This is an innovative two year, part-time course, designed for education professionals who wish to develop their expertise in the area of bilingualism and EAL, and move towards leadership positions in schools and other settings. It will build on your professional knowledge in working with pupils who speak other languages in addition to English.
Teaching will involve Saturday schools held at the University of Leeds, distance learning and online learning, with flexibility to meet your needs. Assessment will be a combination of formal written essays along with a professional log.
You can achieve a Masters in two years part-time study. You will normally need to complete two taught modules, and could do this within a year, and following this, you will complete a classroom-based critical study in which you can investigate an issue relevant to your own professional experience and work context.
EAL, Language Diversity and Inclusion: Research and Theory
This taught module sets the context for understanding research, policy and practice related to the growing numbers of learners defined as 'English as an additional language' (EAL) in schools in the UK. It addresses the tensions between 'diversity' and 'inclusion' embedded in all three. It explores the distinctive, cross-disciplinary and cross-curricular nature of EAL learning and teaching, and its links with other fields of language teaching and learning, such as ESOL, MFL and literacy. Students will develop theoretical knowledge, which will facilitate critical reflection on and analysis of their classroom practices and pedagogies as well as whole school and policy contexts related to EAL.
Year 2EAL, Language Diversity and Inclusion: Investigating Policy and Pedagogy
This taught module focuses on the ways in which EAL has been constructed, mediated and researched in both policy and school contexts in the UK over the years, leading to the current situation. A range of classroom related issues will be discussed, including the development of current policy and pedagogic practices in literacy, MFL and EAL, the construction and mediation of bilingualism in mainstream settings, the links across family, community and school learning, language diversity in relation to the needs of refugees and pupils with SEN and the professional role of the EAL specialist teacher. Participants will be encouraged to critically reflect on their own professional contexts and relevant research methodologies and strategies.
Universities in the United Kingdom use a centralized system of undergraduate application: University and College Admissions Service (UCAS). It is used by both domestic and international students. Students have to register on the UCAS website before applying to the university. They will find all the necessary information about the application process on this website. Some graduate courses also require registration on this website, but in most cases students have to apply directly to the university. Some universities also accept undergraduate application through Common App (the information about it could be found on universities' websites).
Both undergraduate and graduate students may receive three types of responses from the university. The first one, “unconditional offer” means that you already reached all requirements and may be admitted to the university. The second one, “conditional offer” makes your admission possible if you fulfill some criteria – for example, have good grades on final exams. The third one, “unsuccessful application” means that you, unfortunately, could not be admitted to the university of you choice.
All universities require personal statement, which should include the reasons to study in the UK and the information about personal and professional goals of the student and a transcript, which includes grades received in high school or in the previous university.
For details of University of Leeds funding and scholarships visit: