MA Applied Linguistics MA TESOL In-Service: IOE, UCL's Faculty of Education and Society

MA Applied Linguistics MA TESOL In-Service
IOE, UCL’s
Programme Faculty
Handbook of Education
2022-23 and Society
1
ndbook
MA Applied Linguistics
MA TESOL In-Service
Programme Handbook 2022-23
2
Contents
Contents 2
Covid-19: Possible Changes to Information 6
1 Welcome from Programme Leader 7
2 Your Department 8
3 Key Programme Staff 10
3.1 Key Programme Role Definitions 12
4 Key Dates 13
4.1 Induction 13
4.2 Term Dates 2022-23 13
4.3 Reading Weeks 14
4.4 Closure Dates 14
4.5 Key programme dates 14
5 Your Programme 15
5.1 Programme Aims 15
5.2 Programme Structure 16
5.2.1 Credits 19
5.2.2 Modules 19
5.2.3 Summary Module Descriptions 21
5.3 Choosing Modules 31
5.3.1 UCL Module Catalogue 32
5.3.2 Process for Choosing Modules for 2023/24 (continuing students) 33
5.3.3 Change of Module Selection 33
5.3.4 Contact details for staff who can give advice about module selection 34
5.4 Examples of former student achievements 34
5.5 Employability 34
5.6 Progression, Award and Classification 35
5.6.1 Progression 35
5.6.2 Classification 36
5.6.3 Recognition of Prior Learning (RPL) 37
5.7 Consequences of Failure and Condonement 37
5.7.1 The Consequences of Failure 37
5.7.2 Condonement 37
5.7.3 Programme Specific Condonement Information 38
5.7.4 Student Guides to Condonement 39
5.8 Programme specific resources and support 39
6 Assessment 40
6.1 How students are assessed on the programme 40
6.2 Coursework submissions 42
6.3 Marking criteria and learning outcomes 43
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6.4 Marking scale used on the programme 49

6.5 Marking, second marking and moderation 49
6.6 UCL Feedback Turnaround Policy 50
6.7 Word counts 51
6.8 Accepted referencing methods on this programme 51
6.9 Ethics Approval 52
6.10 Academic Integrity and Student Academic Misconduct 53
6.11 Academic Study Skills Support 54
6.12 Circumstances Affecting Assessment 55
7 How the programme communicates with its students 55
8 Expectations of students 56
8.1 Hours of Study 57
8.2 Personal study time 57
8.3 Attendance requirements 58
8.3.1 Student Visa students: Absence from teaching and learning activities 59
9 Support for students 59
9.1 Academic & Personal Tutoring 60
9.1.1 How Academic and Personal Tutoring Works on Your Programme 60
9.2 Learning Agreements 61
10 Student Voice 61
10.1 Module Dialogue 62
10.2 Other ways students can give feedback to the programme & department 62
11 Health, Safety and Security at UCL 63
12 UCL & IOE Core Information 64
12.1 Welcome to IOE, UCL’s Faculty of Education and Society 64
12.2 Assessment 64
12.2.1 UCL’s Student Support Framework 65
12.2.2 Absence from Assessment 70
12.2.3 Reassessment 70
12.2.4 Deferred Assessment 71
12.2.5 Coursework Late Submission Penalties 71
12.3 External Examining at UCL 72
12.4 Progression & Award 72
12.5 Resources 73
12.5.1 IOE Student Helpdesk 73
12.6 Academic Study Skills Support 73
12.6.1 Academic Writing Centre 73
12.6.2 UCL Centre for Languages and International Education (CLIE) 73
12.7 IT Support 74
12.7.1 IT for IOE / helpdesk 74
12.7.2 UCL Information Services Division (ISD) 74
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12.7.3 How to access Moodle and support contacts 76

12.7.4 Portico 76
12.8 Library Services 77
12.8.1 UCL Library Services 77
12.8.2 UCL IOE Library 78
12.9 UCL Careers, Entrepreneurship & Volunteering 79
12.9.1 UCL Careers 79
12.9.2 Entrepreneurship at UCL 80
12.9.3 Volunteering Services 80
12.10 Student Support and Wellbeing 81
12.10.1 Accommodation 81
12.10.2 Financial support 82
12.11 General Advice & Support 82
12.11.1 Student support and wellbeing 82
12.11.2 The Student Enquiries Centre 83
12.11.3 International Student Support 85
12.11.4 Students’ Union Advice Service 85
12.12 Health and Wellbeing 86
12.12.1 Crisis support - immediate and urgent help 86
12.12.2 Counselling, support and information helpline 87
12.12.3 Registering with a doctor 87
12.12.4 Disability, Mental Health and Wellbeing team 88
12.12.5 Student Psychological and Counselling Services 88
12.12.6 Student of Concern 89
12.13 Additional UCL Policies 89
12.13.1 Equity and Inclusion 89
12.13.2 Inclusion Leads 90
12.14 Information about UCL’s approach to preventing and responding to harmful
behaviours 90
12.14.1 Bullying, harassment, sexual misconduct and/or domestic abuse 90
12.14.2 Support for students who have been affected by sexual violence
and/or domestic abuse 91
12.15 Getting Involved 92
12.15.1 Students’ Union UCL 92
12.15.2 The Institute Bar 92
12.15.3 Student Clubs and Societies 93
12.15.4 UCL Changemakers 93
12.15.5 Sustainable UCL 94
12.15.6 Student Quality Reviewers 94
12.16 Student Voice 95
12.16.1 Student Feedback 95
12.16.2 Student Surveys 95
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12.16.3 Module Dialogue 96

12.16.4 Staff-Student Consultative Committee 96
12.16.5 Academic Representatives 96
12.16.6 The Annual Student Experience Review (ASER) 97
12.17 Informal and Formal Student Complaints 98
12.17.1 Student Complaints 98
12.17.2 Informal resolution 98
12.17.3 Formal complaints 98
12.18 Changes to Registration Status 99
12.18.1 Changing programme 99
12.18.2 Withdrawing from a programme 99
12.18.3 Informing the Student Loans Company of changes to your student
status 100
12.19 Data Protection and Intellectual Property 100
12.19.1 How UCL uses student information 100
12.20 After Study 101
12.20.1 Degree Certificates 101
12.20.2 Transcripts 101
12.20.3 Graduation Ceremonies 102
12.20.4 UCL Alumni Community 102
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Covid-19: Possible Changes to

Information
The Government has now removed the COVID 19 restrictions in
England. However, please be aware that should circumstances change,
the information and advice provided in this handbook/Moodle pages
may also be subject to change.
In order for us to be as agile and responsive to your needs as possible,

the most current information on the pandemic can be accessed from the
main Students’ webpages:
• Students’ webpages
This includes advice on staying safe on campus:
1. Coronavirus Keeping safe on campus
Your department can also help with any queries, particularly questions
about your programme or modules, so please check with them where
you should enquire.
The IOE Student Helpdesk Website is an additional resource that is

kept up to date with Faculty-specific information relating to COVID-19.
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1 Welcome from Programme Leader

MA APPLIED LINGUISTICS
Welcome to your MA Applied Linguistics programme! My name

is Alfonso Del Percio, I am Associate Professor of Applied Linguistics
and the Programme Leader of the MA Applied Linguistics. My
ethnographic, historiographic and discourse analytic research looks at
the relationship between language and the political economy, with a
focus on migration and the links between language, labour, and social
inequality. I look forward to meeting and working with you over the next
Dr Alfonso Del Percio year! This year you will explore language from a wide range of social,
cultural, political, economic, but also cognitive and psychological
Programme Leader
perspectives and build a broader understanding of what language
MA Applied Linguistics
means, what it does and what individual, institutional and social effects
IOE - Culture, language can have. The Applied Linguistics programme is designed to
Communication & Media develop your understanding of key concepts, ideas, and theories
+44 (0)207 612 6658 related to applied linguistics and engage you in the theoretical and
[email protected] empirical investigation of real-world situations, contexts and processes
in which language plays a crucial role.
MA TESOL IN- SERVICE
Welcome to your MA TESOL in-service programme! My name is Talia

Isaacs, I am Associate Professor of Applied Linguistics and TESOL and
the Programme Leader of the MA TESOL in-service. My research
interests within applied linguistics are eclectic, but I am perhaps best
known for my work on assessing second language (L2) speaking, with a
particular focus on pronunciation. Major strands of my work relate to
Dr Talia Isaacs
reducing language barriers in workplace and academic settings and
Programme Leader understanding the factors that affect specific purposes and computer-
MA TESOL In-Service
mediated assessment and regularly serve in an advisory capacity for
major educational assessment organisations worldwide.
IOE - Culture,
Communication & Media This year you will explore the latest developments in the theory, policy
+44 (0)207 612 6348

and practice of TESOL, working with leading experts in the field. The
[email protected] TESOL in-service programme is designed to develop your knowledge of
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how theory can inform practice in second and foreign language

education. You will deepen your understanding of key concepts and
ideas, and develop your ability to select, design, and evaluate language
teaching materials.
Please Note: Dr Ruanni Tupas will be the programme leader for MA

TESOL In-Service from January 2023 (beginning of Term 2).
2 Your Department
I am delighted to welcome you to the department of Culture,
Communication and Media (CCM). We are proud of our department
which encompasses a broad variety of programmes, producing an
interesting cross-fertilisation of ideas and cutting edge research.
The Department of Culture, Communication and Media (CCM) is

committed to excellence in teaching, research and consultancy
in learning and teaching in, and working with, music, drama, art,
language, image, media, and technology, in education and beyond. To
achieve this, we engage with multiple disciplines (social and cognitive
sciences as well as arts and humanities) and collaborators in UCL, the
UK and the rest of the world, using different means of enquiry
(conceptual, empirical, practice-based). We have an exciting research
portfolio with projects funded by the Arts and Humanities Research
Council, Economic and Social Research Council, Engineering and
Physical Sciences Research Council, Government and a variety of
charities. We offer a suite of taught programmes, including
undergraduate, postgraduate, teacher education, doctoral, and pre-
sessional courses; and seek to maximise impact through engagement
with our key stakeholders, including schools, industry partners, and
policy makers. We celebrate an inclusive working environment that
offers equal opportunity and supports the well-being of all staff and
students.
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Thank you for choosing one of our programmes; I am sure you will
enjoy your time at the IOE. On behalf of everyone in the department, I
would like to wish you every success in your academic journey.
Key Staff in the department
Name Role Contact details
Professor Head of Department: Culture, [email protected]

Jeff Bezemer Communication and Media
(CCM)
Ms Aine McAllister Joint Academic Heads of [email protected]

Dr Jim McKinley Learning and Teaching [email protected]
Dr Jennifer Rode Departmental Inclusion Lead [email protected]
Dr Miguel Perez- Joint Departmental Graduate [email protected]

Milans Tutors [email protected]
Professor Claire
Robins
Professor Andrea Joint Heads of Research [email protected]

Révész [email protected]
Professor Mina
Vasalou
Professor Manolis Innovation and Enterprise Lead [email protected]

Mavrikis
Dr Zsófia Demjén Research Ethics Coordinator [email protected]
Professor Alison Impact Lead [email protected]

Clark-Wilson
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3 Key Programme Staff
Module Leaders
Dr Froso Argyri Dr Zsófia Demjén

- Bilingualism and Multilingualism - Language at Work
- Second Language Acquisition - Dissertation Applied Linguistics
and TESOL In-Service
[email protected]
[email protected]
Dr Alfonso Del Percio Professor John Gray

- Discourse, Society and Culture - Sociolinguistics and Sociocultural
Theory
[email protected]
[email protected]
Dr Talia Isaacs Dr Ana Pellicer-Sanchez

- Language Testing and - Fundamentals of Second and
Assessment Foreign Language Teaching
- Second Language Acquisition
[email protected]
[email protected]
Professor Amos Paran Professor Andrea Révész

- Fundamentals of Second and - Fundamentals of Second and
Foreign Language Teaching Foreign Language Teaching
- Materials Development for - Second Language Acquisition
Language Teaching
[email protected]
[email protected]
Dr Miguel Perez-Milans Dr Ruanni Tupas

- Discourse, Society and Culture - Discourse, Society and Culture
- Bilingualism and Multilingualism - Language, Politics and Education
- English in Diverse World
[email protected] Contexts
[email protected]
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Dr Kazuya Saito Professor John O’Regan

- Teaching and Researching - English in Diverse World
Speaking and Listening Contexts
[email protected]
[email protected]
Ms Sophia Diamantopoulou Dr Myrrh Domingo

- Multimodal Communication - Dissertation Applied Linguistics
and TESOL In-Service
[email protected]
[email protected]
Postgraduate Tutors
First Name Surname Email
Dr Celia Antoniou [email protected]
Dr Elaine Boyd [email protected]
Mr Andy Gillett [email protected]
Dr Kate Hammer [email protected]
Dr Sarah Horrod [email protected]
Dr Harriet Lowe [email protected]
Dr Irini Mavrou [email protected]
Sunyol I Garcia-
Dr Andrea [email protected]
Moreno
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Dr Sara Young [email protected]
Dr Myrrh Domingo [email protected]
Dr Stephen Wong [email protected]
3.1 Key Programme Role Definitions
Programme Leaders: Members of academic staff who run the

programme with the assistance of programme administrators. Dr
Alfonso Del Percio is the programme leader for MA Applied Linguistics
and Dr Talia Isaacs is the programme leader for MA TESOL In-Service
until December 2022 (end of Term 1). Dr Ruanni Tupas will be the
programme leader for MA TESOL In-Service from January 2023
(beginning of Term 2).
Module Leaders: Members of academic staff who run individual

modules.
Module Tutors: Members of academic staff who contribute to teaching

on individual modules.
Postgraduate Tutors: Members of academic staff who supervise MA

dissertations and contribute to individual modules.
Personal Tutors: Members of academic staff who provide academic

and personal development guidance and pastoral support to students
assigned as their personal tutees.
Programme Administrator: Member of staff who ensures that the day-

to-day running of the programme is as smooth as possible and answer
your programme-specific queries. Becky Thompson is the current
programme administrator and can be contacted at [email protected].
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4 Key Dates
4.1 Induction
The Induction for the MA Applied Linguistics and MA TESOL In-Service
progammes will be held online on Wednesday 28th September 2022.
Further information on session times will be communicated to you
closer to the start of term 1.
4.2 Term Dates 2022-23

Term Dates
First term Monday 26 September 2022

to Friday 16 December 2022
Second term Monday 9 January 2023 to

Friday 24 March 2023
Third term Monday 24 April to Friday 9

June 2023
Term dates exceptions

Students on full-time Taught Masters programmes usually study for 45
weeks of the full calendar year and students are expected to study
beyond the end of the third term to prepare their dissertation in time for
submission in September. 
Students on 2-year Taught Masters programmes should ask

their Departments when they are expected to study outside the normal
stated term dates. 
For student and Tier 4 visa holders, this means that you will continue to
be restricted to term-time levels of permissible hours of work, paid or
unpaid.   
• Find out more about Tier 4/Student visa working regulations.   

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4.3 Reading Weeks

College Reading Weeks are scheduled for Monday 7 November 2022
and Monday 13 February 2023.
4.4 Closure Dates
Term Dates
Christmas College Closure Closed 5:30pm on Friday 23

December 2022 to 9:00am on
Tuesday 3 January 2023
Easter College Closure Closed 5:30pm on

Wednesday 5 April 2023 to
9:00am on Thursday 13 April
2023
Bank Holidays Closed Monday 01 May 2023
Closed Monday 29 May 2023
Closed Monday 28 August

2023
4.5 Key programme dates

You will be assessed in every module you take and on your
dissertation. Deadlines for coursework and your dissertation will be
published by the individual module Moodle spaces.
As per the above, the programme induction will be held online on

Wednesday 28th September 2022 10-11am or 1-2pm. Module selection
deadlines are provided in Section 5.
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5 Your Programme
This MA explores language from a wide range of perspectives. It is

designed to develop understanding of key concepts, ideas and theories
related to applied linguistics and engage students in the theoretical and
empirical investigation of real-world situations, contexts and processes
in which language plays a crucial role.
MA TESOL IN-SERVICE
The MA TESOL In-Service aims to enhance the career prospects of a

second or foreign language teacher and contribute to professional
development. Students will explore the latest developments in the
theory, policy and practice of TESOL, working with leading experts in
the field and other MA students from around the world.
5.1 Programme Aims

The MA TESOL In-Service programme will give you the opportunity to
discuss and debate issues related to teaching second and foreign
languages. You will also develop your knowledge of how theory can
inform practice in second and foreign language education. You will
deepen your understanding of key concepts and ideas, and develop
your ability to select, design and evaluate language teaching materials.
The MA Applied Lingustics programme will provide you with insights

into applied linguistics and language education from social, cultural,
economic, political as well as educational, cognitive, and psychological
perspectives. It will also develop your capacity to collect, analyse,
explain, and synthesise linguistic data, primary and secondary sources,
as well as helping you to design research.
More generally, we encourage students from both programmes to:

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1. ask questions and make contributions in class and through

interactions with peers
2. harness deep engagement and creative thinking in relation to the

subject matter
3. build skills to facilitate independent learning, communication

skills, and career development
5.2 Programme Structure

All students have to complete modules worth 180 credits – MA Applied

Linguistics modules, both core and optional, are worth 30 credits each,
while the Dissertation is worth 60 credits. Full time students will need to
take the Dissertation module in year 1 of their studies; part-time
students in year 2. Modular/Flexible students take the Dissertation
module the final year of their studies. Note that the Dissertation module
is one year long and commences at the start of studies for full time
students and at the start of year two for part time students. Full time
students take 180 credits in one year, part-time students take 90 credits
per year for two years. Modular/Flexible students have a maximum of 5
years to complete all 180 credits.
Core Modules
Discourse, Society and Culture (30 credits)
Dissertation (60 credits)
Optional Modules
AL students need to take 3 optional modules, one in the autumn term

and two in the spring term. Under the IOE rules, students can also opt
to take one optional 30 credit module from an external programme. The
modules that will be delivered on the MA Applied Linguistics
prorgamme this year are:
• English in Diverse World Contexts
• Materials Development for Language Teaching (2 years

language experience required)
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• Bilingualism and Multilingualism
• Fundamentals of Second and Foreign Language Teaching (2

years language experience required)
• Sociolinguistics and Sociocultural Theory
• Second Language Acquisition
• Language Testing and Assessment
• Multimodal Communication
• Language at Work: Communication in Professional, Institutional

and Cultural Contexts
• Teaching and Researching Speaking and Listening
• Intercultural Communication: Concepts, Theories and Issues
• Language, Politics and Education
• Language and Interculturality
• Intercultural Communication and the Foreign Language

Classroom
Dissertation/research project
All students are required to write a 2,500-word research proposal which

leads to the submission of a 15,000-word dissertation.
MA TESOL IN-SERVICE
All students have to complete modules worth 180 credits – MA TESOL

In-Service modules, both core and optional, are worth 30 credits each,
while the Dissertation is worth 60 credits. Full time students will need to
take the Dissertation module in year 1 of their studies; part-time
students in year 2. Modular/Flexible students take the Dissertation
module the final year of their studies. Note that the Dissertation module
is one year long and commences at the start of studies for full time
students and at the start of year two for part time students. Full time
students take 180 credits in one year, part-time students take 90 credits
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per year for two years. Modular/Flexible students have a maximum of 5

years to complete all 180 credits.
Core modules
• Fundamentals of Second and Foreign Language Teaching (30

credits)
• Dissertation (60 credits)
Optional Modules
MA TESOL In-Service students need to take 3 optional modules, one in

the autumn term and two in the spring term. Under the IOE rules,
students can also opt to take one optional 30 credit module from an
external programme. The modules that will be delivered on the MA
TESOL In-Service prorgamme this year are:
• English in Diverse World Contexts
• Materials Development for Language Teaching
• Bilingualism and Multilingualism
• Sociolinguistics and Sociocultural Theory
• Second Language Acquisition
• Language Testing and Assessment
• Multimodal Communication
• Language at Work: Communication in Professional, Institutional

and Cultural Contexts
• Teaching and Researching Speaking and Listening
• Intercultural Communication: Concepts, Theories and Issues
• Language, Politics and Education
• Language and Interculturality
• Intercultural Communication and the Foreign Language

Classroom
Dissertation/research project
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All students are required to write a 2,500-word research proposal which

leads to the submission of a 15,000-word dissertation.
5.2.1 Credits
The aim of the programme is that students successfully complete 180
credits and are eligible for an MA (Master’s) award from UCL. Students
who fail to reach 180 credits can sometimes choose to exit their
programme with a PG Cert (60 credits) or PG Dip (120 credits). For
further information on qualifications please refer to the academic
manual.
5.2.2 Modules
Please note that modules are reviewed regularly and may be subject to
change from year to year. Continuing (i.e. part time/modular flexible)
students should therefore refer to the updated module information for
forthcoming years, available from the programme team, especially in
relation to optional and elective modules.
• CCME0053 Dissertation: 60 credits, compulsory module. Taught

sessions will run in Term 1. In Term 2, students will be expected
to work on their dissertation ideas with the help of online units,
then with their supervisor in Term 3.
• CCME0048 Fundamentals of Second and Foreign Language

Teaching: 30 credits, optional module for MA Applied Linguistics.
Core module for MA TESOL In-Service. This module will run in
Term 1.
• CCME0050 Sociolinguistics and Sociocultural Theory: 30 credits,

optional module. This module will run in Term 1.
• CCME0051 Second Language Acquisition: 30 credits, optional

module. This module will run in Term 1 and Term 3. However,
the Term 3 option will only be available for part-time or
modular/flexible students.
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• CCME0045 English in Diverse World Contexts: 30 credits,

• CCME0046 Materials Development for Language Teaching: 30

credits (2 years language teaching experience required), optional
module. This module will run in Term 2.
• CCME0047 Bilingualism and Multilingualism: 30 credits, optional

• CCME0096 Language Testing and Assessment: 30 credits,

optional module. This module will run in Term 2
• CCME0098 Multimodal Communication: 30 credits, optional

• CCME0100 Language at Work: Communication in Professional,

Institutional and Cultural Contexts: 30 credits, optional module.
This module will run in Term 2.
• CCME0137 Teaching and Researching Speaking and Listening:

30 credits, optional module. This module will run in Term 2.
• CCME0147 Language, Politics and Education: 30 credits,

• CCME0139 Intercultural Communication: Concepts, Theories

and Issues: 30 credits, optional module. This module will run in
Term 1.
• CCME0164 Language and Interculturality: 30 credits, optional

• CCME0165 Intercultural Communication and the Foreign

Language Classroom: 30 credits, optional module. This module
will run in Term 2.
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5.2.3 Summary Module Descriptions
CCME0053 – Dissertation Applied Linguistics and TESOL
The aims of this module are to:
1. develop in students an ability to carry out a sustained and

systematic piece of academic or professional enquiry in
SLA/ELT/ TESOL/ World Englishes/
bi/multilingual education/Applied Linguistics/Discourse

analysis/Multimodal/Professional communication
2. develop students’ research literacy, namely the capacity to

act on an awareness of the benefits, limitations, values and
impact of research in the field of SLA/ELT/ TESOL/ World
Englishes/ bi/multilingual education/Applied
Linguistics/Discourse analysis/Multimodal/Professional
communication
3. increase students’ knowledge and understanding of different

approaches to research in SLA/ELT/ TESOL/ World
Englishes/ bi/multilingual education/Applied
Linguistics/Discourse analysis/Multimodal/Professional
communication, and to develop the capacity to apply this
appropriately to a piece of small-scale enquiry
4. enable participants to reflect critically on the benefits and

limitations of their own and others’ research
5. enable participants to make a contribution to the overall body

of knowledge about teaching and learning and/or policy in
SLA/ELT/ TESOL/ World Englishes/ bi/multilingual
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education/Applied Linguistics/Discourse
analysis/Multimodal/Professional communication
6. improve students' practice through their engagement in

either an evidence-based or literature-based enquiry.
For more information click here.
CCME0044 – Discourse, Society and Culture
This module is concerned with the intersection of discourse, society

and culture, and with the various ways of making sense of
communicative practices in social contexts. Discourse analysts
work with spoken, written or visual data, and they look at it in many
different ways – this module will give you different perspectives with
which to look at language and communication in these ways.
Attention is paid to how people use and make sense of language in
their everyday lives, with focus on the conventional forms of
knowledge that they draw on when engaging in meaning-making
practices. In so doing, the module considers the historical,
sociopolitical and economic conditions under such conventional
forms of knowledge are (re)constructed, negotiated and shaped
through language and communication. Assessment entails a
coursework assignment of 5,000 words in length.
The module aims to introduce you to the field of discourse studies,

exploring the relationship between discourse (i.e. multimodal forms of
communication in real social contexts) and culture
(i.e. conventional forms of knowledge about encounters, social actors

and forms of communication shared by social groups and networks).
When appropriate, we will also explore the significance of this
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relationship for applied linguistics in general, with focus on professional

areas concerned with institutional settings (e.g., NGOs, governmental
agencies, tourism, call centres, education or social work). By the end of
the module you should be able to:
• Have a clear critical perspective on a range of approaches

for analyzing discourse, including pragmatics, interactional
sociolinguistics, linguistic anthropology, microsociology, and
critical approaches to discourse
• Understand the way discourse patterns relate to the social

contexts in which they are found, their significance as
resources to negotiate meaning and social relations, and
how they can vary across these contexts
• Examine how conventional forms of knowledge about

language and communication contribute to reinforce and
shape social inequality under specific historical conditions
• The ability to read and critically evaluate published work in

the field, relating it to your own intellectual and professional
concerns
• Apply these approaches to the analysis of language and

communication, including the ability to collect and transcribe
your own data and choose an appropriate perspective for
analyzing it.
CCME0048 – Fundamentals of Second and Foreign Language

Teaching
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This module explores fundamental issues in second and foreign

language learning and teaching. It is designed to enable language
teachers to inform their practice through an enhanced understanding of
language knowledge and processing, of pedagogical grammar and of
language teaching methodologies. Students learn to describe and
analyse the language systems (i.e. grammar, lexis, phonology,
discourse) for pedagogic purposes, examining concepts such as the
noun phrase and the verb phrase, discourse, lexis and lexico-grammar,
and explore elements of phonology using the International Phonetic
Alphabet (IPA). Students additionally enhance their understanding of
processes involved in comprehending and producing language. The
module also addresses common language teaching methodologies,
with reference to form focused instruction, communicative language
teaching and task-based instruction, and considers various approaches
to teaching productive and receptive skills. Throughout the module
there will be a focus on the notion of appropriate methodology for
different educational settings.
CCME0050 – Sociolinguistics and Sociocultural Theory
This module offers students who are interested in second and foreign
language education the opportunity to develop a critical awareness and
thorough understanding of key issues related to sociolinguistics and
sociocultural theory as they impact on the classroom. After considering
fundamental issues such as the 'social turn' in applied linguistics and
TESOL, the module will focus on a range of topics, including
multilingualism and multilingual learners, the notion of the native and
the non-native speaker, speech communities and communities of
practice, scaffolding and collaborative dialogue, language variation, and
language and culture that are core to M-level study in the Applied
Linguistics and TESOL (ALT) group. Connections will be made to
personal experience and professional practice in second language
education and second language policy.
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CCME0051 - Second Language Acquisition
The aim of this module is to provide a general introduction to theories

and approaches in second language acquisition (SLA). Various
theoretical and empirical issues in the field are discussed, together with
learner-internal and learner-external factors that influence the course of
second language development. In particular, the module aims to
provide you with an understanding of cognitive-interactionist and usage-
based perspectives of SLA, and the roles of learner factors, such as
age, first language and individual difference variables. The module also
explores how SLA theory and research may be applied to aspects of
second language teaching.
The key aims of this module are to:
• enhance familiarity with key concepts in second language

acquisition research, as a basis for critically understanding and
developing professional practices;
• develop awareness of and ability to critique and design empirical
research on topics related to SLA;
• develop an expert and personally relevant understanding of
theoretical and empirical issues in the field;
• understand the relationship between theory, research, and
classroom applications;
• achieve increased awareness of how a range of relevant
research and research methods can be used for the
development of your own research projects in the area.
Key areas to be covered are:
1. Key concepts in SLA

2. Child language acquisition
3. Age effects
4. Cross-linguistic influences
5. Learner language
6. Input, interaction, and output
7. Cognitive perspectives
8. Individual differences
26
9. Instructed second language acquisition
CCME0045 - English in Diverse World Contexts
This module deals with English in diverse world contexts. It provides a

theoretical background to the global spread of English from the
perspectives of globalization theory, postcolonial theory and the politics
and political economy of English as a global language. It examines
English as an international language and as a lingua franca, and
explores different regions of the world with regard to the historical
effects of English in these contexts, mainly through weekly readings
from academic journals and books. Regions covered include East Asia,
South Asia, Africa and South America. Students taking this module can
expect critical engagement in discussions about the role, dominance
and diversity of English in the world today. Sessions will be organised
around a combination of lectures and group discussions. The module is
assessed by a 5000 word written assignment.
CCME0046 – Materials Development for Language Teaching
This module examines critically the theoretical orientations which

underpin print and non-print language teaching materials designed for a
range of contexts, as well as provides students with opportunities to
engage in materials development themselves. Students consider the
circumstances in which materials design takes place and the criteria for
the selection, creation and sequencing of texts and tasks, and explore
the processes of production and adaptation of materials. There will be
group and individual opportunities for evaluating, adapting and creating
materials, and for discussing the process and products of these tasks.
The aim is that participants should demonstrate a critical understanding
27
of the key principles addressed during the module, and experience the
process of materials development themselves. These understandings
and experiences should provide the foundations for materials
evaluation, design and development in the participants' future
professional lives.
CCME0047 – Bilingualism and Multilingualism
The module is designed for those who want to gain an in-depth

understanding of the nature of bi- and multilingualism at both individual
and societal levels and of the ways in which bilingualism and
multilingualism can be used as linguistic, cultural and cognitive
resources for learning and living in a diverse and competitive world. It
will begin with a discussion of the main dimensions of bilingualism and
multilingualism. It will then go through topics such as bilingual language
acquisition in childhood, bilingualism and cognition, language policy and
planning, translanguaging and other multilingual practices, bilingual
families and communities and bilingualism in education.
CCME0098 - Multimodal Communication
The aim of this module is to move beyond language as the primary lens
on the social world and explore ways of documenting and analysing
how people use a range of distinctly different semiotic resources for
representation and communication. Students will engage with relevant
theoretical and methodological frameworks, and explore multimodal
communication across different settings, including classrooms,
workplaces, museums and online spaces, using video and other visual
data. This will make it possible to reflect on the potentialities and
limitations of different modes, such as image, writing, gesture, speech,
and gaze; the implications of changes in the semiotic landscape (e.g.
28
the increase in the use of image) and, in doing so, consider the
implications of multimodality for applied linguistics, TESOL, and
education research.
CCME0100 – Language at Work
This module explores the instrumental role of language - how it works

and how it is put to work - in different professional and cultural contexts.
It is designed for anyone interested in how language is used to achieve
different goals in the world of work. It will draw on key approaches to
analysing different genres of spoken and written discourse to
demonstrate how these can illuminate situations and interactions and
sometimes even solve problems specific to different contexts of work.
The approaches are applied to language in different industries (e.g.
business, law, healthcare, education), and different types of
communication (e.g. branding, public messaging, small talk, online
customer reviews, etc.) to explore issues of culture, marketization and
power in the workplace. Students will be encouraged to draw on their
own personal, professional and cultural backgrounds to discuss and
evaluate communicative situations where language plays a crucial role.
The assessment for this module comprises a 5000-word original

analysis of a piece of professional communication. Although there are
no pre-requisites for the module, it will be most suitable for students
with some experience of discourse analysis.
CCME0137 - Teaching and Researching Speaking and Listening
This module provides an introduction to theory, research and practical

advice as to how to teach and improve second language speaking and
listening proficiency in the most efficient and effective manner (with a
main focus on Teaching English to Speakers of Other Languages).
29
Firstly, the module focusses on major theories in human language

acquisition and cognition to help students understand the processes,
developmental patterns and factors contributing to successful second
language speech learning and training. Secondly, it features a number
of recent second language teaching research projects and their
pedagogical implications (including actual learning materials) for
teaching global (speaking, listening) and specific (pronunciation,
vocabulary, and grammar) skills.
Key areas to be covered are:
• What comprises L2 speaking and listening proficiency?

• Teaching, researching and assessing L2 speaking
• Teaching, researching and assessing L2 listening
• Teaching, researching and assessing L2 pronunciation
• Teaching, researching and assessing L2 fluency
• Spoken and listening L2 lexical proficiency
• Theories in L2 (and L1) speech
• Individual differences in L2 speech learning (aptitude, motivation,
emotion & personality)
CCME0139 - Intercultural Communication: Concepts, Theories and

Issues
The module is concerned with conceptions of culture, sociocultural

practice and identity in human communication. It considers the
historical, political and economic conditions under which cultural beliefs
and practices are formulated and realised through the semiotic
resources which people draw upon in diverse cultural contexts, locally
and internationally. The module aims introduce students to the field of
intercultural communication by problematising fixed and essentialised
popular assumptions around cultures and what these are so as to
30
develop a more critical understanding and appreciation of what

intercultural communication can entail and mean.
CCME0147 - Language, Politics and Education
This module deals with the interrelations between language, politics and
education. What is the place of language in education, and how and
why is it a political question? It will examine how politics, power and
different forms of social and linguistic inequality play out in various
contexts of education, including home and non-formal learning
environments. More specifically, the module looks into the different
ways people around the world – teachers, pupils, parents, curators, etc.
– deal with and respond to linguistic differences in the classroom, at
home and in other contexts of teaching and learning. A key feature is to
provide, explore and examine concrete ways of addressing
mechanisms of power and inequalities through informed and critical
pedagogical practices. It goes beyond implications of the study of
language and politics by engaging in informed practices of teaching and
learning, thus it will be of interest to students who would like to see the
interconnections between language, politics and education as
theoretically, critically and pedagogically informed.
CCME0164 - Language and Interculturality
The module is designed to allow students to reconfigure and

problematise intercultural communication in respect of practices such
as tolerance, curiosity, openness, altruistic concern and care, as these
are notions that transpire, or should transpire through the process of
intercultural communication in diverse settings. Sessions will aim to
discuss issues in communicative practice in the circumstances of
linguistic diversity and cultural difference. The aim of this module is to
lead towards a reflection and applied practices on the potentialities and
31
limitations of complex understandings of language and culture in

relation to intercultural communication.
CCME0165 - Intercultural Communication and the Foreign

Language Classroom
The module will explore the interface between second language

learning theory and research, and foreign language teaching policy and
practice with a particular focus on interculturality. It will provide a better
understanding of wider policy contexts to develop an understanding of
the potential of those to influence methodology. The module will
broaden and develop theoretical and practical understandings of foreign
language instruction with the aim of enhancing professional agency and
developing innovative teachers.
5.3 Choosing Modules

Many programmes offer students the opportunity to choose between
different modules that they are interested in. However, some new
students will find they do not need to make selections as all their
modules are compulsory. If students need to choose modules, their
department will advise them of how and when to do this, usually during
departmental introductions.
Some optional modules have prerequisites that students are required to

meet in order to be accepted.
Full time and part time students will automatically be registered on their
core modules:
• Dissertation module
• Discourse, Society and Culture module for MA Applied
Linguistics students
32
• Fundamentals of Second and Foreign Language Teaching

module for MA TESOL In-Service students.
Full time students must then select 3 optional modules. For part time
and modular/flexible students, the 3 optional modules will be spread
across the duration of their course. Modular/flexible students will also
be able to choose when to enrol to their core modules.
All optional modules are subject to availability, and you may not get
your first choice. We appreciate that some students will be disappointed
with the allocations, but all our modules are equally weighted at 30
credits and will provide an interesting and balanced learning
experience.
Modular/Flexible Taught Postgraduate students may be unable to pay

their fees until they have chosen their modules. Students should check
with the UCL Student Fees Team if they are unsure about this by
emailing [email protected] or calling +44 (0) 20 3108 7284. Students
might also wish to contact their programme administrators to confirm
details of their programme’s fee structure.
5.3.1 UCL Module Catalogue

UCL’s new Module Catalogue gives access to a comprehensive
catalogue of all modules across the whole of UCL, published in a
consistent, searchable and accessible format. As this catalogue
contains all UCL modules, it is important that students looking for
optional modules check the requirements of their programme before
searching for modules.
Further Information:
UCL Module Catalogue

33
Affiliate students will be advised of the process for selecting modules by

their home department. Modules may need to be selected before
enrolment, or after the student has arrived at UCL.
5.3.2 Process for Choosing Modules for 2023/24 (continuing students)

Continuing undergraduate students and postgraduate students on
programmes of more than 1 year’s duration will have an opportunity to
make an initial selection of modules for 2023/24 at the end of the spring
term, with places being confirmed in the summer.
Module selection and verification deadlines
You will receive an email through the Student Records system, Portico,
with details of module registration deadlines. Later on, you will also be
asked to check in Portico and confirm that your module registrations are
correct. It is important that you check that you are registered for the
correct modules so that you are entered for the right assessments.
Further information:
- Module Registration
5.3.3 Change of Module Selection

If a student wishes to change a module selection, requests need to be
submitted and approved by the department.
Exact deadlines will be published each year in the ‘Module Selection

Task’ in Portico. For Online Programmes, exact deadlines will be set,
managed and communicated by the Department.
UCL Academic Manual Module Selection
Portico Login
34
5.3.4 Contact details for staff who can give advice about module selection
If students have any concerns or issues with selecting their modules,
they should contact their Programme Administrator in the first instance.
Students should select their modules as soon as they have pre-enrolled
to avoid the busy period at the start of term. Please do note that
programme administrators will be dealing with high volumes of requests
and it may take longer than usual to reply.
Becky Thompson: Programme Administrator. [email protected]
5.4 Examples of former student achievements

A few former MA Applied Linguistics and MA TESOL in-Service
students have been successful in winning prizes or engaging in major
dissemination of their work. Read a few alumni success stories here:
https://www.ucl.ac.uk/ioe/news/2019/mar/ioe-alumnuss-ma-dissertation-
awarded-major-prize-language-testing
https://www.ucl.ac.uk/ioe/news/2017/feb/student-wins-award-
innovative-english-camps
https://www.ucl.ac.uk/ioe/news/2021/nov/ioe-student-wins-prestigious-
education-award
https://www.ucl.ac.uk/ioe/news/2022/mar/ioe-alumnuss-ma-assignment-
published-international-peer-review-journal
5.5 Employability
Graduates of the MA TESOL In-Service programme work in a broad

range of areas. Some are employed as teachers of English (or other
languages) working in early years and adult education, or with specific
populations (e.g., higher education, business professionals,
newcomers). Others work as managers or directors of study in the
35
private sector or state schools. Graduates of the programme can also

be found working as curriculum or materials developers, language
assessment professionals, education journalists, editors, publishers,
NGO and development officers, education consultants, teacher trainers,
or policy advisers. Some choose to pursue doctoral studies or embark
on research careers. So for many students, the TESOL In-Service
degree is a passport to an exciting professional trajectory, particularly
for careers in language and education.
Graduates of this MA Applied Linguistics will have acquired analytical

skills to analyse, understand and transform the linguistic dimensions of
social, political, economic and institutional as well as educational,
cognitive and psychological processes. This acquired knowledge and
skills allows our graduates to work in a broad range of areas. This
includes the educational sector as language teachers, senior managers
and directors of study in private and state sector schools, textbook,
materials, and content writers. Many graduates also work as editors and
publishers, journalists, NGO project officers (especially in migration and
social work), education consultants, policy advisers and
communications experts, and consultants in different industries. Some
choose to pursue doctoral studies or embark on research careers.
5.6 Progression, Award and Classification

5.6.1 Progression
UCL’s Progression and Award Requirements define how many credits
and modules students need to pass to progress from one year of study
to the next and to be awarded a UCL qualification.
Postgraduate Certificates including PGCE

This programme uses the Postgraduate Certificate Progression and
Award Requirements in the UCL Academic Manual, Chapter
4, Section 6: Progression and Award.
Postgraduate Diplomas including PGDE

This programme uses the Postgraduate Diploma Progression and
36
Award Requirements in the UCL Academic Manual, Chapter

4, Section 6: Progression and Award.
Masters Degrees (including MRes)

This programme uses the Masters Progression and Award
Requirements in the UCL Academic Manual, (Chapter 4, Section 6:
Progression and Award).
The regulations work slightly differently depending on the programme

structure. Specific regulations for each individual programme are
published in the Portico Progression and Award Rules Tool. Students
will be notified when their regulations are available. To find the Tool,
students should click on the 'My Programme' box on the 'My Studies'
page in Portico. The 'Progression and Award Rules' link is below the
programme information.
- Academic Manual Chapter 4, Section 6: Progression and Award
- Portico Login
5.6.2 Classification
Students who have successfully completed the Progression and Award
Requirements will be awarded a Classification. The UCL Academic
Manual, Chapter 4, Section 7: Classification defines the Classification
Schemes for each qualification.
This programme uses the Letter GradeTaught Postgraduate

Classification Scheme in the UCL Academic Manual, Chapter 4,
Section 7: Classification.
The regulations work slightly differently depending on the programme

structure. Specific regulations for each individual programme are
published in the Portico Progression and Award Rules Tool. Students
will be notified when their regulations are available. To find the Tool,
37
students should click on the 'My Programme' box on the 'My Studies'
page in Portico. The 'Progression and Award Rules' link is below the
programme information.
• Academic Manual Chapter 4, Section 7: Classification
• Portico Login
5.6.3 Recognition of Prior Learning (RPL)

Credits awarded via the Recognition of Prior Learning (RPL) may or
may not be included in the calculation of the classification. At the time of
admission with RPL students will be advised of the number of credits
required to be passed and the algorithm used to calculate your
classification.
Academic Manual Chapter 4, Section 7: Classification
5.7 Consequences of Failure and Condonement

5.7.1 The Consequences of Failure
Students are permitted a maximum of two attempts at any given
assessment. If a student fails an assessment at the first attempt they
might:
• Be eligible for Condonement

• Need to Resit or Repeat the assessment
• Apply for a Deferral or other support under the Extenuating
Circumstances procedures
Further information is available in the UCL and IOE Core Information
section of this handbook.
5.7.2 Condonement
Condonement allows a student to progress from one year to the next
and/ or to be awarded a qualification where they are carrying a small
amount of failure, as long as their overall performance is of a good
38
standard and the requirements of any relevant Professional,

Statutory or Regulatory Bodies are met. Students who meet the
Condonement Criteria will not be reassessed.
A student’s eligibility for Condonement in any given module assessment

is determined by the programme on which they are enrolled. In
accordance with UCL regulations, many programmes identify particular
modules as ‘Non-Condonable’. Students must pass Non-Condonable
modules in order to pass the programme.
Condonement can only be granted when module marks fall within the
Condonable fail range. Where marks fall below this range,
Condonement cannot be applied.
Students will need to meet defined criteria to be eligible for

Condonement. Any queries regarding Condonement should be raised
with your Programme Administrator.
• Academic Manual Chapter 4, Section 9: Progression and Award
5.7.3 Programme Specific Condonement Information
The MA Dissertation and the core modules are not eligible for
condonement and are defined as “non-condonable”.
Optional modules are eligible for condonement and are defined as

“condonable”.
Students can only be condoned in a maximum of 30 credits and

condonement can only be granted when module marks fall within the
condonable range. For MA Applied Linguistics and MA TESOL In-
Service the only condonable mark is a Grade D.
If students receive a Grade E or Grade F at their first attempt, they will

not be eligible for condonement. They will be allowed one further and
final attempt to submit their assignment (“Resit”). The grade will be
capped at a C, provided that students pass the resit.
39
Condonement can only be applied once you have completed all of your
taught modules. This means that you will automatically be required to
resubmit any work you may have failed. In cases where students have
failed a module, they will be given further guidance on resubmissions
and condonement as it relates to their case.
5.7.4 Student Guides to Condonement
• Taught Postgraduate Student Guide to Condonement

• Graduate Certificate and Diploma Guide to Condonement
5.8 Programme specific resources and support

Students are integral to our rich and vibrant applied linguistics
community at UCL. The MA Applied Linguistics and MA TESOL
programmes at UCL are taught by leading scholars in research and
experienced teachers with wide-ranging research interests and practical
experiences. We are driven to share our passion with you through our
research-led teaching. Our programmes and offering, which we hope
you will find intellectually stimulating and professionally relevant, are
inherently interdisciplinary, exposing you to theories and practical
applications that have their roots in different disciplinary traditions—for
example, within education, psychology (psycholinguistics) and
sociology (sociolinguistics).
Module tutors and dissertation supervisors provide different forms of

feedback to support your learning and foster skills development.
Personal tutors are available to discuss pastoral and academic matters

that you may want to address and can provide references for volunteer
opportunities or direct you to relevant services.
The Academic Writing Centre can offer further support and guidance
regarding good academic practice and academic literacy development.
The UCL Education Library is Europe’s largest and features a wide

range of educational materials and resources, many of which are
40
available electronically. We look forward to engaging and working with

you to enrich your experience with us.
More information about further resources and support can be found in

the UCL & IOE Core Information section at the back of this handbook.
6 Assessment
6.1 How students are assessed on the programme
Exact details of how each module is assessed can be found in the
relevant module handbook.
You will be assessed by a variety of methods, which may include; a

written assignment, literature reviews, presentations and a dissertation.
You will receive formative feedback on coursework outlines and
summative feedback for module assignment submissions.
It is your responsibility to meet deadlines set for essays, coursework,

dissertations and any formally assessed element of the programme.
Assignments should normally be submitted via the electronic

submission system by the dates specified by the programme team. You
should adhere to any guidance provided by the Programme Leader on
the format and length of such submissions.
The general procedure for the assessment of the ALT modules is as

follows:
• Title of the coursework and its general contents are agreed

between the student and the module tutor. In some cases, a list
of titles is provided from which students either may or must
(depending upon the module) select their title. In other cases, the
title is negotiated between student and tutor. Time is normally
allocated during module sessions for discussion of coursework
and guidance is provided on Moodle. Some module tutors may
also offer tutorials.
41
• Formative feedback on coursework outline (maximum 1-2 pages)
• Submission of final coursework (electronic copy on Moodle

Turnitin).
• External examining process during which the external examiner

reviews the internal marking.
• Meeting of programme examination boards and publication of

confirmed grades and feedback.
The procedure for the preparation of dissertations is similar except that

students are entitled to up to 5 hours of individual tutorial support. Your
tutor will read a draft of your dissertation, and give you detailed
feedback to help you improve your work.
Work submitted for one module must not overlap significantly with work
you intend to submit or have submitted for other modules, including
Dissertations. Tutors will look out for repetition across modules.
Assignments should be submitted via Moodle, using the plagiarism text

match software Turnitin, by the dates and times specified by the
programme team. If you are late by even one minute then you will incur
Late Submission Penalties. There are no exceptions to this. It is your
responsibility to meet deadlines set for essays, coursework,
dissertations and any formally assessed element of the programme. It is
also your responsibility to submit the correct piece of work for specifc
assessments.
Assignments should be written in 12 point Arial font, with line spacing

set to 1.5. Pages must be numbered. Sections and subsections should
be numbered; this will also help you to understand the structure of your
assignment. Please provide the word count on the title page.
All coursework must be written in English. If you need to include

quotations or excerpts of, for example, interview transcripts or teaching
materials that are in another language, then you should provide a
translation (and indicate that it is your own translation). As you are
following a programme for language educators / policy makers, we
42
expect you to use Standard British English reasonably accurately. You

should ensure that spelling, grammatical and typographical errors are
kept to a minimum.
We urge you to log into Moodle before the submission deadline to

ensure it is running smoothly. If you cannot access Moodle on the day
of submission, please email your work to the administrator to prove you
have met the deadline. Failure to do this will be considered a late
submission.
Additional information on assessment can be found in the UCL & IOE

Core Information.
6.2 Coursework submissions

All IOE coursework including dissertations and reports must be
submitted electronically via Turnitin unless you have been notified
otherwise by the Module or Programme Leader.
Hard copies of coursework will not be accepted or marked unless, in

exceptional circumstances, prior permission to do so has been given by
UCL.
All summative assessment processes, including marking, second-

marking and moderation, will be conducted anonymously unless the
nature of the assessment makes this impossible. Students will be
notified in modules handbooks if, due to the nature of the assessment, it
cannot be anonymously marked. The UCL Regulations on anonymity in
assessment marking are detailed in the UCL Academic Manual.
Please ensure that your name is not included in any coursework

submissions in order to uphold the anonymous marking process. Your
programme or module administrator will provide guidance as to how
your assignment should be labelled.
Feedback on electronically submitted coursework will also be provided

electronically in line with the UCL Feedback Turnaround Policy.
43
6.3 Marking criteria and learning outcomes

These criteria are intended to do duty for a large and wide range of
programmes and modules. They are interpreted in the context of the
stated learning outcomes for programmes and modules. In particular,
not every criterion will apply to each module assignment. However, it is
expected that there will be considerable overlap in the criteria deployed
for individual assignments and that the full range of criteria will be
utilised across an individual’s programme.
Criteria for the grade of A
Grasp of field of study:
• outstanding grasp of issues and high level of critical insights into

field of study
• extensive, insightful and critical review of literature
• high levels of creativity and independence of thought in the

application of knowledge
Understanding and evaluating research and methodologies:
• sophisticated conceptual understanding and high levels of critical

evaluation of scholarship, research and methodologies in the
field
• outstanding understanding of how established techniques of

research and enquiry are used to create and interpret knowledge
and how these apply to students’ own research and/or practice;
• creative and critical handling, presenting and inferring from data
Structure, communication and presentation:
• exceptional clarity, focus and cogency in organisation and

presentation of arguments and conclusions
Criteria for the grade of B

44
• clear understanding of issues and good level of insights into field

of study
• wide-ranging, coherent and critical review of literature
• elements of creativity and independence of thought in the

application of knowledge
• consistent and fluent understanding and critical evaluation of

scholarship and methodologies in the field
• thorough understanding of how established techniques of

research and enquiry are used to create and interpret knowledge
and how these apply to students’ own research and/or practice
• competent and critical handling, presenting and inferring from

data
• clarity, focus and fluency in organisation and presentation

of arguments and conclusions
Criteria for the grade of C
• basic understanding of issues and insights into field of

study
• basic critical competence in reviewing literature
• little development of ideas in the application of knowledge

45
• adequate understanding and evaluation of scholarship,

research and methodologies in the intellectual field
• basic understanding of how established techniques of

research and enquiry are used to create and interpret
knowledge and how these apply to students’ own
research and/or practice
• rudimentary handling, presenting and inferring from data
• basic clarity, focus and competence in organisation and

presentation of arguments and conclusions
Criteria for the grade of D (condonable fail)
• inadequate understanding of issues and insights into field

of study
• unfocused or inaccurate review of literature
• confusion in the application of knowledge
• lack of understanding and critical evaluation of

scholarship, research and methodologies in the field
• lack of understanding of how established techniques of

knowledge and how these apply to students’ own
research and/or practice
• inadequate or confused handling, presenting and inferring

from data

46
• poorly organised and unfocused presentation of

arguments and conclusions
Criteria for the grade of E (fail)
• demonstrates little knowledge of the field
• demonstrates significant weaknesses in the knowledge

base and / or simply reproduces knowledge without
evidence of understanding
• shows little or no critical ability. Poor, inconsistent analysis
• little or no skill demonstrated in selected techniques

applicable to own research or advanced scholarship
• lacks any understanding of how established techniques of

knowledge
• inadequate or confused handling, presenting and inferring

from data throughout
• fails to evidence or discuss/apply appropriate examples of

literature relating to current research and advanced
scholarship in the field
• references to literature / evidence and use of academic

conventions are flawed / irrelevant
Criteria for the grade of F (fail)
Minimal attempt, no attempt, non-submission

47
Programme Learning Outcome for MA Applied Linguistics
A. Subject-Specific Knowledge
On successful completion of this programme you will be able to

demonstrate an understanding of:
• Basic concepts, ideas and research findings in Applied

Linguistics and English language education globally
• Subject specific skills, for instance, design and application of

applied linguistics research methods and critical analysis of real-
world situations, contexts and issues in which language plays a
crucial role.
• Related areas of applied linguistics such as discourse analysis;

English as a global language; language and identity; bilingualism
and multilingualism; multimodality; professional communication,
international development, comparative education; literacy
development; language policy; and theoretical linguistics.
B. Intellectual, Academic and Research Skills
On successful completion of this programme you will be able to:
• Construct arguments critically and contribute to current

debates in applied linguistics and English language
education globally;
• Make links between theory and practice in applied

linguistics and English language education, and to reflect
critically on past professional or study experience in the
light of theory.
C. Practical and Transferrable Skills

48
o Communicate effectively in writing
o Communicate effectively in speech
o Listen and discuss ideas introduced during seminars
o Use databases, digital resources and word-processing programmes
o Practise research techniques to gather, analyse and evaluate

information
o Learn from feedback
o Maintain a constant rhythm of learning and research
Programme Learning Outcome for MA TESOL In-Service
A. Subject-Specific Knowledge
1) demonstrate knowledge and understanding – of important concepts,

ideas and research findings in language teaching and applied
linguistics;
2) demonstrate independent critical thinking – the ability to construct

arguments and contribute to current debates in TESOL;
3) apply reflective practice – the ability to make links between theory

and practice in TESOL, and to reflect critically on professional
experience in the light of theory;
B. Intellectual, Academic and Research Skills
1) utilise research skills – the ability to identify and use appropriate

methods for gathering, analysing and evaluating information, including
competence in designing small-scale research;
49
2) demonstrate academic literacy – the ability to communicate

arguments and information, in speech and writing, according to the
established conventions of scholarship in TESOL.
C. Practical and Transferrable Skills
1) find, synthesize and evaluate information from various sources,

including both traditional sources and new media such as the worldwide
web;
2) read complex material and assessing it critically;
3) develop extended arguments in writing;
4) communicate ideas effectively in speech;
5) develop ideas and solve problems through collaborative talk in

groups;
6) plan and carry out small-scale research using appropriate research

methods.
Further information on marking criteria can be found on the IOE

Helpdesk Website. Information on how overall module grades are
calculated on assessments that have more than one component is also
available on the IOE Helpdesk Website.
6.4 Marking scale used on the programme

This programme uses the UCL Letter Grade Marking Scale. More
information can be found in the UCL Academic Manual.
6.5 Marking, second marking and moderation

All work that is submitted for summative assessment is marked by a
UCL Internal Examiner or Assistant Internal Examiner. All UCL
programmes also include rigorous second-marking and internal
moderation processes to ensure that marking is consistent and fair.
Second-marking can take a number of different forms depending on the
50
type of assessment, but the overall aim is to ensure that marking is as

accurate as possible. Internal moderation also helps UCL to ensure that
marking is equitable across different modules, pathways, options and
electives.
6.6 UCL Feedback Turnaround Policy

Regular feedback is an essential part of every student’s learning. It is
UCL policy that all students receive feedback on summative
assessments within one calendar month of the submission deadline.
This feedback may take the form of written feedback, individual
discussions, group discussions, marker’s answers, model answers or
other solutions (although students should note that UCL is generally
unable to return examination scripts). Students writing dissertations or
research projects should also expect to receive feedback on a draft on
at least one occasion.
If, for whatever reason, a department/division cannot ensure that the

one calendar month deadline is met then they will tell students when the
feedback will be provided - it is expected that the extra time needed
should not exceed one week. Where feedback is not provided within the
timescale, students should bring the matter to the attention of their
Departmental Tutor or Head of Department.
UCL Academic Manual Assessment and Feedback
Student Assessment and Feedback Guide
Feedback for MA Applied Linguistics and MA TESOL In-Service
Feedback takes two forms, the first is generally feedback on an essay

outline. This is intended to help with the completion of the final
assignment. Tutors will not be able to feedback on any draft handed in
beyond the draft deadline. There is no indicative grade available or
51
implied by outline feedback. Outline feedback is only available to

students on their first attempt at a module assignment.
Please consult each module handbook for guidelines as not all modules
are managed the same way. You may also receive formative feedback
through input from tutors and peers.
The second form of feedback is a written summary of the grade and

how it was achieved under the headings of the grading criteria shown
above.
Students will receive written feedback on their final

assignment(s)/assessment via Moodle.
6.7 Word counts

Assignment briefs will include clear instructions about word counts, the
inclusion of footnotes, diagrams, images, tables, figures and
bibliographies etc. Students are expected to adhere to the requirements
for each assessment. Students exceeding these parameters may
receive a reduction in marks.
IOE Word Count Policy

Academic Manual Module Assessment
6.8 Accepted referencing methods on this programme

Students often come across problems when referencing literature in
their coursework. Bad or inaccurate referencing affects the quality of
presentation of the work at the very least, and at worst leads to
accusations of plagiarism and possible failure of coursework.
Referencing well is important for the following reasons:
o acknowledging the academic sources, you have used to inform

your arguments
o demonstrating wide and relevant reading

52
o demonstrating how your thoughts contribute to the field and link

to other research/writing
o avoiding plagiarism – inadvertent or otherwise
o contributing to a high standard of presentation.
It is essential that all quotes in the text are referenced properly, using
an established style of referencing and applying the citation conventions
consistently (e.g. Harvard style, APA style). Different tutors may prefer
you to use different systems for citing your sources; ask your module
tutor or dissertation supervisor for advice.
Here is the link to the Academic Writing Centre’s page on how to

reference properly: https://www.ucl.ac.uk/ioe-writing-centre/reference-
effectively-avoid-plagiarism
6.9 Ethics Approval

All research must be conducted ethically, and students are required to
gain ethics approval before starting. The ethics review is required to
ensure that research conforms to the ethical standards expected by the
IOE. Research forming part of the normal professional practice, i.e.
when embedded in a PGCE programme, is not required to undergo a
full ethics review in the same way as other student research projects.
These projects can be reviewed by the student’s tutor. Where the tutor
identifies that the project is a substantial piece of research, rather than
part of professional practice, standard student ethics procedures must
be followed. More information can be found at IOE Ethics Applications
for Students.
If students are thought to have not sought the correct ethical approval,
this will be investigated by the Department in line with the UCL Student
Academic Misconduct Procedure.
Where an ethics violation is committed, students will be instructed to

cease all data collection and destroy data. Any assessments submitted
without the correct ethics approval will not be marked and will be
awarded an F/0.00% mark.
53
Retrospective approval is not permitted and students will be supported

in applying for ethics for new research through the Managing Learning
Agreements at the IOE process. This will include guidance on how to be
ethical researchers.
A further second attempt of the assessment will be capped at a Pass

mark C/ 40.00% .
All other forms of Research Misconduct will be investigated under

UCL’s Procedure for Investigating and Resolving Allegations of
Misconduct in Academic Research.
Any further instances of Ethics Misconduct (ethics approval) will result

in failure of the second attempt and the student will be required to exit
the programme without an award.
When considering the application of the Adjudication and Penalty

Framework in cases of Academic Misconduct, the Ethics Misconduct -
(ethics approval) may be taken into account.
For cases of Ethics Misconduct – (ethics approval), this can be

managed through the Expedited Academic Misconduct Process for
2022-23. Where all the criteria are met, students can accept the penalty
without the need for a Department Panel
6.10 Academic Integrity and Student Academic Misconduct

High academic standards are fundamental to ensuring continued trust
and confidence in UCL’s world-leading research and teaching, as well
as the individuals who work and study at UCL. UCL takes Academic
Integrity very seriously, and expects students to familiarise themselves
with UCL’s referencing and citation requirements. A good starting point
is the UCL Library Guide to References, Citations and Avoiding
Plagiarism. Students should also ensure that they are familiar with the
specific referencing requirements of their discipline, as these may vary.
Candidates for controlled condition examinations should also familiarise

themselves with the requirements set out in the Academic Manual,
Chapter 6, Section 9.2 (weblink provided below). It is also very
54
important that students are aware of what items they are permitted to
bring into the Examination Halls, so they can ensure they do not
unintentionally breach the examination rules.
UCL has a zero tolerance approach to the use of essay mills and
contract cheating, as they go against every principle that UCL stands
for. These types of service disadvantage honest students and devalue
standards in our universities. Essay mills are now banned in England
and using an essay mill means engaging with a criminal entity.
The vast majority of students at UCL will maintain their Academic

Integrity throughout their studies, but it is important to be aware that
UCL may consider breaches to your Academic Integrity as an instance
of Academic Misconduct. When Academic Misconduct occurs there can
potentially be penalties imposed, and it is important to note that
repeated breaches will be taken very seriously and could result in
exclusion from UCL (see Academic Manual, Chapter 6, Section 9.3,
web-link provided below). For students who are unsure of what may be
considered as Academic Misconduct, the procedures in Chapter 6 of
the Academic Manual define all such behaviour and how this is taken
forwards. UCL also has online tools available to help students identify
what behaviours may be considered as Academic Misconduct.
o Academic Integrity
o Library Guide to References, Citations and Avoiding Plagiarism
o Academic Manual Chapter 6, Section 9: Student Academic

Misconduct Procedure
o Examinations and Assessments
6.11 Academic Study Skills Support

The IOE Academic Writing Centre and UCL Centre for Languages &
International Education (CLIE) offer a range of support for students.
55
Further information can be found in the UCL and IOE Core Information
section at the back of this handbook.
• Library Guide to References, Citations and Avoiding Plagiarism 
• Examinations and Assessments Student Guides
6.12 Circumstances Affecting Assessment

If you experience circumstances that may have an impact upon your
assessment, UCL’s Student Support Framework helps you find your
way around the different support options open to you.
Please refer to UCL’s Student Support Framework in Section 12 of this
handbook.
• IOE Student Helpdesk Extenuating Circumstances
• UCL's Student Support Framework
7 How the programme communicates

with its students
UCL student email – Students should check their UCL email regularly.
• UCL student email
UCL Moodle – UCL's online learning space, used by module

organisers, programme leaders, departments and faculties to provide
essential information in addition to learning resources.
• UCL Moodle
myUCL – A weekly term-time e-newsletter to all students

(undergraduate and postgraduate) at UCL, which covers key internal
announcements, events and opportunities.
56
• myUCL
UCL Instagram – UCL’s official Instagram channel, featuring news,

events, competitions and images from across the UCL community.
• UCL Instagram
@ucl Twitter channel – Sharing highlights of life at UCL from across

UCL’s diverse community.
• @ucl Twitter channel
The ALT Programme Team will communicate with you either by email
to your UCL address, or by posting in the news forums on the
Programme Moodle page or on the modules' Moodle pages. If you are
not getting email notifications from the news forums, please check your
junk email box.
We understand that students often create groups on external social

media to communicate and share information. This usually excludes
many students and often results in incorrect information being shared.
Therefore, please use the Programme Moodle page to get the latest
information or email the Programme Administrator.
8 Expectations of students
UCL enjoys a reputation as a world-class university. It was founded on
the basis of equal opportunity, being the first English university to admit
students irrespective of their faith and cultural background and the first
to admit women. UCL expects its members to refrain from interfering
with the proper functioning or activities of UCL, or of those who work or
study at UCL. Students should ensure they read and familiarise
themselves with UCL’s Student Code of Conduct and other related
policies and should be aware that any inappropriate behaviour may lead
to actions under UCL’s Student Disciplinary Procedures.
57
• UCL Code of Conduct for Students
• UCL Disciplinary Code and Procedure in Respect of Students
• UCL Prevention of Bullying, Harassment and Sexual Misconduct

Policy
• UCL Code of Practice on Freedom of Speech
• Religion and Belief Equality Policy for Students
8.1 Hours of Study

This time is made up of formal learning and teaching events such as
lectures, seminars or workshops, tutorials and professional practice as
well as independent study.
The MA Applied Linguistics and MA TESOL In-Service can be

completed in 1 year full-time, 2 years part-time, or 2 to 5 years in
flexible/modular mode.
All students need to gain 180 credits to be awarded an MA. We strongly

advise you to discuss your planned course of study with the Programme
Leader to ensure that it matches your interests and personal and
professional schedules. Time will be allocated during the programme
induction to answer any questions you may have concerning possible
pathways across the programme.
The days you attend class, whether virtually or in person, will depend
upon the modules you have chosen.
8.2 Personal study time

In addition to preparation for module sessions, you will need to devote a
minimum of a further 60 hours per taught module for the completion of
the assessed coursework. You will also need to allow time for tutorials
58
and for additional programmes such as Academic Writing Centre

workshops and seminars.
It is essential that you plan your time as M-level study requires a high
degree of self-direction.
Dissertations take a variable amount of time depending upon the nature

of the study undertaken and the time of the year. Overall, you will
probably need to devote more than the pro rata time with respect to the
Dissertation’s credit value (so more than the amount of time needed for
two 30-credit modules), but the majority of this will fall in the summer
term, when there are no other classes. In addition to the dissertation
lectures (autumn term), online units (spring term), you should expect to
spend an absolute minimum of 240 hours to prepare and write up your
Dissertation. Most students need to devote considerably more time than
this.
8.3 Attendance requirements

UCL expects students to attend all the scheduled learning events which
appear on their timetable as this gives students the best chance of
academic success. This includes all events set out in the programme
handbook or those provided to students during a module, including
personal tutorials.
A new Attendance policy is currently under development and will be

available from the main Students’ webpages:
• Students’ webpages
Student Engagement
Students at IOE are expected to participate in and engage fully with all
teaching sessions. Engagement will be captured in a number of ways
including:
59
• Attendance at face-to-face teaching sessions
• Logging on to the online learning portal, Moodle
• Online submission of coursework
• Participation in online quizzes, discussions
• Confirmation of an academic meeting with a supervisor or

academic 
• Upgrade meetings
• Annual progress reviews
Where it is identified that there is a drop in a student’s engagement with

their studies, the programme team will contact the student to discuss
this and to offer the appropriate support.
8.3.1 Student Visa students: Absence from teaching and learning activities
In line with UCL’s obligations under UK immigration laws, UCL is
required to report to UK Visas and Immigration (UKVI) when a student
has not been engaging with their studies. RegisterUCL is used by
departments and the central Student Immigration Compliance team to
report on student attendance. This is not only to meet the UKVI
requirements, but also to identify any problems as early as possible to
ensure action is taken to advise or assist the student.
Student visa responsibilities
9 Support for students

UCL is committed to the wellbeing and safety of its students and tries to
give assistance wherever possible to ensure that studying at UCL is a
fulfilling, healthy and enjoyable experience. There is a wide range of
60
support services for students, more information can be found in the

UCL & IOE Core Information.
Students should be aware that, while there are many services on offer,
it is their responsibility to seek out support and they need to be
proactive in engaging with the available services.
9.1 Academic & Personal Tutoring

UCL is committed to providing all students with the academic guidance
and personal support that they need to flourish as members of our
active learning and research community. As part of the wider support
infrastructure provided by a programme, every undergraduate or taught
postgraduate student will be assigned a member of staff who can
provide constructive academic and personal development guidance and
support.
At the start of the year, students will be provided with the name of their
personal tutor, and information about how meetings will work. Students
are encouraged to be proactive in engaging with their Personal Tutor:
make sure you reply to emails from your personal tutor in a timely
manner and always let them know if you can’t attend a meeting. It’s
important to build a relationship with your tutor so that you feel
comfortable approaching them, should problems arise. Your personal
tutor can also provide academic references for you, which is an
important reason to build a professional relationship with them.
Personal Tutors
9.1.1 How Academic and Personal Tutoring Works on Your Programme

At the start of the academic year, students will be provided with the
name and contact details of their personal tutor. Shortly thereafter, your
personal tutor will organise an initial session with you to explain their
role and address any questions or concerns that you may have. After
this initial session, subsequent meetings can be organised upon
61
request. Students are encouraged to be proactive in engaging with their

Personal Tutor, as it is the responsibility of the student to keep in touch.
9.2 Learning Agreements

Learning Agreements are written agreements with a student that are
there to support students experiencing difficulties and sets out the
support that can be put in place for you as well as conditions that you
agree to meet.
As well as the circumstances outlined in the UCL Academic Manual, at

the IOE a Learning Agreement will be implemented where students
attendance levels remain a concern and also in cases of Ethics
Misconduct where students have failed to obtain the correct ethics
approval.
At the IOE, in the first instance, students will be invited to meet with the
department to discuss their Learning Agreement. This will be monitored
at regular periods as appropriate, but at least once a term as a
minimum. In cases where students do not meet the conditions set out in
the Learning Agreement or those that fail to respond to the offer of
support, these will be referred to the Phase Lead, who will discuss the
next steps.
Where students continue to experience difficulties impacting on their

studies, fail to make progress or for those that do not engage with the
Learning Agreement process, it may be necessary for the Phase Lead
to consider Suspension of Studies on the grounds of Academic
Insufficiency, as outlined in the UCL Academic Manual .
10 Student Voice
Our goal is to put students’ feedback, insights and contributions at the
heart of decision-making. We value students’ feedback and work with
students as partners in the process of shaping education at UCL. In
62
recent years, as a direct result of student feedback, we have opened

the Library over the Christmas closure period and increased study
space – including 1000 in the 24 hour new Student Centre, we’ve
focussed more on environmental sustainability and given clearer
information about exams and assessments.
Further details of the ways in which UCL captures students’ feedback

can be found in the UCL & IOE Core Information.
Listening to the student voice on the MA Applied Linguistics and MA

TESOL In Service programmes has led to the following changes and
improvements:
1. we have started to decolonise our curriculum and introduced in

our modules readings and perspectives representing multiple
epistemological perspectives produced and circulated from
different locations in the global academic community.
10.1 Module Dialogue

Throughout all modules students will be asked to answer short pulse
survey questions, on a regular basis. These pulse surveys are
important because it helps teaching staff ‘check-in’ with students,
making sure that they can understand and access key aspects such as
the content of the module, assessment information and learning
resources. This provides an opportunity for students to reflect on their
learning and also give constructive feedback by engaging in a dialogue
with staff about the results. Helpful comments and ideas from students
mean that changes and improvements can be made to the module
before it ends, as well as shaping the module for future students.
10.2 Other ways students can give feedback to the programme &
department
Information about Academic Representation, Student Staff Consultative
Committees, Departmental Teaching Committees and other
63
opportunities for student involvement at Faculty level are also included

in UCL & IOE Core Information.
During the first two weeks of the course, students will choose a student
representative. This student representative will request termly feedback
from fellow students and this is passed directly to the programme team.
On the MA ALT Programmes, we have introduced lectures and

workshops for the Dissertation module and alternative forms of
assessment on a number of other modules in response to student
feedback.
11 Health, Safety and Security at UCL

UCL’s overall objective is to provide and maintain a safe and healthy
environment for staff, students, people who work with UCL and those
who visit. Health and safety is an integral part of the way in which UCL’s
activities are managed and conducted.
There are three departments that work together to provide a

comprehensive system to provide the safe and healthy environment:
UCL Security, who cover everything from ID cards and access to our
buildings to lost property and keeping people safe who work out of
hours;
UCL Safety Services, who manage the safety management system

including providing advice for risk assessments to training people to
work with radioactive samples;
UCL Estates who ensure the buildings and sites are safe, including
managing contractors, building works and access to equipment such as
defibrillators.
In an emergency:
64
Please call 020 7679 2222 or UCL extension 222 from any UCL
phone, before ringing 999. This allows the safety team to direct the
emergency services to the correct location.
If you are off the Bloomsbury campus call 999 and request the
appropriate service (police, ambulance or fire brigade).
Accidents and Emergencies
Emergency Contacts
Staying Safe
Safety Services
Fire Safety at UCL
Security at UCL
Safety on and off Campus
12 UCL & IOE Core Information

12.1 Welcome to IOE, UCL’s Faculty of Education and Society
You will find more information about Teaching and Learning at the IOE
on the Student Helpdesk Website. This includes a welcome from the
Director and Dean of the IOE and UCL’s Provost as well as details
of other key faculty staff.
• IOE Learning and Teaching
12.2 Assessment
Below are links and information relating to assessment, which you may
find useful in addition to the information already included in this
handbook.
65
12.2.1 UCL’s Student Support Framework

UCL is committed to providing the support you need in order to make
the most out of your studies. The Student Support Framework draws
together our main academic support processes under one banner to
help you understand the options open to you.
• UCL’s Student Support Framework
The Framework includes the following components:
Part 1: How to Use this Framework helps you find your way around the
different support options open to you. It includes:
• Where to find help and advice

• Information about when to use this framework (for example
if you are an affiliate, study abroad or placement student)
• Advice on confidentiality and how UCL will look after your
data
• Information on providing supporting evidence
• Links to other support options that are available to you.
Part 2: Types of Support explains how each of the following processes

works:
Support
Use this if: What this covers:
process:
Short-term You have a short- ‘Extenuating

Illness and other term illness, Circumstances’ (often
Extenuating bereavement or know as ‘ECs’) are events
Circumstances other unexpected which are sudden,
emergency. unexpected, significantly
disruptive and beyond your
control and which may
affect your performance at
summative assessment,
66
Support
process:
such as a serious illness or
the death of a close
relative. You can submit an
Extenuating
Circumstances claim to
access ‘mitigation’ such as
an extension or deferring
an assessment to a later
date.
Reasonable You have a disability UCL can provide longer-

Adjustments for or long-term physical term ‘Reasonable
Disabilities and or mental health Adjustments’ to support
Long-term condition. your learning and
Conditions assessment. This includes
setting up a ‘SoRA’
(Summary of Reasonable
Adjustments) with UCL’s
Student Support and
Wellbeing team.
Academic You need long-term Academic Adjustments

Adjustments or ongoing support include long-term
with one or more of reasonable adjustments
the following: arranged by your
Department if you need
• You or your
additional support with
partner is
learning, teaching and
pregnant or
assessment.
planning
maternity,
paternity or
adoption leave
67
Support
process:
• You are a parent

or carer
• You observe
religious beliefs or
cultural customs
• You are affected
by any form of
harassment or
discrimination
• You are affected
by traumatic world
events such as
war or terrorism
• You are a critical
worker (e.g. NHS
staff).
Exam You need additional Exam Adjustments are

Adjustments support to sit an specifically for Controlled
online or face-to-face Condition Exams and
exam. Take-Home Papers, and
include adjustments such
as extra time, rest breaks,
a more comfortable chair
and specialist equipment.
These are available to
students with a longer-term
disability or health
condition, and to students
who need shorter-term
support e.g. if you are
68
Support
process:
pregnant, or have a broken
arm.
Interruption of You are thinking of Interruption of Study is for

Study taking time out from students who wish to take
your studies . a break from their studies
and return at a later date.
You can take time out from
your studies for a wide
range of reasons - you
might want to take up an
internship or placement,
take time out to travel, be
planning to have children,
or be facing personal
challenges which are
making it hard to study.
Support to Study You are having Support to Study aims to

persistent or ongoing help you if you are having
difficulties and UCL’s significant, persistent,
other support longer-term difficulties and
processes are not UCL’s normal mechanisms
providing the right (e.g. Reasonable
level of help. Adjustments, Extenuating
Circumstances,
Interruption of Study) are
not providing enough
support. We will work with
you to put together a
Support Plan to help you
get the most out of your
studies.
69
The Student Support Framework is just one of the ways in which UCL
helps you to get the most out of your time with us:
The Student Your Personal Tutor Your Department

Support
Framework
The Student One of your first Help is also available

Support Framework priorities should be to from members of staff
explains how you meet your Personal in your UCL
can apply for formal Tutor. They will help department including
support with your you to get the most academic staff and
studies such as out of your studies, departmental
extensions, and provide support administrators. You
reasonable and encouragement can find their contact
adjustments, or during your time with details on Moodle or
taking time out from us. in your Student
your studies. Handbook.
UCL Student FAQs and Enquiries Students’ Union

Support and UCL Advice Service
Wellbeing
UCL’s team of askUCL is our self- The Students’ Union

expert wellbeing, help centre and UCL provides a free,
disability and mental student enquiry confidential and
health staff provide system. It includes a independent advice
a safe, confidential wide range of service with a trained
and non- Frequently Asked and experienced
judgemental space Questions. If you can’t team.
in which you can find what you’re
discuss any issues looking for, you can
that may be log an enquiry.
70
affecting your ability

to study.
12.2.2 Absence from Assessment

Any student who is absent from an assessment without prior permission
will receive a mark of 0.00%/ Grade F unless they formally request to
defer their assessment to a later date by submitting a claim for
Extenuating Circumstances with appropriate supporting evidence.
If Extenuating Circumstances are not approved, the mark of 0.00%/
Grade F will stand and the student will be considered to have made an
attempt.
• Academic Manual Chapter 2, Section 2: Short Term

Illness and Other Extenuating Circumstances
12.2.3 Reassessment
Depending on the amount of failure, Reassessment may take the form

of either a Resit, which usually takes place in the Late Summer, or a
Repeat in the following academic session. The marks for modules
successfully completed at the second attempt will be capped at the
Pass Mark – 40.00% for modules at UG Level/ Levels 4, 5 and 6;
50.00% for PGT modules at Masters Level/ Level 7.
Taught Postgraduate students: Students who fail a Masters

dissertation/ research project will normally resit by 31 January (30 April
for January-start programmes). Exceptionally, the Exam Board may
decide that the extent of failure is such that the student needs to repeat
the dissertation with tuition and fees.
71
• Academic Manual Chapter 4, Section 9: Consequences

of Failure
12.2.4 Deferred Assessment

If an assessment has been affected by Extenuating Circumstances
(ECs) students may be offered a Deferral i.e. a ‘new first attempt’ or a
‘new second attempt’. If the student successfully completes a Deferral
of their first attempt, their module marks will not be capped. If the
student successfully completes a Deferral of their second attempt (i.e.
they have ECs on a Resit or Repeat), their module marks will be
capped at the Pass Mark (i.e. the existing cap will not be removed).
• Extenuating Circumstances
• Academic Manual Chapter 4, Section 8: Deferred
Assessment
12.2.5 Coursework Late Submission Penalties

Planning, time-management and the meeting of deadlines are part of
the personal and professional skills expected of all graduates. For this
reason, UCL expects students to submit all coursework by the
published deadline date and time, after which penalties will be applied.
If a student experiences something which prevents them from meeting

a deadline that is sudden, unexpected, significantly disruptive and
beyond their control, they should submit an Extenuating Circumstances
(EC) Form. If the request is accepted, the student may be granted an
extension. If the deadline has already passed, the late submission may
be condoned i.e. there will be no penalty for submitting late.
• Academic Manual Chapter 4, Section 3: Module

Assessment
72
• Academic Manual Chapter 2, Section 2: Short Term

Illness and Other Extenuating Circumstances
12.3 External Examining at UCL

External Examiners are senior academics or practitioners from other
universities who help UCL to monitor the quality of the education we
provide to our students. In particular, External Examiners scrutinise the
assessment processes on each programme, helping UCL to ensure that
all students have been treated fairly, that academic standards have
been upheld and that the qualifications awarded are comparable with
similar degrees at other UK universities.
Each External Examiner submits an on-line annual report. Faculties and

departments are required to reflect on any recommendations and
address any issues raised in a formal response. The report and
response are discussed with Student Reps at the Staff-Student
Consultative Committee, and are scrutinised by faculty, department and
institution-level committees. Students can access their External
Examiner’s report and departmental response via the “My Studies”
page through their Portico account either through ‘Module Assessment’
or ‘Summary of Results and Awards’ or by contacting their
Departmental Administrator in the first instance. On the same “My
Studies” Portico page, students can also access UCL wide External
Examiners reports for the last three years. For central queries relating
to External Examining, please contact Student and Registry Services at
[email protected].
12.4 Progression & Award

Information specific to progression, award and professional
accreditation on ITE programmes can be found on the IOE Student
Helpdesk website
73
12.5 Resources
12.5.1 IOE Student Helpdesk
The IOE Student Helpdesk is situated on the 5th floor in Core A of the main
IOE building at 20 Bedford Way. The Helpdesk team are available to help
with any information or advice that you might need once fully enrolled onto
your programme at the IOE.
• IOE Student Helpdesk
12.6 Academic Study Skills Support

12.6.1 Academic Writing Centre
The Academic Writing Centre provides support for IOE students in the
form of workshops, webinars, one-to-one tutorials, writing retreats and
online resources. Sessions and resources are specifically designed to
support academic writing in Education and related disciplines.
• Academic Writing Centre
12.6.2 UCL Centre for Languages and International Education (CLIE)

The UCL Centre for Languages & International Education (CLIE)
provides modern foreign language, British Sign Language and English
for Academic Purposes (EAP) modules for UCL students. CLIE also
heads the UCL Academic Communication Centre (ACC). The ACC
offers discipline-specific academic communication support to both
native and non-native English speakers currently studying an
undergraduate or postgraduate degree at UCL. Evening courses are
offered in nine foreign languages across a range of levels to support
UCL students, staff and London’s wider academic and professional
community. Students can access language-learning resources online
through the CLIE Self-Access Centre, including films and
documentaries and books for self-study.
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• CLIE website
• CLIE Self-Access Centre
• Academic Communication Centre (ACC)
12.7 IT Support
12.7.1 IT for IOE / helpdesk
IT for IOE support staff and students using central technical services,
such as networks, email, storage, and more. This includes specialist
services required by the IOE such as a mac managed service and
support for platforms used in Initial Teacher Education. 
The AV team provide teaching room support for ~ 80 centrally bookable

spaces within the IOE, along with general AV support for the local
departments within the IOE. 
The Media services team provide a wide range of services, from filming
& streaming events and lectures, editing and production to a loan
system of media equipment. 
The IT Service Desk in the UCL Institute of Education Library is the first
point of contact for any IT related issues with support available through
the day including an out of hours service. 
Further Information: 
• IT for IOE Services 
12.7.2 UCL Information Services Division (ISD)

The UCL Information Services Division (ISD), the primary provider of IT
services to UCL, offers guidance on all of ISD’s key services, including
email and calendar services, user IDs and passwords, print, copy and
scanning, wifi and networks on their web pages. ‘How to’ guides and
individual help and support is available from IT Services.
• Help and support

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There are also opportunities for Digital Skills Development through

face-to-face training in areas such as data analysis, programming,
desktop applications and more, along with individual support through
drop-ins.
• Digital Skills Development

UCL also has a licence for LinkedIn Learning which provides thousands
of high quality video-based courses from programming to presentation
skills:
• LinkedIn Learning
Learning on Screen (“bob”) provides students with access to a vast
archive of 65 free-to-air channel programming for educational usage –
you can view TV programmes and films, and listen to radio
programmes. In addition, Kanopy (“thoughtful entertainment”) is
available to UCL students, and offers a wide range of movies:
• Learning on Screen (“bob”)

• Kanopy
Digital Education services allow students to access online course
materials or take part in online activities such as group work,
discussions and assessment. Students can re-watch some lectures
using the Lecturecast service and may also use interactive tools in the
classroom.
New students are encouraged to complete the ‘Digital Education at

UCL’ course which is available on Moodle, UCL’s virtual learning
environment, to familiarise themselves with the tools and technology
available to support their digital learning experience.
• Digital Education at UCL

ISD provides desktop computers and laptops for loan in a number of
learning spaces.
Computers at UCL run a Desktop@UCL service which provides access

to hundreds of software applications to support students. Students also
have access to a range of free and discounted software.
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Visit the IT Essential for new students page for details of all IT
services available:
• ISD IT Essentials for new students

All students are encouraged to download the UCLGo app, available for
iOS and Android devices and on the web. The app gives access to the
timetable, Moodle, email, Portico, and library loans. It has maps to
locate lecture theatres, water fountains, computers and study spaces on
campus. It has checklists of things students need to do and sends
important alerts, as well as having opt-in notifications on topics of
interest. You can also see lists of events hosted by the UCL Students'
Union and UCL departments.
• UCL Go
12.7.3 How to access Moodle and support contacts

Moodle is UCL's online learning space. It includes a wide range of tools
which can be used to support learning and teaching. Moodle is used to
supplement taught modules, in some cases just by providing essential
information and materials, but it can also be integrated more fully,
becoming an essential component of a module. Some modules may
use Moodle to provide access to readings, videos, activities,
collaboration tools and assessments.
• Moodle
• Moodle Frequently Asked Questions
• Moodle Quick Start Guide
12.7.4 Portico
Portico is the main UCL student information system which is used by all
students for:
▪ Updating personal data such as addresses or contact

numbers
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▪ Completing online module registration

▪ Viewing information about programmes/modules
▪ Viewing module results
▪ Pre-enrolment and re-enrolment
▪ Applying for programme transfer
▪ Plan and record skills development
▪ Applying for graduation ceremonies
• Portico Login
• What is Portico
• Portico Support
12.8 Library Services

12.8.1 UCL Library Services
UCL Library Services provides support to students online and in person
via our libraries. UCL has 14 libraries covering a wide range of
specialist subjects with expert staff that students can ask for help. UCL
Library Services provides access to a huge range of digital and print
resources. The UCL Library Services page has information for students
about using the library, services available, electronic resources and
training and support. Subject guides provide targeted information on
resources and support available, and online reading lists, which are
also linked to Moodle modules, will provide students with access to core
readings for their modules.
• Discover Library Services

• Library Subject Guides
• ReadingLists@UCL
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12.8.2 UCL IOE Library

The UCL IOE Library is the largest education library in Europe. IOE
students can access a wide variety of physical and online resources in
education and the social sciences, including our internationally
renowned Special Collections and Archives. The IOE Library has 330
study spaces, with group study and quiet single study areas. You will
also be able to use desktop PCs, a laptop loan service, printing,
copying and scanning, and library and IT help points. Our friendly library
team is here to support you throughout your studies both online and in-
person.
Finding Library Resources
• The quickest way to locate Library Resources is via UCL

Explore: our single search tool for finding journals, books, full-
text articles, historical material and more.
• Our Subject Guides are a great starting point for identifying

library resources to support your discipline of study (you will also
find contact details for your Subject Liaison Librarian).
• We recommend a visit to the UCL Library Getting Started pages

for information on how to find books, online resources, and much
more.
Services
• Visit our UCL Library Services Updates page for the latest
updates on our services.
• Visit our UCL Library Help pages for answers to Frequently

Asked Questions and connect to our live chat service. Email us
at [email protected] , or get in touch with us @IOELibrary on
Twitter and Instagram.
• If you need individual support, request a consultation with a

member of the IOE library team: we are happy to assist with any
issues that you might encounter, ranging from basic search
strategies through to in-depth research support.
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• The LibrarySkills@UCL guides equip you with the essential skills

you need to use our resources, offering guides, self-paced online
tutorials, and bookable online and in-person training.
• IOE Library books can be requested via the Click and Collect

Service
• Scans of chapters and articles in UCL library print collections can

be requested via the Scan and Send Service (emailed to you free
of charge).
• We can also try to obtain any item required for research, which is
not already held in any of the UCL libraries via the Interlending
and Document Supply Service.
• If you have a recommendation for a book (printed or e-book) or

other resource, please fill in the Suggest a Purchase Form or
contact the IOE Subject Liaison Team.
Visiting the Library
• The IOE Library is located in 20 Bedford Way (the library

entrance is on Level 4).
• For information about the IOE Library (including today’s opening

times and current study space availability) visit the IOE Library
homepage.
• Prior to your visit, you can reserve a place in one of our bookable
group study rooms or study pods
12.9 UCL Careers, Entrepreneurship & Volunteering

12.9.1 UCL Careers
UCL Careers provides a wide variety of careers information, one-to-one
guidance and events for UCL students and recent graduates. UCL
Careers assists them through the entire job hunting process, including
exploring options, searching for vacancies, preparing CVs and
applications, practicing for interviews, aptitude tests or assessment
centres, and providing access to recruitment fairs and other
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employment-related events. They can also advise on exploring options

for further study and funding. Services and events are available to all
taught students, researchers (PhD students and postdocs) and
graduates (for up to three years after course completion).
UCL Careers also supports employability activities within departments

such as work-related learning and internships.
UCL students are helped with applications and sourcing opportunities

with web resources and advice. They can book appointments and
search for internship and graduate job vacancies via myUCLCareers,
this includes our summer internships and global internships schemes.
• UCL Careers
• myUCLCareers
• UCL Careers Information on internships
12.9.2 Entrepreneurship at UCL

UCL has a long and successful track record of supporting spin-outs and
start-ups developed by its academic and student communities. Many of
the student and staff entrepreneurs have won external awards and
achieved substantial investment allowing their enterprises to grow and
reach their full potential. UCL offers a wide range of support to students
ranging from training programmes, advice on whether an idea has
commercial potential, one-to-one sessions with business advisers,
funding, competitions and incubator space to help them start or grow
their business.
• UCL Innovation and Enterprise
12.9.3 Volunteering Services

The Volunteering Service at Students’ Union UCL exists to connect
UCL students with London’s Voluntary and Community Sector, primarily
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through volunteering. It’s one of the largest volunteering teams in UK

Higher Education, meaning that UCL students have access to
opportunities that their peers in other universities often do not.
The Service runs three main programmes:
• Partnerships – linking students with volunteering

opportunities within their network of around 400.
community partners.
• Student-led Projects – supporting students to set up
and run their own community projects.
• Community Research Initiative – connecting master’s
students with community organisations for collaborative
research and Knowledge Exchange projects.
Through community volunteering, students develop new skills and learn

how to enact change in the wider world. UCL Student volunteers also
report positive benefits on their academic study and well-being.
The Volunteering Service’s opportunities can be found on its online

directory, where students can search for roles related to their academic
studies, by skills developed or by cause. There are plenty of one-off and
flexible vacancies that students can fit around their studies and other
commitments.
• Volunteering Services
12.10 Student Support and Wellbeing

12.10.1 Accommodation
UCL Accommodation provides a range of housing options which
includes two Halls of Residence (catered), self-catered Student Houses
and Intercollegiate Halls (both catered and self-catered) shared with
other colleges of the University of London. Each Hall has a designated
Warden supported by a number of live-in Student Residence Advisers
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(SRA) to provide support for students and to foster a positive

environment within the accommodation.
• Wardens and Student Residence Advisers at UCL

Residences
12.10.2 Financial support

The UCL Student Funding Office provides a central service aimed at
supporting students with money matters. We can assist with
scholarship, bursary and loan queries, and help signpost students to
sources of funding. We also offer a range of resources and tips on
money management. The easiest way to access our information and
guidance is online, but for students with more complex circumstances
an appointment can be booked with one of our Student Funding
Advisers.
• UCL Financial Support

• Manage your Money
12.11 General Advice & Support

12.11.1 Student support and wellbeing
UCL is committed to the wellbeing and safety of its students and tries to
give assistance wherever possible to ensure that studying at UCL is a
fulfilling, healthy and enjoyable experience. There is a wide range of
support services for student – the Students website provides more
information:
• Student Support and Wellbeing

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Students should be aware that, while there are many services on offer,
it is their responsibility to seek out support and they need to be
proactive in engaging with the available services.
12.11.2 The Student Enquiries Centre

Walk-in Service
The Student Enquiries Centre (SEC) have a physical space that

students can visit for walk-in questions and enquiries on the 1st floor of
the Student Centre. We can assist you with questions or concerns you
may have around your student record and give guidance and
information on a range of areas such as Visa, Fees, Study Abroad,
Student Support Wellbeing or any matters regarding your studies at
UCL.
Our walk-in service opening times are between 10am to 4pm

(Monday-Wednesday, Friday) and 11am-4pm (Thursday). There will
be designated staff members on hand and available to assist you with
your questions.
Appointment service
Students can book an in-person appointment with the Student Enquiries

Centre. Our service hours for appointments are 10am – 1pm
on Mondays, Wednesdays and Fridays and 1pm – 4 pm on
Tuesdays and Thursdays.
Students can book an appointment via the following routes:
1.The Student Enquiries Centre booking form on askUCL:
Select FAQs on the left side bar, then click on All FAQs
Click on the 'Log an Enquiry' button in the middle of the page
Start typing in Enquiries, 'Student Enquiries Centre Appointment

Request Form' should appear
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Please complete the form.
2. Our telephone service +44 020 3108 8836*
Appointments are available as 15-minute slots. Please book an

appointment at least one working day in advance to allow time for us to
process your request.
Telephone Service
You can also contact us via our telephone service:
Student Enquiries Centre Telephone Service: +44 (0)20 3108 8836.
Telephone service hours*: 10am - 4pm on Mondays, Tuesday,

Wednesdays and Fridays; 11am - 4pm on Thursdays.
askUCL
Log an enquiry via askUCL, our online student enquiries system, to ask
a question or directions to a particular service. We are currently
responding to enquiries between the hours of 9am - 6pm (Monday –
Friday) and will aim to provide you with a response within 5 working
days
Accessing our self-service options
Self-service remains the quickest and most efficient way for students to
complete certain processes and obtain key documentation. We
recommend that students use the following self-service opportunities:
Launch askUCL to access the comprehensive and extensive database

of Frequently Asked Questions (FAQs)
The letter self-service options on Portico where students can print off a
statement of student status (current students) or statement of award
(alumni)
The personal details & address containers on Portico where students

can update their preferred name, title and addresses.
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• askUCL
• Student Enquiries Centre
12.11.3 International Student Support

The International Student Support team provide specialist support and
advice for all non-UK students at UCL. They help international students
settle into life in the UK and make the most of their time at UCL and in
London. This includes practical guidance on healthcare, banking,
transport and safety, as well as information about the International
Student Orientation Programme (ISOP).
• International Student Orientation Programme (ISOP)
12.11.4 Students’ Union Advice Service

The Students’ Union Advice Service is available to all current UCL
students, as well as those who have interrupted their studies or recently
completed their programme. Trained and experienced staff are ready to
support you with any difficulties that might occur during your time at
UCL. The Advice Service specialises in:
• Academic issues - including extenuating

circumstances, plagiarism and complaints
• Housing concerns - including contract checks and
housemate disputes
• Money and Debt advice – including budgeting and
income maximisation
• Employment - including unpaid wages and part time
employment contracts
• The team can also offer help and support with many
other legal and university matters
The service is free, independent, impartial and confidential. No
information shared with the service is shared with your department or
any other university staff unless you request it or give your permission.
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Students can make an appointment or attend a drop-in session for

advice and support.
• Students’ Union UCL Advice Service
12.12 Health and Wellbeing

12.12.1 Crisis support - immediate and urgent help
If anyone is in immediate danger, medical support can be received by:
• Attending an Accident & Emergency (A&E) department of

a local hospital. University College Hospital is the nearest
A&E department to UCL’s main campus (this A&E
department has a dedicated mental health unit)
• University College Hospital
• Calling 999 to request an ambulance if you are unable to
reach the hospital yourself
If a student is feeling distressed, urgent medical support can be
obtained by:
• Contacting the student’s GP surgery to request an

emergency appointment
• If the GP surgery isn't open, the free NHS out-of-hours
medical line on 111 can help students access the right
services.
• Calling the Samaritans on 116 123 to talk to someone at
any time, day or night
• Samaritans
• Nightline are available overnight and can help students
across London, call them on +44 (0) 207 631 0101
• Nightline
• Crisis Support
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12.12.2 Counselling, support and information helpline

As part of a partnership with an organisation external to UCL, we
provide an information and counselling helpline. The helpline is free of
charge and includes access to information specialists who are trained
by Citizens Advice and to professionally qualified and BACP-accredited
counsellors who can help students with a range of emotional and
psychological difficulties.
• Counselling support, and information helpline
12.12.3 Registering with a doctor

Students are strongly encouraged to register with a doctor as soon as
possible after they arrive in London so that they can access healthcare
quickly if they become ill or injured. When attending a university in the
UK students under the age of 25 are also advised to be vaccinated
against meningitis (ACWY). The Ridgmount Practice is a National
Health Service (NHS) practice providing healthcare for students living
within its catchment area (i.e. near the main UCL campus). Students
can also choose to register with a practice closer to where they live if
they prefer. The Ridgmount Practice also runs a walk-in surgery which
any UCL student can attend, even if they are not registered with the
practice.
Please note that information on registering with a doctor and NHS

service availability may be subject to change due to Covid-19 – please
check the websites below for current information.
• Register with a doctor

• Ridgmount Practice
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12.12.4 Disability, Mental Health and Wellbeing team

The Disability, Mental Health and Wellbeing Team in Student Support
and Wellbeing (SSW) provide a safe, confidential and non-judgemental
space, in which students can discuss any wellbeing, mental health
and/or disability concerns that may be affecting their ability to study.
This encompasses any personal or emotional challenges students may
be experiencing, mental health difficulties such as anxiety or depression
and long-term health conditions. The service also supports students
with physical and sensory impairments, specific learning difficulties, and
autistic spectrum conditions. As well as arranging for adjustments to
learning environments, the team loan out specialist equipment. They
provide one-to-one tutoring and support for students with specific
learning difficulties and mentoring for students with mental health
conditions.
• Support for Disabled Students

• Mental health and wellbeing support
12.12.5 Student Psychological and Counselling Services

Student Psychological and Counselling Services (SPCS) is dedicated to
helping UCL students with personal, emotional and psychological
concerns. The SPCS team is diverse and consists of a variety of highly
trained and experienced professionals, who offer short-term CBT and
psychodynamic support. There are currently two psychiatrists and ten
therapists on staff with varying kinds of psychological training and
expertise.
Students wishing to access counselling through SPCS need to first

complete an online registration form that can be found through the link
below.
• Student Psychological and Counselling Services

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12.12.6 Student of Concern

There are many sources of support for students who are having
difficulties, but sometimes it is hard to know how to help a student who
appears to be struggling, particularly if they seem unwilling or unable to
seek the help they need. Anyone concerned about the behaviour of a
student, who believes the problem may be related to health and
wellbeing issues, is encouraged to complete the online UCL Student of
Concern Form:
• Student of Concern
Depending on the concerns raised, Student Support and Wellbeing may
respond by offering support or advice to the student or the person who
submitted the form, liaise with support services or, if necessary, work
with the relevant authorities to ensure the student is safe.
12.13 Additional UCL Policies

12.13.1 Equity and Inclusion
The Equality, Diversity and Inclusion Team aims to acknowledge,
understand, and tackle structural inequities and unjust social power
imbalances that affect our communities across the institution. This
means recognising how we got here and what needs to be done to
ensure equity, inclusion and belonging for those who are not
systemically privileged by our society. UCL is a place where people can
be authentic and their unique perspective, experiences and skills seen
as a valuable asset to the institution.
The Equality, Diversity and Inclusion website brings together a range of

information on issues relating to race, gender, religion and belief, sexual
orientation, gender identity, and disability amongst other equalities
initiatives at UCL.
• Equality, Diversity and Inclusion

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12.13.2 Inclusion Leads

Inclusion Leads provide support and assistance for students and staff
on issues
• Inclusion Leads
• Support for Pregnant Students
• Support for Student Parents
• Religion and Faith
• LGBTQ+ Students
12.14 Information about UCL’s approach to preventing and

responding to harmful behaviours
12.14.1 Bullying, harassment, sexual misconduct and/or domestic abuse
Every student and member of staff has a right to work and study without
experiencing harm. Bullying, harassment, sexual misconduct and/or
domestic abuse of one member of our community by another or others
is never ok. UCL is working to eradicate these issues and seeks to
promotes an environment in which they are known to be unacceptable
and where individuals have the confidence to raise concerns in the
knowledge that they will be dealt with appropriately and fairly.
To help with this, UCL has Report and Support, an on-line reporting
tool where students can report any issues anonymously or with contact
details request to speak to an advisor in order to make an informed
decision about their options.
Unacceptable behaviour includes:
• Intimidating, hostile, degrading, humiliating or offensive

behaviour which has the purpose or effect of violating a
person’s dignity or creating an intimidating environment.
• Unwanted conduct related to a protected characteristic
that has the purpose or effect of violating a person’s
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dignity. The unwanted conduct can be physical, verbal,

or non-verbal.
• Unacceptable behaviour of a sexual nature such as
sexual harassment, invitations, comments, coercion and
promised advancement in exchange for sexual access.
If you experience any of these behaviours, you can report it and/or
access support. You can request to be contacted by an advisor or you
can report anonymously. With either options you can give as much or
as little detail as you wish. The reports are strictly confidential and only
shared on a need to know basis.
Students can request to speak to all the following advisors:
▪ Dignity Advisor
▪ Crime Prevention and Personal Safety Advisor
▪ Human Resources Business Manager (if it’s about a
member of staff)
▪ Student Mediator
▪ Student Support and Wellbeing
• Report and Support

• UCL Policies on Conduct and Harassment and Bullying
• Dignity at UCL
• Student Mediator
• Active Bystander Programme
12.14.2 Support for students who have been affected by sexual violence
and/or domestic abuse
UCL will do its utmost to support anyone who has been, or is being,
affected by sexual violence and/or domestic abuse. If a student would
like to talk to somebody at UCL, the Student Support and Wellbeing
Team can offer advice on the support available both internally and
externally.
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• Report and Support
12.15 Getting Involved

12.15.1 Students’ Union UCL
Students’ Union UCL helps you to do more at UCL, experience
something you’ve always dreamt of, turn a curiosity into a new passion
and help you reach your potential. The Union cares about the things
you care about, it’s made up of all kinds of people from all kinds of
places and it’s there to fight for you when you need someone in your
corner.
The Union is the representative body of all UCL students. It’s run by
students for students and is a registered charity, independent of UCL.
All UCL students at every level are automatically members of the Union
(but can opt out), and student leaders are elected annually by and from
all current students. The elected student leaders who work full time for
you are called Sabbatical Officers and they represent students on
various UCL committees and influence decisions that matter to
students. Alongside the Sabbatical Officers there are more than 2000
other student representatives, who cover every part of UCL life, from
your programme, research studies, department, faculty or the UCL
accommodation you live in.
• Students’ Union UCL website

• Make a Change
12.15.2 The Institute Bar

The Institute Bar is located on Level 4, 20 Bedford Way.
• The Institute Bar

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12.15.3 Student Clubs and Societies

At Students’ Union UCL, there are over 320 different student-led clubs
and societies for you to get involved in. Maybe you are interested in
sports with our TeamUCL clubs or low commitment exercise with our
Project Active scheme? Perhaps you are keen to perform on-stage in
the Bloomsbury Theatre or you want to learn about and celebrate
different cultures? With such a diverse offering available there is bound
to be something that sparks your interest! Clubs and Societies are a
great way to develop your skills and find a community at UCL. The
Welcome Fair in early October is the perfect chance to meet them all in
one place and learn more about what they have on offer!
• Students’ Union UCL Clubs and Societies

• Club and Society Events
12.15.4 UCL Changemakers
UCL ChangeMakers helps students and staff work in partnership to

make education better at UCL:
• Through ChangeMaker Projects, students and staff can apply for

funding to collaborate on a project focused on enhancing
education and students’ experience at UCL.
• Projects address issues that are important to students, often
uncovered through student survey data, discussed at SSCCs,
raised through Unitu or identified through annual reporting
mechanisms like the Annual Student Experience Reviewer
(ASER).
• There are three application deadlines a year, one per term.
• Projects are open to all students: undergraduate, postgraduate
taught and postgraduate research.
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• UCL ChangeMakers
12.15.5 Sustainable UCL

UCL launched its Sustainability Strategy in 2019 – one of the most
ambitious across the UK higher education sector. It includes many
headline commitments – to be a net zero carbon institution by 2030; to
be single use plastic free; and that every student has the opportunity to
engage with sustainability during their time at UCL. The Sustainable
UCL team offers students many different opportunities to learn about
sustainability as part of their studies or extracurricular activities.
In particular, students can engage with sustainability in their free-time by

joining one of UCL’s green clubs and societies or taking part in UCL’s
Student Sustainability Council to help direct UCL’s sustainability vision
and represent the students’ voice on sustainability.
• Sustainable UCL Website

• Sustainability Student Opportunity Website
• Sustainability Strategy
• Green clubs and societies
• Student Sustainability Council
12.15.6 Student Quality Reviewers

Student Quality Reviewers, where UCL students take an in-depth look
at different areas of education and provide detailed feedback and
analysis from a student perspective.
Through the Student Quality Reviewer scheme, students can:
• Act as a member of an Internal Quality Review panel;

• Take on a role to review new programmes or support
enhancements to assessments through the Programme
or Assessment Design Student Partner roles;
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• Work with staff to reflect on their teaching practice as a

Student Reviewer of Teaching (Peer Dialogue);
• Provide a student view on how teaching can include
more diverse perspectives as a Student Curriculum
Partner.
• Student Quality Reviewers
12.16 Student Voice

12.16.1 Student Feedback
Our goal is to put students’ feedback, insights and contributions at the
heart of decision-making. We value students’ feedback and work with
students as partners in the process of shaping education at UCL. In
recent years, as a direct result of student feedback, we have opened
the Library over the Christmas closure period and increased study
space – including 1000 in the 24 hour new Student Centre, we’ve
focussed more on environmental sustainability and given clearer
information about exams and assessments.
12.16.2 Student Surveys

One of the principal ways in which UCL gathers and responds to
student feedback is via online student experience surveys such as the
National Student Survey, annual programme evaluations and the New
to UCL survey. Whether it’s about teaching, accommodation, or
facilities, surveys are a chance for students to have their say about
what works and what needs improving, to help us make sure that UCL
is delivering an excellent education for current and future students.
Each survey takes just a few minutes to complete, all responses are
anonymous, and some include a generous prize draw. Every piece of
feedback is read and the results of each survey are shared with staff
across UCL – including President & Provost Dr Michael Spence.
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• You Shape UCL
12.16.3 Module Dialogue

Throughout all modules students will be asked to answer short pulse
survey questions, on a regular basis. These pulse surveys are
important because it helps teaching staff ‘check-in’ with students,
making sure that they can understand and access key aspects such as
the content of the module, assessment information and learning
resources. This provides an opportunity for students to reflect on their
learning and also give constructive feedback by engaging in a dialogue
with staff about the results. Helpful comments and ideas from students
mean that changes and improvements can be made to the module
before it ends, as well as shaping the module for future students.
12.16.4 Staff-Student Consultative Committee

Every department at UCL has a Staff-Student Consultative Committee
(SSCC) that meets at least three times a year. Staff Student
Consultative Committees are meetings where Academic Reps and staff
work together to develop solutions to students’ concerns, and prioritise
areas for improvement. SSCCs are co-chaired by your Lead
Department Representative. Some departments have a single SSCC,
while others split this into different levels of study. Most commonly,
departments operate both an undergraduate and postgraduate SSCC.
12.16.5 Academic Representatives

Your Students’ Union is there to make sure you have the best possible
time while you’re studying at UCL. One of the ways they do that is by
working with departments and faculties to ensure that every student is
represented and has a voice in the way that the university works.
Every student at UCL will have a Course Representative or a Research

Student Representative who will be your eyes, ears, and voice. They’ll
work closely with staff in your department to make sure that they
97
understand what you most value, and take action to deal with things
you’d like to see improve. They’ll also work with your Lead Department
Representative as well as your Faculty Representatives and the
Students’ Union to make things better across the whole of UCL.
These Academic Representatives are appointed during early October –

if you’d like to take up the role, staff in your department can tell you
how. If you take up a representative role, the Students’ Union will work
closely with you to provide training, support, and advice, and you’ll be
able to change the experience of everyone on your course or in your
department for the better.
Even if you don’t fancy taking up a role yourself, keep an eye out for
your chance to vote for which students you feel will do the best job.
• Academic Representatives
• Find your representative
12.16.6 The Annual Student Experience Review (ASER)

UCL’s Annual Student Experience Review (ASER) process requires all
departments to undertake an annual self-evaluation and produce a
development plan for how they plan to improve in the coming year. The
self-evaluation involves looking at student feedback from surveys and
student module evaluation questionnaires as well as other data about
student performance and academic standards, such as the feedback
provided by the External Examiner, which helps departments to
understand what is working well and what might need improving.
Academic Representatives are active participants in the evaluation
process and creation of the development plan through discussions at
departmental and faculty committees, giving students an important role
in identifying and planning improvements within their department.
Students can view the completed reports and action plans on the
faculty/departmental intranet or Moodle pages.
98
• Academic Manual Chapter 9, Section 2: Annual Student

Experience Review (ASER)
12.17 Informal and Formal Student Complaints

12.17.1 Student Complaints
UCL aims to ensure that every student is satisfied with their experience
of UCL. However we recognise that from time to time problems do arise
and students may wish to express concern or dissatisfaction with
aspects of UCL or the quality of services provided.
12.17.2 Informal resolution

Many complaints can be resolved at an informal or local level without
needing to submit a formal complaint. Students can speak to their
Personal Tutor, Programme Leader, Departmental or Faculty Tutor,
Course Representative, or Research Student Representative if they
have any concerns about their programme. They can also speak to the
UCL Student Mediator or the Students’ Union’s Advice Service. UCL
strongly encourages this kind of resolution and does expect students to
have attempted some form of informal resolution before making a
formal complaint.
12.17.3 Formal complaints

If an issue cannot be resolved at a local level, students may feel they
need to submit a formal complaint using UCL’s Student Complaints
Procedure. UCL aims to ensure that all complaints are treated fairly,
impartially, effectively and in a timely manner, without fear of
victimisation. The Complaints Procedure applies across all Schools,
Faculties, Academic Departments and Professional Service Divisions.
Students’ attention should be drawn to the timescales set out in the
Procedure.
• Academic Manual Chapter 6, Section 8: UCL Student

Complaints Procedure
• UCL Student Mediator
99
12.18 Changes to Registration Status

Students wishing to make changes to their registration status should
first discuss their plans with their Personal Tutor or Supervisor who can
explain the options available and help students to make the right
decision. Students should also ensure that they read the relevant
sections of the UCL Academic Manual before making any requests to
change their academic record.
Applications must be made in advance of the effective date of change.
12.18.1 Changing programme

If a student wishes to transfer from one UCL degree programme to
another, they must make a formal application. The usual deadline for
change of degree programme during the academic session is the end of
October each year (for students registering in September, with a later
date for students registering in January) to be compatible with module
selection deadlines, although later transfers may be possible, where the
transfer does not affect module selections. Students should log in to
their Portico account and complete the online application. Students are
strongly advised to discuss their plan with the departments involved
before requesting a change of programme on Portico.
• Changing your degree programme or modules

• Academic Manual Chapter 3, Section 5 Programme
Transfers
12.18.2 Withdrawing from a programme

If a student wishes to leave their degree programme prior to completing
their final examinations they must apply for a formal withdrawal from
their studies. Applications must be made in advance of the effective
100
date of change. Students should log in to their Portico account and

complete the online application.
• Interrupting or withdrawing from your studies

• Academic Manual Chapter 3, Section 7: Withdrawing
from a programme
12.18.3 Informing the Student Loans Company of changes to your

student status
If a student makes a change to their programme or registration status
during the course of the academic year, it is important that the Student
Loans Company (SLC) is notified. The SLC can then re-assess and
update its records. Changes could include a student withdrawing from
their academic programme, an interruption in studies or transferring to a
new programme. The SLC must also be notified when there is a change
in mode of study or when a student has returned from an interruption.
To inform the SLC of a change in your student status, a Change of

Circumstance (CoC) form must be completed online by your Faculty.
See the Key Contacts section for details of who to contact in the Faculty
if you require a CoC form to be submitted on your behalf or if you have
any related queries.
The IOE Student Helpdesk webpages provides Faculty specific

information and guidance on changes to your programme of study.
• Your Student Record
12.19 Data Protection and Intellectual Property

12.19.1 How UCL uses student information
UCL uses student information for a range of purposes, including the
provision of teaching and learning, managing accommodation and
101
ensuring health and safety. Further information about how UCL uses
student information can be found in the UCL General Student Privacy
Notice.
• UCL General Student Privacy Notice

• Privacy notice for COVID-19 NHS Test & Trace data
collection
• UCL Information Security Policies
• UCL Electronic (email) policy
• Data Protection
• Intellectual Property Rights: Policy for Students
Students may send queries on data protection matters to the University

Data Protection Officer: [email protected]
12.20 After Study

12.20.1 Degree Certificates
A degree certificate will be sent to each successful student awarded a
UCL degree within three months of conferral of the award.
• Degree Certificates
12.20.2 Transcripts
Five copies of your official transcript, detailing examinations taken and
results achieved, is issued automatically to all graduating students and
sent to their home addresses as held on Portico within 3 months from
the date the award is conferred by UCL authorities.
Affiliate students: Transcripts for affiliate students are issued

automatically upon the students’ completion of their study at UCL and
are dispatched as follows:
102
▪ Junior Year Abroad (JYA), Exchange and Erasmus

Students – transcripts are issued to the students’ home
universities.
▪ Independent affiliate students – transcripts are posted to
the students’ contact addresses.
UCL Student Records can produce additional transcripts for students on
taught programmes as well as for affiliate students via the UCL
Transcript Shop.
• Transcripts
12.20.3 Graduation Ceremonies

Following successful completion of their studies, graduation ceremonies
are held to celebrate students’ achievements:
Please note that information on UCL Graduation Ceremonies may be

subject to change due to Covid-19 – please check with the Graduation
Ceremonies website below for current information.
• Graduation Ceremonies
12.20.4 UCL Alumni Community

As UCL alumni, you join a global community of over 350,000 former
students. All UCL alumni can take advantage of a huge range of
exclusive benefits and support, including access to thousands of e-
journals, use of the library, a UCL-branded email for life and UCL
Careers services for up to three years. Stay connected through
reunions, international networks, and interest-based groups. UCL
students and alumni can also take advantage of UCL’s lifelong learning
opportunities through UCL Connect, our professional development
programme of panel events, workshops, and resources such as blogs,
case studies and podcasts.
103
• UCL Alumni

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6.4 Marking scale used on the programme 49

12.7.3 How to access Moodle and support contacts 76

12.16.3 Module Dialogue 96

Covid-19: Possible Changes to

In order for us to be as agile and responsive to your needs as possible,

This includes advice on staying safe on campus:

1. Coronavirus Keeping safe on campus

The IOE Student Helpdesk Website is an additional resource that is

1 Welcome from Programme Leader

Welcome to your MA Applied Linguistics programme! My name

MA TESOL IN- SERVICE

Welcome to your MA TESOL in-service programme! My name is Talia

+44 (0)207 612 6348

how theory can inform practice in second and foreign language

Please Note: Dr Ruanni Tupas will be the programme leader for MA

The Department of Culture, Communication and Media (CCM) is

Key Staff in the department

Name Role Contact details

Professor Head of Department: Culture, [email protected]

Ms Aine McAllister Joint Academic Heads of [email protected]

Dr Jennifer Rode Departmental Inclusion Lead [email protected]

Dr Miguel Perez- Joint Departmental Graduate [email protected]

Professor Andrea Joint Heads of Research [email protected]

Professor Manolis Innovation and Enterprise Lead [email protected]

Dr Zsófia Demjén Research Ethics Coordinator [email protected]

Professor Alison Impact Lead [email protected]

3 Key Programme Staff

Dr Froso Argyri Dr Zsófia Demjén

Dr Alfonso Del Percio Professor John Gray

Dr Talia Isaacs Dr Ana Pellicer-Sanchez

Professor Amos Paran Professor Andrea Révész

Dr Miguel Perez-Milans Dr Ruanni Tupas

Dr Kazuya Saito Professor John O’Regan

Ms Sophia Diamantopoulou Dr Myrrh Domingo

First Name Surname Email

Dr Celia Antoniou [email protected]

Dr Elaine Boyd [email protected]

Mr Andy Gillett [email protected]

Dr Kate Hammer [email protected]

Dr Sarah Horrod [email protected]

Dr Harriet Lowe [email protected]

Dr Irini Mavrou [email protected]

Dr Sara Young [email protected]

Dr Myrrh Domingo [email protected]

Dr Stephen Wong [email protected]

3.1 Key Programme Role Definitions

Programme Leaders: Members of academic staff who run the

Module Leaders: Members of academic staff who run individual

Module Tutors: Members of academic staff who contribute to teaching

Postgraduate Tutors: Members of academic staff who supervise MA

Personal Tutors: Members of academic staff who provide academic

Programme Administrator: Member of staff who ensures that the day-

4.2 Term Dates 2022-23

First term Monday 26 September 2022

Second term Monday 9 January 2023 to

Third term Monday 24 April to Friday 9

Term dates exceptions

Students on 2-year Taught Masters programmes should ask

Dr Miguel Perez- Joint Departmental Graduate [email protected]

Students on 2-year Taught Masters programmes should ask

• Find out more about Tier 4/Student visa working regulations.   