This award provides an opportunity for practitioners in a range of educational and social settings to engage in substantial continuing professional development at Masters level, and in relation to complex and changing practice environments. In a context of significant shifts in education, health and welfare services, professional enquiry is based on the idea that questions about direction and purpose ‘come with the territory’ of practice. Developing knowledge and understanding, using judgement in reflective, responsive and responsible ways, and an orientation to values of social justice, are all part of being an engaged and active(ist) professional at a time of great change and as we all, in different ways, think about how best we might proceed.
MA Language Education challenges students to think deeply about their own professional contexts and settings, their place and role within this, and the possibilities for development, change, and generating practice knowledge and innovations.
We encourage applications from practitioners, professionals and leaders who might be working (or volunteering) in a diverse range of roles in education, health, social welfare/care, community, and other settings, and in the public, private, and voluntary or social enterprise sectors and who are interested in how language issues relate to their professional context.
Standard Manchester Met entry requirements for taught postgraduate programmes apply.
You also need to have experience relevant to the award area (or taking up employment or similar related to the award area)
Mapping the Territory: critical concepts and issues ‘Foundations of language and literacy’
This unit enables a critical exploration of theory and practice and the ways these inter-relate and extend each other, for practice. There is an emphasis on participants exploring (re-looking), analysing and reflecting on theoretical, conceptual and contextual lenses and evidence salient for their own practice settings and professional priorities, to ask challenging questions, and make judgements about ‘what is going on’, where they sit, and how they might respond. Typical content might include policy perspective on issues related to language and literacy, the teaching of reading, bilingualism, English as an Additional Language and the foundations of language and literacy development.
Specialist Supported Project: ‘Investigating language and literacy development’
This unit supports students to undertake a project that has particular relevance to their professional practice. Students identify and explore significant themes, issues or challenges, select a relevant focus for their project, and appropriate approach/tools/methods. The unit enables students to develop and demonstrate specialist knowledge through the use of evidence, analysis, reflection and evaluation, as appropriate to their project. The unit provides an introduction to factors that affect language and literacy development, such as bilingual settings, sensory, social or cognitive impairments and dyslexia. The project allows students to explore in depth an issue pertinent to their professional context.
Shaping the Future: ‘ Changing practice in language and literacy development’
This unit asks students to address critical challenges, tensions or contradictions, and professional dilemmas within their own practice, to think forward and develop possible ways of re-framing, re-imagining, or innovating for future practice. This provides opportunities to work at the leading edge (of thinking/practice) to rethink services or approaches/interventions, to plan forward and/or to consider specific changes and innovations in language education.
Research and Practice
The unit aims to develop a greater understanding of the relevance of research to professional practice. Students examine different approaches to conducting research, and their limitations and possibilities for generating knowledge in their own practice area. The unit also explores the ethical tensions and dilemma inherent in the research process, especially those particular to practitioner research. As part of the assessment of the unit, students produce a research proposal (that can be taken forward to final dissertation) to demonstrate understanding and capacity to carry out a coherent and credible small research project.
This unit is designed to support and facilitate students in planning, conducting and evaluating a significant, practical and coherent (practitioner) research project. Participants finalise a research proposal for approval and for ethical clearance, and will then undertake the research project. Whilst undertaking the project students are offered tutorial support, this constitutes a blend of group tutorials as well as individual supervision. The entire process is supported by a suite of online resources as well as on-site activities that are aimed at enriching the students’ experience and improving the quality of the final dissertation.
Assessment is by coursework for each unit and a full assignment brief is available for each unit. Assessment tasks always allow you to pursue your own thinking and interests within the parameters of the unit and award. Formative feedback is available and built in for every unit.
For taught units (30 credits) the assessment is 5000 words equivalent. The final (60 credit) dissertation is 12-14,000 words.
All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, many students choose to buy some of the core textbooks for the course and/or a laptop. Students may also need to print their assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop up to £100 for books and printing. Total optional cost: £400
|Qualification||Study mode||Start month||Fee||Fee locale||Course duration|
|MA||Part-time||£ 1,084 (Credit)||Home/EU||2 6 Years|
|MA||Part-time||£ 2,417 (Credit)||International||2 6 Years|
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