Graduates can look forward to a fulfilling career in language teaching and language curriculum/programme management in public schools, private schools, tertiary institutions, etc.

1. Aren't Applied Linguistics and TESOL two different subjects?
   Applied Linguistics and TESOL/language teaching are closely interrelated, with each informing the other in terms of theories and practice. By tradition, Applied Linguistics has a more disciplinary content focus. Our Graduate Diploma and MA in Applied Linguistics (TESOL) programmes make a value-add to a study in Applied Linguistics by incorporating a more practical and skill-based focus (TESOL – Teaching English to Speakers to Other Languages).
   
   For more information on our courses, please take a look at the course summaries in our website.
   
   
2. How many intakes are there in a year for the MA in Applied Linguistics (TESOL) – MATSL – programme?
   • Two intakes a year (January and July semesters).
     
     
3. How is the accelerated MATSL different from the regular MATSL?
   • The accelerated MATSL allows students to take 30 credit units (cu) of courses per semester and complete the programme within a shorter duration of 1 year. Typically, those on the regular MATSL pathway take a maximum 15 cu (i.e. 3 courses) per semester and complete the programme in 2 years.
   • Admission requirements, course fees and modes of teaching and assessments are the same for the accelerated and regular MATSL.
   • It is compulsory for all international students to take the accelerated pathway. Singapore citizens, permanent residents or residents in Singapore (e.g. Employment Pass holders) are given an option to join the MATSL programme on the regular or accelerated pathway (if they are able to make the time and commitment needed for their studies during the 1-year period).
     
     
4. Can I switch the pathways (regular to accelerated, and vice versa) midway during my candidature?
   It is compulsory for all international students to take and remain on the accelerated pathway.
   
   Singapore citizens, permanent residents or residents in Singapore (e.g. Employment Pass holders) are allowed to switch the pathways midway during their candidature.
   
   
5. What are the minimum and maximum durations of the accelerated and regular MATSL?
   • Duration of the accelerated MATSL is 1 year.
   • For regular MATSL, the minimum duration is 2 years and maximum duration is 4 years.
     
     
6. When are the lessons scheduled?
   In general, lessons are scheduled on weekday evenings from 7pm to 10pm.
   
   
7. Will Singapore University of Social Sciences' Graduate Diploma and MA programmes certify candidates to teach?
   Our programmes do not certify our candidates as teachers. However, they do provide the knowledge and skills needed to teach, should the candidates choose to do so.
   
   
8. What happens if I do not complete the graduate programmes (e.g. Graduate Certificate, Graduate Diploma, Master) within the candidature period? Can I apply to take the remaining courses via CET pathway?
   Students who have not completed their graduate programmes within the stipulated candidature period will not be eligible for the award of the qualification for such graduate programmes. Such students however may apply to take, via the CET pathway, the remaining courses which they did not complete under their graduate programmes as part of their personal learning and development . Such application will be subjected to the CET admission requirement. However, as such students have exceeded the candidature period for their graduate programmes, they will not be awarded the qualification for such graduate programmes even after taking and completing the remaining courses via the CET pathway (“Condition”).
   
   PLEASE NOTE THAT THIS COURSE, IS ONE OF THE COURSES UNDER A GRADUATE PROGRAMME. THEREFORE, APPLICANTS FOR THIS COURSE ARE SUBJECT TO THE FOREGOING CONDITION. BY SUBMITTING AN APPLICATION FOR THIS COURSE, THE APPLICANT AGREES TO BE SUBJECT TO THE FOREGOING CONDITION.
   

The TESOL aspect of this programme was intriguing. I felt it was a good opportunity to learn a variety of ideas to teach English to students who seldom speak the language outside the classroom. The courses encouraged me to re-think what literacy means. I used to associate the term often to prescriptive grammar teaching. However, the assignments I did for the courses prompted me not to restrict my perspective of literacy to the realm of conventional grammar and vocabulary teaching and learning. My students now find my lessons fun as we examine the texts used in class to debate social issues. These debates enable them to write better narrative pieces as they have a plethora of real-life characters and situation to inspire their writing.

Dashni Ravindran, BSc (Math),
MA Applied Linguistics (TESOL) (Class of 2017), Teacher

The MATSL programme gave me a comprehensive training in English language teaching. It not only equipped me with a strong foundation in linguistics and language acquisition, but also developed my pedagogical knowledge in the areas of curriculum planning and teaching methodology. The applied nature of the programme helped to develop my skills in synthesising theoretical and pedagogical knowledge to ensure favourable outcomes in the classroom. As a stay-at-home-mother re-entering the workforce after two decades, this programme has been instrumental in providing me with employment opportunities. It has also prepared me well for my current role as a Writing Coach, where I provide individualised coaching on academic writing to undergraduates across all faculties of the University.

Sharon Lee, B Bus (Banking & Insurance), BA (Hons) English Language & Literature,
MA Applied Linguistics (TESOL) (Class of 2018), Writing Coach (SUSS)

I have benefited greatly from the MA in Applied Linguistics (TESOL) programme. Professionally, it helped me reflect deeply on my practice as an English language teacher. The insights I gained from the experienced lecturers and their up-to-date research-based English language teaching ideas challenged some of the views I had held, and prompted me to explore more effective teaching methodologies. The rigour of the programme also spurred me to work at excellence when honing my English language teaching skills. I especially like how the lecturers, while upholding high standards, remained supportive, approachable and encouraging. I believe English language teachers of any level would find this programme relevant and enriching.

Yong Mei Fong, BSc (Hons) (Microbiology),
MA Applied Linguistics (TESOL) (Class of 2018), Teacher

I find this programme accessible for language teachers as well as working professionals who hope to gain theoretical and practical knowledge to open more doors to teaching opportunities in both ESL/EFL contexts. The wide range of courses have given me a holistic understanding of teaching methodologies, assessment, and how sociolinguistic background impacts students in second language acquisition. The interactions with my experienced professors and fellow course participants have also helped me to reflect on my own teaching practices. I would strongly recommend this enriching programme to professionals who are keen to teach English in a variety of settings.

Desmond Chan, BA (Communication Studies),
MA Applied Linguistics (TESOL) (Class of 2018), Teacher