Embedding Experiential Learning Opportunities on an MA TESOL Programme: Strengthening the Relationship between Theory and Practice: Language Teaching and Teacher Education

By their inherent nature, MA TESOL programmes worldwide usually aim to expose students to a substantial amount of academic theory. Such theories are typically drawn from the body of research on Applied Linguistics and mainstream Education. Common areas for focus thus include First and Second Language Acquisition, Language Teaching Methodology, Principles of Pedagogy and Approaches to Learning.

From my perspective as an MA TESOL Programme Director, however, I have noticed that students often struggle to make relevant connections between academic theory and academic practice. This is particularly so when the students themselves have limited previous teaching experience. Indeed, sometimes even seasoned teachers may find it difficult to forge coherent links between what academic theories suggest and what they themselves encounter in their TESOL classrooms.

I believe that these gaps in understanding tend to be exacerbated by the highly didactic transmission style of pedagogy typically found in Higher Education. This can result in students learning theories as compartmentalized ‘facts’ without necessarily fully understanding their true significance or being able to apply them to their professional practices.

This chapter proposes that as a means of resolving this issue, teacher educators on MA TESOL programmes should be embedding more opportunities for experiential learning.