MA Applied Linguistics (Distance Learning)

The MA in Applied Linguistics is intended for anyone interested in the application of language research to language pedagogy, and for teachers of English who wish to upgrade their professional standing. We provide a set of interactive course materials for working professionals 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 Applied Linguistics MA.

Course fact file

Type of Course: Continuing professional development, distance learning

Study Options: Part time

Duration: 30 months

Start date: February, April, July or October

Details

The programme includes six taught modules and a 15,000-word dissertation.

 

You will take four core modules [full descriptions available below]:

 

  • Sociolinguistics and Lexis
  • Written Discourse and Classroom and Spoken Discourse
  • Understanding Text (Functional Grammar)
  • Corpus Linguistics

 

For your fifth module, you will follow either one of two pairs of modules: one oriented towards the study of language teaching and learning, the other towards the study of translation theory and practice.

 

For your final module you can choose from a range of modules.

Please note: The deadline for applications is one calendar month ahead of your desired entry date, to allow adequate time for your application to be processed; see 'how to apply' below for further details.

Why study this course

The main advantage of studying by distance learning is the flexibility. Our distance learning programmes have multiple start dates throughout the year so it gives you 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.

In particular, studying by distance learning has the benefit of allowing you to develop your career without having to leave employment. It also means that you can apply new knowledge and insights to your working life while you are still studying; many students choose to tackle work-related topics in their dissertations.

Modules

You will study four core modules:

Sociolinguistics and Lexis

  • Sociolinguistics. You will examine ways in which language varies according to social context (that is, broadly speaking, according to who is speaking / writing, to whom, where, and for what purpose) and the relationships between different language varieties. The role of English as an international language is discussed, along with the functions of different languages in societies where two or more languages are used, and relationships between cultures and languages. Connections between language and ideology, and language and gender, are explored, along with other ‘micro-level’ topics including accent, dialect, and register. You are encouraged to undertake comparative work related to language in the society in which you live.
  • Lexis. You will explore a number of issues. What is the relationship between grammar and lexis? Recent work, particularly stemming from the University of Birmingham COBUILD projects, suggests that far from being separate levels the two are inextricably interwoven. Is there a real distinction? If there is not then is it worth maintaining an artificial distinction for pedagogic purposes? Within lexis how do words relate to one another? How do lexical relations help structure text? What does it mean to say that someone ‘knows’ or has ‘learnt’ a word? Concern with lexis is now moving towards a more central position in Applied Linguistics. How do we react to this trend?

Written Discourse and Classroom and Spoken Discourse

  • Written Discourse. You will consider the relationship between language, other semiotic features and society. You will be introduced to theories of discourse analysis and focuses on detailed textual analysis. This will enable you to develop a critical understanding of the key concepts involved in Discourse Analysis and of how language reflects, mediates or - arguably - creates our everyday reality. You are also introduced to two very important developments in Discourse Studies: Critical and Multimodal Discourse Analysis. By exposing you to current approaches to interaction, you should improve your own language production, both oral and written. We also hope you will be able to apply some of the theoretical input acquired to your own data.
  • Classroom and Spoken Discourse. This offers a general description of spoken discourse looking in particular at classroom discourse. It develops a linguistic approach to the analysis of discourse and shows how this can sharpen our awareness of spoken interaction, and in particular of the way teachers and students use language in the classroom. This provides us with an approach to a number of issues related to methodology. You will take a look at the broad differences between spoken and written discourse and consider the problems of introducing and handling a range of spontaneous discourses in the classroom.

Understanding Text (Functional Grammar)

The module introduces the key elements of the influential linguistic theory known as Systemic Functional Linguistics (SFL), an approach developed since the 1960s by the British-born, Australian linguist, Michael Halliday and his colleagues. Under this approach, language is analysed as a form of social interaction, and the grammatical description of the language is formulated so as to account for its communicative functionality within particular social and cultural contexts. This will focus on how systemic linguistics can be applied to a variety of text analysis tasks relevant to different fields such as language and literacy teaching, translation studies, English for special purposes, the language of classroom interaction, media and cultural studies, and critical discourse analysis.

Corpus Linguistics

The University of Birmingham has a worldwide reputation for work in Corpus Linguistics, and is the home of 450 million-word Bank of English corpus. This provides access to data which helps researchers to answer important questions about language. For example: What are the 500 most frequent words in the language? Are they the same for spoken and written English? Is the use of any largely confined to negative and interrogative clauses (as many grammars would have us believe)? The aim is to help you become familiar with corpus analysis techniques so that you can carry out your own corpus research projects and/or use corpora in your day-to-day work.

You will also choose one of the following options:

a) Language Teaching and Learning

  •  Language Teaching Methodology. You will be introduced to a number of concepts central to the methodology of teaching second languages. You will encounter a wide range of ideas, which we hope will allow you to reflect on your own teaching experience.
  •  Classroom Research and Research Methods. You will explore concepts and techniques used in research in and into second language classrooms. This involves looking at two traditions: ‘action’ research, which usually involves examining classroom interactions with the intent of modifying or improving teacher behaviour; and experimental research, which involves looking at linguistic or other outcomes, with the purpose of making general statements about, for example, how language is (best) acquired.

b) Translation Theory and Practice

  •  Introduction to Translation Studies. This introduces the most significant aspects of translation in terms of theory and practice. It concentrates on general issues that arise when a text is rendered into another language by drawing on key areas in linguistic and textual analysis. The process and product of translation are considered in relation to social and cultural contexts. The theoretical background is exemplified by a variety of translated texts from different languages.
  •  Research Methods in Translation Studies. This looks at ways of examining and comparing source and target texts, and shows how both qualitative and quantitative comparisons can provide important insights into the question of quality control in translation. You look at the use of introspection and protocols by practising translators and some of the technical tools available to, and used by, translators.

Finally, for your optional module, you will choose one of the following topics and complete one coursework assignment:

  • Multimodal Communication
  • Translation and Language Pedagogy

Or any two from these half-modules:

  • Second Language Acquisition
  • Pedagogic Grammar
  • ELT Management
  • Testing
  • Teaching Young Learners

Fees and funding

 

Fees for entry in July or October 2014 are as follows:

 

  • £940 per module
  • £2,820 for the dissertation

 

Learn more about fees and funding

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.

 

Entry requirements

We usually ask for a good Honours degree, or overseas equivalent. However, when considering your application, we always look at your qualifications and work experience as well as your academic credentials. 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.

Learn more about entry requirements

International students

Academic requirements

We accept a range of qualifications; our country pages show you what qualifications we accept from your country.

English language requirements

You can satisfy our English language requirements in two ways:

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

Learn more about applying 
Apply online: www.apply.bham.ac.uk

Learning and teaching

 

Our study materials are produced by academic staff in the specialist areas 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 including email addresses 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 Skype.

We also run week-long face-to-face seminars in the summer. These are free, and open to all distance learning students on English Language MA programmes.

 

You will also become part of, and contribute to, the vibrant international community of the College of Arts and Law Graduate School, which offers dedicated research resources and a supportive working environment. Our team of academic and operational staff are on hand to offer support and advice to all postgraduate students within the College.

Support with academic writing

As a postgraduate student in the College of Arts and Law, you have access to the Academic Writing Advisory Service (AWAS) which aims to help your transition from undergraduate to taught Masters level, or back into academia after time away. The service offers guidance on writing assignments and dissertations for your MA/MSc programme with individual support from an academic writing advisor via tutorials, email and the provision of online materials.

International students can access support through the English for International Students Unit (EISU).

Related research

Employability

The University of Birmingham has been ranked 8th in the UK and 60th in the world for post-qualification employability in the latest global survey of universities commissioned by the International Herald Tribune.

Your degree will provide excellent preparation for employment and this will be further enhanced by the employability skills training offered through the College of Arts and Law Graduate School.

Over the last five years, over 95% of English postgraduates have been in work and/or further study six months after graduation using the transferable skills gained in their postgraduate degree. Graduate occupations have included banking, the charity sector, education, higher education, local government, police, PR, and media.