Postgraduate taught 

TESOL: Teaching of English to Speakers of Other Languages MSc

Classroom Processes in TESOL: introduction to teaching and learning EDUC5824

  • Academic Session: 2023-24
  • School: School of Education
  • Credits: 20
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 1
  • Available to Visiting Students: No

Short Description

This course aims to introduce students to the key principles of teaching and learning English as a foreign or second language, focussing specifically on teacher and learner roles. It is designed to meet the needs of those who have very limited or no teaching experience.


Daytime sessions- 2 hours per week, 10 weeks + practical microteaching workshops 4 weeks- 2 hours per week 


Developing Professional Practice in TESOL should not be taken before this course


Summative assessment: a portfolio collection of work totalling 4,000 words consisting of two parts:


1. Assignment 1: Reflexive journal: 1,500 words (40%)


1,500 words (40%)

A reflective task: 3 extracts from a reflexive learning journal-completed during the course and submitted at the end, reflecting on learning process and course content.



2. Assignment 2: Written assignment 2,500 words (60%)

A planning task comprising lesson plans, materials and tasks, with accompanying rationale, for a language skills and a language systems lesson.

Course Aims

This course aims to introduce participants to the practices of teaching English as a foreign or second language. As a course aimed at those with little or no practical experience it focuses specifically on practical applications of language learning theories to the classroom.


Specific aims of the course are:

■ to provide a foundation in the principles of teaching and learning English as a foreign or second language

■ to provide frameworks for reflecting on teacher and learner roles in the classroom 

■ to introduce principles underlying teaching of language skills and language systems and applications to lesson design

■ to introduce key concepts on the  principles of lesson sequencing and planning 

Intended Learning Outcomes of Course

By the end of this course students will be able to:


■ demonstrate an understanding of theories of teaching and learning in relation to differing lesson aims

■ critically reflect on the processes involved in language learning, linking theory and practice, for a variety of lesson types 

■ identify a range of teacher and learner roles, and classroom management issues in lessons 

■ apply key concepts in lesson planning when designing language skills and language systems lessons

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.