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 – in this case, April or October. You can study at home, in your own time and at your own pace, so you can combine achieving a qualification with work or family commitments.

Career changing

A qualification from the University of Birmingham can be the springboard to promotion with your current employer, the platform from which to launch a new career or simply a way to become more effective in your current role.

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.

And of course, studying at the University of Birmingham is a rewarding and enriching experience that brings about significant personal development.

Support

Although self-study is central to doing a programme distance learning support is always available from tutors at the University.  Our programmes are designed to keep you in touch with fellow students and tutors. The 'virtual learning environment' provides a focal point and helps provide a structure for your learning.

Materials

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.

Personal tutors

In addition to the full-time Birmingham based tutors you will be assigned a personal tutor. Personal tutors are available to answer questions regarding the content of your programme, and also to give advice and provide clarification if you don't understand something, for example what an assignment question demands.

 

You will study five core modules:

Language Teaching Methodology and Classroom Research and Research Methods

• Language Teaching Methodology. You will examine a number of concepts central to the methodology of teaching second languages. Our primary intention is to introduce you to a wide range of ideas which we hope will allow you to reflect on your own teaching and learning experience.

• Classroom Research and Research Methods. You will be introduced to concepts and techniques used in research carried out in 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.

Second Language Acquisition and Pedagogic Grammar

• Second Language Acquisition. You will look at theories of learning which underlie the different approaches to TEFL/TESL. You will also explore the link between theory and practice, in order to understand that a concern for students’ learning can inform classroom practice.

• Pedagogic Grammar. You will examine research into why and how grammar is taught in to language learners, the way methodology influences grammar teaching, how grammar is presented in the syllabus, and the new tools that are available for the devising of a grammatical syllabus.

Lexis and Syllabus and Materials

• 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 English Language Teaching. How do we react to this trend?

• Syllabus and Materials. You will examine a number of different types of syllabuses and the methodologies – and in many cases complete philosophies – which lie behind them. You will explore the strengths and weaknesses of the different types of syllabus, and look at ways in which they have been put into practice in the form of teaching material and classroom methodology. You will also look at what constitutes teaching material and the advantages and disadvantages of using a coursebook. You will also consider the criteria which can be used to evaluate classroom material, and look at a range of different ways of adapting and designing material for use in the EFL/ESL classroom.

Classroom and Spoken Discourse and Written Discourse

• 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 pupils use language in the classroom. This provides us with an approach to a number of issues related to methodology. You will 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.

• Written discourse. You will consider the relationship between language, other semiotic signs 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 production, both oral and written. We also hope you will be able to apply some of the theoretical input acquired to you own data.

ELT Management and Sociolinguistics

• ELT Management. Management is a vast field and we will cover just a few areas which are of particular relevance to teachers and administrators. In particular, we are concerned with the questions of change in the classroom and in the syllabus and materials, and how to manage such change. The issue of teacher training and development arises here as a major instrument of change. You will also be introduced to the notion of evaluation, both of large scale programmes and of what goes on in your classrooms.

• Sociolinguistics. This examines the social context in which the teaching of the English language takes place. The role of English as an international language is discussed as are the functions of different languages in societies where two or more languages are used, including relationships between cultures and languages. Relationships between language and ideology, and language and gender, are explored, along with other ‘micro-level’ topics including language variation, accent, dialect, and register. You are encouraged to undertake comparative work related to language in the society in which you live, and draw out implications for the classroom.

Finally, for your optional module you choose either:

•  Functional Grammar or

•  Corpus Linguistics

Or choose any two of the following modules and complete one coursework assignment:

•  Testing

•  Teaching Young Learners

•  Introduction to Translation Studies

Fees up until 30 June 2013 are as follows:

• £880 per module
• £2,640 for the dissertation  

Fees from 1 July 2013 are as follows:  

• £910 per module
• £2,730 for the dissertation  

Learn more about fees and funding

When clicking on the Apply Now button you will be directed to an application specifically designed for the programme you wish to apply for where you will create an account with the University application system and submit your application and supporting documents online. Further information regarding how to apply online can be found on the How to apply pages

Apply now