Take your Master's in Applied Linguistics and TESOL in one of the best Linguistics Departments in the world. We are placed 3rd in the QS World Rankings 2024.
Why Lancaster?
Join a department at the forefront of research in linguistics with 3 specialist laboratories and 11 research centres and groups
Study applied linguistics and TESOL at the same time to achieve a degree in two subjects
Get started with no experience – we welcome students who haven’t taught English before
Boost your employability by advancing your expertise in linguistics theory and application
Receive ongoing support with academic study skills
Visit one of our international summer schools or work on your dissertation at a partner university
This course is for you if (1) you want to advance your knowledge about both practical applications of linguistics and theoretical aspects, or (2) you want to learn more about language learning and teaching. With our expert insights into the world of linguistics and second language teaching, you’ll learn how theories about language can be applied in specialised contexts, such as education, business, media and communication.
Diverse expertise
As one of the largest linguistic departments in the country, we’ve designed this course to reflect the diversity of our world-leading research and expertise. Our teaching is informed by recent research, so you’ll always be up to speed with the latest developments in the fields of linguistics and language teaching.
You’ll shape your studies with a range of optional modules covering curriculum design, language testing, teaching language online, sociolinguistics, pragmatics, and more. You’ll also complete a dissertation that showcases your extensive knowledge and is tailored to your own interests.
Supporting your studies
If you’re returning to education or you’re not familiar with academic conventions used in UK, we’ll provide the support you need via our Postgraduate Academic Study Skills module. We will help you to polish your academic reading, writing and presentation skills, sharpen your critical thinking skills and help you to work more effectively.
Outside the lecture theatre, we encourage you to join our diverse departmental research centres, vibrant student and university societies to share ideas, socialise and make friends.
You may have the opportunity to visit one of our partner universities or attend an international summer school, where you can experience the local culture, enhance your academic knowledge, develop social and communicative skills, and potentially work on your dissertation.
Careers
Our MA Applied Linguistics and TESOL programme equips you with advanced theoretical knowledge, specialised techniques, and a wide range of transferable skills.
You’ll be prepared for careers in language-related industries such as:
Language teaching (English as a second language, English as a foreign language, other languages)
Curriculum & materials design
British Council roles
Language consultancy
Translation
Publishing
Research
If you enjoyed carrying out your own research, you might decide to pursue PhD study and work towards making your mark in the fields of applied linguistics or TESOL.
Studying a Master’s in Linguistics, TESOL and English Language at Lancaster University
Discover the key features of studying a master's in Linguistics, TESOL and English Language at Lancaster University. Hear from staff and students, and see the fantastic facilities and equipment, and superb campus setting.
Advance your career with a Master's at Lancaster University - Arts, Humanities & Social Sciences
Hear from alumni in the Faculty of Arts and Social Sciences at Lancaster University. What did they study and how did their course propel their career?
Entry requirements
Academic Requirements
2:1 degree in a related subject is normally required. We will also consider applications where you have a degree in other subjects, have a 2:2 or equivalent result and/or extensive relevant experience. In these cases, you should clearly demonstrate how your experience and skills have prepared you for postgraduate study.
If you have studied outside of the UK, we would advise you to check our list of international qualifications before submitting your application.
English Language Requirements
We may ask you to provide a recognised English language qualification, dependent upon your nationality and where you have studied previously.
We normally require an IELTS (Academic) Test with an overall score of at least 6.5 and a minimum of 6.5 in reading and writing and 6.0 in listening and speaking. We also consider other English language qualifications.
You will study a range of modules as part of your course, some examples of which are listed below.
Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research. Not all optional modules are available every year.
Core
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Language testing is a common activity in language education, ranging from low-stakes progress tests through to high-stakes proficiency exams. The aims of this module are to familiarise you with the ways in which tests are constructed and validated, to enable you to construct and validate your own tests, and to enable you to critically evaluate test items. The module begins with an overview of basic concepts in language testing before focusing on the test design process. You will gain practice in using statistical methods to analyse test scores and test items (questions), and to interpret those statistics together with qualitative item analysis. You will then focus on methods for testing four macro-language skills: reading, writing, listening and speaking. The module involves a variety of ways to engage with content, including theoretical input through lectures and discussion, readings from up-to-date literature, and a range of hands-on tasks (e.g., analysis of test items, development of test tasks). You will work independently, in pairs and in groups. The assignment will draw together the knowledge and skills introduced during the module in a practical way that will be particularly useful for those involved in language teaching and assessment.
The aim of this module is to support the development of your academic reading, writing, and presentation skills, through a structured programme of workshops and seminars, poster presentations, and writing retreats.
The module reviews the principles, thinking and history underlying contemporary second language teaching practices. It explores what we know about the processes involved in language production and reception in a second language and uncovers implications for teaching of the language skills. It also reviews the developments in the teaching of the grammar and vocabulary of a foreign / second language and outlines the methods of language learning monitoring and provision of feedback in second language classrooms. The module consists of nine lecture sessions and nine seminar sessions. The lecture sessions will equip you with the necessary input on the principles and ideas associated with contemporary language teaching methods. The seminar sessions will give you space to discuss in small groups issues and concepts introduced in the lecture sessions, opportunities to critically engage with scholarly literature and opportunities to participate in experiential learning tasks.
This module deals with theoretical, ethical and methodological issues that are central to the study of applied linguistics and TESOL. It will enhance your knowledge of research methods and techniques of obtaining, analysing and presenting research data, will equip you with the necessary skills to conduct qualitative, quantitative and mixed- methods research in applied linguistics and TESOL, and will prepare you to independently conduct research in the fields of applied linguistics and TESOL. The module will run over one term and will be comprised of nine, two academic hours long, combined lecture and seminar sessions. Indicative topics in this module include: nature of research and issues in research design; qualitative, quantitative and mixed-methods research paradigms; experimental designs; design and administration of questionnaires; designing and conducting interviews and focus groups; observation methods, including participant observation, observation protocols, and field notes; think aloud and verbal protocol analysis; coding and analysis of qualitative data; statistical analysis using t-tests and correlations; and research ethics.
This module will introduce you to dominant theories of second language acquisition and will support you in drawing connections between these theories and the field of language education. It will explain how theories of second language acquisition draw on ideas from disciplines such as linguistics, psychology and sociology to theorize how we learn an additional language and will connect these theories with the questions researchers ask about language learning, language learners and language teaching. The module will also provide a basis for critiquing how theories influence curriculum and teaching practices. During the module you will explore theoretical and empirical issues in the field, with language learning being examined as both a cognitive and social achievement. Readings for this module will be comprised of a mixture of seminal works, theoretical overviews, and current research papers. This module will require online as well as offline interaction with peers and tutors.
Optional
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This module provides an in-depth introduction to the subject of bilingualism and multilingualism, viewed from the perspectives of individual language practice and its implications in social life. We will look at a variety of contexts and sites, among those education, the legal system, the economy, and the state. This module is designed to provide a better understanding of current issues, methods and theoretical developments in the study of bilingualism and multilingualism in society. By drawing on examples from empirical research in this field, this module aims to introduce you to different research approaches and to enable you to take a critical perspective on how social structures as well as language policies and -ideologies shape language practice. In doing so, this module puts a perspective on multilingual repertoires within social-, political-, and economic contexts. In teaching we will draw on your own experiences of bilingualism and multilingual societies (even ‘monolingual’ societies are very often multilingual in reality) as well putting multilingualism into wider political-economic and language-ideological contexts.
The central aim of this module is to familiarise you with modern experimental methods in the study of the bilingual mind, and present to you current theories and debates regarding the relationship between language and cognition in bilinguals. Workshops of this module are underpinned by the idea that bi/multilingualism has become the norm in modern societies and that understanding how humans process two (or more) languages in one mind, or how bilingualism can affect other aspects of cognition (e.g., executive functions, perception, decision-making) has become of central relevance in psycholinguistic research. Starting with our current understanding of bilingualism and the mind, paying particular attention to the methodological issues that are particularly relevant in bilingualism research, you will then come in contact with the growing body of behavioural and neurophysiological experimental research that inform us about how additional languages are acquired, processed and used at the mental and neural levels. Hereafter, a central concern of the module will be the cognitive consequences of holding two (or more) languages in one mind, covering topics such perception, cognitive control, emotions, and decision-making.
This module introduces the field of Cognitive Linguistics. Cognitive Linguistics presents a radical revision of orthodox linguistic theory making three central and related claims: (i) that language is not an autonomous cognitive faculty but instead relies on principles and processes found to function in other domains of cognition like memory, perception, reason and action; (ii) that meaning is conceptual in nature, derived from patterns of embodied as well as cultural experience; and (iii) that linguistic knowledge is usage-based. This module introduces key concepts and foundational theories in Cognitive Linguistics, including radial categories and prototypes, frames and image schemas, and conceptual metaphor theory, before exploring Cognitive Linguistic approaches to grammar and discourse. The modules also introduces recent empirical methods in Cognitive Linguistics in the form of simulation semantics and gesture studies.
This module is designed to expand your design capacities as a language educator. Increasingly, English language learners need academic rather than everyday language, must negotiate technical language and engage with English-speaking suppliers and clients, and/or work with international stakeholders in commercial and non-profit settings. English is the medium of instruction in high school science classrooms in Hong Kong, in mainstream classrooms across Africa, and in a range of disciplines in global post-secondary institutions. As language educators, we are tasked with supporting learners in developing English for these purposes. In this module, you will explore analytical frameworks for identifying the linguistic demands of academic and professional contexts, engage with techniques for planning relevant lessons and courses, and consider the implications for classroom practice. You will also have the opportunity to discuss the professional challenges of working with content educators, the issues of professional identity that arise, and the experiences of language educators who have taught in such contexts. The module usually combines theory, research and practice to provide a professional knowledge base for participation in this field.
Corpus linguistics is a methodology whereby large collections of electronically transcribed texts are used in conjunction with computer tools to investigate language. This module aims to give you a general introduction into corpus based language study. It centres around two main parts – corpus methods for exploring linguistic variation and the applications of corpus linguistics such as language teaching, forensic linguistics and discourse analysis. In this module you will learn how to use corpus analysis packages such as CQpWeb, #LancsBox and Antconc.
Critical Discourse Analysis is a particular area of discourse analysis concerned with the way social identities and relations are encoded in and enacted through texts. This module will introduce you to foundational approaches and recent advances in critical discourse analysis, which draw on and apply a range of theoretical frameworks in linguistics, including systemic functional linguistics, pragma-dialectics, cognitive linguistics and corpus linguistics. A variety of discourses will be studied, including discourses of immigration, war, civil disorder and corporate responsibility, as they are articulated in and across a variety of communicative modes and genres. Text types analysed will include print news media, political speeches, party manifestos, campaign leaflets and digital social media. The aim of the module is to enable you to identify and analyse the semiotic features of texts and conceptualisations that are involved in the discursive construction of ideology and the discursive legitimation of social action.
Being grounded in empirical research evidence, informed by second language acquisition and learning theories, and driven by practical considerations, this module introduces key principles and procedures of language curriculum design to students with limited or no prior knowledge of curriculum design. It specifically focuses on (1) an examination of factors that inform course construction, (2) an exploration of the course’s key components and ways in which they are structured, sequenced and assessed, (3) an examination of methods used for curriculum evaluation, and (4) on developing understanding of ways in which change can be introduced to an existing course, including considerations given to teacher beliefs and teacher training provision. This module is comprised of five lecture and five seminar sessions.
When linguists talk about grammar, they essentially refer to human ability to produce language. In this module you will learn about different models that have been used to explain the cognitive processes that allow human beings to produce linguistic meaning and structure. At the same time, you will learn about the conceptual mechanisms that trigger language change, language acquisition and ones that may inhibit those processes. You will finally be equipped with some applied knowledge of statistical analysis for linguistic data in RStudio, so that you will also be able to carry out your own case studies independently. Two live online sessions will be devoted to this, respectively in Week 8 and Week 10, in which we will work on two case studies and produce together some results at peer-review publication level.
The central aim of the module is to introduce you to modern experimental methods of measuring the ubiquitous relationship between language and cognition, which is a basic theoretical tenet of Cognitive Linguistics. In particular, it will begin by presenting language acquisition as a general learning process, and looking at interactions between linguistic and social-cognitive development in children. It will then explore the growing body of experimental research that investigates how an individual’s linguistic and cultural background informs their view of the world, and impacts on their thinking processes in adulthood (also known as the linguistic relativity hypothesis). The module then explores the cognitive characteristics of the bilingual individual, focusing on lexical processing and representation, as well as the way in which bilingualism affects cognitive processes such as perception, cognitive control, and moral judgments. The final sessions focus on the cognitive mechanisms by which languages are learned and processed, examining the role of implicit learning and statistical learning in the acquisition process.
This module will introduce you to issues in experimental phonetics, as well as the practical skills necessary to undertake a research project in this area. You will learn how to use acoustic analysis software, such as Praat, and also learn to carry out data processing and analysis using R (a statistical programming language). We will also cover appropriate statistical methods and aspects of phonetic and linguistic theory. This module is suitable for students who have already got some undergraduate background in phonetics (we assume knowledge of the International Phonetic Alphabet, articulatory descriptions, basic acoustic phonetics).
This module introduces you to the broad arena of forensic linguistics.
You will look back over some of the seminal cases in the field, and reflect on its rapidly evolving present and future. You will formulate your own understanding of the potential and actual range of applications, and you will be given the opportunity to develop a practical skillset by, e.g. conducting analyses of texts through various forensic linguistic lenses.
You will also be introduced to the intricacies of presenting and understanding scientific evidence within various legal arenas, as well as the challenges that can arise when communicating results and conclusions.
In short, this module gives you the chance to develop both the knowledge and skills necessary to apply forensic linguistics to a wide range of real-world contexts from intelligence analytics and security sector roles to law enforcement and private consultancy.
This module provides an overview of the main approaches to culture that have informed research in intercultural communication (‘big’, ‘small’, ‘high-context’, ‘low-context’, discursively constructed); the core traditions of research in the field of intercultural communication (‘intercultural’, ‘cross-cultural’ and ‘inter-discourse’); the main methodological approaches used to investigate culture and interculturality; the different definitions of intercultural competence; and the methods that can be used for developing intercultural competence. The main focus is on developing a critical understanding of core concepts, methodological approaches and traditions of research in the field of intercultural communication.
Lectures in this module are underpinned by the idea that culture and interculturality are integral to various domains of interaction in our everyday and professional lives. These include, but are not limited to, studying, travelling, going to the doctor, attending a workplace meeting, dialling an emergency phone line. The focus will be on how linguistic techniques of analysis can be applied to study interactions in such domains and on developing intercultural competence through research-based group work in small intercultural teams. Starting from the assumption that the media is one of the key sources of intercultural learning and vicarious intercultural contact, you will work in small intercultural teams to examine how the media constructs different social groups and/or issues relevant to intercultural encounters and how this may impact on communication.
This module will familiarise you with different theories in discourse studies and will provide practical skills and methods for analysing spoken, written and multimodal texts of different genres. It will involve hands-on practical work with texts which will help you acquire sufficient technical knowledge of linguistic description. More specifically, in this module we will approach discourse in two principal ways: on the one hand, we will regard discourse as structured use of language consisting of more than one sentence. The analysis of discourse in this sense will involve looking at the ways in which words, phrases and sentences hang together and make sense in context. On the other hand, we will consider discourse as language use as social practice that is influenced by, and influences, discourse practice and the wider social context. For example, we will speak of media discourse or political discourse and ask questions about their linguistic characteristics. We will also relate the texts that instantiate these discourses to the context of their production, distribution and reception, as well as to their wider social context.
This module considers how meanings are constructed in communication. It aims to cover the major areas in pragmatic theory, to introduce the latest developments in those areas, and to apply the theory to real data. The module’s content focuses in turn on various components that are central to communication. In the first two weeks, we focus on topics, such as referring expression and presuppositions, that more clearly overlap with the formal language system, falling on the border between semantics/grammar and pragmatics. The following two weeks, focus on topics that involve hearer inferencing and comprehension. Relevant frameworks include schema theory, Grice and Relevance Theory. Next, we focus on speaker intentions and frameworks for describing speech acts or pragmatic acts. The following week focuses on context, and considers various ways of describing it. We then focus on the interpersonal dynamics of interaction, and consider politeness and impoliteness theories. The final week concerns the application of pragmatics to cross-cultural situations. The emphasis of the module is on the application of pragmatic theory to 'real' data, and how that application affords insights into both the data and the theory. Data will mainly be spoken interactions, including material from films and documentaries, but will include other data types too.
This module will introduce you to fundamental concepts and approaches involved in the study of the ways in which language reflects society. We will study how variation in language relates to social factors like gender, age, social class, and ethnicity. We will also consider the social contexts under which language varies, and connect the variation found in everyday speech to the larger forces that drive language change over time. This module will feature hands-on research, allowing you to collect data on how people use language in real life, as well as quantitative analysis skills.
This module aims to broaden and deepen your capacity to create, implement and evaluate designs for digitally-mediated language teaching in both blended and fully online teaching contexts. Its first unit covers established design principles for developing online courses and materials, principles that have much in common with teaching any subject online. But after the first unit, we focus on research specific to language teaching. We look at designing for interaction and for developing sociolinguistic and/or pragmatic competence; for implicit and explicit teaching of grammatical forms; and for furthering self-efficacy and self-management of language learning. We consider the advantages and disadvantages of synchronous and asynchronous communication, of audio, video and written texts, and of a range of formative assessment activities. The module adopts a research-informed stance to language teaching and engages you in critically evaluating online language teaching resources and environments against what the research has shown.
Corpus research has been playing an increasingly important role in current approaches to language learning and teaching. Corpus linguistics is a powerful method of language analysis, which is now used in the development of major language teaching resources such as textbooks, dictionaries and grammars. This module is designed to equip you with up-to-date knowledge and skills which will enable you to use corpus resources with confidence in your language teaching practice and research. The module explores different ways in which corpus linguistics can assist language teachers and materials developers in effective language teaching. In a series of lectures and tasks, we will focus on the understanding of the principles of integrating corpora into language teaching, discussing topics such as discovery learning, data-driven learning and authenticity in language teaching materials. In hands-on sessions in a computer lab, we will develop skills in the practical use of key corpus methods. Finally, this module will equip you with the skills necessary for developing effective classroom materials and activities using corpora and corpus methods.
There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.
Specific additional costs for studying at Lancaster are listed below.
College fees
Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small College Membership Fee which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.
For students starting in 2025, the fee is £40 for undergraduates and research students and £15 for students on one-year courses.
Computer equipment and internet access
To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated IT support helpdesk is available in the event of any problems.
The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.
For most taught postgraduate applications there is a non-refundable application fee of £40. We cannot consider applications until this fee has been paid, as advised on our online secure payment system. There is no application fee for postgraduate research applications.
For some of our courses you will need to pay a deposit to accept your offer and secure your place. We will let you know in your offer letter if a deposit is required and you will be given a deadline date when this is due to be paid.
The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your fee status.
If you are studying on a programme of more than one year’s duration, tuition fees are reviewed annually and are not fixed for the duration of your studies. Read more about fees in subsequent years.
Scholarships and bursaries
You may be eligible for the following funding opportunities, depending on your fee status and course. You will be automatically considered for our main scholarships and bursaries when you apply, so there's nothing extra that you need to do.
Unfortunately no scholarships and bursaries match your selection, but there are more listed on scholarships and bursaries page.
The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.
The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.
More information on limits to the University’s liability can be found in our legal information.
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We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies.