Graduates in English Language Studies, Language Studies or TEFL possess advanced

knowledge of the features and workings of language and can demonstrate and communicate this
knowledge to others.

Successful graduates in these disciplines have entered careers in communications and the media,
P.R., personnel, marketing, education, publishing, writing, speech therapy, translation and other
related fields. Many continue their studies with Masters programmes and other postgraduate
options, at Swansea and elsewhere.

This course has had an immense impact on my future career both as a researcher and teacher. It
has broadened my horizons and acted as a springboard for my further graduate studies, which
involve an MPhil and probably progression to a PhD.

It has been a journey of self-discovery and betterment. The course provided me with an
opportunity to challenge and expand my abilities, interests and visions. It has made me become a
multi-tasking, autonomous and all the more confident and ambitious individual.

My overall experience at Anglia Ruskin University has been extremely positive and beneficial. I
fulfilled my aim of delving into SLA, I came together with inspirational people (teachers and
colleagues) and have always been met with support and a smile by the administrative staff.

Course overview

Our course is suitable for people from a wide variety of academic and professional backgrounds,
including educators from the state and private sectors. It will be of interest to those involved in
foreign language teaching and teaching English as a foreign language, language testers,
curriculum developers, materials writers and others involved in teaching and learning languages.
The Teaching English to Speakers of Other Languages (TESOL) route is designed for teachers of
English as a second language, and helps to provide an in-depth understanding of current theories
about English language systems and how languages are taught and learned.

Additional course information

Our degree focuses on aspects of curriculum and syllabus development, second-language

acquisition theories and classroom management, but also takes a sociolinguistic and sociocultural
approach to looking at second-language acquisition, learning and teaching.

The academic year 2010 has shown good signs of development and potential growth. Our course started with 40
students this year
 The academic year 2010 has shown good signs of educational development, despite a few
minor problems. It started with forty students and the syllabus was divided into nine subject
areas, namely Applied Linguistics; Sociolinguistics; Introduction to American literature;
Phonetics and phonology; Academic writing; Teaching Methodology 2; Teaching practice;
French 3 and School Administration, which was designed not only to assist us in fine-tuning our
English language skills but also to support the teaching abilities as well and activities have built
on the experience of the first two years, consolidating some aspects of the programme and
expanding others – such as new opportunities for ‘teaching with feedback.’

This academic year was very positive because I learned a lot and I had good experiences
too. For example, I learned a lot about the language acquisition and learning theories during our
discussions about applied linguistics, and then to use this information in practical areas such as
syllabus design; I became very much aware of the varieties of English and their users within a
social framework because of the lectures on sociolinguistics too; still another positive learning
experience, was to thoroughly understand about the extremely fascinating physical aspects of
sound production, as a result, I feel better able to cope with my pupils’ pronunciation problems;
additionally, I learned to write well organized paragraphs and consequently had a good mark for
my book report; moreover, I successfully completed my teaching practice at IMNE Garcia Neto
Middle School in Maianga, Luanda. It was a very rewarding experience to teach English at that
middle school, because the pupils looked always very interested and expressed immense
satisfaction during the lesson. The practice coincided with teaching method classes, which
assisted us with teaching techniques and procedures. I knew a lot about the subject already from
the previous years, but the lectures were interesting nevertheless. It was also very profitable for
me to learn from the constructive criticisms of my colleagues and lecturers, since they positively
influenced my professional development. Nonetheless, this academic year has not been
completely positive for me. I had a traumatic experience on the subject of school administration,
because I had to submit written assignments every week during the whole academic year, but I
received no immediate feedback from the lecturer about them. Moreover, this year I was
scheduled to work and study during the same period of time, hence it was extremely difficult for
me to attend lectures regularly and perform well during some tests.

In conclusion, the overall academic year was good, despite a few minor problems. I had a
fascinating and inspiring third year, although I experienced some tense moments too, and I have
nothing but admiration for the staff and colleagues who helped make my university experience
so rewarding.

Generally speaking, it has been a good academic year, despite a few minor problems.

Almost all the lecturers were the same from the previous years

In general,

Generally speaking,

Overall, it has been a good year, despite a few minor problems.

 1 Applied linguistics, 2 Sociolinguistics, 3 American literature, 4 Phonetics and phonology, 5 Academic
writing, 6 teaching methods, 7 teaching practice, 8 French, 9 school administration.

I experienced problems with others subjects such as French 3, school administration and introduction to American
literature.

It was my first experience with him/this lecturer to adapt to his methods of lecturing

As I've mentioned here recently my own experience with lit crit classes, but well taught it can
help enhance your appreciation and enjoyment of literary works.

the class this year consists of 40 students, however, most students did not attend classes
regularly. Most students have already attended and eliminated some disciplines, for this reason,
some classes less crowded than the others as a result there is limited participation. Exchanging
essays is a way of gaining insight into your strengths and weaknesses.

Meu francês melhorou muito de uns tempos para cá, although i have a terrific professor, ainda
cometo os mesmos erros básicos. Talvez porque nos só temos esta disciplina uma vez por
semana e por apenas duas horas.

which is always a useful exercise.

All these subjects had a unique and meaningful contribution in my professional development and
performance this year

"Our classes were always designed to be interesting, enjoyable and a challenge to popular
opinion. The course content in each module was updated each year to ensure that we had the
most current information on changing research and theories, and this in itself meant that classes
were never dull. My interest in the subject quickly led to my decision to pursue a career in
Speech Therapy, and I was even able to write some final-year papers on topics that particularly
fascinated me. For example, I was able to merge my fascination with linguistics with my
voluntary work with autistic children and look at an autistic child's perceptions of simile,
metaphor and irony."

"One of the things I appreciated about Applied Linguistics was its size; our small lecture groups
meant that I quickly became part of a close-knit group of friends, and you definitely weren’t just
another student number to the staff. English Language Studies really is one of those degrees
where you can apply what you’ve learnt to everyday life – which is something not many
university graduates are able to say with confidence. I had a fascinating and inspiring three years
with Applied Linguistics, and I have nothing but admiration for the staff and students who
helped make my university experience so rewarding”

"Studying Applied Linguistics for me was a turning point in my life. Being totally ignorant of
what linguistics is, the staff, the way of their teaching and the whole karma in the department led
me towards a great interest in linguistics. Moreover, when I changed to a new university I missed
how close everyone is in Applied Linguistics and realised that the curriculum is designed in such
way that allows the student to develop his knowledge not only from scholarly sources but even
from his everyday life (including pubs) interactions. In my opinion, the department of Applied
Linguistics has a good balance of professionalism, free time and real life."

Literature:

Literature takes me places I cannot go and helps me appreciate all that others go
through.Thankfully, most of us will not experience the pain suffered by characters
we read about. Reading makes me know the past, understand the present, and
hope for the future.

Studying literature also helps us clarify our thoughts with real issues in a setting
where a wrong idea is not critical to our life. Last (and you don't have to study it for
this benefit) but not least, literature provides escape and entertainment.

literature is important because it can reflect some of our most fundamental

questions. Issues such as the purpose of identity and the choices one makes
accordingly are brought out in literature. Its analysis of such questions provides
one with a frame of reference that can help better understand how these debates
play out and how they should be addressed. When we are discussing "L"iterature,
we are examining a body of work that analyzes what it means to be human and
there is no more worthy pursuit of this, in my mind. I would say that this
recognition may take time to embrace, but it is there. Once it is understood,
literature becomes indispensable to the individual who seeks questions and
answers, even when both might be invisible or might be pereceived as unneeded.

Sociolinguistics:

Teaching practice:
One of the nicest rewards of teaching a language is to be complemented by your
pupils about aspects not directly connected to you as a teacher but to the language
that they are learning from you. One of such rewarding aspects relates to
comments they made about the nature of the English sounds; as it happened during
the development of a lesson, while going over the standard pronunciation of some
words, one of my pupils mentioned to me how interesting and ‘nice to the ear’ are
the English sounds when spoken loudly. Getting to a situation where a pupil can
make comments about the nature of the sounds of the language they are studying
tells a lot about how well they are making progress in mastering basic aspects of
their learning process.

School administration:

It is a vast subject