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English and tesol personal statement example.

Working abroad as an English Teaching Assistant has ignited a passion for English I never knew existed. Seeing how powerful the English language is, being able to convey thoughts, makes me want to enhance my knowledge of English. The additional TESOL qualification moulds a course that is perfect for my ambition; to be able to teach English to those who requires the full understanding of the language.

I feel ready to immerse myself into a higher level of English and the high work load that the course requires, which I have steadily been preparing for. In my own time I have started to read more books, such as, Beginning Theory: An Introduction to Literary and Cultural Theory’ by Peter Barry and authors such as Alex Garland and D.H Lawrence, whose novels are fascinating. Exploring these different writing styles motivates me to learn about others. During my time at university, I will acquire new and refine existing skills. This includes: how to critically examine diverse forms of communication, improve my writing skills to create meaning between the lines and better my critical thinking skills. Learning these skills will be indispensable for all potential occupations.

I was eager to gain some experience working in a different country so I went to Spain. I worked as an English Teaching Assistant, which forms part of my motivation to study the TESOL part of the course. One activity we planned was to set-up a market in the local town, where children ran their own stalls and sold items they made. This activity improved the children’s team-working skills and gave them an opportunity to use English in a practical way. Subsequently the children improved their ability to form questions, as they could do this quicker than before. As the year came to an end, I was teaching classes by myself and helping teachers with their English. I observed teachers and became aware of the fact that teachers need to have premeditated lesson plans, have excellent time management skills, adaptability and always thrive to improve themselves and their student's. I will be looking to enhance these skills during my time at University.

During my time in Spain I learnt Spanish. This improved my overall communication because I had to consciously think about sentence structure which improved my awareness of how to say things in English. The experience of learning Spanish has taught me that education is the way forward and that I must develop my knowledge further.

I have pursued my interest in Lacrosse, through discovering the game at eighteen to playing against the Spanish national team; this shows my commitment and self-confidence. To play in front of a crowd you need the commitment to train and push yourself to play at higher levels and then the confidence to showcase your skills in a pressured environment. It takes hours of practicing shooting in your back garden to score goals in a match. These skills are necessary to succeed at University.

Between the ages of fifteen to eighteen, I volunteered in the ‘Sporting Chances’ project. This was aimed at giving younger children extra-curriculum activities, which were mainly, but not limited to, football and basketball. In this role I assisted and led football drills and matches. This shows initiative and also provided me with an opportunity to serve my community. I like to travel and experience new cultures. In June I will walk ‘Camino de Santiago’, a 484 mile trek which starts in Southwestern France and ends in Northwestern Spain, next to the Atlantic Ocean. This shows my love of travelling, my independence and organisational skills.

I await this demanding degree course that will challenge me to the edge of my capabilities and I hope that the desire for who I can become, outweighs any negatives that may stand in my way. I believe that the previous two years out of education, coupled with my Foundation year, makes me confident that I possess the skills and commitment to succeed at University.

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Good Statement Of Purpose: TESOL Personal Statement Example

Type of paper: Personal Statement

Topic: English , Education , Students , Experience , Language , Teaching , University , TESOL

Published: 2020/11/08

“You is fine tank you” are the words that I shall never forget. Nor will I forget my father's deep embarrassment that was clearly evident on his face. It was what he had intended as his polite response in front of some guests on a special occasion, when a foreigner had asked him “How are you?” Whilst he thought he had replied correctly, it was actually very broken and basic English. This situation made me angry for him, and spurred me to take up English studies and become bilingual. My fascination with the English language began on the first day of English classes, way back in high school. I had been exposed to a great deal of English in the media and elsewhere in my home country, and relished the opportunity to learn it so that I could not only understand and use it myself, but because I knew even then that English is a world language and would be an important attribute for me in the future. Over time, that initial fascination became a passion as I decided to major in English language at university. I successfully applied to the College of Languages and Translation at King Saud University (KSU), which is ranked top in Saudi Arabia and among the top 10 in the Middle East. Back then we were just a poor family, living in a small village. When I had to leave to pursue my bachelor’s degree in the capital city, Riyadh, I found life there to be quite different. Then, as the eldest son in a Saudi family it became my duty and responsibility to take care of them, when sadly my father passed away. As a consequence, I was obliged to work and study at the same time. Also, on several occasions, I had to make a bus journey of circa 1000 km to deal with critical family issues. Regrettably, that situation adversely impacted my academic performance. Although I tried my best to balance my studies and my work commitments, I was not entirely successful, resulting in a lower than hoped for GPA. After graduation with a bachelor’s degree, I worked for 18 months as a translator in a Saudi-American company. I really enjoyed translating several manuals and documents from English into Arabic and vice versa, and interpreting what American trainers say to the trainees. While working there I was commended for my “remarkable efforts” on a military translation course. Not only did the experience enhance my language skills, but I found that I had a new enthusiasm to achieve my goals and an improved work ethic which resulted in an all-round outstanding performance in my job. Then, because I felt compelled to share my knowledge of English for the benefit of others, I decided to enter the field of education. For the next six years or so, I taught English as a foreign language in high and middle schools. During that time I was awarded several certificates for outstanding performance. In addition to teaching, I created daily lesson plans for the students in my multi-level adult ESL classes, and employed a range of kinesthetic, visual and auditory approaches to make my lessons interesting and interactive. I also conducted small group and individual classroom activities. Furthermore, in order to maximize my teaching skills and techniques, I attended professional development workshops focused on learning goals and classroom management. My interest in TESOL grew from my personal experience with ESL teaching and learning. I gained valuable insights into the difficulties Arabic-speaking ESL students face when learning English, and the importance of taking into consideration individual differences, especially in large classes. I now want to carry my interest in TESOL a step further. I have browsed the website of the MA program in TESOL and bilingual education at The University of Findlay and am convinced that this major is the right program for me. The program has a strong mission focus on ESL, matching my professional and scholastic aspirations, and I especially like the fact that all the professors are themselves bilingual and that the class environments are strongly multicultural. About 16 months ago I enrolled in the ELI at the University of Delaware, to become more familiar with teaching English for EFL. It is also an excellent opportunity to gain experience from the ELI instructors regarding teaching methods. Thereafter, gaining admittance into the Master's program in TESOL will enable me to build on the knowledge and experience I have acquired so far, while I have matured as a person. I firmly believe that the MA studies at the University of Findlay will equip me with the knowledge, experience and research skills that I need in order to succeed in my ongoing career as an English instructor. Finally, I would like to thank the admissions committee for considering my application and I hope that the committee finds my background, experience and qualifications commensurate with the requirements of the Master’s program in TESOL.

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Heroines of TESOL

TESOL allows you to do one thing we love and thoroughly recommend: travel. There are so many opportunities in this field, we don’t know why more women don’t take advantage of it. Here are some that are already reaping the benefits.

Alexis Terrell

Originally a newspaper reporter from Texas, Alexis Terrell has been working in South Korea for eight years (in 2016). Before that, she taught English at a high school for recent immigrants in Colorado.  

Terrell currently teaches writing and speaking classes in the English Department and Graduate School of Interpretation and Translation at Sun Moon University in Asan. Terrell holds a master’s degree in journalism from the University of Illinois and a master’s degree in TESOL from the New School.

Jennifer Young

Jennifer Young has an MEd. TESOL from the University of Southern Queensland and has been teaching English to Young Learners in South Korea for over a dozen years.

She is currently teaching upper grades at an elementary school in Seoul, South Korea and has served on KOTESOL's Seoul Chapter Executive in a variety of roles from 2003 until this day. She was worked two terms as National Secretary.

Leonie Overbeek

Leonie Overbeek has indulged in many careers. She has worked in mining engineering, been a research chemist, a business advisor and finally settled into teaching English in the early 2000s.

Overbeek holds an M.Phil in Value and Policy Studies from Stellenbosch University, South Africa, and has been in South Korea since 2007, teaching at middle school level. She is interested in learning and teaching; she considers herself a lifelong learner and has no plans to stop.

Monique Simpson

Monique Simpson is a Los Angeles native who studied nonfiction writing. She has taught ESL writing workshops in Costa Rica and Ecuador, and now teaches reading and writing at a university in Seoul, South Korea.

Her research interests are writing and critical thinking. She has presented at ESL conferences in Peru, Ecuador and South Korea and has recently begun publishing ESL research articles.

Elizabeth Driver, Director of Maryland English Institute

Dr. Elizabeth Driver became the MEI director in August 2009. She has a PhD in English and Master’s degrees in both English and Applied Linguistics/TESOL, but she loves to work as well as study.

In her career, she has taught courses in English as a Second Language, English literature and drama, English grammar and language history, as well as academic and professional writing.

Her international experience includes three years as a visiting faculty member at the University of Szeged, Hungary, as well as leading short-term study abroad courses in London and Paris. She has been part of volunteer work teams in Ukraine and Guatemala.

Melanie Baker, Lecturer at Maryland English Institute

While an undergraduate student at the University of South Carolina, Melanie Baker began volunteering as an English conversation partner for international students at the university. She also traveled to the Slovak Republic, where she taught English at a summer camp for high school students.

These two experiences led her to an M.A. in Teaching English to Speakers of Other Languages (TESOL) at Seattle Pacific University. Since then, Baker has taught English in a variety of contexts, including schools in Seattle, Ohio, and Slovakia, before joining MEI in the Fall of 2012.

Baker is fascinated by languages and cultures; she enjoys the cultural and linguistic exchange that takes place in the English language classroom.

Marilena Draganescu, Lecturer at Maryland English Institute

Marilena Draganescu is a native of Romania. That’s where she received her B.A.: from the University of Bucharest, Faculty of Philology.

In 2001, Draganescu graduated from the University of Illinois at Urbana-Champaign (UIUC) with an M.A. in Comparative Literature and a second M.A. in Teaching English to Speakers of Other Languages (TESOL).

As a graduate teaching assistant at UIUC, she taught introductory courses in World Literature and World Religions, and after graduation, she decided to return to her home country temporarily and took up employment with the Academy of Economic Studies in Bucharest for four years, where she taught Business English classes.

In 2006, Graganescu started her Ph.D. in the Language, Literacy and Culture Program at University of Maryland, Baltimore County (UMBC). After that, she worked for four years as an English instructor at the English Language Center at UMBC where she taught advanced reading and writing classes.

These women are taking TESOL to new heights. We applaud their courage. And what about yours? How can we nurture yours? Let us know.

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Samples of My Work for Admissinon to Masters Programs in TESOL

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I want to help you get accepted to Grad School in TESOL.

Language learners often produce errors of syntax, vocabulary, and pronunciation that are thought to result from interference, the influence of their native language(s). Thus, many applicants to TESOL programs express a desire to map the patterns of language errors that occur in the context of learners in their own native language. Applicants from Saudi Arabia, for example, tend to study the common errors that are made by speakers of Arabic; applicants from Taiwan tend to study the errors made by speakers of Mandarin, etc.

Other applicants to graduate school in TESOL emphasize the importance of cultural perceptions in the classroom as far as learning a second or foreign language is concerned. Cultural differences in communication styles and preferences are significant. For example, a study looking at Chinese ESL students and British teachers found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures.

Statements of Excellence in TESOL

For more than 20 years, I have helped applicants from all over the world to get accepted to Master's Degree Programs in TESOL, Teaching English as a Second or Foreign Language.

Sookmyung TESOL, Messages from Alumni.

It is very important that you carefully review the style and presentation of your application material for graduate school before submitting it, especially your Personal Statement of Purpose. Seeking the assistance of a professional writer is often a very good idea, especially if English is your second or third language. I would be happy to provide you with a highly eloquent Statement that portrays you as someone with enormous potential to contribute to the advance of the field of TESOL over the long term. After you fill out my  Online Interview Form , I will ask you some specific questions by email if I need any further information. Please also send your resume/CV and or rough draft if you have one.

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TESOL Personal Statement Examples

TESOL Personal Statement Example

I have over five years of teaching experience, and I look forward to studying for a master’s degree in Teaching English to Speakers of Other Languages (TESOL). This TESOL personal statement will hopefully be accepted by your admissions team.

I am currently teaching at St. Mary High School. This is a prestigious institution in Beijing. It is one of the largest Catholic Schools in all of China. It has a proud record of high standards of achievement.

I also worked at Kuala Lumpur International School in Malaysia as Head of the Department of Literature and English. As Head of the Literature and English department, my time at the school has been both enjoyable and productive. I have led my team towards making the English language more advanced.

It has been a time of significant adjustment at the school, and I feel I have played an integral role in this change. Our students now have the opportunity to access challenging, internationally recognised qualifications through sound and thought-provoking teaching strategies.

I believe passionately in the potential of all young people, and that teaching English will enable them to develop as informed, socially aware members of our society. I employ interesting, relevant and dynamic techniques to ensure that lessons are stimulating, exciting and challenging.

My primary objective is to transfer my enthusiasm to my students. Students must enjoy the subject and have fun while they learn.

I actively support extracurricular activities’ role in helping develop well-rounded, motivated and happy students. Education must cater for all aspects of a student’s development; emotionally, educationally and physically.

I feel that sport plays a vital role in fostering a sense of camaraderie and pride in one’s individual and collective achievements. I take great pride in working with students to reach a high level of the sport.

I feel that my commitment, industrious nature and enthusiastic approach to all areas of school life would be an asset to your institution. I would welcome the opportunity to expand my Education. I have taken a love to teach, and the primary and simple reason I want to take this course is to improve my skills. I am at an essential stage in my life and ready for it! Thank you.

Please consider my TESOL personal statement for admission to your university.

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Teaching English to Speakers of Other Languages (TESOL) MA

• Full-time: 12 months
• Part-time: Not available
• Start date: September 2024
• UK fees: £9,700
• International fees: £25,250
• Entry requirements: 2:1

Course overview

The development of globalisation has brought with it a greater need to be able to speak proficient English. This has resulted in more career prospects for English language teachers and exciting opportunities to work across the globe.

The MA Teaching English to Speakers of Other Languages course is ideal for those who are currently involved in TESOL and wish to build upon their existing knowledge and experience.

It has been designed to develop and encourage your critical understanding of the latest developments in TESOL theory and practice. It will enable you to reflect on your own teaching practice/context and help improve your career prospects, whilst preparing you to conduct independent research into teaching and learning.

Our tutors are experts in their academic context and actively research leading concepts. Their vast knowledge influences the topics covered on the course and optional modules allow you to explore specific aspects of language education that interest you.

With an advanced education degree from the University of Nottingham, you will graduate with all the knowledge, practical skills and confidence to pursue your career goals.

You may have the opportunity to take part in a community-based project to provide language teaching to refugees who need general and functional English language to survive and adapt to life in the UK, adding invaluable experience to your professional portfolio.

If you wish to take a more blended approach to studying, we offer the flexibility of combining studying face-to-face and online. Please visit our TESOL routes page for more information. 

Alumni profiles

Visit our alumni profiles  to see what our students say about their experience on the course and how it has helped their professional development.

Why choose this course?

in the world for education

QS World University Rankings by Subject 2024

Learn from experts

who are internationally recognised for their research in this area

Over 100 years

of experience in the field of education

Excellent research

The majority of our research outputs are assessed as internationally excellent.

Research Excellence Framework

Global pathways

Combine studying face-to-face on two different international campuses, or combine face-to-face and online study

Course content

We offer a range of support including:

• interactive, collaborative teaching methods
• individual tutorials, opportunities to pursue your professional and research interests
• access to extensive study materials
• free support for developing proficiency in academic English.

The taught element of this course is made up of four 30-credit modules, plus a 60-credit dissertation. It can be completed over one year full-time (including dissertation).

This course is also available via  online study and at the University's Malaysia Campus ,

Course reading

• Richards, J. C. and Rodgers, T. S. (2014) Approaches and methods in language teaching . 3rd edition. Cambridge: Cambridge University Press
• Lightbown, P.M. and Spada, N. (2013). How Languages are learned. Oxford: Oxford University Press.
• Schmitt, N. and Rodgers, M.P.H (2020) An Introduction to Applied Linguistics. 3rd edition. London. Routledge

Course leader

Paul Knight (contact for academic enquiries)

• Course structure
• Example timetable

Core modules

The module focuses on topics which have been the subject of recent discussion and research in the field of foreign and second language teaching. These include:

• a historical review of language teaching methods and approaches
• content vs process syllabus design in language teaching
• humanism in language teaching
• Communicative Language Teaching and Task Based Learning
• areas of applied linguistics particularly relevant to teaching of productive skills, especially sociolinguistics and pragmatics
• areas of applied linguistics particularly relevant to the teaching of receptive skills, especially psycholinguistics

You will be expected to read, understand and engage critically with the research presented on these topics.

The module focuses on key areas in Applied Linguistics relating to Second Language Acquisition (SLA), and explores them from the perspective of both language learners and teachers. These include:

• a historical overview of theories of SLA (key insights from applied linguistic research)
• recent applied linguistic developments in the theorisation of SLA as a dynamic complex system and social process
• implications of first language acquisition for SLA; multilingualism; translanguaging
• positive psychology and language learning
• variability and individual differences in SLA (for example gender, age, aptitude, motivation, attitudes and beliefs, cognitive styles, strategies, autonomy and self-regulation)
• the role of grammar, vocabulary and phonology instruction in second language learning
• trends in applied linguistic research into SLA including the broadening of the field, greater exploitation of computerised samples of language, the growing stature of classroom-based investigation

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

Optional modules

This module will look at:

• purposes of assessment
• types of assessment
• communicative assessment
• assessing the '4 Skills'
• case studies of key international exams
• current issues in language assessment

The module covers:

• organisational structures and management of language teaching organisations (LTOs)
• issues in marketing, finance and managing change
• managing staff: staff selection, appraisal and relations, staff development
• models of teacher learning
• developing activities and materials for teacher training
• observation of teachers
• investigating the discourse of managing, training and teaching
• the role of learning/teaching materials and resources
• types and models of evaluation of materials and resources
• the relationship between methodology and materials/resources
• models of Technology Enhanced Langue Learning
• mobile langue learning
• computer mediated communication
• the implications of materials and technology for teacher education

The module focuses on key areas relating to the teaching of languages to younger learners and explores them from the perspective of both language learners and teachers. These include:

• profiles and language needs of younger language learnersage-appropriate methodologies
• multisensory, learner-centred activities, for example, stories, songs, films drama and play
• cooperation, interactive interpersonal communication and integrated grammar
• classroom management/organisation and the investigation of critical classroom incidents
• an overview of theories and research relating to younger learners
• engaging with culture and community
• issues relating to bilingualism, multilingualism and translanguaging

You can  view an example PDF timetable , however this is subject to change year on year and your live timetable will be available via the online timetable system.

Learning and assessment

How you will learn.

• Discussion group

Your learning will be supported by:

• tutors with a breadth and depth of knowledge, understanding and skills developed through experience in the field
• Interactive and collaborative teaching methods promoting shared enquiry
• access to extensive study materials from libraries and online sources

How you will be assessed

• Dissertation

Each 30-credit module is assessed by a 6,000-word written assignment or equivalent. To complete the masters, you must achieve a pass of 50% on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Contact time and study hours

Each module requires an equivalent of 30 hours of teaching, plus 270 hours of independent study, assignment preparation and tutorial support.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

• Home / UK students
• EU / International students

Alternative qualifications

A minimum of two years full-time classroom English language teaching experience (or equivalent part time hours). The teaching experience calculation should NOT include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. 

Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application). 

If an applicant has a first degree that includes a significant focus (approximately one third) on language, teaching or linguistics theory and methodology OR has successfully completed a substantial, approved TESOL methodology course, the experience required can be reduced to a minimum of one years full-time classroom English teaching experience (or equivalent hours part-time experience). The teaching experience calculation should NOT include a teaching practicum taken as part of a course. Applicants should show how hours for part-time English teaching experience have been calculated. Applicants who have online teaching experience will need to show how their hours have been calculated, and provide written evidence from employers (to be submitted at the time of application).

Other requirements

A personal statement is required that demonstrates both a clear understanding of the course and relevant motivation for pursuing studies in TESOL. Details of any relevant professional or work experience in an educational setting, and how this relates to the course, should be included.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

If you wish to apply for the MA TESOL face-to-face course in Nottingham, please use the apply button at the top of this page.

If you wish to apply for a global route pathway, please ensure you have spoken with the course leader, Paul Knight , to ensure this route is the most suitable option. Please visit our global routes webpage for full details.

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course. Applications for ROL should be made at the time of application for admission to the university and  at least four weeks before the start of the course . Applications for ROL are processed free of charge.  Late applications will not be considered.  Please visit the  School of Education ROL pages  for full information and how to apply.

Our step-by-step guide covers everything you need to know about applying.

Where you will learn

Jubilee campus.

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to  University Park Campus  in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

There are very few extra costs that you need to factor in. We provide an extensive e-library (books and journals), comprehensive study materials and dissertation guidance.

However, you should budget on buying a maximum of two core texts for each of the four taught modules – even when core texts are available through the library, we recommend students get their own copies to keep and refer to. These titles are all widely available, but the costs may vary depending on the format.

There are many ways to fund your postgraduate course, from scholarships to government loans.

We also offer a range of international masters scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.

Check our guide to find out more about funding your postgraduate degree.

• Careers advice
• Job prospects

We offer individual careers support for all postgraduate students .

Expert staff can help you research career options and job vacancies, build your CV or résumé, develop your interview skills and meet employers.

Each year 1,100 employers advertise graduate jobs and internships through our online vacancy service. We host regular careers fairs, including specialist fairs for different sectors.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Graduate destinations

School of Education graduates go on to a varied range of careers within the education sector. Example roles include: education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors.

Many of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Career progression

95.2% of postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £28,108.*

* HESA Graduate Outcomes 2020/21 data published in 2023. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time, postgraduate, home graduates within the UK.

Related courses

Teaching english to speakers of other languages (tesol) online ma, education ma, education (online) ma.

The Teaching Excellence Framework (TEF) is a national grading system, introduced by the government in England. It assesses the quality of undergraduate teaching at universities and how well they ensure excellent outcomes for their students in terms of graduate-level employment or further study.

This content was last updated on Thursday 25 April 2024. Every effort has been made to ensure that this information is accurate, but changes are likely to occur given the interval between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Samples of My Work in TESOL & Closely Related Areas

• PHD Degree in TESOL, Saudi Applicant
• Masters English Education, Korean University
• MSc Applied Linguistics and English
• MA Masters English Language, Saudi
• PHD Doctorate TESOL, Saudi Arabia
• MA Master’s TESOL, Middle East, Iran
• BA English Language UK, Creative Writing
• BA English Language UK, Journalism
• PHD Doctorate TESOL, Libya
• TESOL Advanced Certificate, Korean
• MA Masters TESOL, Saudi Arabia
• MA Masters TESOL, Argentina
• MA English Language, Saudi Woman
• MA Sociolinguistics, English Literature

When applying for graduate school in the area of TESOL, it is important to account for the fact that Professionals in the area of TESOL, teaching English as a second (ESL) or foreign (EFL) language, often assume that most of the difficulties that learners face in the study of English are a consequence of the degree to which their native language differs from English. A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German. This is because German is more closely related to English than Chinese.

Language learners often produce errors of syntax, vocabulary, and pronunciation that are thought to result from interference, the influence of their native language(s). Thus, many applicants to TESOL programs express a desire to map the patterns of language errors that occur in the context of learners in their own native language. Applicants from Saudi Arabia, for example, tend to study the common errors that are made by speakers of Arabic; applicants from Taiwan tend to study the errors made by speakers of Mandarin, etc.

Other applicants to graduate school in TESOL emphasize the importance of cultural perceptions in the classroom as far as learning a second or foreign language is concerned. Cultural differences in communication styles and preferences are significant. For example, a study looking at Chinese ESL students and British teachers found that the Chinese learners did not see classroom discussion and interaction as important but placed a heavy emphasis on teacher-directed lectures.

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I want to help you get accepted to graduate school in tesol..

 It is very important that you carefully review the style and presentation of your application material for graduate school before submitting it, especially your Personal Statement of Purpose. Seeking the assistance of a professional writer is often a very good idea, especially if English is your second or third language. I would be happy to draft the first paragraph free of charge so that I have the opportunity to demonstrate to you how I can help in this regard. You will only need to pay for my services if you are very impressed with the first paragraph and decide to commission me to draft the entire statement.

I would be happy to provide you with a highly eloquent Statement that portrays you as someone with enormous potential to contribute to the advance of the field of TESOL over the long term. After you fill out my  Online Interview Form , I will ask you some specific questions by email if I need any further information. Please also send your resume/CV and or rough draft if you have one.

After finishing my PHD in Religion and failing to find a teaching position in this area, I turned my attention to TESOL. I wrote my doctoral dissertation on social change in Latin America and had already lived and taught English at the University level in El Salvador prior to completing the doctoral degree, so this seemed like a natural choice. Thus, I went back to school, studying towards a Master's Degree in TESOL at the University of Illinois in Champaign/Urbana. After one year of study, I went to the Universitat de Barcelona to teach English Composition for one year. Next, I began working online and never returned to Illinois to finish my Master's in TESOL. Still, I learned a great deal about language and language instruction that has always been with me, making it a special pleasure to help applicants to graduate school in this area.

Teaching English to Speakers of Other Languages: A Panel Conversation on Pursuing a Career in TESOL.

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Statements of Excellence in TESOL

The Humanitarian Side of TESOL

People who want to live abroad and speak English as their first language (or even a close second) have some great options available to them. Fun, fascinating, challenging, paid work. What could be better?

You don´t have to teach English full time, either. Why not combine a few of these jobs and make your career more humanitarian by volunteering a little or helping support a local NGO or other organization as a translator or interpreter? To really immerse yourself in another culture and get a sense of what life is like outside the U.S. (or Europe, or wherever you currently live) — without having to give up a steady paycheck — consider one of these five options.

Taking a chance on a job abroad can bring numerous benefits. International experience can make your resume more impressive, demonstrating your ability to adapt to new situations, communicate with diverse groups of people and solve problems, and countless other sneaky benefits you may not have considered.

Fluency in another language often also translates into a higher salary. California, for example, offers some workers who regularly use a second language in their work a “ bilingual pay differential ” of $100 per month.

Finally, a number of industries and companies are increasingly demanding international experience among those seeking top executive positions due to the increased level of skills learned while abroad. Of the biggest 1,000 public and private companies in the U.S., 40% of CFOs had worked abroad, reported  the Wall Street Journal  in 2015.

The opportunities available vary, from highly competitive Foreign Service postings with the U.S. State Department to short-term jobs working in bars and restaurants. Here´s what you need to know to get one of these coveted positions.

1. Become an international aid worker

Many people dream of heading abroad and doing humanitarian work. Opportunities are available with local non-governmental organizations (NGOs), as well as major international organizations like the UN, Amnesty International, the Red Cross, and Doctors Without Borders.

Some jobs may involve hands-on aid work, like disaster response or assisting refugees. But organizations also need people with experience in accounting, communications, IT, human resources, management and foreign languages, according to the  London School of Economics .

Unsurprisingly, the more specialized and in-demand your skills are, the easier it will be for you to find a job—which is important in these competitive sorts of industries. Having technical skills will increase your chances of getting employed. This could be something like physiotherapy, education, health, engineering or construction. The sector does not need more international development undergraduates, says Weh Yeoh, founder of global development organization WhyDev,  told The Guardian .

If you’re truly interested in a career in international aid or development, you’ll need to prepare yourself due to the highly competitive nature of this field. There are simply people from all over the world applying for the same job, so consider an internship or volunteer work abroad so you can gain field experience that could eventually materialize into permanent employment,  suggests Idealist . Demonstrated interest or experience in a particular country, region, or issue may also be helpful in securing a position, because it´s easier to stand out from the crowd.

2. Join the Foreign Service

The U.S. government offers a number of opportunities for citizens interested in working abroad, and the best known are the  Foreign Service postings  through the Department of State.  They are available at more than 270 embassies, consulates, and diplomatic missions around the world. While many people in the Foreign Service work in typical diplomatic roles as consular or political officers, the State Department also sometimes hires health care workers, construction engineers, IT specialists and people from other professions, so keep your eyes open for these opportunities.

Though a job with the Foreign Service may seem glamorous, it comes with many challenges: Foreign Service officers must be ready to move anywhere in the world at a moment’s notice and may end up stationed in dangerous or remote areas. While some postings allow you to bring your family with you, that’s not always possible. So if you´re single and have a clear legal record, this could be the perfect job for you. The application process is competitive and involves multiple written and oral assessments.

In addition to jobs with the State Department, international job postings are available through USAID, Department of Defense, the CIA, the U.S. Department of Agriculture, the U.S. Department of Commerce, the CDC, and other government agencies.

3. Work for a Global Company

Getting a job with a big company with overseas offices could eventually lead to a position abroad, especially if you play your cards right and plan for that from the outset.

Forty-seven percent of companies surveyed by  Brookfield Global Relocation Services increased the number of employees that they had serving overseas in 2013. The top destinations included China, the U.K., Singapore, and Germany.

If your employer transfers you overseas, they will typically handle details such as obtaining proper visas and work permits, as well as providing assistance with relocation, which is often extremely handy.

But even with all that support, international moves can be challenging, both personally and financially. The rewards can also be great. You may have to deal with currency fluctuations, setting up foreign bank accounts, paying foreign taxes, and other nasties, but once you learn how the system works, it´s often no more challenging than at home. If your spouse moves abroad with you, he or she may not be able to work. If you have children, they will have to make adjustments too. Moving abroad for some time can be a great experience for children, as they may eventually speak two languages and enjoy lots of other benefits, like great weather and two sets of friends.

4. Teach English

For those who are interested in working in another country but lack the experience or skills needed for other positions, teaching English abroad is a common and fun choice.

Of 884 expat Americans surveyed by  Migration Policy Institute  in 2011, 20% worked in education (often teaching English or teaching other subjects in English at international schools or the like). For those with no other way of getting there, spending a year or two teaching abroad can be a way to get valuable experience and make you more competitive for other international positions.

In many cases, you’ll need to have at least a bachelor’s degree to get a job teaching English abroad. Having a TESL or TESOL certificate can also make you a more competitive candidate and prepare you well for the work. The number of positions – and the amount they pay – varies significantly based on region and country. Generally, jobs in Western Europe are harder to get, while more positions are available in the Middle East and Asia (funnily enough! Wouldn´t you rather go to Thailand than Germany, for example?).

Some foreign governments sponsor programs that bring native English speakers to their countries to teach. Among these are  Japan  and  Korea . The  Council on International Educational Exchange  offers teaching opportunities in China, Mexico, Spain, Vietnam, and many other countries.

5. Participate in a work exchange program

In order to work legally in another country, you typically need a work permit or visa, which can be difficult or complicated to obtain on your own, even with hired help. Participating in a work exchange program is one way to get help securing a short-term visa and finding a job—then when you´ve settled in, you can go your own way.

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Indiana University Indianapolis

Department of english.

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

Prepare for a career teaching english to second-language learners.

TESOL is an exciting, in-demand, and interdisciplinary field that draws on linguistics, bilingual education, sociology, pedagogy, cultural studies, and information technology to provide English teachers with a solid foundation in the theory and praxis of second language learning and teaching. TESOL graduates typically find employment both domestically and internationally as teachers, administrators, policymakers, materials developers, editors, cultural liaisons, and language program directors. They work in such diverse settings as schools, non-profit organizations, governmental agencies, community and faith-based centers, and international businesses.

The 31-credit hour Master of Arts degree in Teaching English to Speakers of Other Languages (TESOL) is a professional degree that prepares you to become effective teachers of English to adult learners who speak other native languages, both in the U.S. and abroad. The M.A. in TESOL provides both a strong theoretical foundation as well as hands-on practical experiences.

Our professors are internationally recognized, award-winning scholars whose areas of expertise span an impressive array of disciplines, including second language acquisition, teacher education, language learning and technology, sociolinguistics, socio-cultural theory, pragmatics, corpus linguistics, intercultural discourse, multilingual writing, and learner identity. The International Center for Intercultural Communication, the English for Academic Purposes Program, and the Program for Intensive English offer unique opportunities for interdisciplinary work, internships, and practica in applied linguistics, health discourse, language teaching, and tutoring. Our vibrant urban setting provides students with diverse teaching experiences and employment opportunities upon graduation.

For information about the program, contact:

Karen Kovacik, PhD Professor of English Director of Graduate Studies English Department (317) 274-9831 [email protected]

To contact the Graduate Office:

IUPUI Graduate Office University Library, Room 1170 755 W. Michigan Street Indianapolis, IN 46202 (317) 274-1577 [email protected]

About the Program

The 31-credit hour M.A. in TESOL is comprised of core courses, elective courses, and the completion of either a thesis or internship.  Please click on the tabs above for more information. Course descriptions may be found .

• ENG-G 500 Introduction to the English Language (4cr)
• ENG-Z 520 Second Language Development (3cr)
• ENG-Z 523 TESOL Methods (3cr)
• ENG-Z 541 English for Specific Purposes (ESP) and Materials Development (3cr)
• ENG-Z 545 TESOL Practicum (3cr)
• ENG-G 625 Discourse Analysis and Introduction to Research (4cr)
• ENG-G 652 Sociolinguistics (4cr)
• ENG-Z 536 Pedagogical Grammar (3cr)
• ENG-Z 570 Second Language Writing (3cr)
• ENG-Z 575 Second Language Learning and Technology (3cr)
• ENG-Z 598 TESOL Internship (3cr)
• ENG-Z 600 Seminar in TESOL (variable topics) (3cr)
• ENG-Z 690 Advanced Readings in TESOL (1-4cr)
• ENG-Z 699 M.A. Thesis – TESOL (3cr)
• Other graduate courses in literature, writing, and literacy, or related fields as approved by the director. No more than six credits may be transferred from or taken outside the department.

Thesis Option

• Electives: Students choose at least three courses (at least 8-11 credits)
• Total: 31 credit hours

Internship Option

• Electives: Students choose at least four courses (at least 12 credits)

M.A. students must maintain a minimum grade point average of 3.0 (B average).

No courses with a grade of C or lower will count toward graduation requirements.

Transfer Credits

The IUPUI Graduate Office only allows the transfer of 12 credit hours from the certificate to the MA. Therefore, if you are in the certificate and decide that you want the MA as well, you should apply to the MA in TESOL Program at the same time or before you’ve reached the 12 credit-hour limit. Please always check with the Program and the Graduate Office regarding credit transfer rules at the time that you intend to apply for either the MA or the Certificate.

Applying to the MA in TESOL Program

Applications for the M.A. in TESOL degree are accepted on a rolling basis and should meet all applicable requirements as described below. Final admission is based upon the approval of the admissions committee, which is comprised of the English Department’s Director of Graduate Studies, the Director of the M.A. in TESOL, program faculty members, and departmental administrative staff.

• Please have ETS submit your scores directly to IUPUI, as we cannot accept self-reported scores . The IUPUI Institution Code for ETS is #1325.
• Recommended minimum scores for applicants who are nonnative speakers of English: 100  TOEFL iBT; 7.0  IELTS.
• Paragraph 1: Reasons for Applying to Our Program .
• Paragraph 2: Education and Other Experiences.
• Paragraph 3: Goals in the Program.
• Paragraph 4: Career Objectives.
• Paragraph 5 (Optional): Program Opportunities and Funding.

CONCENTRATIONS

• Creative Writing
• Film Studies
• Professional and Public Writing
• Linguistics

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The mission of the Department of Teaching, Learning and Educational Leadership (TLEL) is to prepare exceptional teachers, school leaders and scholars; to conduct innovative and relevant educational research to solve important problems in education; and to engage in collaborative, creative partnerships that contribute to improving educational practice in communities, schools, the nation and the world. Our program prepares high-quality teachers and school leaders across curricula, age spans and diverse learning environments. Faculty provide high-quality programming using a variety of research-based, innovative teaching tools and techniques, including clinically rich experiences for students at all levels.

Our faculty, staff and students create and sustain a collaborative environment where ideas are valued and respected, and where successes are celebrated. Faculty and staff have ongoing collaborative partnerships with other campus departments, as well as local, regional, national and international organizations, agencies and schools.

The MA TESOL enables graduates to teach in English as a Second/Foreign Language (ESL/EFL) programs on college campuses or in other English programs across the globe. This track is also suitable for international students who wish to be involved in English education around the world, such as ESL/ELI programs in higher education or other intensive English programs. The MA in TESOL does not lead to New York state teacher certification for PreK-12 teaching in public schools.

Admission Requirements

Admissions is on a rolling basis. Students who are interested in applying for graduate assistantships are encouraged to submit their applications by February 1. Applications received by February 1 will be given funding priority.

In addition to the requirements listed on the Graduate School website, TLEL applicants must provide the following credentials. For specific details, visit the TLEL Admissions website.

• Your academic and professional background(s) related to TESOL,
• Your reason(s) for applying for the MA TESOL program at Binghamton University
• Your educational or career goal(s) beyond graduate school

Program Requirements

Course requirements.

Students pursuing the MA in TESOL must complete the required 33 credits of graduate coursework, which includes:

• EDUC 581 - Linguistics for Teachers
• EDUC 583 - Second Lang. Acq.
• EDUC 584 - Methods & Assessment for ELLs
• EDUC 585 - Global Contexts for TESOL
• EDUC 587 - L2 Reading, Writing Technology
• EDUC 588 - Content Bsed ESL Curric Instru
• EDUC 591 - Internship in TESOL
• EDUC 595 - TESOL Capstone Proj or Thesis
• EDUC 504 - Foundat Biling & Multicult Edu
• EDUC 529 - Grammar for English Teachers
• LTRC 518 - Literacy Assessment & Teaching

Additional Certification Requirements

Binghamton University confers master’s degrees, not teacher certification. In New York state, only the State Education Department can grant teacher certification. Teacher certification conveys that the applicant is prepared to teach a particular subject at the prescribed grade level, having fulfilled all education, experience and examination requirements, including knowledge and skills to address state learning standards. Binghamton University teacher education programs are designed to give students the coursework and field experiences to meet these requirements.

Programs leading to New York state certification in teaching and educational leadership include key assessments to gauge candidate readiness to meet professional standards. These occur throughout a candidates’ program during coursework and fieldwork opportunities. A candidate must achieve an adequate score on all required key assessments to continue to progress in their program. If a candidate fails to meet expectations on a key assessment, a plan for improvement may be required or a candidate may be in jeopardy of severance from a program. Additional information regarding key assessments is provided within course syllabi and on the department website.

In some instances, failure to meet expectations in field experiences, on key assessments or with professional dispositions may lead to dismissal from TLEL programs.

TEACH System : Register with TEACH, the system that the New York State Education Department uses to process applications for teacher certification. TEACH also records fulfillment of all other New York state requirements for teacher certification.

Fingerprinting : Submit fingerprints following guidelines established by NYSED.

Workshops : Complete workshops in Child Abuse Identification, School Violence Prevention (Project SAVE) and Dignity for All Students Act (DASA).

New York State Examinations: Pass New York State Teacher Certification Examinations (NYSTCEs) required for certification. It is best to take each examination after completing relevant coursework. 

Taskstream : Candidates enrolled in teacher preparation programs in the Department of Teaching, Learning and Educational Leadership, will be required to enroll in Taskstream, a software data management system. Consult the department for more information.

Additional Information About the Program

Students enrolled in the Department of Teaching, Learning and Educational Leadership’s teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters. Students are required to maintain at least a B (3.0) cumulative grade point average in all graduate credit coursework presented for the degree per Graduate School policy.

Binghamton University is accredited by the Middle States Commission on Higher Education. For programs leading to certification in New York state, the Department of Teaching, Learning and Educational Leadership received accreditation from the Association for Advancing Quality in Educator Preparation (AAQEP).

Professional Dispositions Policy

As a professional school, the Department of Teaching, Learning and Educational Leadership (TLEL) at Binghamton University is dedicated to preparing teachers and scholars who are well-grounded in their discipline and in pedagogical practice. Whether in coursework or while engaged in fieldwork in school and community settings, the TLEL faculty members expect all teacher candidates and program participants to demonstrate the professional dispositions expected of an educator.

Faculty members developed the TLEL Professional Dispositions, supplementing the Ethics and Integrity Policies and Procedures, which applies to all students taking courses within the College of Community and Public Affairs (CCPA). All candidates in initial and advanced programs must receive a rating of “Meets Expectations” in each area of professional disposition for admission and advancement.

For the full professional dispositions policy, visit the TLEL Resources webpage .

Clinical Education Requirement and Policy

Throughout their preparation, candidates from both the initial and advanced preparation programs must complete clinical experiences. These clinical experiences provide candidates with opportunities to apply instructional and leadership techniques learned in coursework in a classroom, school or community setting.

Candidates from initial preparation programs complete both early field experiences and a culminating internship experience.

Candidates, in coordination with their cooperating teacher, establish a field education schedule for each semester. In an emergency, if a candidate cannot attend, the missed day must be rescheduled with their cooperating teacher within three calendar days. Additionally, candidates should contact their University supervisor, advisor and Clinical education office to inform them of their absence(s). 

Advancement in certification programs is contingent upon multiple factors including meeting required attendance expectations.

For further information and the full fieldwork policy, please visit the TLEL Field Education webpage.

In addition, candidates in teacher and educational leader preparation programs must complete field experiences, including internships, in schools or other educational settings. For placement into field experiences, candidates are required to provide personal information, fingerprints and may be subject to a criminal background check. Candidates admitted into the program are not guaranteed a field placement or internship placement as schools, districts and other educational settings have the right to refuse placement based on information collected during any background check or from the candidate’s own disclosure.

Candidates with such situation(s) should consult the state’s certification board and the program coordinator before submitting an application for admission.

For more information on the TESOL MA program, please refer to the TLEL department website or email [email protected] for more information. To apply to the TESOL MA program, please visit the University Admissions website.

How To Write A Personal Statement For Masters (17 PDF Sample Examples)

Published: 14 Mar 2022 Study Abroad 104,065 views

A personal statement for masters program is one of the most important parts of your college application and writing a good one is what’s the exception between receiving an offer and being rejected.

If you’ve been tasked with presenting a personal statement, you should keep in mind that whatever you submit must put you forward as the right candidate for the course. Additionally, it should convince the admissions officers that you deserve a place on your program of study.

Achieving the above, is a skill most postgraduate students are yet to acquire but thankfully this article on How To Write A Personal Statement For Masters covers everything you need to know on doing this.

In this article you’ll learn:

• What is a personal statement?
• Tips for making your personal statement for masters stand out
• How to write a personal statement for masters
• Personal statement for masters sample
• Examples of personal statement for masters
• Conclusion – things to avoid when writing a personal statement for masters

Read:  Admission Interview Tips .

What Is a Personal Statement?

A personal statement AKA admissions or application essay or statement of purpose is a type of essay or written statement a candidate presents to a college, university, or graduate school they are applying to, explaining why they want to attend that school, study a particular course, and why they would be a perfect fit for these things.

A personal statement for masters is an essay you submit specifically for your postgraduate application. Writing one presents the opportunity for you to promote yourself to a school and show the admissions teachers that you are the perfect candidate for a course.

Tips For Making Your Personal Statement For Masters Stand Out

Before we get into how you should write a statement of purpose for masters, we would first like to share with you certain tips to include in your essay to make it stand out from that of other applicants and be convincing enough to any admissions officer that reads it. The tips we have mentioned here, cover general things like starting and ending your personal statement, timing, length, and what to include and what not to include in the essay, etc.

1. Starting And Ending A Personal Statement

When starting a personal statement, you would want to right off the bat grab the reader’s attention. To do this, start the statement by writing about your degree of choice, next why you want to study it and then how you got interested in it.

The next 2 sentences after that should cover a summary of your background in the chosen field, and you conclude by saying what you plan to do once you acquire your graduate degree.

Also start with that the evaluators reading want to hear first, then every other information should come second. You will notice we’ve used in the sop examples for masters we will share with you later in this article.

2. Plan Ahead

A personal statement is not something you rush while writing, which means if you want to get something good before you application then you must start to decide things like the length and how long it should take to complete.

Let us throw more light on this…

For length, a personal statement should be brief ranging somewhere between 500 -700 words, although schools often detect how long it should be. So, this is dependent on the institution you are applying to.

In terms of what to say in a statement, you could include personal experiences like why you were driven to apply for the program, an experience you had with a scholar in your chosen discipline, a course you took that inspired you to pursue masters, or a key moment during your studies which further motivated you.

No matter what you decide to write, just keep in mind that you need to take your time to craft something good even if it means creating several drafts before the real thing and do not forget to proofread the statement for errors.

3. Research Your Program Of Study

Researching your program of study is one way to establish that you truly understand the discipline you’re getting into and prove to the admissions officer that you thoroughly thought about it before applying.

And because you want to put yourself forward as a serious candidate, one way to make you research easier is for you to visit the website of the department you are applying to. This page will contain information about faculty members, their specialisation, and publications.

From the intel, you gathered there you can now identify which professors match your interests and which ones you will benefit the most from learning under. After you’ve found this out, relate the same in a sentence or two in your statement of purpose for masters.

Example: “I would be honoured to study under the tutelage of Professor Nadia whose work I found resonated strongly with my beliefs and intended projects in this course”.

4. Avoid Clichés, Junks, And Many Details

When writing a statement of purpose for master degree try to avoid clichés, junks, and unnecessary details so that you don’t lose or bore your readers in between. Be as concise as possible, even if it’s your chance to express yourself.

A personal statement is an opportunity for the admissions committee to get information that tells the that you are suitable for the course. So, when you overpower your statement with too many words, stories, and useless details, you come off as someone who is just trying to meet the word count.

5. Include Your Personal History Only If It Adds To The Statement

Do not include your personal history in your statement of intent for masters if it is not relevant to your purpose of study. This means no need for you to tell that story about that time you helped someone treat a cut and immediately realised that you wanted to be a doctor or nurse or how you developed a taste for reading at a very young age.

We can guarantee you that the hundreds of other applications competing for the same spot you are felt the same way, so saying those things really doesn’t make you unique.

On the other hand, if you are going to add personal history to your statement, you can put in things like an internship you did and the experience you got from the job, a major research project you ran by yourself, publications you’ve read or published, conferences you’ve attended or presentations you’ve done. These experiences are more concrete and are directly related to your program of study. They also set you apart from other applicants.

6. Don't Use The Same Personal Statement For All Your Applications

One common mistake applicant make that you shouldn’t is using the same statement of purpose for master degree for all your applications. Using the same information repeatedly even if you are going to change the university names is risky and could land you in a big mistake on a day you forget to be thorough.

All programmes have their own unique set of questions they want to see answered and information they need in your personal statement.

And even if some of them like extracurricular activities, proposal for project, why you are applying to the school, your unique qualities, and research works you’re doing might appear the same, do not use one statement to respond to all of them.

Write a new unique personal statement every time you want to apply.

Check out:  How to Write a Good CV for Students - Resume Examples for Students (PDF).

How To Write A Personal Statement for Masters

When writing a personal statement for masters there are several steps and ground rules you need to follow to ensure that it comes out good enough to impress the admissions team of a school, and ultimately convince them to give you a spot on your program of study.

If writing one is something you are currently struggling with and can’t seem to get down the process of it right no matter what, this section on how to write a personal statement for masters, discusses in detail everything you need to get help with yours.

There are 4 parts to consider when writing your personal statement and we have listed them below:

1. Planning A Personal Statement

A personal statement is a piece of writing showing your academic interests and is only for application purposes which means there is no room for any autobiographical information in it about your personal life. Be as to-the-point as possible when writing it and stick to telling the school why you are the right person for the course, plus any other extra information detailing your achievements.

Before You Start:

Allot plenty of time to write your msc personal statement so that you don’t rush it. Remember, this simple piece of writing is your one shot at convincing a school that you are the best applicant they’ve seen and as such can either make or break your application.

Read the information expected of you from the university, rules and guidelines given, selection criteria and understand what they mean. Also research the institution.

Do a thorough research on the course you are applying for; this will help you explain better why you want to study it. The tutors interviewing you can tell when you are lying and presenting yourself as uninformed can cost you the admission.

Ensure that you don’t use the same personal statement for all your applications.

When Writing:

When writing the statement there are some questions to ask yourself that can help you plan it better. Those questions are:

• Why you want to study a master’s and how does it benefit you in future?
• How does the course you have chosen fit into your pre-existing skill set?
• How do you stand out from the crowd as an applicant - e.g., work experiences you’ve had in the same field you are applying for?
• What do you aspire to do or be as a future career and how will the course help you achieve that?
• How can your work or skillsets contribute positively to the department/ university you are applying to, or society at large?

On the other hand, if you are applying for the masters to change from the field you studied in your undergraduate to another field, you should tell the school why you decided to take a different path in your studies.

Questions to ask yourself for this include:

• Your reason for deciding to change your discipline.
• How your undergraduate degree will be material for bringing fresh insights into your masters course.
• How changing your study path will help you attain your future career.

2. Structuring A Personal Statement

Having good structure for your personal statement for master degree is important because it ensures that everything from the beginning, middle, and ending of the statement is written and equally falls in place perfectly.

We’ve left some tips for you below to help you:

Start your personal statement with an attention-grabbing introduction that is not dramatic or cliché. That means you should not begin with any of these over-used phrases we’ve listed out below:

For as long as I remember…

Since my childhood…

I want to apply to this course because I’ve always felt a strong connection to it…

All my life, I have always loved…

My interest in (course) always ran deeper than…

I’ve always been zealous about…

Ever since I was a child, I’ve always wanted to pursue a career in…

My past educational experiences have always…

You would want to be as snappy as possible with your opening because the admission officer has over a hundred applications to read and can’t waste all their time on yours. This means you should avoid overpowering it with unnecessary facts, quotes, and stories from your life.

The middle part of your ma personal statement is where the main content of the write-up should be. This is where you show your dedication to the course you’ve chosen, what motivated you to choose it, and why you are the right candidate for it.

When writing the middle part of a graduate personal statement, you should:  

• Give concrete reasons why you want to study a course at the University. The reason could be because of how the course is aligned to your future career or the University’s reputation in teaching that program.
• Mention relevant things like projects, dissertations, or essays you’ve done, and any work experience you have.
• Show proof of your core skills like and how they can contribute to the department.
• Prove what makes you a unique candidate.
• Discuss who your main influences for wanting to study the course are and why.
• Add experiences like memberships to clubs that are related to your field, papers you’ve written before, awards, scholarships, or prizes.
• Draw focus to how the course links to your past and future.
• Mention your academic and non-academic skills and how they fit the course.

For Formatting:

• Keep the statement length between 250 -500 words or as directed by the school.
• Sentences should be no more than 25-30 words.
• Use headings to break up the content – Why this university? Why this subject? Etc.
• Make claims and provide evidence to back each of them up. This can be done by discussing your work experience and academic interests.

Language and tone to use:     

• The tone for your masters application personal statement should be positive and enthusiastic, to show you eagerness to learn and so that you convince the evaluators that you have what it takes to succeed.
• Use exciting and refreshing language, and an engaging opening line.
• Ensure you grammar, punctuations, and spellings are accurate.
• Avoid exaggerated claims you cannot backup.
• Don’t use cliché generic terms and keep your focus on the course.

Keep the ending of your essay for master degree application concise and memorable, leaving no doubt in the admission officers mind that you deserve a spot on the program.

To create the best ending summarise all your key points without dragging it our or repeating yourself. The ending should be simple, end on a positive note and make it clear that the school will be lucky to have you on their program.

Personal Statement for Masters Sample

In this section, we have left a masters personal statement example for you, which you can use as material to write yours for any course of study you are applying to a school for.

Personal Statement PDF

You can also download this statement of purpose sample for masters degree pdf here and take your time to read it later – Personal Statement For Masters Sample .

See Also:  Student CV Template .

Examples of Personal Statement for Masters

We have taken the time to source for some of the best postgraduate personal statement examples, which you can use in addition to the personal statement for masters program example as a template to write yours.

While you scroll through our list, you will find the perfect masters essay example for any field you wish to apply for, from business administration, to Psychology, to information technology, and lots more.

1. msw personal statement

We have found one of the best msw personal statement examples out there for you.

social work masters personal statement .  

2. personal statement for masters in public health

mph personal statement examples

3. personal statement for masters in management

Personal statement for master degree sample for masters in management .  , 4. personal statement for masters in education example.

personal statement for masters in education example

5. psychology masters personal statement

psychology masters personal statement example

6. sample personal statement for masters in data science data science masters personal statement

7. speech and language therapy personal statement statement of purpose for masters sample: speech and language therapy

8. business administration personal statement personal statement for masters in business administration

9. personal statement for masters in cyber security pdf masters degree personal statement examples for cyber security

10. personal statement for masters in finance msc finance personal statement examples

11. statement of purpose for masters in information technology pdf msc personal statement examples for information technology

12. international development personal statement statement of purpose for masters example

13. msc international business management personal statement international business management personal statement examples

14. computer science masters personal statement

statement of purpose for masters in computer science pdf

15. personal statement for masters in economics statement of purpose sample for masters degree in economics

16. mha personal statement statement of purpose format for masters in health administration    

Conclusion – Things to Avoid When Writing A Personal Statement For Masters When writing a personal statement for university masters, there are some things you should avoid, so that you don’t ruin your essay. We have listed out those things below: •    Avoid negativity. •    Following an online template blindly. •    Do not include unnecessary course modules, personal facts, or extra-curricular activities in your personal statement. •    Do not lie or exaggerate an achievement or event. •    Do not include inspirational quotes to your statement. •    Avoid using clichés, gimmicks, humour, over-used word such as 'passion' or ‘driven’. •    Do not make pleading statements. •    Avoid mentioning key authors or professors in your field without any explanation. •    Avoid using sentences that are too long. •    Avoid flattering the organisation or using patronising terms. •    Do not repeat information in your statement that you have already listed in your application. •    Avoid waffling i.e., writing at length. •    Don’t start writing your personal statement at the last minute.  

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Graduate Programs

Non-native English speaking populations create a need for highly-trained practitioners

Enter the expanding field of teaching English as a new language, at home and abroad

Teaching English to Speakers of Other Languages (Master of Arts)

The globalization of English as the world's lingua franca and a national and regional increase in non-native English speaking populations create a need for highly-trained practitioners who can address the widely variant and specialized educational needs of adult English language learners at home and abroad. While the number of immigrants is increasing, evidence suggests that the barrier of language is becoming more and more common.

Description

Labor markets project that the language school industry in Pennsylvania is set to grow by 22% between 2015 and 2025, much faster than the average growth of 7.4% in Pennsylvania alone.  Accordingly, the region is seeing an exploding need for language school services and, by extension, for a well-trained language educator workforce. Earning an MA TESOL will help the region meet this important, urgent need. Slippery Rock University's MA TESOL prepares graduates for the challenges of an increasingly interconnected world, enabling the acquisition of world languages, and aiming to educate world citizens who acquire linguistic skills through intellectual acculturation.  Through challenging, quality, and interdisciplinary training, SRU graduates will be prepared to work in dynamic and pivotal roles by providing adult ELL instruction in higher education, community literacy, and multicultural global settings, as well as instructional media and materials development in the TESOL publishing industry, thus facilitating their lifelong skill development in the increasingly vital area of TESOL.

Slippery Rock University's Master of Arts Degree in TESOL is 30 to 33 credits, depending on which track you select, and offers:

• Flexibility to fit your busy schedule - online, blended, and once-weekly evening courses 
• Two tracks; experiential and general that can be completed over 16-24 months
• Interdisciplinary instruction from five academic departments
• Curriculum includes a 13-credit graduate certificate
• TESOL practicum may be completed locally or abroad
• Expert faculty with earned doctorates

Requirements

Attention:  To apply for admission, please use the following link to  apply now .

• $25 Application Fee
• Two Electronic Recommendation Forms
• Personal Statement (1-2 page typed essay explaining personal and professional goals for TESOL)
• Official Transcripts- Undergraduate/Graduate (Official transcripts must be sent by institution via electronica transcript e-share to [email protected] or via mail- faxed copies will not be considered official) 
• Undergraduate transcripts with a minimum GPA of a 2.75 in English, modern languages, theoretical linguistics, applied linguistics, education or related field. Other areas of study, including minors in the above disciplines, will be considered (prior coursework in linguistics will be strongly recommended, but not required)
• SRU current/Alumni/former students click here to order your official SRU final transcript and have it sent to [email protected]
• GRE not required

International students should check with the Office of Global Engagement to review all international documents and visa status at [email protected] .

*If you are requesting review of your graduate transcripts for transfer of credit, please complete the transfer of credit form and submit to the Office of Graduate Admissions with official graduate transcripts. Please review SRU's  transfer of credit policy .

Related Links

• Factsheet (PDF) 
• Program Requirements
• Graduate Admissions
• TESOL, Communicative Language Teaching Certificate
• TESOL, Certificate

Contact Info

Graduate Coordinator: Dr. Marnie Petray Languages, Literatures, Cultures and Writing 317 H Spotts World Culture 724.738.4577 [email protected]

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Master of Arts in Teaching — Teaching English to Speakers of Other Languages

Take the next step toward your career goals. Learn key information about the USC Rossier admission process and application requirements for the Master of Arts in Teaching- Teaching English to Speakers of Other Languages program.

Prerequisites

In order to apply for this program, you must have a bachelor’s degree, or equivalent, from a regionally accredited college or university. The institution must have been accredited at the time your degree was conferred.

For the credential track:

Note regarding felonies and misdemeanors : To obtain a teaching credential, the California Commission on Teacher Credentialing (CTC) requires credential applicants to disclose convictions of a felony or misdemeanor. While a felony or misdemeanor will not necessarily prevent you from being admitted to the credential track, you may not be eligible to participate in student teaching, which is a requirement of the credential track.

Note regarding international students : To complete teaching credential requirements, you must obtain a Social Security number (SSN) from the United States Social Security Administration. Contact the Office of International Services for assistance. 

Program applications are reviewed on a rolling basis, but we encourage you to apply early.

*scholarship consideration priority deadlines

Application Instructions

Review the detailed instructions in the dropdowns for each section of the online application . If you need accommodation for any part of the application process, please contact the Office of Admission and Scholarships at [email protected]. We encourage you to submit your request for accommodation at least two weeks before the accommodation is needed so our team can make the necessary arrangements.

Tips Submit all application materials by the deadline . Incomplete applications may be delayed to the next application review. Skip ahead to the “Recommendations” section and use the application platform to send requests for letters of recommendation first . We recommend you complete this step right away to provide each recommender with the maximum amount of time to complete their letter. Follow the transcript submission instructions carefully. Please upload your registrar-issued transcripts from each institution attended to the USC application portal. Upon acceptance and submission of intent to enroll, you will need to submit official transcripts to the USC Office of Graduate Admissions separately.

Where to find it on the application: My Application > Personal Information

• Enter your name as it appears on your government issued I.D. Indicate any alternate or previous names in the “other name” field (i.e. maiden name).
• Enter the email address USC Rossier should use to communicate with you throughout the application process.

Where to find it on the application: My Application > Academic History > Colleges Attended > Add a College > Upload a Transcript 

To expedite admission decisions, please upload registrar-issued transcripts from all attended institutions to the USC application portal. Official transcripts should be submitted separately to the USC Office of Graduate Admissions upon acceptance and submission of intent to enroll.  

International students should refer to USC’s country specific requirements to determine which academic records they need to submit. 

To Upload Your Transcript to The Application Portal   

Login to your USC Application Portal and navigate to the Academic History section. Enter detailed information about your academic history from each institution you have attended. 

Once you have saved this information, you will find an option to Upload a Transcript for each institution. You can upload only one PDF per institution. If the transcript consists of multiple pages, you must scan each page and merge them into a single PDF file. If you do not have access to a scanner, you can take clear photos of each page and combine them into one PDF.  

There are various online services available to merge multiple files into a single PDF or convert photos into PDFs. Once you have uploaded your transcripts and completed all other sections of the application, you can proceed to submit your application.  

Upon admission and submission of the statement of intent to enroll, you must submit degree-conferred transcripts from all attended institutions to the Office of Graduate Admissions.

Where to find it on the application: My Application > Supporting Information > Documents > CV/Resume

Your résumé should be detailed enough to help the admission committee understand the various experiences – extracurricular, leadership or volunteer – that have shaped your interest in the program. Outline your roles and responsibilities within each organization and highlight any special achievements or accomplishments. In the “Supporting Information” section of the application, select “Documents”. Select the “add document” button under “CV/Resume.”

Where to find it on the application: My Application > Program Materials > Documents

Essay responses will be used to evaluate your personal, professional and educational perspectives and experiences and the ability to effectively communicate ideas and organize written thoughts. Responses to essay questions should be double-spaced with a 12-point font and one-inch margin on all sides. Include your full name at the beginning of each document. Upload each essay as a separate document in the appropriate section.

Personal Statement – 500 words or less

The USC Rossier Master of Arts in Teaching—Teaching English to Speakers of Other Languages (MAT–TESOL) program is committed to equipping teachers to provide language instruction of the highest quality with a deep commitment to student learning. We also prepare our graduates to identify and help address opportunity gaps and injustices related to languages and language learners around the world.

Reflecting on the goals of the MAT-TESOL program as described above, explain why this program aligns with your personal and professional goals and values (a total length of 500 words or less for the entire statement).

Upload your Statement of Purpose in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Personal Statement”

Optional Essay – 250 words or less

To aid the admission committee in evaluating your application, use this essay to discuss anything in your academic and/or professional history that may require additional explanation. This essay is optional.

Upload your optional essay in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Other.”

Where to find it on the application: My Application > Program Materials > Recommendations > Add Recommendation

USC Rossier requires two letters of recommendation to complete the application. Letters should come from supervisors and/or former instructors or faculty who can comment on significant contributions you have made in your workplace, your leadership skills as well as your commitment to life-long learning and your ability to perform well in master’s-level coursework.

• To submit the names of your recommenders, go to the “Program Materials” section of the application and click on the tab “Recommendations.”

• Recommendation letters must be typed on official letterhead from the organization with a signature. If the recommender is not able to obtain company letterhead, this must be noted somewhere in the letter.
• It is your responsibility to ensure all recommendation letters are submitted in the proper format prior to the appropriate deadline. Letters uploaded in the incorrect format without explanation are subject to further review.
• Recommendations letters should be submitted by recommenders by the application deadline, but they are not required to be submitted at the time you submit your application.

Please note: recommendation letters are program-specific and cannot be used to apply to additional programs. If you withdraw your application from a particular program, your letters of recommendation will be deleted along with the application.

Where to find it on the application: Submit Application Tab

Application fees must be paid by credit or debit card

An application fee waiver is available to applicants who meet certain eligibility criteria. Eligibility criteria and instructions for obtaining a fee waiver can be found at the USC Graduate Admission website . If you choose to apply for a fee waiver you must:

• Start your online application but do not submit the application until the fee waiver is approved .
• Provide supporting documents to demonstrate qualification.
• Have your fee waiver request approved.
• Complete and submit your online application.

Where to find it: My Application > Program Materials > Kira Assessment

The recorded video response is an opportunity for you to demonstrate your communication skills in professional settings. No advance preparation is required for either assessment. You are allowed to take the assessment one time only (no exceptions). For technical assistance with the video response, email [email protected] .

• Click the “Open Kira Assessment” button on the “Kira Assessment” tab in the application. Note: clicking this link will NOT require you to take the assessment immediately. You can register for the assessment and return at any time to complete it.
• When the page opens, click the “Check In” button.
• Click the registration module. Your first and last name and email should pre-populate in the registration form. Agree to the terms of agreement and privacy policy and click the “Register” button. After you register, a link to Kira will also be sent to your email address for easy access at the time you choose to complete your assessment.
• Complete the device set up and practice modules to prepare for your assessment.
• Click the assessment module (final step) at the time you are ready to begin your assessment.
• Once completed, your assessment will be reviewed in conjunction with other application materials by the admission committee.

Video Response

• Record your responses using an internet-connected computer with a webcam.
• Dress professionally and behave as you would during an in-person interview.
• Make sure you have a pen and notepad available for taking notes on the prompt.
• Once you begin the assessment, you will be provided with two prompts, one at a time, followed by five minutes of prep time for each prompt.
• You will have two minutes to complete your response. There will be a countdown timer and a progress bar during preparation and response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

USC Rossier welcomes international applicants. If you are a citizen of a country other than the United States, you are subject to U.S. government regulations regarding entry into the United States and enrollment in programs. Please follow these additional instructions to complete your application:

TOEFL or IELTS Test Scores Where to find it on the application: My Application > Academic History > Standardized Tests > Add a Test Score

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to submit an official TOEFL or IELTS score as part of their application. You must have taken one of these tests within the past two years.

In order to be a competitive applicant, you should receive a TOEFL score at or above 100 iBT and an IELTS score at or above 6.5 with no less than a score of 6 on each band.

You may upload your test score report in the “Academic History” section of the application to be used in application review. However, only scores received electronically from the testing service are considered official . Official test scores should be sent from the testing agency directly to USC.

• TOEFL: To send official scores, use USC ETS code 4852. Please note that USC does not accept super-scoring for the TOEFL.
• IELTS: Select “University of Southern California” at the time of registration. Alternatively, provide this information to your testing center after taking the test.

For more information on English Proficiency requirements, English-language test waivers, and other alternate accepted exams, please visit the USC Graduate Admission page .

Your application materials will be reviewed by both the USC Rossier School of Education Office of Admission and Scholarships and the USC Office of Graduate Admissions.

• Refer to your USC Rossier personal portal for timely and accurate updates on your application status (including missing items).
• If your application is complete by the round application deadline, expect to receive notification of your admission decision by the corresponding notification date.
• You will receive a decision letter from both USC Rossier and the USC Office of Graduate admission.

Document Submission Policy

Transcripts and all other materials submitted for admission consideration become the property of USC. The university does not return or duplicate materials for any reason whatsoever. The information and materials in your submitted application are made available only to the central Office of Admission and the admission committee of the academic department or professional school to which you have applied.

Review Process

Your application to USC Rossier will be evaluated using a holistic review process. Academic preparation, professional work experience, personal achievement and commitment to the USC Rossier mission are each considered. No single attribute or characteristic guarantees admission to USC Rossier.

We seek applicants who will add to our vibrant learning community and whose goals, values and experiences align with the USC Rossier mission and program goals. We adhere to the university’s non-discrimination policy , and are committed to providing equal opportunity for all students.

As an applicant for this program, you will be automatically considered for limited USC Rossier scholarships, with priority consideration given to applicants who apply by the priority and regular deadlines. There is no need to submit a separate application. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

Frequently Asked Questions

No. At USC Rossier, the online and on-campus version of our programs are distinct with separate applications. If you would like to be considered for a program other than the program for which you have been admitted, you will need to reapply to that program.

Yes. If you choose to work while enrolled, a job with a flexible schedule is recommended. Some students in the program work in teaching roles that provide context for their learning.

If you pursue the credential track, you will participate in additional student teaching in semesters 2 and 3 during regular school hours, four days per week, which may make working more challenging.  

No. This program has one start date per academic year.

There is no minimum GPA required to apply to USC Rossier programs, but competitive applicants typically have a GPA of 3.0 or above. However, GPA is one of many elements evaluated in the admission committee’s comprehensive evaluation of candidates.

USC Rossier students come from diverse academic backgrounds. Education or experience related to your program of interest can make you a more competitive applicant but is not required. If your bachelor’s degree is unrelated to the program for which you are applying, use your application to communicate your passion for working in your selected degree field and explain how your background has prepared you to be successful and positively contribute to your chosen field.

GRE scores are neither required nor accepted for admission at USC Rossier.

Program Contact

Clara Colin, MA

Assistant Director, Office of Admission and Scholarships

• [email protected]

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ELT/TESOL Studies (MA)

ELT/TESOL Studies (MA) starting September 2024 for 1 year

About this course

Study the theory and practice of English Language Teaching (ELT) with our MA Teaching English to Speakers of Other Languages (TESOL) master’s degree.

You can apply for this course if you have recently graduated and are starting your career in teaching English as a Foreign Language (EFL).

This UK-based MA ELT TESOL is ideal for graduates who want to teach English as a second or additional language, or work in the teaching education sector.   

Our English language teaching master's degree will help you develop specialist knowledge and skills in TESOL and related linguistic areas.  

On MA TESOL you’ll study the most recent approaches to the curriculum, assessment and pedagogy (interactions between teachers, students, and the learning environment and tasks) and have the opportunity to pursue your interests. Optional modules you can study include subjects like: 

• learner autonomy 
• English as an international language 

On this TESOL studies course you’ll explore the theory and practice of English language teaching. You’ll be prepared to challenge current practices and take an innovative approach to your future career as a leader in the field.    

Our graduates are employed across the world in all areas of the English language teaching profession. 

If you’re already teaching English through TESOL and want to advance your career, take a look at our MA English Language Teaching TESOL course .

We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes .

Our courses are regulated in England by the Office for Students (OfS).

Course lead

Your course leader, Dr Sarah Rule, has research interests in language acquisition and processing.

Learn more about this subject area

Languages and linguistics

Course location.

This course is based at Avenue .

Awarding body

This qualification is awarded by the University of Southampton.

Download the Course Description Document

The Course Description Document details your course overview, your course structure and how your course is taught and assessed.

Entry requirements

You’ll need a 2:1 honours degree in a language or relevant subject. 

  Find the  equivalent international qualifications  for your country.

English language requirements

If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:

IELTS score requirements

We accept other English language tests. Find out which English language tests we accept.

Pre-masters

If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.

If you don’t meet the academic requirements, you can complete a pre-master's programme through our partnership with ONCAMPUS. Learn more about the programmes available .

Got a question?

Please contact us if you're not sure you have the right experience or qualifications to get onto this course.

Email:  [email protected] Tel:  +44(0)23 8059 5000

Course structure

You'll study this master’s course full-time over one year. Each semester is made up of key modules you must study and gives you the choice to select what modules you want to learn. 

Guest speakers will deliver seminars and you’ll have other extension activities as part of your TESOL learning. 

You’ll complete your research dissertation project over the final 18 weeks of the course.

Want more detail?  See all the modules in the course.

The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes .

Year 1 modules

You must study the following modules :

Analysing Language for ELT/TESOL

This module encourages you to reflect on the analysis of the structure of language and its relationships to language teaching. It will demonstrate the kinds of analytic processes employed in linguistic analysis and identify the relationships between gramm...

Developing Approaches to Language Teaching

This module builds on your knowledge of language teaching methodologies developed in LING6022. It will focus on current issues in language teaching methodologies and address more specialised areas taking both a synchronic and diachronic which will comple...

Dissertation (ALLT/ELT)

The Masters dissertation gives you the opportunity to undertake an extended piece of independent research in Applied Linguistics or English Language Teaching, with guidance from a supervisor.

Principles of Communicative Language Teaching

This module will present you with the principles of Communicative Language Teaching (CLT) and allow you to examine them critically across educational contexts and purposes.

Research Skills

The aims of this module are to further develop the research, study and time management skills you will need for a substantial independent research investigation.

You must also choose from the following modules :

Assessment of Language Proficiency

A range of key constructs in assessment theory and currently popular techniques in assessing language proficiency are reviewed and critically discussed. The overall processes involved in designing and implementing assessment procedures which are valid, re...

Autonomy and Individualisation in Language Learning

This course explores the themes of learner autonomy, resourced-based and open and distance learning and their practical outworking in an institutional context. You will be encouraged to think through ways of facilitating learning and in particular to cons...

Digital Education and English Language Teaching

The module is intended to provide: a) a theory-based account of changes and innovations in technology which impact generally on the digital literacy skills and practices that students bring to class and, more specifically, on their potential implications...

English as a World Language

This module explores the rise of English to its current dominant status.

English as medium of instruction in global education

This module explores sociolinguistic and pedagogical dimensions of English Medium Education and CLIL classrooms around the world. EME/I is an umbrella term for multilingual education programmes where English is used as a medium of instruction to teach and...

Experiences of language teaching and learning: narrative inquiry in language education

This module introduces you to the study of storytelling, in different formats, as a way to gain knowledge, and as a powerful qualitative method to conduct research into our experience as language teachers and learners over the course of our careers.

Language and Intercultural Communication

This module will combine a theoretical understanding of intercultural communication with reflections and evaluations of your own intercultural experiences and applications of this to pedagogic settings and other practical settings.

Language ideologies in a globalising world

This module presents ideologies of English and other languages in the changing world where globalisation and the unprecedented spread of English are significant factors. It offers the opportunities of studying language ideologies in an extensive, comprehe...

Language in Society

This module will introduce you to ways of exploring the reciprocal relationship between language and society from contemporary sociolinguistic perspectives.

Pragmatics in global contexts

Second language learning.

This module introduces the different theoretical approaches which have been adopted for studying the acquisition of language, and examines and assesses current theories of first and second language acquisition in the light of empirical evidence.

Teaching Foreign Languages to Younger Learners

This module will address the implementation and adaptation of language teaching methodologies to address the unique challenges inherent in instructed, early foreign language (FL) learning. The novel aspect of the module will lie in its systematic explorat...

Writing and Written Language

The module examines the techniques of process, product, context, and instruction of writing in a second language. The first deals with composing and the writer in relation to the text; the second deals with the text produced, its structure and organisatio...

Learning and assessment

The learning activities for this course include the following: 

• lectures 
• seminars 
• research projects 
• independent study 

Your contact hours will vary depending on your module choices.

We’ll assess you through: 

• exams 
• presentations 
• dissertation 

You’ll also receive ongoing assessment and feedback through lecture and seminar activities. 

Dissertation

You’ll complete your dissertation during the final 18 weeks of this full-time course. On this project, you’ll need to conduct research in an area related to the teaching of English. 

Academic Support

We’ll assign you a personal tutor, and you’ll have access to a senior tutor. 

You’ll be prepared to start your career as a English language teacher in state and private schools across the world.  

You can also work in Education Ministries or in the publishing industry. 

Careers services at Southampton

We're a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you throughout your time as a student and for up to 5 years after graduation. This support includes:

• work experience schemes
• CV/resume and interview skills workshops
• networking events
• careers fairs attended by top employers
• a wealth of volunteering opportunities
• study abroad and summer school opportunities

We have a thriving entrepreneurship culture. You'll be able to take advantage of:

• our dedicated start-up incubator,  Futureworlds
• a wide variety of  enterprise events  run throughout the year
• our partnership in the world’s number 1 business incubator,  SETsquared

Fees, costs and funding

Tuition fees.

Fees for a year's study:

• UK students pay £9,250.
• EU and international students pay £26,500.

Check fees for other versions of this course .

If you're an international student on a full-time course, we'll ask you to pay £2,000 of your tuition fees in advance, as a deposit.

Your offer letter will tell you when this should be paid and provide full terms and conditions.

Find out about exemptions, refunds and how to pay your deposit on our tuition fees for overseas students page.

What your fees pay for

Your tuition fee covers the full cost of tuition and any exams. The fee you pay will remain the same each year from when you start studying this course. This includes if you suspend and return.

Find out how to  pay your tuition fees .

Accommodation and living costs, such as travel and food, are not included in your tuition fees. There may also be extra costs for retake and professional exams.

• accommodation costs
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• fees, charges and expenses regulations

10% alumni discount

If you’re a graduate of the University of Southampton, you could be eligible for a 10% discount on your postgraduate tuition fees.

Postgraduate Master’s Loans (UK nationals only)

This can help with course fees and living costs while you study a postgraduate master's course. Find out if you're eligible .

Southampton Humanities Postgraduate Global Talent Scholarship

Twenty scholarships of £5,000 are available to international students joining our postgraduate master’s courses at the School of Humanities in September 2023.

Find out more about the Southampton Humanities Postgraduate Global Talent Scholarship , including eligibility, deadlines and how to apply.

Southampton Arts and Humanities Deans Global Talent Scholarship

Ten scholarships of £10,000 each are available to international students studying for an undergraduate degree or a postgraduate master’s degree in Arts and Humanities.

Find out more about the Southampton Arts and Humanities Deans Global Talent Scholarship , including eligibility, deadlines and how to apply.

Other postgraduate funding options

A variety of additional funding options may be available to help you pay for your master’s study. Both from the University and other organisations.

Funding for EU and international students

Find out about funding you could get as an international student.

• Use the 'apply for this course' button on this page to take you to our online application form.
• Search for the course you want to apply for.
• Complete the application form and upload any supporting documents.
• Submit your application.

For further details, read our step by step guide to postgraduate taught applications .

Application deadlines

• Applicants permanently resident in China: Closed on Wednesday 29 November 2023, midday UK time
• Applicants permanently resident in other countries: Monday 29 July 2024, midday UK time
• Applicants permanently resident in the UK: Friday 30 August 2024, midday UK time

Application assessment fee

We’ll ask you to pay a £50 application assessment fee if you’re applying for a postgraduate taught course.

This is an extra one-off charge which is separate to your tuition fees and is payable per application. It covers the work and time it takes us to assess your application. You’ll be prompted to pay when you submit your application which won’t progress until you've paid.

If you're a current or former University of Southampton student, or if you’re applying for certain scholarships, you will not need to pay the fee. PGCE applications through GOV.UK and Master of Research (MRes) degree applications are also exempt. Find out if you’re exempt on our terms and conditions page .

Supporting information

When you apply you’ll need to submit a personal statement explaining why you want to take the course. 

You’ll need to include information about: 

• your knowledge of the subject area
• why you want to study a postgraduate qualification in this course
• how you intend to use your qualification

References are not required for this programme. 

Please include the required paperwork showing your first degree and your IELTS English language test score (if you are a non-native English speaker) with your application. Without these, your application may be delayed.

What happens after you apply

You'll be able to track your application through our online Applicant Record System.

We receive a high volume of applications for this course. This means you may not receive a response to your application for up to 12 weeks.

Unfortunately, due to number of applications we receive, we may not be able to give you specific feedback on your application if you are unsuccessful.

We may invite you to an interview, which will take place by phone if you live abroad. You'll get an email from the admissions tutor if we'd like to talk to you before offering you a place.

Equality and diversity

We treat and select everyone in line with our  Equality and Diversity Statement .

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TESOL Studies MA

Year of entry 2024, masters study and funding online event.

Watch on demand to receive expert advice on how to fund your Masters and invest in your future. Book your place

Course overview

MA TESOL Studies is specially designed for graduates who are interested in becoming teachers in the field of teaching English as a second or foreign language (TESOL) and have little or no previous experience of English language teaching.

This course offers you an excellent step towards beginning a career in TESOL. You’ll graduate with the knowledge and skills needed to be a confident and reflective practitioner able to make informed pedagogic decisions in the classroom.

You’ll explore the description and analysis of the English language and gain an understanding of the processes through which children and adults learn languages. A large part of the course focuses on the theory and practice of general and specialist English language teaching, and you’ll have opportunities to learn more about research and current developments in TESOL in global educational contexts.

You’ll join a very friendly, dynamic and multinational language education team in the School of Education, who have a wide range of experience in language teaching and teacher education work in the UK and around the world.

You’ll be taught by practitioners and researchers at the forefront of a diverse range of subjects, who have ongoing projects in areas such as second language teacher education and development, English medium instruction, learning with digital technologies, motivation in teaching and learning, and vocabulary.

Course highlights

• Gain valuable practical teaching experience through in-class micro-teaching to help you to be a creative, reflective and adaptive English language teaching practitioner. 
• Advance your knowledge in a range of specialist areas including EAP, digital educational technologies, teaching English to young learners. 
• Join regular TESOL Forum seminars where you can learn about and discuss current ideas, topics and research in TESOL led by experts from a range of contexts.   
• Benefit from a year-long bespoke academic literacy skills course specifically designed for MA TESOL Studies students to support their academic writing.  
• Take advantage of the many awards and competitions we encourage our students to enter, and join our alumni who have been successful in the prestigious British Council ELT Master’s Degree Dissertation Award.    
• Experience the friendliness and support given by an academic teaching team and School who understand the challenges that studying in a new cultural and learning context may bring.   
• Be part of a dynamic and renowned Centre of Language Education (CLER), whose researchers carry out world class research and classroom-based projects. Find out more about CLER . 

Course details

Throughout this course, you’ll study a range of modules that give you a theoretical and practical introduction to the knowledge and skills needed by a professional practitioner starting out in the field of TESOL.

In semester one, you’ll study three core modules exploring the English language, how second languages are learned and, in general terms, how they may be taught.

In semester two, you’ll build on the theoretical foundation in semester one through a core module on the practicalities of teaching English and you will experience planning and teaching lessons through in-class micro-teaching. You’ll be able to specialise in your preferred interests by choosing from a range of optional modules.

Later in semester two, you’ll use the knowledge and skills you gain over the year to carry out a small-scale piece of research related to your own interests within TESOL. To support your work on your research project, you’ll take a compulsory research methods course. Your supervisor will support you throughout the dissertation research process.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

For more information and a full list of typical modules available on this course, please read TESOL Studies MA in the course catalogue

Year 1 compulsory modules

Year 1 optional modules (selection of typical options shown below).

You will also study 30 credits from the below modules:

Learning and teaching

You’ll learn through a range of teaching methods including seminars, tutorials, student-led discussions and group work, complemented by digital technologies. Independent study, either individually or in groups, is an important aspect of this course, allowing you to develop critical problem-solving, communication and research skills that are relevant for you starting a career in TESOL.

Our Virtual Learning Environment will help to support your studies: it’s a central place where you can find all the information and resources for the School, your course, and modules.

The course is informed by research and current global developments in theory and practice in TESOL, and many of your tutors will bring insights from their own research and publications into modular learning activities. The content and activities in seminars and across modules are carefully scaffolded to ensure optimal understanding and learning.

You’ll be encouraged to take part in discussions and problem-solving tasks that involve interaction and collaboration with other students both inside and outside the classroom. You’ll experience innovative teaching methodologies and activities on your modules, which you may later wish to try out in your own microteaching practice.

You’ll have the opportunity to join a specially designed course for MA TESOL Studies students to support your academic writing. Other support is available from the online resources, workshops and one-to-one appointments provided through the University of Leeds library.

Throughout your degree you’ll be supported by a personal academic tutor who you can meet regularly to discuss any study or career questions you may have.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

Your learning on modules is assessed in varied ways, including written assignments, oral presentations, posters and reflective portfolios. On some modules you may have the opportunity to choose a relevant topic of interest to be assessed on.

Assessments reflect the kind of skills and knowledge you’ll need in your TESOL career and encourage you to demonstrate critical thinking, problem-solving, reflection, communication skills, and practical classroom knowledge around lesson planning and execution.

All your assessments will require you to read widely and use evidence from literature and your own experience to support your arguments and ideas. The assessment tasks will enable you to show a critical understanding of the current debates in TESOL and the application of theory in classroom contexts.

There are guidelines for all your assessments, which provide clearly structured guidance and support. In many modules you have a choice of task and/or topic. To help you prepare, you will have support from module tutors through formative feedback tasks.

Entry requirements

A bachelor degree (hons) with a 2:1 or non-UK equivalent in a subject that shows a strong grounding in English Language and/or Education, Linguistics or Foreign Languages. High grades in these subjects are essential.

This course is designed for students who do not have the two years of experience needed for our MA Teaching English to Speakers of Other Languages.

Beyond a first degree of an appropriate standard and appropriate English language skills, we have no specific requirements. However, we do prefer applicants who can demonstrate an interest in the field of language teaching, for example having been involved in tutoring.

We accept a range of international equivalent qualifications.

Please note that meeting the entry requirements of this course doesn't guarantee an offer of a place.

English language requirements

IELTS 6.5 overall, with no less than 6.0 in any component. For other English qualifications, read English language equivalent qualifications .

Improve your English

International students who do not meet the English language requirements for this programme may be able to study our postgraduate pre-sessional English course, to help improve your English language level.

This pre-sessional course is designed with a progression route to your degree programme and you’ll learn academic English in the context of your subject area. To find out more, read  Language for Education (6 weeks) and Language for Social Science and Arts: Education (10 weeks) .

We also offer online pre-sessionals alongside our on-campus pre-sessionals.  Find out more about our six week online pre-sessional .

You can also study pre-sessionals for longer periods – read about our postgraduate pre-sessional English courses .

How to apply

International – Friday 28 June 2024

UK – Friday 16 August 2024

If you intend to apply for funding, you should submit an application for a place on your chosen course at least one month before any specific scholarship deadline.

The ‘Apply’ link at the top of this page takes you to information on applying for taught programmes and to the University's online application system.

If you're unsure about the application process, contact the admissions team for help.

Documents and information we will need include:

Original or certified copies of your transcripts

Original or certified copies of your degree certificate

Original or certified copy of your IELTS/TOEFL results (if English is not your first language)

Read about visas, immigration and other information in International students . We recommend that international students apply as early as possible to ensure that they have time to apply for their visa.

Admissions policy

University of Leeds Taught Admissions Policy 2024

This course is taught by

School of Education

Postgraduate Admissions

Email: [email protected] Telephone:

UK: £11,500 (Total)

International: £26,500 (Total)

Read more about paying fees and charges .

For fees information for international taught postgraduate students, read Masters fees .

Additional cost information

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There may be help for students in the form of loans and non-repayable grants from the University and from the government.  Find out more at Masters funding overview .

The School of Education usually offers a number of scholarships each year. Find out more on the School's scholarships page .

Career opportunities

The majority of our students are international students, who usually return to their home countries to embark on exciting careers in English language teaching in primary, secondary or tertiary education in the private or public sectors.  

We’re proud that many of our graduates are now teaching in university language centres, private language schools or state secondary schools in China, the Middle East, Japan, Vietnam or Korea. 

Each year some international students find jobs in the UK teaching ESOL or do a further teaching qualification such as CELTA. We have a growing number of students each year who apply to study postgraduate research degrees in the UK or other countries.  

The home students we have had often remain in the UK teaching ESOL or EAP, while some go abroad. 

The methodological skills and theoretical knowledge our students develop have allowed some to move into teaching other languages, such as Chinese. 

Careers support

Our friendly Employability team based in the School of Education can provide a range of help and advice about employment or volunteering opportunities in the education sector.

You'll be able to enhance your career prospects and take advantage of the many paid and volunteering positions in schools and other education settings in and around Leeds.

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more about Careers support .

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Digital education ma (part time), education ma, teaching english to speakers of other languages ma, rankings and awards, top 100 in the world for education.

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Goal Statement for TESOL, Personal Statement Example

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As a student from the Kingdom of Saudi Arabia, I plan to enter the doctoral program in TESOL and composition to allow preparatory year students in my country excel in the continued development of their English speaking and writing skills. The preparatory year is designed to provide university-aged students with the ability to enhance their English speaking skills before attending college and university to ensure that they are able to access courses that are offered to them around the world. This is essential because it allows a diverse knowledge to be gathered by Saudi students, which can be used to strengthen academia in the nation. While there are many great schools within the country, many students wish to study abroad to learn in English and to therefore gain new experiences. As a consequence, the preparatory year is an essential component of this endeavor, as it will allow the students to develop a better understanding of the English language and how it can properly be used.

Ultimately, providing Saudi students with a better English education will allow them to become more eligible for the jobs they desire in the future and to become more creative as a whole. Furthermore, students who participate in the preparatory year program and then go on to college are expected to develop enhanced critical thinking skills that will remain useful to them in the work world. Therefore, it is imperative that the training these individuals receive in their year before formal college training is designed in a manner that will allow them to learn the nest English usage techniques in the shortest amount of time. While many individuals receive some degree of English training in school prior to the preparatory year, it is necessary to determine whether these skills are sufficient for their ability to communicate fluently with other English speakers. Individuals who choose to attend a college that is taught in English will need to not only understand the meaning of lectures, but be able to record this information efficiently, and to compile both information learned and information researched into formal reports. The preparatory year will allow students to perform these activities more effectively.

Specifically, my involvement in the TESOL and composition PhD program will help improve these efforts because it will provide me with an enhanced understanding of the needs of students. Furthermore, I desire to be able to incorporate my own English learning challenges in my teaching, but I need to find effective ways to accomplish this goal. The research skills that I learn in this program will help me understand the teaching techniques that are effective for bolstering my students’ knowledge, while providing me with an understanding of how my methods should be altered for each individual to ensure that they are able to achieve maximal success. On a national level, my involvement in the PhD program will help English learners in Saudi Arabia, as it may allow me to define best practices through my research that could be implemented in all preparatory year programs.

Earning a PhD in TESOL and composition will allow me to contribute new knowledge to the field, which is an exciting venture. It is essential to optimize the English learning process in not just Saudi Arabia, but countries around the world, as the language has important implications with regards to politics and education. English is the primary language used to communicate scientific findings, and it is therefore necessary to have a complete understanding of it in order to present results at academic conferences. Therefore, English speaking and writing is an applicable skill for even the individuals who wish to enter science, mathematics, or engineering. It is necessary for all individuals to read and digest the information that is available in each topic, and English processing skills are needed for this to be accomplished. I believe that I could enhance the ability of students in my country to learn English by determining which activities they need help with on an individual basis, and then working closely with them to refine these skills.

An important technique that I believe will support the ability of my students to learn is simply allowing them to understand the practical use of the English language in both their future job and academic career. Mastery is an essential component of obtaining good grades and these grades will allow the students to reach their career goals. Communication is an important factor independently of the profession that one enters, so it is important that Saudi students are able to integrate the knowledge that they acquired regarding English skills during their school years into a practical skill during their preparatory year. Ultimately, knowledge of the English language will allow Saudi Arabia to grow and I wish to obtain a PhD in TESOL and composition in order to help facilitate this growth. If this is done correctly, the preparatory year students will enter college and then go on to contribute greatly to society, and it will feel great to be a part of this.

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A young Chinese woman who completed her undergraduate studies last year, 2016, in the areas of Mathematics and Finance, TESOL represents a career change. I have fallen very much in love with my current professional position as a language teacher in an after-school program teaching English to immigrant Chinese-speaking children. Thus, despite majoring in another area, I have long been interested in language and, in fact, served as a TA for a class in Chinese Linguistics. I teach Mandarin to Americans and English to Chinese people – serving as a professional bridge between are two societies. During my undergraduate study, I was a TA for our Chinese Linguistic class. I have also done one-on-one tutoring, to provide help for Americans.

The power of a personal mission statement, and other lessons from a recent graduate

By Joel Burt-Miller, MPH ’23

June 3, 2024 — I am about to begin an exciting new chapter of my career as one of 10 new residents in the U.S. pursuing dual training in family medicine and psychiatry. Reflecting on how I got to this point, I have learned some important lessons. I’ve laid them out here in the hopes they might resonate with others seeking to define their paths.

Define your life’s mission

My introduction to the field of public health came as a freshman at Brandeis University, in a course on inequities in health care and health outcomes. It ignited a flame in me and led me to define a clear mission for my life: I would advocate for the inequitably resourced, both locally and globally. I would serve and heal both individuals and communities. I would focus not just on treating disease, but on supporting a holistically healthy life.

My journey from that point took many twists and turns, but throughout, I held tight to that mission statement. It helped me evaluate each opportunity with clarity and purpose.

Be open to new interests

When I entered medical school at the University of South Carolina School of Medicine Greenville, I planned to go into primary care. Then came the COVID-19 pandemic, which also exposed an ongoing mental health crisis. I became invested in finding a solution. I designed a research study based on the South African philosophy of Ubuntu that used small groups, called Ubuntu groups , to effectively address the social isolation and burnout experienced within my learning community while promoting a sense of belonging. That project sparked my interest in psychiatry. Yet, I remained committed to preventive medicine as well.

Was it possible to accommodate my interest in both fields of medicine? Through a quick Google search, sure enough, I found five residency programs combining family medicine and psychiatry.

Seek mentors (even when it’s daunting!)

The existence of these programs was promising — but I wanted to know more. With piqued curiosity, I entered the same search terms, “family medicine and psychiatry,” on LinkedIn. To my delight, someone popped up: Rohit Abraham. His bio described him as a ‘Combined Psychiatry & Family Medicine Resident at Boston Medical Center.’

I decided to take a leap of faith. Though I’d never met Rohit, I sent him a message. I hoped he would be kind enough to respond but was also prepared for a reality where he would not. A few hours later, he replied, and we scheduled a time to speak over Zoom.

In our conversation, I gained much more than knowledge of his career path in medicine. Though I didn’t know it at the time, I gained a lifelong mentor.

Don’t be afraid to take detours

In our initial conversation, Rohit explained why he saw his combined residency as an ideal pathway: He was training to provide comprehensive primary care that would let him address both the physical and the mental health needs of urban underserved populations, with an intersectional focus on substance use disorders.

Reviewing his bio on LinkedIn, I noticed that during medical school, Rohit had pursued an MPH in health policy at Harvard T.H. Chan School of Public Health as a Zuckerman Fellow. When I asked him about the program, he explained that he wanted to address health disparities at both the clinical and policy levels. He expected the dual MD and MPH degrees would help him do that. His goal sounded so much like my own life’s mission. I was inspired.

In just one conversation, my new mentor had opened the door to a possibility I had not dreamed of before.

I applied to the Zuckerman Fellowship program and gained acceptance, prompting me to take a year away from medical school to pursue an MPH.

The degree program exposed me to many new experiences. In my practicum, I worked with MassHealth to disseminate state funding to local communities to expand mental health services. A Harvard case study also introduced me to Boston Medical Center’s model of care, which aims to provide consistently excellent and accessible health services to all in need, regardless of status or ability to pay.

With each new experience, I was able to better articulate how I could achieve my life’s mission.

Keep looking for new lessons

I returned to medical school for my final year shortly after receiving my MPH. And just a few months ago, I learned that I matched at my first-choice residency program at Boston Medical Center — following in Rohit’s footsteps.

As I reflect on my path, I can see how much it helped me to define my life’s mission clearly — and then to keep myself open to considering different ways to achieve it. I can also see how important it was to take a few leaps of faith along the way, including reaching out to a stranger I hoped might be able to give me some guidance.

I’m thrilled to launch into this new stage of my career. I know I’ll learn many new life lessons along the way, so long as I keep myself open to the power of possibilities.

Joel F. Burt-Miller is a resident in the combined family medicine and psychiatry program at Boston Medical Center. He holds an MPH in health policy from Harvard T.H. Chan School of Public Health, an MD from the University of South Carolina School of Medicine Greenville, an MS in biomedical sciences from Duke University, and was a 2022-2023 Zuckerman Fellow at Harvard.

Photo: Kent Dayton