Upper Secondary School Teacher Education in English Language and Literature
Degree programme specification
Upon completion of this study programme you will be
qualified to teach English as a foreign language in the range types of Czech
secondary schools. You will be well versed in the theory and practice of
teaching English to young adults and adolescents. Specifically, you will learn
how to plan and deliver English lessons in accordance
with curriculum and syllabus requirements, assess pupils, evaluate your
own teaching, reflect on it and develop further.
You will become familiar with relevant research and be able to critically evaluate studies
from current peer-reviewed publications. In addition, you will learn to design,
implement and evaluate classroom research in the single-subject and major
The added value of the programme is that:
- The programme is relatively small, which allows for
intensive personal contact with faculty;
- Teaching focuses on the specifics of teaching English in
secondary schools, such as working with materials for higher language levels,
discussing (inter)cultural and literary topics, teaching vocational English,
examining formats relevant to the Czech school system,
and the specifics of working with adolescents and young adults.
- Teaching practice is carried out within the framework of
continuous and coherent praxis. During the
continuous practice you will progressively observe,
lead, and analyse English language teaching under the supervision of experienced teachers. During the placement
you will work with mentors and teachers and take part in daily activities in your
- You will gain research skills. You will have many
opportunities to learn about research in English language teaching and to
engage in research activities. For example, you will
discuss research findings in seminars, participate in specialised research
seminars, analyse data and conduct empirical research leading to your dissertation.
As part of the practicum, you will also conduct
research on your classroom practice.
- You have the opportunity to spend a semester abroad at one
of our many partner universities. Faculty members’ expertise covers a range of topics in
language acquisition, learning, teaching, linguistics, and literature and
culture, allowing you a range of perspectives and opportunities for your own
Is this the programme for me?
If your answers to the following questions is ‘yes’, this is
the right programme for you:
- Are you passionate about English
language, culture and literature?
- Are you excited about sharing this passion with young
adults and teenagers in teaching?
applications are welcome from graduates with a
bachelor’s degree in any area of study with the prerequisite that English
language proficiency is at minimum C1+.
Combined form of study
Classes in the combined study take place every
Admission ProceduresAdmission to Master's degree programmes in 2024/2025 (beginning: Autumn 2024)Submission deadline until midnight
- Information on entrance examinations designed for this degree programme
Deadline for submitting applications: January 1 - April 30
Who the programme is intended for: The programme is offered to graduates of Bachelor’s studies who prove their knowledge of English language and literature corresponding to the level of Bachelor’s studies of English at FA MU.
Subject matter of the entrance examination: The entrance examination consists of two parts:
- 1st part - written test in practical English
- 2nd part - oral interview verifying relevant subject knowledge based on recommended literature and exploring candidate motivation for choosing study programme.
The written test of practical English verifies the level of the students’ language competence (roughly C2 according to CEFR). To proceed to the second part of the entrance exam, it is necessary to obtain at least a score of 70% on written test - only these applicants will be invited to the interview.
The interview is based on knowledge linguistic, cultural and pedagogical issues related to English (see recommended literature) and verifies that the applicant understands some basic concepts and has the necessary relevant subject knowledge, skills and motivation.
Only applicants who pass the written examination will be invited to take the interview in the Upper Secondary School Teacher Training in English Language and Literature.
Waiver of the entrance examination: The written part of the entrance examination can be waived for graduates of the single-subject and major study plan of the Bachelor’s study programme in English Language and Literature, who have passed the Bachelor’s examination in the field/programme of English Language and Literature at the Faculty of Arts, Masaryk University with an excellent (A) or very good (B) (i.e. the overall result of the written part, which covers: practical language, linguistics, literature, and cultural studies). The applicants will need to take part in the interview irrespective of their Bachelor's examination result. Applicants can ask for a waiver for the written part of the entrance examination via the e-application form, section "Application for waiver of the entrance examination".
General information on the course of the admission procedure to the follow-up Master’s degree programmes at FA MU can be found here. Documents for the current admission procedure are kept in Materials for Applicants.
- Recommended reading for the examinations under this field
Recommended list of books:
- Biber, D., Conrad, S. & Leech, G. (2002).Longman student grammar of spoken and written English. Harlow: Longman.
- Mair, C. (2015). English linguistics: An introduction. Tübingen: Narr Francke Attempto.
- Scrivener, J. (2011). Learning Teaching. The Essential Guide to English Language Teaching. 3rd ed. Oxford: Macmillan.
- Evaluation criteria valid for the applicants applying for a place on this degree programme
The first part of the exam tests the students' level of language competence (approximately C2 according to the CEFR). In order to pass this part of the exam, you need to score at least 70%.
The second part is based on the literature provided and verifies that the candidate understands some basic concepts and has relevant subject knowledge and skills in the field of linguistics, literature and culture. To pass the entrance examination, a minimum score of 70% is required in this section.
Graduates of this degree programme will be qualified to teach English as a foreign language at various types of Czech upper-secondary schools. They will be well-grounded in the theory and practice of teaching English to adolescents and young/emerging adults.
It is expected that the students who enter the programme possess a sound knowledge of English linguistics, literary theories and the literatures and cultures of English-speaking countries, and that their written and spoken proficiency in English corresponds to the CEFR C2 level. These capacities will make it possible for the students to understand the educational reality of language teaching and develop their professional knowledge, skills, attitudes and beliefs in the field of teaching English as a foreign language, including professional ethics.
More specifically, the graduates will be able to perform activities that manifest their professional competences in the following fields: planning (of lessons, series of lessons, courses), learning environment, learning processes, assessment and evaluation, reflection on their own teaching, school development and collaboration with colleagues, collaboration with parents and wider community, and their professional development. They will have read and critically assessed studies from up-to-date professional publications. Furthermore, the graduates of the single-subject and major studies will be able to design, conduct and evaluate classroom research.
The added value of this programme lies in:
(1) Small numbers of students and intensive interaction with individual students,
(2) Focus on specific aspects of teaching English in upper-secondary education, such as working with materials used in upper-secondary schools, with higher proficiency levels, dealing with (inter)cultural and literary topics, English for specific purposes, maturita examination and certificates, dealing with the specifics of adolescents and young/emerging adults.
(3) Teaching practice. Teaching practice takes place within the Internal and External teaching practice. During the Internal Teaching Practice, students teach and observe in onsite English as a foreign language courses, analyze and reflect on their performance and do research. During External Teaching Practice students collaborate with their mentors and faculty members, take part in their mentor’s everyday activities. They also analyze and reflect upon their performances and observations with their mentor and faculty members. Close collaboration of the faculty and mentors at selected upper-secondary schools make the teaching placement an important and invaluable step in the career of a novice teacher.
(4) Research skills. Students have many possibilities to learn about and contribute to the research activities conducted at the Department by the faculty members, who are active researchers (e.g. students can discuss research findings in seminars, take part in more specialized research seminars, analyze data with researchers, do empirical research in their diploma theses). Students also conduct classroom research within the teaching practice component of the programme.
(5) International dimensions of the programme. Students can spend a semester abroad at one of many universities, the academic staff at the Department include native speakers of English, the academic staff have extensive experience of participating in international conferences, collaborate with foreign experts and publish in international journals.
- Learning Outcomes
After successfully completing his/her studies the graduate is able to:
- 1. understand the concept of intercultural communicative competence as a goal of language teaching, analyze the components of (intercultural) communicative competence and relate them to various types of activities, content and aims
- 2. explain and discuss the linguistic and psychological aspects of various methods and approaches in English language teaching, understand the historical development of the field and the current state of the art
- 3. understand, observe, assess/diagnose and, to some extent, accommodate the different ways in which adolescent and young/emerging adults learn and use a foreign language
- 4. select and use appropriate methods and techniques when teaching the language systems and developing the four skills, cultural awareness and learning strategies in upper-secondary education
- 5. linguistically analyze samples of learner language as well as the content of English as a foreign language lessons; draw conclusions and implications for English language teaching
- 6. independently conduct English as a foreign language classes, manage and organize the class, understand the processes of classroom interaction
- 7. make appropriate decisions in lesson and course planning and teaching; prepare, teach and evaluate a series of lessons within Czech upper-secondary education, including analysis and critical evaluation of curricular documents; design courses
- 8. analyze, critically evaluate, select, adapt and use published teaching materials (including textbooks, worksheets, Internet resources, etc.), design, use and evaluate activities for authentic materials, cultural artifacts and literary texts
- 9. design an assessment and evaluation plan for a course; select, design, analyze, administer and evaluate suitable tests
- 10. reflect on his/her in-class experience and seek ways of further professional development
- 11. communicate with colleagues, parents and the wider community; participate in everyday school activities and is an active member of the professional community
- 12. design, conduct and evaluate classroom research
- 13. read and critically assess studies from up-to-date professional publications in the field of English language teaching
- Occupational Profiles of Graduates
As a graduate of this
Master's programme, you will be fully qualified to teach English as a foreign
language in Czech secondary schools. You can also teach in language schools.
Graduates are also prepared to work in adult English language teaching, on educational
projects, in educational policy and educational NGOs, as well as in a wide
range of public institutions. You will also be prepared to go on to a PhD in
applied linguistics or foreign language pedagogy.
- Regulated Professions
- Secondary school teacher
- Practical Training
The internship is an integral part of this teacher education
program. Students undertake three semesters of teaching observation and
You will be guided to prepare, evaluate and
reflect on your English teaching and lesson delivery, and also to become
familiar with the day-to-day activities of a secondary school teacher. The
teaching practice is complemented by a series of tasks in which you will learn
to relate knowledge of English didactics to the realities of English language
teaching through a variety of methods (e.g. observation of teaching, collection
and analysis of student language, analysis of video recordings of your own
teaching). You will discuss your experiences in reflective seminars.
- Goals of Theses
Foreign language teaching is both a theoretical and practical field. Diploma theses are an integral part of the programme through which the students should gain deeper insights into a selected area of language teaching and learning. This means that theory (or principles, concepts and conceptualizations, methods etc.) has to be connected with practice.
The diploma theses written within the ELT programme should therefore be of empirical nature (in the broad sense). This means that the students should show that they can implement the following three steps:
1) Select an issue in ELT and study relevant literature (i.e. theory).
2) Collect relevant data in the practice of ELT (which may or may not include their own teaching).
3) Seek meaningful connections between theory (step 1) and practice (step 2), which will help them gain deeper insights into an issue of their choice.
The empirical nature (and thus the focus of the empirical/practical part) may be one of the following:
a) Action research, i.e. students select an issue, study relevant literature, prepare an intervention for a group of learners, do the intervention, evaluate what happened, suggest improvements for future interventions (including evidence/recommendations in literature) and go through the cycle several more times.
b) Evaluation research, i.e. students select an issue, study relevant literature, prepare an intervention for a group of learners, do the intervention and evaluate its impact (e.g. how the learners reacted, what they learnt etc.)
c) Empirical research that uses relevant methods from research in education, linguistics, sociology, etc., to address a selected issue in foreign language teaching and learning.
In each case (a–c) the students should demonstrate that they can see the links between theory and practice. Theses that focus solely on theoretical aspects (e.g. review of relevant literature, conceptual issues in ELT, etc.) are possible, provided that the thesis, to a satisfactory extent, meets standards related to theoretical or review studies normally published in academic journals in the field.
The topics should be related to teaching EFL, ideally in the context of upper-secondary education. If students have access to other settings, this is alright, but they should at least discuss their findings in relation to ELT in upper-secondary settings, which is their field of study.
- Access to Further Studies
Graduates can go on
to doctoral studies such as English Linguistics with specialization in
Experimental and Applied Linguistics (FF MU) or Didactics of Foreign Languages