In the context of English becoming a global communication language, mastering English not only opens the door to cultural exchange but also facilitates career development in many fields such as business, technology, tourism, and education. Consequently, the demand for English teachers with high professional qualifications, strong communication skills, and creative teaching methods is extremely high.

The Master of Arts in TESOL program focuses not only on educational planning and management but also on providing in-depth knowledge for educators or potential English language instructors.

Learners will have their academic results recognized through the APEL process by the Institut Brittany d’Enseignement Supérieur (IBES) and be awarded an additional qualification from IBES and the top 200 European university – Universidad Católica San Antonio de Murcia (UCAM).

Upon graduating, the program offers joint recognition and qualifications, solidifying professional skills across education areas. Through the APEL process by IBES, learners obtain:

• • Titulo Propio – Master of Arts in TESOL from Universidad Católica San Antonio de Murcia (UCAM).

• • Master of Arts in TESOL from Institut Brittany d’Enseignement Supérieur (IBES).

The program consists of 6 modules in pedagogy and 3 modules in English language teaching, totaling 180 UK credits over a minimum duration of 1.5 years.

The 6 modules in Pedagogy (120 UK Credits): 

• • Contemporary Issues in Education: Theory, Policy and Practice (20 UK/10 ECTS Credits)
  • The Management of Educational Change (20 UK/10 ECTS Credits)
  • Managing Effective Intercultural Communication and Perspectives (20 UK/10 ECTS Credits)
  • Pedagogy and Practice in Education (20 UK/10 ECTS Credits)
  • Leading Reflective Practice in Education (20 UK/10 ECTS Credits)
  • Research Methods in Education (20 UK/10 ECTS Credits)

The 3 modules in English teaching (60 UK Credits):

Teaching Reading and Writing (20 UK/10 ECTS Credits):

• • Topic 1 – The Nature of Reading Topic 2 – Models of Reading
  • Topic 3 – Reading and the Second Language Reader
  • Topic 4 – Social Contexts and Motivation to Read Topic 5 – Individual Student Variation
  • Topic 6 – Reading and Vocabulary Development Topic 7 – Strategic and Fluent Reader
  • Topic 8 – Extensive and Intensive Reading
  • Topic 9 – Theoretical Orientations to Second Language Writing Topic 10 – Learning to Write in the Second Language
  • Topic 11 – Writing Process
  • Topic 12 – Response, Error Correction and Grading
  • Topic 13 – Second Language Writing and Culture
  • Topic 14 – Writer’s Workshop Approach

Teaching Listening and Speaking (20 UK/10 ECTS Credits)

• • Topic 1 – Listening as Comprehension & Listening as Acquisition Topic 2 – Cyclical Approach in Teaching Listening
  • Topic 3 – Principles of Developing Listening Activities Topic 4 – Types of Meaning for Listening
  • Topic 5 – Examples of Listening Activities
  • Topic 6 – Learning Styles and Listening Strategies Topic 7 – Functions of Speaking
  • Topic 8 – Talk as Interaction, Transaction and Performance Topic 9 – Types of Speaking Activities
  • Topic 10 – Assessment of Speaking
  • Topic 11 – Teaching Pronunciation in a Second or Foreign Language Topic 12 – Speaking and Listening Fluency

Language Assessment and Testing (20 UK/10 ECTS Credits)

• • Topic 1 – Role and Purpose of Testing and Evaluation Topic 2 – Principles of Test and Measurement
  • Topic 3 – Limitation of Tests
  • Topic 4 – Basic Statistics and Measurement Topic 5 – Reliability of Tests
  • Topic 6 – Validity of Tests Topic 7 – Item Analysis
  • Topic 8 – Different Formats of Assessment Topic 9 – Objective Language Tests
  • Topic 10 – Subjective Language Tests Topic 11 – Technology in Assessment Topic 12 – Authentic Assessment

After each module, learners will take an ending exam. The end-of-module exams are application-oriented essays to help learners review knowledge, apply knowledge in the workplace, and improve the practical environment.

Teaching and learning strategies:

The program's central training philosophy starts with understanding the theory and case studies currently applied in world enterprises and then applies the learned knowledge to the enterprises themselves and the learners’ business environment. In addition to the practical knowledge, the program also equips the necessary skills for a business leader and manager in the volatile and risky global business context.

The program is Learner-centered and focuses on solving learners’ problems:

The Learner-centered training method will focus on solving learners’ problems through background knowledge and case studies that are applied in successful businesses worldwide. Through each module, learners will step by step solve management problems that they face every day with the guidance of the theoretical system, the practice system, expert lecturers and local teaching assistants.

Develop leadership skills for educational management.

Attain accreditation as an educational manager with an international-standard pedagogical system.

Create educational models meeting quality management standards.

Plan marketing and enrollment strategies in a competitive educational landscape.

Lead and manage a team of lecturers, integrating modern teaching technologies.

Master the formation, evaluation, and management of training programs.

In addition to the entry requirements, candidates applying to the program are also assessed for their suitability by the admissions committee before joining the program to ensure that they can acquire and benefit from the program.

Entry requirements:

To enroll this program, learners must possess one of the criteria below:

• • A Bachelor’s qualification in English or Education from accredited universities; 

• • Or a Level 6 EQF diploma or equivalent in English or Education. Level 6 Diploma must be from organizations that are authorized to issue qualifications and have been accredited.

English requirements:

If a learner is not from a predominantly English-speaking country, proof of English language proficiency must be provided.

• • Common European Framework of Reference (CEFR) level B2 or equivalent;

• • Or A minimum TOEFL score of 101 or IELTS 6.5; Reading and Writing must be at 6.5 or equivalent.

Please note:

1. SIMI and eUniversity reserve the right to make admissions decisions based on the requirements of recognized agencies and the global quotas of the program.
2. Bachelors in other majors must meet English entry standards and must demonstrate a minimum of 3 years of English teaching experience.
3. If learners already have a Bachelor's qualification in English, English pedagogy, or a Bachelor's program taught in English, learners will be exempt from English entry.

Learning method:

The Fully Online or Hybrid learning model (conditionally applied), allowing students to study with original programs from Switzerland and partner countries. This enables students to achieve qualifications equivalent to those of full-time international students without the need to live in or attend on-site activities. The Broadcast classes with SIMI’s Lecturers on scheduled days are perfect for those with busy work lives or limited time during the week.

The following video will provide learners with a direct and comprehensive overview of enrolling in online classes at SIMI Swiss: CLICK HERE

Supporting Systems:

We understand that pursuing a postgraduate accredited program can be both exciting and challenging, especially for busy adult learners. To assist in overcoming challenges, we’ve developed the SIMI Swiss Supporting Systems, designed to help navigate any difficulties during learners studies.

For a comprehensive overview of our support, please watch our informative videos for assistance at every step of your academic journey: CLICK HERE

Effective SIMI Pedagogy:

At SIMI, we pay special attention to the effectiveness of our programs. As for our exclusive teaching method specifically designed for busy learners, we strongly believe that this method will allow learners to seamlessly integrate foundational theory and professional knowledge into the context of real life and career.

The following video will help you understand this method more deeply: CLICK HERE

In collaboration with APEL.Q (Accreditation of Prior Experiential Learning for Qualifications), the world's first experience-to-credit and diploma conversion system, students who are in the middle of studying in a peer-level program can can be considered for transfer to partner university programs to save time and costs.

Candidate benefits:

• • Learners do not have to retake the subjects they have learned if the subjects have the same or similar Learning Outcome of the subjects that MI Swiss (also member of SIMI Swiss) is implementing.

• • Reduced fees based on the number of transferable credits.

• • Reduced study and graduation time corresponding to transferable credits.

Applicable objects:

• • Students studying in other programs wish to transfer results to programs at E-University and partner universities.

• • Students have graduated from an equivalent program who wish to save time and money to earn a qualification in another major.

Admission and Transfer Principles:

• • The program being accepted must be equivalent and within the same field of study.

• • Courses previously completed (with transcripts, results, or proof of study) must fully or partially correspond to the courses in the E-University program and its partner universities.

• • SIMI Swiss, MI Swiss, E-University and its partner universities reserve the right to determine (1) the number of credits to be transferred, (2) the fees to be reduced, and (3) the potential shortening of the program duration.

• • SIMI Swiss, MI Swiss, E-University, and its partner universities do not accept students from fraudulent universities.