCL TESOL MA programme comprises two routes: In-service and Pre-service. The TESOL MA In-service aims to enhance the career prospects of a second or foreign language teacher and contribute to professional development. Students will explore the latest developments in the theory, policy and practice of TESOL, working with leading experts in the field and other MA students from around the world.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications open

• Entry requirements

Applicants should have a second-class Bachelor's degree in a relevant subject (e.g. English, languages, education, linguistics). Those with other degrees may still apply as all applications are evaluated holistically. At the time of application, applicants should have had at least two years' full-time language teaching experience or part-time equivalent post first degree. Applicants normally also have a teaching qualification although this is not an entry requirement. Please note that having sufficient language teaching experience after having completed your undergraduate degree is an essential entry requirement. If you do not have the required teaching experience, you might be interested in applying for either the Applied Linguistics MA or the Teaching of English to Speakers of other Languages (Pre-Service) MA , which do not have previous teaching experience as an entry requirement.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

This programme will give you the opportunity to discuss and debate issues related to teaching second and foreign languages. You will also develop your knowledge of how theory can inform practice in second and foreign language education. You will deepen your understanding of key concepts and ideas, and develop your ability to select, design and evaluate language teaching materials.

Who this course is for

This programme is suitable for practising teachers of English as a second or foreign language (ESL, EFL, ESOL) throughout the world. We accept teachers of other languages on the understanding that most of the examples used during the programme will be drawn from English language teaching.

What this course will give you

This TESOL degree combines research-informed learning with the opportunity to reflect on and enhance your own professional practice. You will receive strong support throughout from our team of tutors, all of whom have international experience in language research and teaching. You will also become part of one of the oldest and most well-known centres for English language teacher development, and will have the opportunity to work with leading researchers from the UCL Centre for Applied Linguistics as well as MA students from all around the world.

The foundation of your career

The programme provides graduates with a rigorous, research-based education based on the latest developments in the area of TESOL. This will give them a natural advantage when applying for teaching or other TESOL-related posts. We also help students focus on employability skills whilst they are here, for example, through departmental talks and other networking opportunities within the department and the wider UCL community. We are keen to stay in touch with graduates, who are ambassadors for our programme throughout the world, and to hear about your professional trajectories and how your degree and training prepared you for career opportunities post-degree.

The most valuable thing that IOE gave me was the opportunity to develop my criticality and creativity. I think that the way I do everything now is more critical and creative, that’s why I can participate in conferences, do research and teach in a different style. Flor Toledo-Sandoval Teaching English to Speakers of Other Languages (TESOL) In-Service MA Q&A with Flor Toledo-Sandoval

Employability

Graduates of the MA TESOL In-Service programme work in a broad range of areas. Some are employed as teachers of English (or other languages) working in early years and adult education, or with specific populations (e.g., higher education, business professionals, newcomers). Others work as managers or directors of study in the private sector or state schools. Graduates of the programme can also be found working as curriculum or materials developers, language assessment professionals, education journalists, editors, publishers, NGO and development officers, education consultants, teacher trainers, or policy advisers. Some choose to pursue doctoral studies or embark on research careers.

Students will have many opportunities to engage in networking activities with scholars, researchers and students in the field of TESOL and related areas. The Centre hosts regular talks which allow students not only to broaden their understanding of issues in the field, but also to be part of a collegial community of scholars and educators. Students can join the British Association for Applied Linguistics, or participate in several activities conducted by the UCL Applied Linguistics Society.

Teaching and learning

Students will have the opportunity to be exposed to a wide variety of teaching methods and strategies, but all sensitive to learning needs and cultural orientations.

Teaching combines various forms, such as lectures, workshops, projects, student presentations, and student-led discussions. Within sessions, students often engage in individual, pair and group tasks. Assessment is by coursework and presentation. Various coursework types are used.

Students spend about 20% of their time in lectures, seminars, or one-to-one supervisions. The remainder is dedicated to preparing for lectures and seminars, and pursuing students' own interests via independent study.

The programme consists of one core module (30 credits), one compulsory research dissertation (60 credits), and three optional modules (90 credits).

Autumn term

• Core Module (Fundamentals of Second and Foreign Language Teaching)
• Optional module 1
• Dissertation module

Spring term

• Dissertation module/supervision
• Optional module 2
• Optional module 3

Summer term

• Dissertation supervision

Autumn term year 1

• Core Module

Spring term year 1

Summer term year 1

Autumn term year 2

Spring term year 2

Summer term year 2

You will have up to 5 years to complete your Master’s programme. The first module you take on this programme should be your core module Fundamentals of Second and Foreign Language Teaching (CCME0048). You will then need to enrol on 3 optional modules before taking your dissertation in the final year of your studies.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Teaching English to Speakers of Other Languages (TESOL) In-Service.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Where you'll study

The Department of Culture, Communication and Media is committed to excellence in research and teaching in the areas of Art, Design and Museology, Academic writing, English education, Applied Linguistics, Music Education, Learning with Digital Technologies and teacher professional development.

Online - Open day

Graduate Open Events: Applied Linguistics and TESOL In-Service

Are you interested in investigating questions about language, culture and diversity? Our programmes bring together a wide range of expertise to explore these issues from a range of perspectives. We welcome you to book your place at our Virtual Open Event. You will meet our Programme Leaders, hear about the programmes you are interested in and have the chance to ask any questions you might have. These sessions are free and open to all.

Fees and funding

Fees for this course.

Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

All full time students are required to pay a fee deposit of £2,000 for this programme.

Students should take into account any travel, accommodation and expenses involved in their dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised that we will prioritise applications that provide all the required documentation at the point of application.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

• why you want to study Teaching of English to Speakers of Other Languages (TESOL) at graduate level
• why you want to study Teaching of English to Speakers of Other Languages (TESOL) at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

* Note that if you do not have any language teaching experience, please consider applying to our MA TESOL Pre-service programme. If you have some language teaching experience, but not the full requirement for In-Service, please consider applying to our MA Applied Linguistics programme.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Culture, Communication and Media

[email protected]

UCL is regulated by the Office for Students .

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ELT/TESOL Studies (MA)

ELT/TESOL Studies (MA) starting September 2024 for 1 year

About this course

Study the theory and practice of English Language Teaching (ELT) with our MA Teaching English to Speakers of Other Languages (TESOL) master’s degree.

You can apply for this course if you have recently graduated and are starting your career in teaching English as a Foreign Language (EFL).

This UK-based MA ELT TESOL is ideal for graduates who want to teach English as a second or additional language, or work in the teaching education sector.   

Our English language teaching master's degree will help you develop specialist knowledge and skills in TESOL and related linguistic areas.  

On MA TESOL you’ll study the most recent approaches to the curriculum, assessment and pedagogy (interactions between teachers, students, and the learning environment and tasks) and have the opportunity to pursue your interests. Optional modules you can study include subjects like: 

• learner autonomy 
• English as an international language 

On this TESOL studies course you’ll explore the theory and practice of English language teaching. You’ll be prepared to challenge current practices and take an innovative approach to your future career as a leader in the field.    

Our graduates are employed across the world in all areas of the English language teaching profession. 

If you’re already teaching English through TESOL and want to advance your career, take a look at our MA English Language Teaching TESOL course .

We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes .

Our courses are regulated in England by the Office for Students (OfS).

Course lead

Your course leader, Dr Sarah Rule, has research interests in language acquisition and processing.

Learn more about this subject area

Languages and linguistics

Course location.

This course is based at Avenue .

Awarding body

This qualification is awarded by the University of Southampton.

Download the Course Description Document

The Course Description Document details your course overview, your course structure and how your course is taught and assessed.

Entry requirements

You’ll need a 2:1 honours degree in a language or relevant subject. 

  Find the  equivalent international qualifications  for your country.

English language requirements

If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:

IELTS score requirements

We accept other English language tests. Find out which English language tests we accept.

Pre-masters

If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.

If you don’t meet the academic requirements, you can complete a pre-master's programme through our partnership with ONCAMPUS. Learn more about the programmes available .

Got a question?

Please contact us if you're not sure you have the right experience or qualifications to get onto this course.

Email:  [email protected] Tel:  +44(0)23 8059 5000

Course structure

You'll study this master’s course full-time over one year. Each semester is made up of key modules you must study and gives you the choice to select what modules you want to learn. 

Guest speakers will deliver seminars and you’ll have other extension activities as part of your TESOL learning. 

You’ll complete your research dissertation project over the final 18 weeks of the course.

Want more detail?  See all the modules in the course.

The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes .

Year 1 modules

You must study the following modules :

Analysing Language for ELT/TESOL

This module encourages you to reflect on the analysis of the structure of language and its relationships to language teaching. It will demonstrate the kinds of analytic processes employed in linguistic analysis and identify the relationships between gramm...

Developing Approaches to Language Teaching

This module builds on your knowledge of language teaching methodologies developed in LING6022. It will focus on current issues in language teaching methodologies and address more specialised areas taking both a synchronic and diachronic which will comple...

Dissertation (ALLT/ELT)

The Masters dissertation gives you the opportunity to undertake an extended piece of independent research in Applied Linguistics or English Language Teaching, with guidance from a supervisor.

Principles of Communicative Language Teaching

This module will present you with the principles of Communicative Language Teaching (CLT) and allow you to examine them critically across educational contexts and purposes.

Research Skills

The aims of this module are to further develop the research, study and time management skills you will need for a substantial independent research investigation.

You must also choose from the following modules :

Assessment of Language Proficiency

A range of key constructs in assessment theory and currently popular techniques in assessing language proficiency are reviewed and critically discussed. The overall processes involved in designing and implementing assessment procedures which are valid, re...

Autonomy and Individualisation in Language Learning

This course explores the themes of learner autonomy, resourced-based and open and distance learning and their practical outworking in an institutional context. You will be encouraged to think through ways of facilitating learning and in particular to cons...

Digital Education and English Language Teaching

The module is intended to provide: a) a theory-based account of changes and innovations in technology which impact generally on the digital literacy skills and practices that students bring to class and, more specifically, on their potential implications...

English as a World Language

This module explores the rise of English to its current dominant status.

English as medium of instruction in global education

This module explores sociolinguistic and pedagogical dimensions of English Medium Education and CLIL classrooms around the world. EME/I is an umbrella term for multilingual education programmes where English is used as a medium of instruction to teach and...

Experiences of language teaching and learning: narrative inquiry in language education

This module introduces you to the study of storytelling, in different formats, as a way to gain knowledge, and as a powerful qualitative method to conduct research into our experience as language teachers and learners over the course of our careers.

Language and Intercultural Communication

This module will combine a theoretical understanding of intercultural communication with reflections and evaluations of your own intercultural experiences and applications of this to pedagogic settings and other practical settings.

Language ideologies in a globalising world

This module presents ideologies of English and other languages in the changing world where globalisation and the unprecedented spread of English are significant factors. It offers the opportunities of studying language ideologies in an extensive, comprehe...

Language in Society

This module will introduce you to ways of exploring the reciprocal relationship between language and society from contemporary sociolinguistic perspectives.

Pragmatics in global contexts

Second language learning.

This module introduces the different theoretical approaches which have been adopted for studying the acquisition of language, and examines and assesses current theories of first and second language acquisition in the light of empirical evidence.

Teaching Foreign Languages to Younger Learners

This module will address the implementation and adaptation of language teaching methodologies to address the unique challenges inherent in instructed, early foreign language (FL) learning. The novel aspect of the module will lie in its systematic explorat...

Writing and Written Language

The module examines the techniques of process, product, context, and instruction of writing in a second language. The first deals with composing and the writer in relation to the text; the second deals with the text produced, its structure and organisatio...

Learning and assessment

The learning activities for this course include the following: 

• lectures 
• seminars 
• research projects 
• independent study 

Your contact hours will vary depending on your module choices.

We’ll assess you through: 

• exams 
• presentations 
• dissertation 

You’ll also receive ongoing assessment and feedback through lecture and seminar activities. 

Dissertation

You’ll complete your dissertation during the final 18 weeks of this full-time course. On this project, you’ll need to conduct research in an area related to the teaching of English. 

Academic Support

We’ll assign you a personal tutor, and you’ll have access to a senior tutor. 

You’ll be prepared to start your career as a English language teacher in state and private schools across the world.  

You can also work in Education Ministries or in the publishing industry. 

Careers services at Southampton

We're a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you throughout your time as a student and for up to 5 years after graduation. This support includes:

• work experience schemes
• CV/resume and interview skills workshops
• networking events
• careers fairs attended by top employers
• a wealth of volunteering opportunities
• study abroad and summer school opportunities

We have a thriving entrepreneurship culture. You'll be able to take advantage of:

• our dedicated start-up incubator,  Futureworlds
• a wide variety of  enterprise events  run throughout the year
• our partnership in the world’s number 1 business incubator,  SETsquared

Fees, costs and funding

Tuition fees.

Fees for a year's study:

• UK students pay £9,250.
• EU and international students pay £26,500.

Check fees for other versions of this course .

If you're an international student on a full-time course, we'll ask you to pay £2,000 of your tuition fees in advance, as a deposit.

Your offer letter will tell you when this should be paid and provide full terms and conditions.

Find out about exemptions, refunds and how to pay your deposit on our tuition fees for overseas students page.

What your fees pay for

Your tuition fee covers the full cost of tuition and any exams.

Find out how to  pay your tuition fees .

Accommodation and living costs, such as travel and food, are not included in your tuition fees. Explore:

• accommodation costs
• living costs
• budgeting advice

10% alumni discount

If you’re a graduate of the University of Southampton, you could be eligible for a 10% discount on your postgraduate tuition fees.

Postgraduate Master’s Loans (UK nationals only)

This can help with course fees and living costs while you study a postgraduate master's course. Find out if you're eligible .

Southampton Humanities Postgraduate Global Talent Scholarship

Twenty scholarships of £5,000 are available to international students joining our postgraduate master’s courses at the School of Humanities in September 2023.

Find out more about the Southampton Humanities Postgraduate Global Talent Scholarship , including eligibility, deadlines and how to apply.

Southampton Arts and Humanities Deans Global Talent Scholarship

Ten scholarships of £10,000 each are available to international students studying for an undergraduate degree or a postgraduate master’s degree in Arts and Humanities.

Find out more about the Southampton Arts and Humanities Deans Global Talent Scholarship , including eligibility, deadlines and how to apply.

Other postgraduate funding options

A variety of additional funding options may be available to help you pay for your master’s study. Both from the University and other organisations.

Funding for EU and international students

Find out about funding you could get as an international student.

• Use the 'apply for this course' button on this page to take you to our online application form.
• Search for the course you want to apply for.
• Complete the application form and upload any supporting documents.
• Submit your application.

For further details, read our step by step guide to postgraduate taught applications .

Application deadlines

There are different deadlines for this course. Depending on which country you permanently reside in, applications are expected to close:

• Applicants permanently resident in China: Wednesday 29 November 2023 - midday UK time
• Applicants permanently resident in other countries: Wednesday 29 May 2024 - midday UK time
• Applicants permanently resident in the UK: Wednesday 3 July 2024 - midday UK time

We advise applying early as applications may close before the expected deadline if places are filled.

Our admissions process for this course means that we look at batches of applications together. We send offers to applicants on a continuous basis. Due to the high number of applications, we may not be able to make you an offer, even if you meet the course criteria.

Application assessment fee

We’ll ask you to pay a £50 application assessment fee if you’re applying for a postgraduate taught course.

This is an extra one-off charge which is separate to your tuition fees and is payable per application. It covers the work and time it takes us to assess your application. You’ll be prompted to pay when you submit your application which won’t progress until you've paid.

If you're a current or former University of Southampton student, or if you’re applying for certain scholarships, you will not need to pay the fee. PGCE applications through GOV.UK and Master of Research (MRes) degree applications are also exempt. Find out if you’re exempt on our terms and conditions page .

Supporting information

When you apply you’ll need to submit a personal statement explaining why you want to take the course. 

You’ll need to include information about: 

• your knowledge of the subject area
• why you want to study a postgraduate qualification in this course
• how you intend to use your qualification

References are not required for this programme. 

Please include the required paperwork showing your first degree and your IELTS English language test score (if you are a non-native English speaker) with your application. Without these, your application may be delayed.

What happens after you apply

You'll be able to track your application through our online Applicant Record System.

We receive a high volume of applications for this course. This means you may not receive a response to your application for up to 12 weeks.

If we offer you a place, you will need to accept the offer within 30 working days. If you do not meet this deadline, we will offer your place to another applicant.

Unfortunately, due to number of applications we receive, we may not be able to give you specific feedback on your application if you are unsuccessful.

We may invite you to an interview, which will take place by phone if you live abroad. You'll get an email from the admissions tutor if we'd like to talk to you before offering you a place.

Equality and diversity

We treat and select everyone in line with our  Equality and Diversity Statement .

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Sacramento State

• College of Arts and Letters /

MA in TESOL

Total units required for MA: 33

Program Description

The MA in Teaching English to Speakers of Other Languages (TESOL) requires extensive study of linguistics and pedagogy, as well as actual teaching and/or tutoring experience with second-language students. The culminating experience of the MA TESOL Concentration is the comprehensive examination.

The MA TESOL provides professional preparation and training in the theory and practice of teaching English to non-native speakers. The program is designed for graduate students who expect to teach in community college or secondary or adult education settings in the U.S. or in adult or university level courses overseas. The program is also preparation for the Ph.D. in Applied Linguistics.

Admission Requirements

To ensure that students entering the program have the potential to succeed, both in the program and in their teaching careers, the MA TESOL has the following admission requirements:

• a baccalaureate degree with a minimum 3.0 GPA, including a 3.0 GPA in the final 60 units;

Students from foreign universities must provide proof of English language proficiency prior to admission by achieving a minimum score on one of three approved tests:

• 90 on the Test of English as a Foreign Language (TOEFL), with a score of 22 on the writing subsection
• 6.5 overall band score on the International English Language Testing System (IELTS)
• 65 on the Pearson Test of English (PTE)
• Students should complete all prerequisites before enrolling in a graduate-level (200 and above) courses. A student who has not completed all prerequisites may be dropped by the instructor from a graduate-level course; 
• Preference will be given to those students who have completed 2 semesters of college-level foreign language (6 units).

Admission Procedures

Applications are accepted on a first-come, first-served basis. Enrollment is limited, so applicants should file as early as possible in the semester prior to intended admittance. Students not meeting all requirements may be conditionally accepted as long as space is available in the program. Applicants must complete a university application by the posted application deadline date for the term applying. For more admissions information and application deadlines, please visit http://www.csus.edu/gradstudies/ . 

Note: Because of the budget constraints, undergraduates and unclassified graduate students can be admitted to TESOL graduate courses on a space available basis only.

The following materials must also be submitted:

• Personal statement of no more than 300-500 words. The personal statement should discuss the applicant's interest in the program and the experiences (academic and non-academic) that have shaped this interest and prepared the applicant for graduate work in this field.
• Three confidentially submitted recommendation forms for all students (both California State University, Sacramento and other institutions). Students graduating from universities other than California State University, Sacramento, must also provide formal letters from their three recommenders in addition to the completed recommendation forms.

Minimum Units and Grade Requirement for the Degree

Units required for the MA:  33

Minimum Cumulative GPA:  3.0

• Up to 3 units of ENGL 299 may apply to the degree.

Advancement to Candidacy

Each student must file an application for Advancement to Candidacy indicating a proposed program of graduate study. The procedure should begin as soon as the classified graduate student has:

• removed any deficiencies in admission requirements;
• a plan of study that has been filled out with the help of the TESOL Advisor;
• completed at least 12 units of 200-level courses in the Master's Degree program with a "B" or better in each course; and
• take a Graduate Writing Intensive (GWI) course in their discipline within the first two semesters of coursework at California State University, Sacramento.

Advancement to Candidacy forms are available on the Office of Graduate Studies website. The completed form is then returned to the Office of Graduate Studies for approval.

The MA in TESOL includes the Certificate of Advanced Study in TESOL. Coursework for the Certificate must be completed with grades of "B" or better. Credential candidates may apply for Supplemental Authorization in ESL through the Commission on Teacher Credentialing. Candidates for the Adult Education Credential in ESL may apply through their local County Office of Education. An extensive job file for employment in the U.S. and overseas is maintained in the TESOL Program Office, Calaveras Hall 138.

Program Requirements

Certificate - tesol.

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MA Teaching English to Speakers of Other Languages (TESOL) (distance learning)

Fees for October 2023 to July 2024: £1,220 per module

Fees for October 2024: £1,260 per module More detail .

• Request a prospectus
• Course details
• Entry Requirements
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Are you interested in a career in English language teaching? Are you already a teacher of English and want to advance your professional standing? 

Our popular MA Teaching English to Speakers of Other Languages (TESOL) is designed for practising teachers of English to speakers of other languages. We explore different approaches to the teaching and learning of English and study the close relationship between language teaching theory and practice.

The programme encourages you to use the concepts and theories that you encounter during your course of study in your own classroom.

It is a set of interactive course materials to complete in part-time, self-study mode over a period of at least 30 months.

We also offer a full-time, on-campus programme over one year – for more information see Teaching English to Speakers of Other Languages MA .

Birmingham Masters Scholarships

We are offering over 400 awards of £2,000 to support the brightest and best applicants wishing to undertake Masters study at the University during 2023-24. The deadline for applications is 23:59 (UK Time) on Sunday 2 July 2023.

Find out more and apply now.

Scholarships for 2024 entry

The University of Birmingham is proud to offer a range of scholarships for our postgraduate programmes. With a scholarship pot worth over £2 million, we are committed to alleviating financial barriers to support you in taking your next steps.

Each scholarship has its own specific deadlines and eligibility criteria. Please familiarise yourself with the information on individual scholarship webpages prior to submitting an application.

Explore our scholarships

Virtual Open Day: Postgraduate opportunities in English Language and Applied Linguistics - 28 April 2020, 14:00-15:00

Join us online to watch a range of staff and student videos, and take part in our online chat where staff from the Department will be answering your questions about postgraduate study.

Find out more and register

My favourite thing about the MA TESOL（DL) course is the practical and circular nature between theory and practice. The literature has impacted what I do while teaching, while the experience in the classroom modifies my interpretations and strengthens my understanding of the literature. James

Why study this course?

• Flexibility – we have multiple start dates throughout the year so you have the option of choosing when to commence your studies with us. You can study at home, in your own time and at your own pace, so you can combine achieving a qualification with other commitments. You also have the benefit of developing your career without having to leave employment.
• Study from anywhere in the world - You can access the online course material from anywhere in the world, so if you change jobs or even move countries, it is possible to continue your studies.
• Real life application – you can begin to apply new knowledge and insights to your working life whilst you are still studying. Many students choose to tackle work-related topics in their dissertations.
• Opportunity to attend our summer school  – you will be able to attend one of our summer schools in Birmingham and/or Japan to learn more about the discipline and meet with academics and other students on the programme. We also run on-line training events such as inductions and workshops for our students.
• Access to excellent resources  – you will also have free access to a range of online resources and corpora held at the Centre for Corpus Research. You will also have access to the resources such as the Academic Writing Advisory Service and the Bank of Assessed Work to help with transitioning to postgraduate studies. We also have an extensive and growing range of books and journals available through the University’s online library.
• Personal tutor  – As a distance student you will have your own personal tutor whose job it is to guide and support you through the programme. He or she will be on hand to answer questions regarding the content of your programme and give advice on what to read and on writing your assignments.
• Excellent reputation  – The Department of English Language and Linguistics is one of the oldest and largest of its kind in the country. The distance programmes have been running for more than twenty five years and have gained an excellent reputation. The online materials have been developed by experts in the field with a range of research interests and specialisms. The University of Birmingham is ranked equal 10th in the UK amongst Russell Group universities in the Research Excellence Framework exercise 2021 according to the Times Higher Education

You will study four core modules and two optional modules before completing your dissertation.

Core modules

You will study four core modules :

Classroom Research and Research Methods

This course introduces the main concepts and some of the techniques used in research in and into second language classrooms. This involves looking at two kinds of research traditions:

• ‘Action’ research, which is usually qualitative, and involves examining specific classroom interactions in a single period of time, generally with the intent of modifying or improving teacher behaviour
• Experimental research, which is quantitative, and often involves looking at linguistic or other outcomes, often independently of classroom interaction, with the purpose of making general statements about, say, how language is acquired.

In addition, considerable space is dedicated to the kinds of instruments used to examine and measure factors which influence or are part of classroom events, such as the investigation of attitudes and beliefs and the observation of interactions in the classroom.

Finally, we discuss the different variables which influence classroom interaction: the roles, strategies, and behaviours of both teachers and students. Included in these sections is a review of some of the research carried out using the different observation systems. Assessment : 4,000-word essay

Language Teaching Methodology

This module gives an overview of the development of, and current approaches to, English Language Teaching (ELT) methodology, including the teaching of grammar, reading, writing, speaking and listening. The module also includes a practical introduction to classroom-based research.

The primary intention is to introduce you to a wide range of ideas, which will allow you to reflect on your own teaching experience. At the same time, in covering such a large area, the module also lays down the groundwork for a number of other modules which you will go onto study as part of this programme. Assessment : 4,000-word essay

Pedagogic Grammar

This module covers the main theoretical concepts and research findings underlying the description of the grammar of the English Language and the implication these have for the teaching of grammar in the classroom.

In this module, you will consider:

• Prescriptive and descriptive grammars
• Research into the benefits of teaching grammar explicitly
• How the methodologies we employ influence the way we teach grammar
• How grammar is represented in the language syllabus
• The debate relating to the use of authentic texts in language teaching
• The nature of spoken English and how its grammar differs of that of written English

Assessment : 4,000-word essay

Syllabus and Materials Design

This module considers the problem of reconciling syllabus and materials design with what is known about the process of language learning and examines the attempts that established approaches to syllabus design have made to solve this problem. The module goes on to propose a more radical solution involving the establishment of a pedagogic corpus, the use of task-based methodology, and the development of analytical exercises.

This is a very practical module designed for practising teachers. It demonstrates that a syllabus is a lot more than simply a list of items at the start of a handbook.

The module introduces you to a variety of different types of syllabus such as the traditional grammatical syllabus, the lexical syllabus, the functional-notional syllabus, and the task-based syllabus. You are encouraged to look at a range of teaching situations and consider how different type of syllabus can be used to meet the needs of different types of language learner. The later parts of the module look at materials development, evaluating material and how to adapt course books so the content is ‘lifted off the page’. Assessment : 4,000-word essay

Optional modules

You will also choose two optional modules from a range which typically includes:

• Corpus Linguistics
• English Language Teaching Management
• Functional Grammar
• Language and New Media
• Language Testing
• Multimodal Communication
• Psycholinguistics
• Second Language Acquisition
• Teaching Language to Young Learners

For more information, see our distance learning module descriptions . 

Dissertation

In addition to your taught modules, you will conduct a piece of independent research with the support of a supervisor, culminating in a 15,000-word dissertation.

Please note that the optional module information listed on the website for this programme is intended to be indicative, and the availability of optional modules may vary from year to year. Where a module is no longer available we will let you know as soon as we can and help you to make other choices.

This programme is charged per module.

• Fees for 20-credit modules for students starting from October 2023 - July 2024: £1,220 per module
• Fees for 20-credit modules for students starting from October 2024 - July 2025: £1,260 per module
• Students who start between October 2023 and July 2024 will continue to pay module fees at the rates shown here throughout the duration of this course. An invoice will be issued for each module, at the time that you register onto that module.
• A fee is also payable for the dissertation (worth 60 credits) and this is charged at the applicable rate for the academic year in which it is submitted. As a guide, dissertation fees are £3,780 for October 2024 entry.

Scholarships and studentships Scholarships to cover fees and/or maintenance costs may be available. To discover whether you are eligible for any award across the University, and to start your funding application, please visit the University's Postgraduate Funding Database .

How To Apply

Application deadlines for this programme are as follows – 

Entry point: 1 February – application deadline 1 January Entry point: 1 April – application deadline 1 March Entry point: 1 July – application deadline 1 June Entry point: 1 October – application deadline 1 September Entry point: 1 December – application deadline 1 November

Please note : Deferral requests for this programme will be considered on a case-by-case basis and will not normally be permitted for more than one calendar year from the start date originally applied for. 

Making your application

• How to apply

To apply for a postgraduate taught programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the taught programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

We usually ask for a good Honours degree in a relevant subject, or overseas equivalent. However, when considering your application, we look at your qualifications and work experience as well as your academic credentials. If your first degree is in an unrelated subject but you have relevant professional experience you may well be eligible for the course. For this reason, it is important to provide details of any current and/or previous employment in your application; it is always helpful to include a current CV but please complete the relevant sections of the application form as well. 

International/EU students

Academic requirements: We accept a range of qualifications from different countries - use our handy guide below to see what qualifications we accept from your country.

English language requirements: standard language requirements apply for this course - IELTS 6.5 with no less than 6.5 in any band. If you are made an offer of a place to study and you do not meet the language requirement, you have the option to enrol on our English for Academic Purposes Presessional Course - if you successfully complete the course, you will be able to fulfil the language requirement without retaking a language qualification.

IELTS 6.5 with no less than 6.5 in any band is equivalent to:

• TOEFL: 88 overall with no less than 22 in any band
• Pearson Test of English (PTE): Academic 67 in all four skills
• Cambridge English (exams taken from 2015): Advanced - minimum overall score of 176, with no less than 176 in any component

Learn more about international entry requirements

International Requirements

Holders of a Licence, Diplome, Diplome d'Etudes Superieures, Diplome d'Ingenieur or a Diplome d'Architecte from a recognised university in Algeria will be considered for postgraduate study. Holders of one of these qualifications will normally be expected to have achieved a score of 15/20 for 2:1 equivalency or 13/20 for 2:2 equivalency.  

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

A Bachelors (Honours) degree from an accredited Australian higher education institution may be considered for admission to a Masters degree.   Applicants with 3 year Bachelors with distinction from a recognised university, can be considered for admission to a Masters degree.

Holders of a Diplom, a Diplomstudium/Magister or a three-year Bachelors degree from a recognised university with a minimum overall grade of 2.5 for 2:1 equivalency or 3.0 for 2:2 equivalency, or a high-scoring Fachhochschuldiplom (FH) from a recognised Austrian Fachhochschule, will be considered for entry to taught postgraduate programmes. 

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

 Holders of a bachelors degree of four years duration from a recognised university in Bahrain will be considered for postgraduate study. Holders of bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors (Honours) degree of three years duration, followed by a Masters degree of one or two years duration from a recognised university in Bangladesh will be considered for postgraduate taught study. Students with a Bachelors degree of at least four years duration may also be considered for postgraduate study. Degrees must be from a recognised institution in Bangladesh.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0-3.3/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6-3.1/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma za Zavarsheno Visshe Obrazovanie (‘Diploma of Completed Higher Education’), a pre-2001 Masters degree or a post-2001 Bachelors degree from a recognised university with a minimum overall grade of 5 out of 6, mnogo dobur/’very good’ for 2:1 equivalence; or 4 out of 6, dobur/’good’ for 2:2 equivalence; will be considered for entry to taught postgraduate programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Diploma Visoko Obrazovanje (Advanced Diploma of Education) or Bacclaureus (Bachelors) from a recognised Croatian higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, for 2:1 equivalence or 3.0 out of 5.0, dobar ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.  Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Holders of a good four-year government-accredited Bachelors degree from a recognised Higher Education college with a minimum overall GPA of 3 out of 4 for 2:1 equivalency, or a GPA of 2.75 out of 4 for 2:2 equivalency; or a good four-year Bachelors degree (Ptychio) from a recognised University, with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 for 2:2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a good Bakalár, or a good pre-2002 Magistr, from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), for 2:1 equivalence, or 2.5, C, dobre ‘good’ (post-2004) or 3, dobre ‘pass’ (pre-2004) for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree/Candidatus Philosophiae, Professionbachelor or Eksamensbevis from a recognised Danish university, with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence, or 4-7 out of 12 (or 7 out of 13) for 2:2 equivalence depending on the awarding institution will be considered for entry to taught postgraduate programmes.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Holders of a Bachelors degree from a recognised university in Egypt will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 for 2:1 equivalency or 2.8 for 2:2 equivalency. Applicants holding a Bachelors degree with alternative grading systems, will normally be expected to have achieved a 75% (Very Good) for 2:1 equivalency or 65% (Good) for 2:2 equivalency. For applicants with a grading system different to those mentioned here, please contact [email protected] for advice on what the requirements will be for you.

Holders of a good Bakalaurusekraad from a recognised university or Applied Higher Education Institution with a minimum overall grade of 4/5 or B for 2:1 equivalency or 3/5 or C for 2:2 equivalency, or a good Rakenduskõrgharidusõppe Diplom (Professional Higher Education Diploma), will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Ammattikorkeakoulututkinto (AMK) (new system), an Yrkeshögskoleexamen (YHS) (new system), a Kandidaatti / Kandidat (new system), an Oikeustieteen Notaari or a Rättsnotarie, a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 3-4/5 for 2:1 equivalence or 1-2/3 or 2.5-3/5 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good three-year Licence, License Professionnelle, Diplôme d'Ingénieur/Architecte Diplômé d'État, Diplôme from an Ecole Superieure de Commerce / Gestion / Politique, or Diplome d'Etat Maitrise of three years duration or a Maîtrise from a recognised French university or Grande École will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved a minimum overall grade of 13 out of 20, bien, for 2:1 equivalency, or 11 out of 20, assez bien, for 2:2 equivalency depending on the awarding institution.  

Holders of a good three-year Bachelor degree, a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university, or a good Fachhochschuldiplom from a Fachhochschule (university of applied sciences), with a minimum overall grade of 2.5 for 2:1 equivalency, or 3.0 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students from Germany who have completed three years of the Erstes Staatsexamen qualification with a grade point average (GPA) of 10 from the first six semesters of study within the Juristische Universitätsprüfung programme would be considered for entry onto LLM programmes.  Students from Germany who have completed the five year Erstes Staatsexamen qualification with a grade point average (GPA) of 6.5 would be considered for entry onto LLM programmes. 

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good four-year Ptychio (Bachelor degree) from a recognised Greek university (AEI) with a minimum overall grade of 6.5 out of 10 for 2:1 equivalency, or 5.5 out of 10 for 2:2 equivalency, or a good four-year Ptychio from a recognised Technical Higher Education institution (TEI) with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés (Bachelors degree) or Egyetemi Oklevel (university diploma) from a recognised Hungarian university, or a Foiskola Oklevel (college diploma) from a recognised college of Higher Education, with a minimum overall grade of 3.5 for 2:1 equivalency, or 3 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of three or four years in duration from a recognised university in India will be considered for postgraduate taught study. Holders of Bachelors degree will normally be expected to have achieved 55% - 60% or higher for 2:1 equivalency, or 50% - 55% for 2:2 equivalency depending on the awarding institution.  

Either: A four-year Bachelors degree (first class or very good upper second class)

Or: A three-year Bachelors degree (first class) from recognised institutions in India.

For MSc programmes, the Business School will consider holders of three-year degree programmes (first class or very good upper second class) from recognised institutions in India.

For entry to LLM programmes, Birmingham is happy to accept applications from 3 or 5 year LLB holders from India from prestigious institutions.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Holders of a Bachelors degree from a recognised university in Iran with a minimum of 14/20 or 70% will be considered for entry to taught postgraduate taught programmes.

Holders of a Bachelors degree from a recognised university in Iraq will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4 or 75% for 2:1 equivalency, or 2.8/4 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Israel will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 80% for 2:1 equivalency or 65% for 2:2 equivalency.  

Holders of a good Diploma di Laurea, Licenza di Accademia di Belle Arti, Diploma di Mediatore Linguistico or Diploma Accademico di Primo Livello from a recognised Italian university with a minimum overall grade of 100 out of 110 for 2:1 equivalence, or 92 out of 110 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Holders of a Bachelors degree of four years duration from a recognised university in Jordan will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a Bachelors degree of four years duration from a recognised university in Kuwait will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good pre-2000 Magistrs or post-2000 Bakalaurs from a recognised university, or a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10 for 2:1 equivalency, or 6.5 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Lebanon will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 16/20 or 80% for 2:1 equivalency, or 14/20 or 70% for 2:2 equivalency.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good Bakalauras (post 2001), Profesinis Bakalauras (post 2001) or pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10 for 2:1 equivalency, or 7 out of 10 for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. 

Holders of a good Bachelors degree or Diplôme d'Ingénieur Industriel from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20 for 2:1 equivalence, or 14 out of 20 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from a recognised Higher Education Institution with a minimum grade of 2:1 (Hons) for UK 2:1 equivalency, or 2:2 (Hons) for UK 2:2 equivalency, will be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Holders of a Bachelors degree, licence or Maîtrise from a recognised university in Morocco will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a score of 15/20 or 75% for 2:1 equivalency, or 13/20 for 2:2 equivalency.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Holders of a Bachelors (Honours) degree of four years duration from a recognised university in Nepal will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration plus a Masters degree may also be considered for postgraduate study. Degrees must be from a recognised institution in Nepal.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.2/4.0 or 65%-79% average or higher for 2:1 equivalency, or a GPA of 3.0/4.0 or 60%-65% for 2:2 equivalency depending on the awarding institution.  

Holders of a Bachelors degree from a recognised Dutch university, or Bachelors degree from a recognised Hogeschool (University of Professional Education), or a good Doctoraal from a recognised Dutch university, with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Holders of a good three-six-year Bachelorgrad, Candidatus Magisterii, Sivilingeniø (siv. Ing. - Engineering), "Siviløkonom" (siv. Øk. - Economics) degree from a recognised Norwegian education institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, or a GPA of C/Good or 2.6-3.2 for a 2.2 equivalency; will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree of four years duration from a recognised university in Oman will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a Bachelors degree of four years in duration from a recognised university in Pakistan will be considered for postgraduate taught study. Students with a Bachelors degree of at least three years duration followed by a Masters degree of one or two years duration, or holders of a two year Bachelors degree and a two year Masters degree in the same subject, may also be considered for postgraduate study.

Holders of Bachelors degree will normally be expected to have achieved a GPA of 2.8-3.0/4.0 or 65% or above for 2:1 equivalency, or a GPA of 2.6/4.0 or 60% or above for 2:2 equivalency depending on the awarding institution.  

A two-year degree followed by a three-year LLB will count as a full Bachelors degree.

All qualifications must be from recognised institutions. For further details on recognised institutions, please refer to Pakistan’s Higher Education Commission

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Licenciado, with at least 13/20 may be considered as UK 2.1 equivalent. The Grado de Bachiller is equivalent to an ordinary degree, so grades of 15+/20 are required.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good post-2001 Licencjat / Inzynier (Bachelors degree), or a pre-2001 Magister, from a recognised Polish university, with a minimum overall grade of 4.5/4+ out of 5, dobry plus ‘better than good’ for 2:1 equivalence, or 4 out of 5, dobry 'good' for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, bom com distinção ‘good with distinction’, for 2:1 equivalence, or 14 out of 20, bom ‘good’, for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a Bachelors degree of four years duration from a recognised university in Qatar will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Holders of a good Diplomă de Licenţă, Diplomă de Inginer, Diplomă de Urbanist Diplomat, Diplomă de Arhitect, Diplomă de Farmacist or Diplomã de Doctor-Medic Arhitect (Bachelors degree) from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10 for 2:1 equivalence, or 7 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a good Диплом Бакалавра (Bakalavr) degree with a minimum grade point average (GPA) of 4.0 from recognised universities in Russia may be considered for entry to taught postgraduate programmes/MPhil degrees. 

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Holders of a Bachelors degree of four years duration from a recognised university in the Saudi Arabia will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’ for 2:1 equivalence, or 2, C, Dobrý ‘good’ for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10 for 2:1 equivalence, or 7.0 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes. 

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Holders of a good Título de Licenciado / Título Universitario Oficial de Graduado (Grado) /Título de Ingeniero / Título de Arquitecto from a recognised Spanish university with a minimum overall grade of 7 out of 10 for 2:1 equivalence, or 6 out of 10 for 2:2 equivalence, will be considered for entry to taught postgraduate programmes.

Holders of a Special or Professional Bachelors degree of four years duration from a recognised university in Sri Lanka will be considered for postgraduate taught study.

Holders of Bachelors degree will normally be expected to have achieved 60-74% or a CGPA 3.30/4.0 or B+ for 2:1 equivalency, or 55-59% or a CGPA 3.0/4.0 or B for 2:2 equivalency depending on the awarding institution.  

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd) for 2:1 equivalency, or G (godkänd) for 2:2 equivalency, will be considered for entry to taught postgraduate programmes. Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good " Baccalauréat universitaire/ Diplom / Diplôme; Lizentiat / Licence; Staatsdiplom / Diplôme d'Etat" degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) will be considered for entry to taught postgraduate programmes.

Holders of a Bachelors degree from a recognised university in Syria will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved score of 70%, or ‘very good’ for 2:1 equivalency or 60%, or ‘good’ for 2:2 equivalency.  

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Bachelors degree from a recognised institution will be considered for postgraduate study at Diploma or Masters level. Holders of Bachelors degree from prestigious institutions (see list below) will normally be expected to have achieved a GPA of 3.0/4.0 for 2:1 equivalency or 2.7 for 2:2 equivalency. Applicants with grades slightly below these requirements may also be considered for an offer if they have a relevant Bachelors degree, good scores in relevant modules, or relevant work experience.

Holders of a Bachelors degree from all other institutions will normally be expected to have achieved a GPA of 3.2/4.0 for 2:1 equivalency, or 2.8 for 2:2 equivalency.

Prestigious institutions: Assumption University Chiang Mai University Chulalongkorn University Kasetsart University Khon Kaen University King Mongkut University of Technology - Thonburi (known as KMUTT or KMUT) Mahidol University Prince of Songla University Srinakharinwirot University Thammasat University

Holders of a bachelor degree with honours from a recognised Caribbean and West Indies university may be considered for entry to a postgraduate degree programme. 

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Holders of a Bachelors degree of four years duration from a recognised university in the UAE will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved a GPA of 3.0/4, 3.75/5 or 75% for 2:1 equivalency or 2.8/4, 3.5/5 or 70% for 2:2 equivalency.  

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Holders of a good four-year Bachelors degree/ Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised institution, with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence, or a GPA of 3.5/5.0, 3.0/4, 6/12 or 70% for 2:2 equivalence, depending on the awarding institution, will be considered for entry to taught postgraduate programmes.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

Course delivery

Our study materials are produced by academic staff in our department, and are available online through the University's 'virtual learning environment'. They contain aims and objectives, reading lists, summaries of readings, activities and commentaries, discussion and reflection tasks, indexes and details of assignments required. On joining you are provided with a course handbook that introduces you to the team, provides details of their roles and expertise and gives all the contact information you will need so that if you have any difficulties or questions you will know who to contact for help and guidance.

Although much of the course is delivered through the virtual learning environment, support is always available. You will have a personal tutor and dissertation supervisor to guide you and answer any questions, and you will be able to consult academic staff in Birmingham via video calling software such as Zoom or Teams.

We also run week-long face-to-face seminars in the summer. These are free, and open to all distance TESOL students.

Each module represents up to 200 hours of study time, including preparatory reading, assignment preparation and independent study.

Distance learning in the College of Arts and Law

For more information on distance learning including answers to frequently asked questions, student experiences and funding opportunities, please see our  distance learning website . 

Your degree will provide excellent preparation for employment and this will be further enhanced by a range of employability support services offered by the University.

The University's Careers Network provides advice and information specifically for postgraduates that will help you to develop an effective career and skills development strategy, and to make the most of your time with us at the University. The College of Arts and Law also has a dedicated careers and employability team to deliver local support.

In addition to a range of campus-based events and workshops, Careers Network provides extensive online resources, and comprehensive listings of hundreds of graduate jobs and work experience opportunities.

You will also be able to access our full range of careers support for up to two years after graduation.

Postgraduate employability: English Language and Linguistics

Birmingham's English Language and Linguistics postgraduates develop a broad range of transferable skills that are highly valued by employers, particularly in relation to verbal and written communication. They also develop crucial skills in organisation, time management, analysis and interpretation of information.

Many of our graduates enter roles for which their programme has prepared them, such as becoming a language analyst or data scientist. Others use their transferable skills in a wide range of occupations including teaching, research administration and events.

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We prepare students for an exciting future

The Master's degree in TESOL is designed primarily for individuals who wish to teach overseas, at community colleges and intensive English programs, as well as for K-12 teachers wishing to upgrade their skills and employability. If the on-campus option doesn't fit your needs, online instruction is also available.

A TESOL professional not only provides an invaluable service but also gains a richer understanding of both language and the many different cultures of our world. Perhaps no other academic program leads to such a direct opportunity for multicultural and international experiences, as well as service to local communities. 

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Class Sizes

The program is small enough to foster a lively integrated community across our course and research options.

UNI's TESOL graduates are teaching around the world, in more than 25 countries. 

With an increasing demand for English as a Second Language (ESL) teachers, our graduates will continue to have a wide variety of career possibilities.

Find out more about TESOL M.A.

Tell us more and we'll send information on how you can succeed with a graduate degree in Teaching English as a Second Language TESOL from the University of Northern Iowa College of Humanities, Arts & Sciences.

Contact Information

Career Opportunities

Recent graduates have gone on to the following careers:

• Teachers of English in the Middle East, Latin America, Europe, Africa, and Asia
• K-12 teachers in the U.S. (licensure required)
• English teachers in community colleges and in Intensive English programs in the U.S. and abroad
• Professionals in government agencies and on grant-funded projects
• Students and graduates of doctoral programs in second language acquisition, curriculum and instruction, linguistics, and other fields.

Courses & Curriculum

Our program is a full-time, on-campus program and offers both thesis and non-thesis options. Our classes include:

• Language Teaching Methods
• Introduction to Graduate Study in TESOL/Applied Linguistics
• Seminar in Language
• TESOL Practicum
• Second Language Acquisition

Our application process is smooth and easy. You can apply now and pay your fee later or even get it waived, if you qualify . Current or former UNI students will also have their app fee waived.

Requirements for Admission

• Official transcripts from all institutions attended
• Statement of Purpose
• Two letters of recommendation
• 2.75 is the minimum GPA to be accepted without provision; applicants with a GPA lower than 2.75 may still be admitted provisionally, at the discretion of the program and the Graduate College
• Application fee (this can be waived or deferred, see if you qualify ).

Although the program has rolling admissions and admits students for both Fall and Spring semesters, applications must be on file by February 1st for full admission and funding consideration.

Requirements for International Applicants

Along with the basic application requirements, international applicants also need:

• Proof of English proficiency (Required score is: 100 in the TOEFL, 7.0 in the IELTS, or 120 in Duolingo)
• A copy of the personal data page of your passport
• A completed UNI Financial Statement and Certification form
• Non-refundable application fee.

Students may be required to take additional English language improvement courses at the discretion of the TESOL/Applied Linguistics faculty. 

Aliza Fones, Ph.D.

Aliza Fones and Carmen Durham were awarded the grant to carry out Project UNITED (University of Northern Iowa Teacher Education for Diverse Learners). Project UNITED will provide research-based ESL teacher preparation and professional development to current and future teachers.

Carmen Durham, Ph.D.

Fund your degree.

Our students may be assigned teaching or research-related positions; these include a range of opportunities relevant to the student’s area of study, such as working for individual professors on projects or working for UNI’s Culture and Intensive English Program (CIEP) . Visit one of the following pages to learn more about funding or additional details on TESOL at University of Northern Iowa College of Humanities, Arts, & Sciences.

Interested? Check out:

Department Head: Dr. Jim O'Loughlin Phone: (319) 273-2821 E-mail:  [email protected]

‌ Graduate Coordinator: Dr. Hilal Ergül Phone: (319) 273-2729 E-mail: [email protected]

‌Secretary: Lexi Byrnes Phone: (319) 273-5965 E-mail:  [email protected]

TESOL Studies MA

Year of entry 2024, masters study and funding online event.

Join us online on Wednesday 5 June to receive expert advice on how to make your Masters a reality with funding. Book your place

Course overview

MA TESOL Studies is specially designed for graduates who are interested in becoming teachers in the field of teaching English as a second or foreign language (TESOL) and have little or no previous experience of English language teaching.

This course offers you an excellent step towards beginning a career in TESOL. You’ll graduate with the knowledge and skills needed to be a confident and reflective practitioner able to make informed pedagogic decisions in the classroom.

You’ll explore the description and analysis of the English language and gain an understanding of the processes through which children and adults learn languages. A large part of the course focuses on the theory and practice of general and specialist English language teaching, and you’ll have opportunities to learn more about research and current developments in TESOL in global educational contexts.

You’ll join a very friendly, dynamic and multinational language education team in the School of Education, who have a wide range of experience in language teaching and teacher education work in the UK and around the world.

You’ll be taught by practitioners and researchers at the forefront of a diverse range of subjects, who have ongoing projects in areas such as second language teacher education and development, English medium instruction, learning with digital technologies, motivation in teaching and learning, and vocabulary.

Course highlights

• Gain valuable practical teaching experience through in-class micro-teaching to help you to be a creative, reflective and adaptive English language teaching practitioner. 
• Advance your knowledge in a range of specialist areas including EAP, digital educational technologies, teaching English to young learners. 
• Join regular TESOL Forum seminars where you can learn about and discuss current ideas, topics and research in TESOL led by experts from a range of contexts.   
• Benefit from a year-long bespoke academic literacy skills course specifically designed for MA TESOL Studies students to support their academic writing.  
• Take advantage of the many awards and competitions we encourage our students to enter, and join our alumni who have been successful in the prestigious British Council ELT Master’s Degree Dissertation Award.    
• Experience the friendliness and support given by an academic teaching team and School who understand the challenges that studying in a new cultural and learning context may bring.   
• Be part of a dynamic and renowned Centre of Language Education (CLER), whose researchers carry out world class research and classroom-based projects. Find out more about CLER . 

Course details

Throughout this course, you’ll study a range of modules that give you a theoretical and practical introduction to the knowledge and skills needed by a professional practitioner starting out in the field of TESOL.

In semester one, you’ll study three core modules exploring the English language, how second languages are learned and, in general terms, how they may be taught.

In semester two, you’ll build on the theoretical foundation in semester one through a core module on the practicalities of teaching English and you will experience planning and teaching lessons through in-class micro-teaching. You’ll be able to specialise in your preferred interests by choosing from a range of optional modules.

Later in semester two, you’ll use the knowledge and skills you gain over the year to carry out a small-scale piece of research related to your own interests within TESOL. To support your work on your research project, you’ll take a compulsory research methods course. Your supervisor will support you throughout the dissertation research process.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

For more information and a full list of typical modules available on this course, please read TESOL Studies MA in the course catalogue

Year 1 compulsory modules

Year 1 optional modules (selection of typical options shown below).

You will also study 30 credits from the below modules:

Learning and teaching

You’ll learn through a range of teaching methods including seminars, tutorials, student-led discussions and group work, complemented by digital technologies. Independent study, either individually or in groups, is an important aspect of this course, allowing you to develop critical problem-solving, communication and research skills that are relevant for you starting a career in TESOL.

Our Virtual Learning Environment will help to support your studies: it’s a central place where you can find all the information and resources for the School, your course, and modules.

The course is informed by research and current global developments in theory and practice in TESOL, and many of your tutors will bring insights from their own research and publications into modular learning activities. The content and activities in seminars and across modules are carefully scaffolded to ensure optimal understanding and learning.

You’ll be encouraged to take part in discussions and problem-solving tasks that involve interaction and collaboration with other students both inside and outside the classroom. You’ll experience innovative teaching methodologies and activities on your modules, which you may later wish to try out in your own microteaching practice.

You’ll have the opportunity to join a specially designed course for MA TESOL Studies students to support your academic writing. Other support is available from the online resources, workshops and one-to-one appointments provided through the University of Leeds library.

Throughout your degree you’ll be supported by a personal academic tutor who you can meet regularly to discuss any study or career questions you may have.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

Your learning on modules is assessed in varied ways, including written assignments, oral presentations, posters and reflective portfolios. On some modules you may have the opportunity to choose a relevant topic of interest to be assessed on.

Assessments reflect the kind of skills and knowledge you’ll need in your TESOL career and encourage you to demonstrate critical thinking, problem-solving, reflection, communication skills, and practical classroom knowledge around lesson planning and execution.

All your assessments will require you to read widely and use evidence from literature and your own experience to support your arguments and ideas. The assessment tasks will enable you to show a critical understanding of the current debates in TESOL and the application of theory in classroom contexts.

There are guidelines for all your assessments, which provide clearly structured guidance and support. In many modules you have a choice of task and/or topic. To help you prepare, you will have support from module tutors through formative feedback tasks.

Entry requirements

A bachelor degree (hons) with a 2:1 or non-UK equivalent in a subject that shows a strong grounding in English Language and/or Education, Linguistics or Foreign Languages. High grades in these subjects are essential.

This course is designed for students who do not have the two years of experience needed for our MA Teaching English to Speakers of Other Languages.

Beyond a first degree of an appropriate standard and appropriate English language skills, we have no specific requirements. However, we do prefer applicants who can demonstrate an interest in the field of language teaching, for example having been involved in tutoring.

We accept a range of international equivalent qualifications.

Please note that meeting the entry requirements of this course doesn't guarantee an offer of a place.

English language requirements

IELTS 6.5 overall, with no less than 6.0 in any component. For other English qualifications, read English language equivalent qualifications .

Improve your English

International students who do not meet the English language requirements for this programme may be able to study our postgraduate pre-sessional English course, to help improve your English language level.

This pre-sessional course is designed with a progression route to your degree programme and you’ll learn academic English in the context of your subject area. To find out more, read  Language for Education (6 weeks) and Language for Social Science and Arts: Education (10 weeks) .

We also offer online pre-sessionals alongside our on-campus pre-sessionals.  Find out more about our six week online pre-sessional .

You can also study pre-sessionals for longer periods – read about our postgraduate pre-sessional English courses .

How to apply

International – Friday 28 June 2024

UK – Friday 16 August 2024

If you intend to apply for funding, you should submit an application for a place on your chosen course at least one month before any specific scholarship deadline.

The ‘Apply’ link at the top of this page takes you to information on applying for taught programmes and to the University's online application system.

If you're unsure about the application process, contact the admissions team for help.

Documents and information we will need include:

Original or certified copies of your transcripts

Original or certified copies of your degree certificate

Original or certified copy of your IELTS/TOEFL results (if English is not your first language)

Read about visas, immigration and other information in International students . We recommend that international students apply as early as possible to ensure that they have time to apply for their visa.

Admissions policy

University of Leeds Taught Admissions Policy 2024

This course is taught by

School of Education

Postgraduate Admissions

Email: [email protected] Telephone:

UK: £11,500 (Total)

International: £26,500 (Total)

Read more about paying fees and charges .

For fees information for international taught postgraduate students, read Masters fees .

Additional cost information

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There may be help for students in the form of loans and non-repayable grants from the University and from the government.  Find out more at Masters funding overview .

The School of Education usually offers a number of scholarships each year. Find out more on the School's scholarships page .

Career opportunities

The majority of our students are international students, who usually return to their home countries to embark on exciting careers in English language teaching in primary, secondary or tertiary education in the private or public sectors.  

We’re proud that many of our graduates are now teaching in university language centres, private language schools or state secondary schools in China, the Middle East, Japan, Vietnam or Korea. 

Each year some international students find jobs in the UK teaching ESOL or do a further teaching qualification such as CELTA. We have a growing number of students each year who apply to study postgraduate research degrees in the UK or other countries.  

The home students we have had often remain in the UK teaching ESOL or EAP, while some go abroad. 

The methodological skills and theoretical knowledge our students develop have allowed some to move into teaching other languages, such as Chinese. 

Careers support

Our friendly Employability team based in the School of Education can provide a range of help and advice about employment or volunteering opportunities in the education sector.

You'll be able to enhance your career prospects and take advantage of the many paid and volunteering positions in schools and other education settings in and around Leeds.

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more about Careers support .

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