Graduate Program

Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL)

1. Introduction

Program Overview

This program is designed for both trained and experienced and young professional teachers, curriculum developers and consultants who wish to gain a higher degree and professionalism in a range of areas such as teaching English language, language program administration, bilingual education and applied language study. The program integrates theory with practice which focuses on second/foreign language learning, teaching, assessment, managing and research.

2. Vision & Goals

Vision and Expectations

The Master of Arts in TESOL Program embraces a dynamic and strategic vision to provide practical, relevant and advanced English language education, applied linguistics and applied language research. Students who complete the program should:

  • Acquire an advanced understanding of concepts, current issues and research methods in the core areas of English language education and applied linguistics; and
  • Complete a focused piece of research; and gain specialist knowledge and research techniques in English language teaching and relating issues.

Program Aims

The aims of MA in TESOL program are to:

  • enable students to achieve and consolidate specialist, professional competence as practitioners in teaching and programming English;
  • develop students’ awareness of the empirical relevance and application of theoretical issues in linguistics;
  • develop students’ understanding of the linguistic dimensions of cultural diversity, globalization and social change;
  • give participants the opportunity to reflect on this professional knowledge with regard to the appropriateness of its application to a range of educational contexts; and
  • extend the participants’ ability to work autonomously in a specific area of interest to them.

3. Admission

Admission Requirements

This course is a rigorous degree program. Applicants must possess an advanced standing of achievement required by the Department of English for admission to this graduate study. Each applicant must meet one of the following main criteria.

A. Entry Requirements for Former English Department Students and non-English Department Students

  1. An undergraduate degree in B. Ed (TEFL) with an average score in their final year NOT less than 60% (only for former English Department Students).
  2. An undergraduate degree in B.Ed or B.A in related social sciences from recognized institutions.
  3. A teaching qualification and working experience (one year minimum).
  4. Evidence of strong academic or professional record with a minimum GPA of 3 (Accreditation Committee of Cambodia).
  5. An official score of TOEFL of 530, ITP 550 or IELTS 5.5 with a band of 5 in reading and writing.
  6. For those whose average score is lower than 60% or who do not have an official TOEFL, ITP or IELTS score, they must pass the Proficiency Test administered by the Department of English.
  7. A pass in the oral test.

B. Entry Requirements for Students Holding other Bachelor’s Degrees

Students who hold a bachelor’s degree in other fields must meet the following requirements to be accepted into the program:

  • An undergraduate degree in B. Ed (TEFL) with an average score in their final year NOT less than 60% (only for former English Department Students).
  • An undergraduate degree in B.Ed or B.A in related social sciences from recognized institutions.
  • A teaching qualification and working experience (one year minimum).
  • Evidence of strong academic or professional record with a minimum GPA of 3 (Accreditation Committee of Cambodia).
  • An official score of TOEFL of 530, ITP 550 or IELTS 5.5 with a band of 5 in reading and writing.
  • For those whose average score is lower than 60% or who do not have an official TOEFL, ITP or IELTS score, they must pass the Proficiency Test administered by the Department of English.
  • A pass in the oral test.

C. Additional Recognition of Prior Learning

Students who hold a bachelor’s degree in other fields must meet the following requirements to be accepted into the program:

  • Postgraduate Diploma in TESOL (40%)
  • Postgraduate Diploma in Applied Linguistics (40%)
  • MA in relevant social sciences (30%)

Note: Recognition of prior learning and experience may be granted on the basis of equivalent study undertaken at the English Department. This is decided by the Scientific Research Committee of the program and on individual case.

Application Procedure

The overall purpose of this program is to develop trainees’ professional skills in teaching English as a foreign language (TEFL) at the secondary school level. It consists of the following components.

  1. Pick up an application form from a receptionist on the ground floor of Building E.
  2. Fill out all the information required by the MA program of the Department of English and submit with all necessary documents to the Department of English.
  3. When you are submitting your application form, make sure you attach:
  • original or certified copies of your academic qualifications and transcripts;
  • original or certified copy of evidence of your English language proficiency (TOEFL, ITP or IELTS score);
  • original or certified copy of the degree;
  • a good study objective and a Curriculum Vitae; and
  • any other information specified in the entry requirements for the course(s) you have chosen. (Please see the Academic Calendar for application schedule).

Application procedure summary:

4. Assessment

Teaching/Learning/Assessment

When taught in the weekly program, there are 30 one-and-half hour sessions for each subject. Teaching and learning strategies include lectures, presentations, small group work, group discussion, independent study, mini-tasks, seminars and workshops. Visiting professors and lecturers will probably conduct intensive teaching within a period of two to three weeks for any assigned subject/unit.

To be awarded of Master of Art in Teaching English to Speakers of Other Languages (MA in TESOL), students must pass all the units/subjects required with at least a satisfactory result. The following are the grading scales applied to the unit/subject teaching assessment.

5. Course Units/Subjects and Credits

A. Compulsory Core Units/Subjects and Credit Points

CODE

CORE SUBJECT/COURSE

Credit

TESOL2001

Introduction to Research Methodology

3

TESOL2002

Advanced Research in Second Language Acquisition

3

TESOL2003

Teaching Methodology

3

TESOL2004

Theories and Practices in Applied Linguistics

3

TESOL2005

Language Curriculum Design and Development

3

TESOL2006

Second Language Acquisition

3

TESOL2007

Phonetics and Phonology in Language Teaching

3

TESOL2008

Language Assessment

3

TESOL2009

Grammar and Discourse (Functional Approach)

3

TESOL-MT

Thesis

12

B. Seminars and Credit Points

CODE

SEMINARS

Credit

TESOL2010

Seminar I

3

TESOL2011

Seminar II

3

C. Elective Units/Subjects and Credit Points

CODE

ELECTIVE UNITS/SUBJECTS

Credit

TESOL2012

Academic Writing for Graduate Studies

3

TESOL2013

Advanced Academic English

3

TESOL2014

Psychology for Language Learning

3

TESOL2015

Sociolinguistics in Language Teaching

3

TESOL2016

English Language Teaching Management

3

TESOL2017

Language and Culture in Contact

3

TESOL2018

Language Planning and Language Policy

3

TESOL2019

Computer Assisted Language Learning (CALL)

3

TESOL2020

Teaching of Literature in a Second/Foreign Language

3

TESOL2021

Bilingualism

3

TESOL2022

Media and Literacies

3

TESOL2023

Teaching Practice

3

6. Course Description

Units/Subjects Description

A special course designed to provide students with foundational knowledge and concepts in research methodology, including distinctions between qualitative and quantitative research, research problem, research hypotheses and questions, variables, study designs, and research proposal writing.

The course aims to introduce to students core research designs, statistical tools, and both qualitative and quantitative data analyses which are frequently utilized in a number of research studies in the field of linguistics, language education, second language acquisition and TESOL related issues. Quantitative statistical analysis including chi-square, three types of t-tests, correlation, ANOVA, multiple regressions, and qualitative data coding will be covered.

The course is an advanced path to teaching methodology for TESOL covering all vital aspects in teaching and learning English in general. More relevant, effective and integrated approaches, methods and techniques to teaching English as well as critically examining theoretical foundations of current and future practices in the realm of teaching English as a second/foreign language will be introduced. The course provides the participants with a wide-range investigation of practical language teaching alternatives, which firmly anchors in accepted principles of language teaching and learning. The participants take part in vigorous discussions of the contemporary teaching and learning theories and they directly join professional training in designing and implementing various teaching concepts and theories in Cambodian context. The course incorporates various communicative learning activities such as self-reflection and critique, open forum, and teaching demonstrations.

This is an overview of different aspects contribute to the possibility of language in general before focusing on human language in particular. The course will then inform learners of different elements of language (i.e., morphemes, phonemes, syntax, pragmatics, semantics, etc.). The course will also introduce the notions of language acquisition (both L1 and L2). Ultimately, learners will be able to apply their understanding about all the studied language components into language teaching and learning.

The course is designed to introduce EFL teachers and practitioners to the field of curriculum development. With an emphasis on English for Specific Purposes (ESP) which has become one of the most prominent areas of EFL teaching today, the course will equip learners with core theoretical concepts in designing a language course and provide them the opportunity to apply key processes of curriculum development in planning an ESP course.

The course deals with theories, principles, and current issues about Second Language Acquisition. The course covers foundations of Second Language Acquisition and relevant theories such as linguistic, psychological, and social-contextual approaches to Second Language Acquisition. Central to the course are discussions on current SLA research in various aspects drawing on research outcomes and research methodologies used in this field, and discussions on relevant Conditions for Second Language Learning, which provides more implications and theoretical guidelines for ELT classroom practices.

A broad overview of English phonetics and phonology related to English pronunciation instruction, and how this knowledge can be applied to an EFL classroom setting are the main focus of the course. Students will gain practical, hands-on experience with the sounds and sound systems of English through a combination of lectures, discussions, and assignments, all with the aim of preparing them to integrate pronunciation instruction into their current or future English classrooms. Students will acquire and develop practical strategies and activities for teaching a variety of pronunciation lessons, including phonemes, stress, intonation, and other phonological elements related.

The course aims to build on the current and prior experiences of educators to extend their knowledge and enhance their ability to use classroom-based language assessment effectively. In particular this course aims to provide educators with solid foundation knowledge and skills in using assessments to enhance their instruction and foster students’ learning required in the twenty-first century in various language learning settings and programs. It is intended to provide an opportunity for educators to consider the design and use of assessments for a range of purposes and needs and to critique and analyse assessment strategies and practices.

The course is designed to provide students with a systematic understanding of the main areas of grammar, including morphology, syntax, semantics, and stylistics, with the additional focus on syntactic theories for second language acquisition and genre analysis. The main topics include the role of grammar in language classrooms; analysis of spoken and written texts; and pragmatics and transfer. A range of descriptive and methodological approaches to the analysis of grammar and discourse are considered. Throughout the subject, material is drawn from different spoken and written varieties of English, including various regional and social varieties as well as Standard English.

This course component provides students an opportunity to undertake the research based on their areas of interests. Topics cover a wide range including curriculum, second language acquisition, teaching and learning theories and practices, discourse analysis, language education management, assessment and other TESOL related issues. Moreover, students could apply all the research theories and elements learnt to the whole process of completing master thesis.

The seminar is organized to assist students in the process of writing a research proposal. It covers special issues of applied linguistics, language education and research proposal elements to broaden students’ knowledge in these fields to enable them write a good quality proposal paper.

This is an organized seminar to help students apply research elements and theories of applied linguistics and language education into practice. The contents cover research data analysis using both quantitative and qualitative approaches, research interpretation and discussion in relation to specific areas of the proposed fields.

The course is designed to help fresh graduate students improve their ability to write academically for graduate coursework. It introduces them to new styles, registers, and genres in academic writing—ones which differ rather significantly from those in the undergraduate level. Areas of focus are the clear organization of ideas, the use of adequate coherence and cohesion within the text, and appropriate academic style through improved word choice, usage, and sentence structure, especially in the accurate use of grammar, punctuation, and citation. This course is not about research skills or methodologies, but skills that help enhance students’ capacity to properly and strategically approach and conduct research in many possibly helpful ways.

This is a preliminary subject which aims to improve student’s English proficiency to prepare them to undertake different tasks at a graduate level.

The course aims to introduce to students numerous psychological theories that can be applied to the teaching and learning of foreign languages. Understanding the role of how people learn constitutes the core component of this course. The course endeavours to establish a link between learning a foreign language and the field of psychology.

The course is designed to provide an overview of sociolinguistic theories and methodologies, with special emphasis on their applicability to language teaching and education, particularly in English as a Foreign Language (EFL) contexts and communities. Topics include sociolinguistic approaches to bilingualism and second language learning, language variation and diversity, language and interaction, and language and culture.

The course is divided into three parts. The first part attempts to provide ELT educators with general theories of organization and management and invites them to apply the learned theories to analyze the organization and management practice in their own institutions, as well as its suitability for organization. The second part argues for the role of leadership as a significant contribution, besides management role, to bring about optimal results in the ELT institutions, and equips ELT educators with knowledge of different models of leadership styles that can be adapted to suit their own organizations. The last part aims to provide ELT educators, regardless of their roles as managers and/or leaders, with knowledge of common functions and skills that they need to perform in schools. The course ends with discussions on such common issues including quality schools, school effectiveness, school improvement, and management/leadership challenges.

This subject is intended for those who are new to the field of linguistics. It provides an overview of the field in general especially in regard to pure linguistics, applied linguistics and general linguistics. Pure linguistics contains fundamental studies of language structures which include syntax, semantics, morphology, phonetics, and phonology. Applied linguistics covers the psychological aspects of language acquisition and language processing. Finally, the general linguistics is meant to give a bigger picture of languages in terms of its existence in human society and how it evolves over time. The subject will not go into too much technical aspects of language and the book itself is written in a way that general audience can also find it comprehensibly accessible.

This course covers not only about language learning imposed by economic or political agendas, but also language choices entered into freely for reasons of social mobility, economic advantage or group identity. The course is divided into three parts. The first part reviews the development and role of standard languages in the construction of national communities and identities. The second part examines the linguistic accommodation of groups in contact, major lingua francas and the case of international English. The third part explores reactions to nationalism and globalization, with some attention to language rights.

Technology has revolutionized teaching and learning processes in ESL classrooms. Computer-assisted Language Learning (CALL) course explores the potentials of different types of technology from basic computer applications to advanced online learning in order to help students design and deliver effective learning materials. The course will also discuss and analyze the impacts of educational technology and how technology can be integrated into language learning to enrich ESL students’ learning experience.

This course introduces issues of and approaches to using literature with language learners in language classrooms – the cultural, the personal growth, and the language models, each of which has its own theoretical bases and principles serving as guidelines for language teachers who teach literature in ESL/EFL context. Central to this discussion are reading texts related to the teaching of literature and English language to non-native speakers. The course has been divided into three parts, all of which are interrelated. The first part deals with approaches to teaching literature in ESL/EFL classrooms; the second part introduces critical theories necessary for interpreting literary texts and teaching of literature; and the last part explores approaches to teaching reading including questioning strategies, critical reading strategies, and the like, and some examples of materials design for teaching literature in ESL/EFL classrooms.

The course is designed for students to basically characterize key aspects of the most important and influential contributions on bilingualism and bilingual education. It provides an overview of principles, theories and studies on bilingual domain, followed by the implication for classroom practices based on political influences on the education sector.

This course is designed to gain insights into issues of language and literacy around new media. Along with other theories, the “Multi-literacies” theory of literacy will be introduced in this course. It also focuses on current trends in literacy instruction in language arts or composition classes as well as academic literacies across various curriculum areas. Moreover, it will investigate the implications of new media of language and literacy and explore the implications of development in the contemporary media, particularly the new, digital media in connection with language teaching and learning.

Students undertake eight-week supervised teaching practice and observation in the sector in which they wish to qualify, together with peer observations and school-based field work. Teaching practice incorporates appropriate modeling of the target language, both spoken and written; the design, implementation and evaluation of lessons and units of work for students at a variety of language levels, the adaptation of existing materials and development of original work to meet student needs and interests; the evaluation and development of appropriate TESOL programs, including needs analysis, syllabus design, program organization and evaluation; the monitoring, documentation and reporting of students’ language development; the establishment of collaborative relationship with other staff members and self-reflection and critical evaluation of one’s own practice.

7. Fees

Payment And Schedule

The tuition fee for the program (4 semesters) of the Master of Arts in TESOL is USD 2,400. This fee may be paid by USD 600 instalment at the beginning of each semester at the following schedules:

Semester Fee-Paying Schedule
Continuing Students Newly Selected Students
September August August to September
March February February to March

Program Schedule And Calendar

There is only one course schedule offered for this program on every weekday from Monday to Friday.

- Schedule

Weekday

Time

Evening

17.30 pm – 20.30 pm

- Academic Calendar

Event

September semester

March semester

Application distribution

June

November

Application and registration deadline

July

December

Selection and examination

July

December

Commencement

September

March

8. Academic Staff

Faculty/Areas Of Expertise

A. Local Teaching Staff

NONAMESPECIALIZATION
1Dr. Nary TaoClassroom-based Assessment
2Dr. Soth SokEducation (New Literacies Studies)
3Dr. Sovicheth BounCulture, Literacy and Language
4Dr. Suksiri BounchanTeaching of Literature in a Second/Foreign Languages
5Dr. Khan BophanEnglish Language Education
6Mr. Chandy KhanCurriculum Design and Instruction
7Mr. Chansophea CheaTESOL
8Hok RothApplied Linguistics/ESP Curriculum
9Mr. Kagnarith CheaLinguistics (Phonetics/Phonology/Syntax)
10Mr. Mab TithEducation (Teaching)
11Mr. Pheaktra PichCurriculum Design and Instruction
12Mr. Samphas ChauTESOL
13Mr. Satya CheaEducation
14Mr. Somongkol TengHigher Education Administration
15Mr. Sophal ChanEducational Psychology
16Mr. Soryong OmCurriculum Design and Instruction
17Mr. Sovannarith LimEnglish Language Teacher Education and TESOL
18Mr. Vannarath TeTESOL
19Mr. Vicheth SenCurriculum Design and Instruction
20Mr. Virak ChanCurriculum Design and Instruction
21Mr. Vutha RosHigher Education
22Ms. Norany SmanCurriculum Design and Instruction
23Ms. Sarina MonhEducational Administration
24Ms. Sidonie PorsInstructional Technology and Media
25Ms. Sophavy SoTESOL

B. Visiting Professors and Lecturers

NONAMESPECIALIZATION
1Dr. Alan KleinEducation (Higher and Adult)
2Dr. Benedict LinGrammar and Discourse/Language Testing/Assessment
3Dr. Ellyvan GelderenGrammar and Discourse
4Dr. Gloria PoedjosoedarmoGrammar and Discourse
5Dr. Steve MarshallSociolinguistics
6Dr. Stephen MooreResearch in Language Education
7Dr. Wayne WrightBilingualism
8Ms. Andrea EchelbergerEducation (Phonetics and Phonology)
9Ms. Margareta WalkerEAP
10Prof. Jack C. RichardsCurriculum
11Prof. Thom HuebnerBilingualism