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Welcome to Edinburgh and to The Moray House School of Education.

We hope you will have an enjoyable and rewarding time during your stay in Edinburgh.




    1. Teaching Staff 4

  • Programme Directors 4

  • Lecturers 4

1.2 Administrative Staff 4



3.1 The Post-graduate Certificate in TESOL 5

3.2 The Post-graduate Diploma in TESOL 5

3.3 The MSc TESOL 6


4.1 Three Semester Structure 6

  • Semester 1 (September – December) 6

  • Semester 2 (January – April) 6

  • Semester 3 (May – August) 6

4.2 Option Courses 6


5.1 Learning groups 7

  • Whole Group Meetings 7

  • Workshops 7

  • Dissertation supervisor tutorials 8

5.2 Support groups 8

  • Programme Tutorials 8

  • Director of Studies Groups 8

  • Staff-Student Liaison Committee 8

5.3 Communication 9

  • From Staff 9

  • To Staff 9



7.1 Semester 1 13

7.2 Semester 2 14


  • TESOL methodology 15

  • Language and the learner 19

  • Second language teaching curriculum 22

  • Research methods (part 1) – sources of knowledge 24

  • Research methods (part 2) – conceptualising research 28

  • Research methods (part 3) – planning research 30


  • Approaches to media analysis 33

  • Evaluation and design of TESOL materials 37

  • Language in use 40

  • Language programme design 42

  • Language testing 45

  • Language, education and society 48

  • Online language learning 49

  • Professional practice 52

  • Teaching text across borders 55

  • Techniques & processes of teacher education & supervision for TESOL 58

  • TESOL for young learners 61

  • Text, discourse in language teaching 63

  • Theory and practice of second language learning 66




    1. Teaching Staff

All teaching staff are in Charteris Land



Joan Cutting Room 5.09 0131 651 6324 joan.cutting@ed.ac.uk

MSc Education: Language – Theory, Practice and Literacy

Richard Easton Room 4.10 0131 651 6424 richard.easton@ed.ac.uk

MSc Language Teaching

Aileen Irvine Room 3.05B 0131 651 6145 aileen.irvine@ed.ac.uk


Emma Akdag Guion Room 5.11 0131 651 6336 egakdag@staffmail.ed.ac.uk

Florence Bonacino Room 5.11 0131 651 6336 florence@ling.ed.ac.uk

Maria Dasli Room 5.07 0131 651 6400 mdasli@staffmail.ed.ac.uk

Janet DeVigne Room 5.11 0131 651 6336 janet_devigne@yahoo.com

Kati Egriku-Mesu Room 5.11 0131 651 6336 Katalin.Kumesu@ed.ac.uk

Yvonne Foley Room 4.07C 0131 651 6127 yvonne.foley@ed.ac.uk

Kenneth Fordyce Room 5.09A 0131 651 6411 kfordyce@staffmail.ed.ac.uk

Mairin Hennebry Room 5.08 0131 651 6539 mairin.hennebry@ed.ac.uk

Margaret Hubbard Room 4.11 0131 651 6415 margaret.hubbard@ed.ac.uk

Ruth Humphreys Room 5.11 0131 651 6336 R.Humphreys@hw.ac.uk

Mike Lynch Room 4.23 0131 651 6422 michael.lynch@ed.ac.uk

Bróna Murphy Room 4.07B 0131 651 6408 brona.murphy@ed.ac.uk

Lynne Pratt Room 4.22 0131 651 6425 lynne.pratt@ed.ac.uk

Claudia Rosenhan Room 5.11 0131 651 6336 ccrosenhan@gmail.com

Pauline Sangster Room 4.11 0131 651 6415 pauline.sangster@ed.ac.uk

Jessica Watson Room 5.11 0131 651 6336 jesswatson0@lycos.com



Moira Ross Room 1.4, Graduate School, Thomson’s Land

0131 651 6206 moira.ross@education.ed.ac.uk

MSc Language Teaching & MSc Education: Language

Angela Hunter Room 1.4, Graduate School, Thomson’s Land

0131 651 1196 angela.hunter@ed.ac.uk


  • to meet the professional needs of the target population through developing an understanding of the theory and practice of TESOL in relation to classroom practice and/or in relation to teacher education and supervision;

  • to enable students to examine their own construct of TESOL and teacher education for TESOL within a framework constructed from the consideration of alternative interpretations of theory and the relation of theory to practice;

  • to equip students to modify their practice of TESOL and teacher education for TESOL in the light of developing theory and the changing conditions in which they have to operate;

  • to increase and update the professional knowledge of students to enable them to develop their critical appraisal of English language teaching practice;

  • to give students the opportunity to reflect on this professional knowledge with regard to the appropriateness of its application to a range of educational contexts;

  • to provide a forum for sharing the rich experiential knowledge which the students bring to the course, and through this to seek appropriate solutions to relevant professional educational problems.

  • to give students the opportunity to explore in some depth TESOL and applied linguistics problems and concepts of interest to them;

  • to give students practice in the design, implementation and evaluation of a substantial research or development task;

  • to extend the students' ability to work autonomously in a specific area of interest to them.


3.1 The Post-graduate Certificate in TESOL

This will be awarded to students who successfully complete 60 credits of compulsory courses, and who do not complete other courses.

3.2 The Post-graduate Diploma in TESOL

This will be awarded to students who successfully complete all the compulsory courses and two option courses, and who do not proceed to the MSc.

3.3 The MSc TESOL

This will be awarded to those who successfully complete all the compulsory courses and two option courses, and who successfully complete a dissertation.


4.1 Three Semester Structure

Students take eight courses (six compulsory and two options) and write a dissertation (total of 180 credits). Each course requires 200 hours to complete; this time includes class time, tutorials, workshops, study time and assessment. Where group or individual preparation for a class or workshop is indicated by the course leader, this will be a requirement.

  • Semester 1 (September – December)

Three compulsory courses

  • TESOL Methodology EDUA11256 (20 credits)

  • Language and the Learner EDUA11248 (20 credits)

  • Research Methods (Part One) Sources of Knowledge REDU11046 SV1(10 credits)

One or two option courses (20 or 40 credits)

  • Semester 2 (January – April)

Three compulsory courses

  • Second Language Teaching Curriculum EDUA11257 (20 credits)

  • Research Methods (Part Two) Conceptualising

Research: Foundations, Assumptions And Praxis REDU11045 (10 credits)

  • Research Methods (Part Three) Planning Research REDU11045 (10 credits)

One or two option courses (20 or 40 credits)

  • Semester 3 (May – August)

Dissertation preparation – self-study period, with tutorials with a supervisor. (50 credits)

4.2 Option Courses

Students must complete two option courses during the year. One is normally taken in Semester 1 and one in Semester 2. A number of options are available, either as taught courses or as negotiated courses for self-study with tutorial back-up, but the exact number and mode of the options that actually run will depend on the demand and the resources available.

One of the options must be from this list from the three Language Master’s Programmes (MSc TESOL / MSc Education: Language / MSc Language Teaching):

  • Approaches to Media Analysis EDUA11208

  • Evaluation and Design of TESOL Materials EDUA11255

  • Language in Use EDUA11201

  • Language Programme Design EDUA11044

  • Language Testing EDUA11045

  • Language, Education and Society EDUA11046

  • Online Language Learning EDUA11212

  • Professional Practice EDUA11048

  • Teaching Text Across Borders EDUA11206

  • Techniques & Processes of Teacher Education & Supervision for TESOL EDUA11030

  • TESOL for Young Learners EDUA11026

  • Text, Discourse and Language Teaching EDUA11233

  • Theory and Practice of Second Language Learning EDUA11203

Some of these run in Semester 1 and some in Semester 2: check Section 7 Weekly Timetable.

The second option can be

  • one course from the list above from the three Language Master’s Programmes

  • one course from the wider university Master’s (level 11 with 20 credits) courses; this has to be approved by the Programme Directors.

  • one negotiated course for self-study on a topic within the field of TESOL.

In additional to your options, you can take an additional course, the TEFLQ (DELTA Equivalent). This course does not contribute credits towards your degree programme, and it incurs fees separately from the programme.


5.1 Learning groups

  • Whole Group Meetings

Each course tends to have a lecture-type input for the whole student group once a week. Attendance is expected: border/visa controls require a record of attendance. Students who are unable to attend one day should notify the course leader. In case of more than two days’ absence from the programme students should notify the Programme Director.

  • Workshops

Courses generally have workshops for smaller class groups. The provision is normally the same across workshop groups, but most groups differentiate between experienced teachers and new teachers. The groups broadly contain the same balance of students from a variety of backgrounds and interests; the course leader puts the student lists for the groups on the TESOL notice-board on Charteris 5th floor. Active participation is expected. Full-time student are expected to attend at the time allocated; part-time students should discuss workshop times with the course leader.

  • Dissertation supervisor tutorials

In Semester 2, students are each given a dissertation supervisor who works with them through to Semester 3. Some supervisors meet only on a one-to-one basis, others prefer to meet their supervisees in a groups some or all of the time. Supervisors support students and guide them in the planning of the dissertation. The Generic Handbook contains further information.

5.2 Support groups

  • Programme Tutorials

The Programme Director holds programme tutorials with all the students together. The aim of these sessions is to provide essential information on regulations, procedures and other areas of professional development, as well as to provide academic support and advice in reading the literature and writing assignments. Important notices are handed out in these sessions and they are also an opportunity for students to ask questions on general issues relevant to the whole group.

  • Director of Studies Groups

The TESOL student body is divided in five or six groups, and each group has a Director of Studies (DoS). The DoS has two roles – a pastoral one and an academic one.

  • The pastoral role involves helping their group of students settle in and feel at home in their life in Edinburgh. The DoS can provide guidance on general issues of any sort, including option choices, study skills, procedures and regulations, and also personal matters that are affecting students’ study. Each DoS organises meetings in their own way: students should find out whether they should email, phone to leave a note for their DoS if they want a one-to-one meeting. Some DoSs may organise group meetings.

  • The academic role involves helping the student avoid accusations of plagiarism, and taking documentation to the Special Circumstances Committee if the student fails an assignment because of illness or family circumstances. The Generic Handbook states the Director of Studies is ‘answerable to the School, and not to the programme on which you are studying’ and ‘your advocate in any conflict that you have with your courses, your programme, the School, or the wider University’ (page 27).

  • Staff-Student Liaison Committee

Students are invited to select class representatives to represent their views on the programme and courses in the Staff-Student Liaison Committee. There are three meetings in the year (check the calendar for the times). Each DoS group is asked to nominate one representative. The representatives will collect opinions on positive and negative aspects of the programme from DoS group members. Comments about the programme raised at the meetings are very important for the smooth running of the programme, and staff take the concerns of students very seriously. Further information and guidelines can be found on http://www.eusa.ed.ac.uk/src/academic/acrepguide.pdf and in the Generic Handbook.

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