| | Education (Research in Second Language Education) PGCE entry only | | |
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| School | University of Cambridge Postgraduate Study | | |
| Location | Cambridge, EGL, United Kingdom | | |
| School Type | Graduate School | | |
| School Size | Full-time Undergraduate: 12,850
Full-time Graduate: 11,600 | | |
| Degree | Master | | |
| Honours | | | |
| Co-op | | | |
| Length | 1 Year(s) | | |
| Entry Grade (%)* | | | |
| Prerequisites | | | |
| Prerequisites Notes | Bachelor degree (Honours) or 4 years Bachelor's without Honours or Baccalaureat / Bachelier (first-cycle degrees in Quebec province (3 years) (except McGill University)) or Bachelor degree (Honours) or Bachelor's without Honours (3-4 years with 120 credits) from McGill University or First Professional Degree / Grade Professionnelle (titles include Doctor of Dental Medicine / Surgery, Doctor of Medicine and Juris Doctor) with a grade of 3.3/4, 3.3/4.3, B+, 7/9 (York University) | | |
| Cost |
Tuition cost is based on £15,648. | | |
| Scholarships | | | |
| Description | This PGCE-MEd course adopts a broad definition of the term "second language education". It considers issues relating to the teaching and learning of languages in schools and communities as well as issues relating to the teaching of English as a second, foreign, or additional language across the world. A special feature of the course is its broad-based training which enables students to combine linguistic and social analysis in their research.
The course aims to combine in-depth critical understanding of the main currents of conceptual thinking in second language education with practical training in conducting L2 empirical research. The aims of the course are as follows: to examine the theoretical frameworks used in the study of education and its constituent disciplines; provide training in research methods appropriate to education; advance students' capacity for professional reflection and judgment; and cater for a range of specialists interested within the field of education or one of its constituent disciplines. | | |
| Next Steps | | | |