Master of Applied Linguistics
APPL19MTV1
| Minimum number of credit points | 48 |
| Minimum number of credit points at 800 level or above | 48 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 9 Masters by Coursework Degree |
| CRICOS Code | 088495M |
| Overview and Aims of the Program | The Master of Applied Linguistics covers theoretical and methodological issues relevant to qualified and/or experienced practitioners in a variety of professions whose work is concerned with applied language study. It is internationally relevant and focuses on the development of analytic skills and understanding the complex relationship between language use and context, and research in these areas. The degree is designed to allow candidates to study a range of topics within the area of Applied Linguistics, including the field of teaching English, or another language, as a second or foreign language. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: • Articulate the complex roles that language and discourse play in human interactions in a range of professional and social contexts (k, t, c, e) • Critically analyse communicative interactions from a range of theoretical perspectives, drawing on both established and cutting-edge theories of language and grammar (k, t) • Apply theoretical linguistic knowledge in order to formulate creative solutions to real-life communication problems, including in educational and other professional contexts (k, t, p, c, e) • Demonstrate an in-depth understanding of cultural influences on communication patterns and critically analyse examples of cross-cultural miscommunication in everyday, educational, and professional contexts (k, t, p, c, e) • Reflect on the history of social understandings of language, and map the links between language, learning and the communities to which language users belong (k, t, e) • Critically evaluate bodies of research literature in the fields of applied linguistics and language education (k, t, j) • Apply a range of theoretical perspectives to understanding the complexities of language classrooms and/or other professional contexts and the interactions that occur within such contexts (k, t, p, c, j) • Conceive and formulate research questions relating to language in use and language learning, and design research to address such questions (k, t, p) • Synthesise findings in diverse areas of language acquisition research in order to propose creative solutions to problems faced by language learners and language teachers (k, t, p, c, e) • Communicate an understanding of the ways in which spoken and written language is influenced by the specific context and purpose of the communicative event (k, t, c, e, j). |
| Learning and Teaching Methods | The Master of Applied Linguistics degree program aims to train its graduates to become applied linguists who demonstrate a keen awareness of language as it is used in a variety of social and professional settings. Students are therefore trained to develop and apply skills in the observation, critical analysis and evaluation of language in context. Furthermore, they are expected to be able to engage with research in a range of sub-disciplines of applied linguistics, as well as formulating their own research questions in areas of individual interest. The learning and teaching methods used in the delivery of the Master of Applied Linguistics program reflect these broad aims, as well as the specific program learning outcomes. The exact learning and teaching methods vary from one unit to another, but the following patterns are typical. Throughout the program, students will learn through guided and reflective reading of textbooks, monograph chapters, and scholarly journal articles. This reading will generally be guided by pre-reading tasks/activities, and followed by reflective post-reading tasks/activities. Where students are undertaking a unit internally, such tasks will typically be part of face-to-face lecture-workshop sessions on campus, while external students will access them through an online learning interface. Online activities include reflection questions and self-assessment quizzes. Extensive reading is expected when students prepare assignments, and initial assignments in many of the units of the program help students to develop skills in working with the research literature in the different branches of applied linguistics. Teacher-fronted classroom learning will form part of most units, but will typically be interspersed with individual, group and class activities that enable students to engage with and apply the material as they encounter it. Many on-campus sessions are recorded so that they can be reviewed later by internal students, and also accessed by external students. Where face-to-face sessions do not lend themselves to recording (e.g. when the sessions are largely task or discussion based), alternative modes of material delivery are made available to external students. These include podcasts, recorded mini-lectures, written course notes and self-explanatory presentation slides. Collaborative discussion and problem-solving is also a key element of the Master of Applied Linguistics program. When a unit is studied internally, many of these discussions take place in lecture-workshop sessions. External students interact through online discussion boards, as well as through e-mail contact with teaching staff. For many internal and external unit offerings, online discussion participation is a formal component of the assessment. |
| Assessment | Achievement of the learning outcomes is assessed primarily through assignments that students prepare individually. The structure of, and requirements for, individual assignments vary widely, but the following key generic skills areas are assessed in the majority of units that constitute the program: • critical appraisal/evaluation (e.g. of scholarly articles, textbooks and teaching materials), • application of theoretical knowledge to solve real-life problems (e.g. communication in intercultural settings, language classrooms, and workplaces) • creative design of applied linguistics research projects, language teaching materials and curricula • fundamental conceptual understanding of principles across a range of sub-disciplines of applied linguistics. Assignment genres include essays, short reflective papers, evaluative commentaries, critical reviews, proposals for research, focused literature reviews, annotated bibliographies, and small-scale research projects written up in the standard IMRD (introduction, method, results, discussion) research report format. In many assignments, students are required to show an ability to engage with the existing research literature on the topic at hand. Another form of assessment is participation in online discussions (see 'Learning and Teaching Methods' above), as an ability to engage collaboratively and cooperatively with issues and problems relevant to the area of study is a key graduate capability. Quizzes (usually online) are used in some parts of the program to check understanding of key concepts. Throughout the program, assignments and other forms of assessment are spaced so that students receive formative feedback during each semester which they can use in approaching later assessment tasks. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | A Master of Applied Linguistics degree can enhance career opportunities in many professions where an in-depth understanding of language and communication is important. Graduates with prior experience and/or qualifications as language teachers can enhance their career prospects in the field of TESOL and language education. Our graduates are also employed in a wide range of positions that require effective communication with colleagues, as well as with clients, patients or students. Many work in professions that help others to communicate more effectively in written or spoken form. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements