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Academic prose across countries:An investigation of the Humanities and Technology texts in the International Corpus of English
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Editorial: Giving voice to Applied Linguistics from the Global South
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Review of Sauntson's (2020) Researching language, gender and sexuality: A student guide
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Corpus linguistics and continuous professional development:Participants' prior knowledge, motivations and appraisals
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Editorial: Giving Voice to Applied Linguistics from the Global South
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Tradução de fraseologismos metafóricos:Contribuições teórico-metodológicas da linguística de corpus
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Language-literature integration in high-school EFL education: investigating students’ perspectives
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Creative writing and iconicity in English as a foreign language
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Language-Literature Integration in High-School EFL Education: Investigating Students' Perspectives
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Creative writing and iconicity in English as a foreign language
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Cross-cultural reader response to original and translated poetry:An empirical study in four languages
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Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments
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ELT master’s courses in the UK: students’ expectations and experiences
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Abstract:
First paragraph: The use of English as a language of international communication has expanded the global job market in English language teaching (ELT) and encouraged an increasing number of students to pursue postgraduate education in ELT and related areas. There are a large number of UK master’s programmes in ELT, which are variously named: teaching English to speakers of other languages (TESOL), teaching English as a foreign language (TEFL), teaching English as an additional language (TEAL) and applied linguistics (where there is an ELT component). There are also more specialised and diversified degrees, including teaching English to young learners (TEYL), teaching English for academic purposes (TEAP), computer-assisted language learning (CALL), information and communications technology (ICT) and materials development. Some programmes are designed for experienced teachers, while others target novice teachers. Many attract both. As well as full-time and part-time modes of delivery, some courses are offered online or in blended formats. A notable feature of most of these programmes is their international dimension, and many of the students are from overseas, often from Asia, and paying full fees. They are therefore an important source of income for UK higher education (HE), though this reality is not always celebrated or even recognised.
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URL: http://dspace.stir.ac.uk/bitstream/1893/25986/1/C23_ELT%20master%27s%20courses.pdf http://hdl.handle.net/1893/25986 https://www.teachingenglish.org.uk/article/elt-master%E2%80%99s-courses-uk-students%E2%80%99-expectations-experiences
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Cross-cultural reader response to original and translated poetry: An empirical study in four languages
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A Linguistic Ethnography of Learning to Teach English at Japanese Junior High Schools
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Literary awareness in a high-school EFL learning environment:An empirical evaluation
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