Undergraduate study
Teaching English to Speakers of Other Languages (TESOL) Top Up

Teaching English to Speakers of Other Languages (TESOL) Top Up
BA (Hons)

 
  • This course is available for January 2019 entry
 

Course overview

This one-year TESOL programme develops your knowledge and understanding of English language learning and teaching theory. You also practice teaching English to speakers of other languages. You are exposed to various forms of the English language, specifically focusing on the learning and teaching of language skills and systems. On graduating, you may also, under certain conditions, study towards the internationally-recognised Cambridge CELTA teaching qualification.

There are two language modules where you learn about language skills as well as grammar, vocabulary, pronunciation and functions. The TESOL module concentrates on how speakers of other languages learn and how they should be taught English.

You also study a research methods module - Planning Research in TESOL and a dissertation module (Individual TESOL Project). You can choose your research project for your dissertation, either a more specialist English language theme, such as language and culture, English language for science and technology, business language, or language and resources for younger learners.

If you meet certain criteria, on graduating you may have the opportunity to apply to study towards the Cambridge Certificate in English Language Teaching to Adults (CELTA). This is a sought-after professional qualification for teachers of English as a foreign language. To proceed on to the CELTA, you are expected to demonstrate strong CEFR C1 language skills.

 

Course details

Course structure

Year 1 core modules

Individual TESOL Project

You define your own research topic and work on this over an extended period of time. You specialise in a particular area of interest related to TESOL, such as: language and culture, English for science and technology, business English, and language and resources for younger learners.

Language and Learning Focus on Literacy

You gain knowledge and understanding of reading and writing skills, as well as grammatical and functional systems which underpin English language learning.

You develop language skills for reading, as well as organisational and editing skills for writing. You also recognise grammatical language features and learn to analyse them effectively to support language development in specific contexts.

Language and Learning Focus on Oral Skills

This module equips you with the knowledge and understanding of how listening and speaking skills are developed by speakers of other languages, along with explicit knowledge and understanding of lexical and phonological systems which underpin the English language.

You develop language skills for listening, as well as fluency and accuracy for speaking. You develop your skills to notice lexical and key phonological features of English, which are analysed in specific language development contexts.

Planning Research in TESOL

You gain an understanding of research in the field of education, in particular in a TESOL context. You develop skills to evaluate current research papers and make judgments about these, and it prepares you for the Individual TESOL Project module.

Teaching English to Speakers of Other Languages

You gain an historical context to consider modern approaches to TESOL. You gain practical knowledge of learning and teaching in a TESOL context, covering areas such as classroom management, planning, delivery and assessment.

 

Modules offered may vary.

 

How you learn

You gain knowledge and understanding, as well as developing a range of specialist and transferrable skills. You learn through lectures, seminars and individual and group tutorials which prompt you to share ideas and express them. Each module is supported by online resources and discussion.

You become increasingly more autonomous, through independent learning, where you develop your research and critical-thinking skills, and identify and study an area of personal interest.

How you are assessed

You are assessed in a variety of ways to demonstrate your learning and level of achievement, including: portfolio of evidence, teaching observation, critical commentary, essay, critique, group poster presentation, individual viva, research proposal, dissertation.

Feedback is given throughout your studies, on formative and summative assessment tasks.

Timetabling information
As a full-time student your timetabled hours are between Monday to Friday, 9.00am - 6.00pm. On Wednesdays the latest you will be timetabled is until 1.00pm. Hours of attendance vary between 12 hours and 20 hours per week. Part-time undergraduate students are required to attend during the same days and times as full-time students but for only a proportion of the time, dependant on the modules being taken. Module choices are discussed with course tutors during the enrolment and induction period. Further details are automatically sent to applicants due to enrol this year.

Your full teaching timetable for Semester 1 of the 2018/19 academic year should be available from 1 September 2018. Standard University term dates can be found here.


Our Disability Services team helps students with additional needs resulting from disabilities such as sensory impairment or learning difficulties such as dyslexia
Find out more about our disability services

Find out more about financial support
Find out more about our course related costs

 
 

Entry requirements

Entry requirements

Entry requirements for this course are normally one of the following:

• Level 5 or equivalent in any subject
• foundation degree in any subject
• HND or equivalent in any subject
• successful completion of two years in higher education, in any subject, with 120 ECTS (or equivalent).

For non-native speakers of English, there is an IELTS 6.0 English language entry requirement with no individual band below 5.5.


For additional information please see the entry requirements in our admissions section

International applicants can find out what qualifications they need by visiting Your Country


You can gain considerable knowledge from work, volunteering and life. Under recognition of prior learning (RPL) you may be awarded credit for this which can be credited towards the course you want to study.
Find out more about RPL

 

Employability

Career opportunities

This programme is aimed at anybody who has a strong interest in the English language and in teaching it to speakers of other languages. There are varied work opportunities for graduates, including continuation on the Cambridge CELTA or MA in TESOL, or working abroad in a range of TESOL contexts. The University offers specific guidance and support regarding employment in this field.

 

Information for international applicants

Qualifications

International applicants - find out what qualifications you need by selecting your country below.

Select your country:

  
 

Useful information

Visit our international pages for useful information for non-UK students and applicants.

Talk to us

Talk to an international student adviser

 
 

Full-time

Entry to 2019/20 academic year

Fee for UK/EU applicants
£9,250 a year

More details about our fees

Fee for international applicants
£11,825 a year

More details about our fees for international applicants


What is included in your tuition fee?

  • Length: 1 year; January intake
  • UCAS code: X169 BA/TESOL

Apply online (full-time) through UCAS

 

Part-time

  • Not available part-time
 

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Accommodation

Live in affordable accommodation right on-campus

 

Campus

Study in our town-centre campus with over £270m of recent investment

 

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Facilities

The facilities available to Education, Early Childhood and Youth students at Teesside University are ideal preparation for a career in education. Students have access to many of the kind of resources that you would expect to find in an educational setting.

 
  • On video

    BA (Hons) TESOL at Teesside University

    Find out more about our one-year course in Teaching English to Speakers of Other Languages.

     
 
 

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