ELTE
DELP

 

Department of English Language  Pedagogy

School of English and American Studies - Eötvös Loránd University

1088 Budapest, Rákóczi út 5. tel.: (36-1) 485 52 00 extension: 4407, email: delp@seas3.elte.hu

 

 

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Information for those who are interested in acquiring teaching qualifications in English as a foreign language

PLEASE NOTE THAT THE TEACHER TRAINING PROGRAMME HAS CHANGED.

- The former MA training has been replaced by a five-year programme (OTAK). For more information, please go to:   http://tkk.elte.hu/  and https://www.felvi.hu/

- A supplementary two-year 60-credit MA programme will be launched in September 2017 for people who have a college level teaching degree in English (i.e. qualifications to teach at primary schools) and for people who have an MA in English but no teaching qualifications.  For more information, please go to: http://tkk.elte.hu/a-tanari-mesterkepzes-bemutatasa/

You can find some information about the entrance exam here: Entrance requirements and exam

 

The information below relates to our former MA in ELT Programme and currently serves as an archive (text in italics) except for the information about the entrance exam which is still valid for the supplementary MA in ELT.

 

Who is this programme for?

What subjects constitute the programme?

An overview of the programme

Entrance requirements and exam

Distance MA in ELT

 

 

 

 

Who is this programme for?

 

With English being the most popular foreign language in Hungary and the language that connects Hungary with the international community, there is a considerable demand for well-qualified teachers of English who are both excellent language teachers and also have a good understanding of the social and cultural context of this language. This programme is therefore intended for those who

- want to improve their proficiency and awareness of the English language;

- wish to learn about the theories and practice of the methodology of teaching English as a foreign language;

- want to be teachers, teacher trainers, educational managers, course book writers, etc;

- are interested in the processes of teaching and learning a foreign language, and would want to engage in researching this issue, perhaps even at doctoral level later on in their careers.

 

 

What subjects constitute the programme?

 

Language development - language practice for teachers, pedagogical grammar, phonetics and phonology for teachers, English for specific purposes

 

ELT methodology - language teaching methods, learning styles and strategies, autonomous language learning, teaching language skills, teaching vocabulary and language structures, materials analysis and design, ICT in language teaching, classroom observation and research

 

Applied linguistics - foundations of language acquisition, language testing and evaluation, developing intercultural communicative competence, individual differences and motivation in language learning, research methods in language pedagogy

 

English speaking cultures - modern English/American literature and art, English speaking culture

 

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An overview of the programme

 

The MA in ELT programme has been designed to suit people with different backgrounds and different needs. The table below gives an overview of the different training options. Because of the official technical terms, the table is in Hungarian:

 

 

Milyen angolos végzettsége van?

Milyen képzésben vesz részt?

Félévek

száma

Képzési forma

Kreditek az angoltanári modulban

Kreditek a

másik modulban

Kreditek a

ped-pszi modulban

iskolai* gyakorlat

Kreditek összesen

1

angol / amerikanisztika BA szak

komplett tanári MA

2 szakos

5

N

(nappali)

40

40

40

30

150

L

(levelező)

2

angol / amerikanisztika szakos bölcsész

kiegészítő tanárképzés

1 szakos

3

N

30

-

40

20

90

L

3

angol szakos főiskolai végzettség

kiegészítő MA tanárképzés

1 szakos

2

N

30

-

10

20

60

L

4

angol szakos főiskolai végzettség

kiegészítő MA tanárképzés

2 szakos

3

N

30

30

10

20

90

L

5

nem angol szakos főiskolai v. egyetemi tanári diploma [előfeltétel: 50 kredites részidős képzés + felsőfokú (C1) komplex nyelvvizsga]

komplett tanári MA

1 szakos

2

N

40

-

-

20

60

L

*a szaktárgyi tanítási gyakorlaton felüli "összefüggő egyéni szakmai gyakorlat"

 

 

The following eight curricula have been elaborated to suit the different programme types:

 

40 kredit, 5 félév (nappali tagozat)

40 kredit, 5 félév (levelező tagozat)

40 kredit, 2 félév (nappali tagozat)

40 kredit, 2 félév (levelező tagozat)

30 kredit, 2 félév (nappali tagozat)

30 kredit, 2 félév (levelező tagozat)

30 kredit, 3 félév (nappali tagozat)

30 kredit, 3 félév (levelező tagozat)

 

The detailed curricula can be downloaded from here. For easy reference, colours in the above table match the headings of the respective curricula in the document.

(The document is in .pdf format. When you click on the link above, it will appear in a new window. Depending on the settings of your browser, you may have to save/download the file before opening it.)

 

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Entrance requirements and exam

 

For the formal requirements, please check the specifications at www.felvi.hu

 

You will see that, among other things, you will have to submit a CV and a motivational letter in English. Here are a few guidelines for the motivational letter:

 

The motivational letter should

    - not be more than one page;

    - elaborate the applicant's (personal) reasons for becoming a teacher;

    - give the reader an idea of the applicant's ability to write in English.  

 

 

The entrance exam consists of the following parts:

 

Part 1.

An introductory conversation on the basis of the CV and the motivational letter (approx. 5 minutes).

 

Part 2.

A discussion about a text of one or two paragraphs in the area of language pedagogy. Questions concerning the content and language will be asked (approx. 10 minutes). To give an idea of what to  expect, here are two sample texts with questions:

 

Sample 1:

Imagine we walk down the corridor of a school and hear much noise coming from a classroom. We might at first assume that it is the result of the teacher having lost control of the class (or some other plausible explanation). On arrival and entrance to the classroom, we find the students engaged in an activity which involves animated discussion, in groups, with the teacher participating as a monitor in the activity.

          Wright, T. (1992). L2 classroom research and L2 teacher education: Towards a collaborative approach. In: J.

                    Flowerdew, M. Brock, and S. Hsia (Eds.). Perspectives on second language teacher education. Hong Kong:

                    City Polytechnic of Hong Kong.  (p.194) [This is also quoted in Bailey, K. & Nunan, D. (Eds.) (1996). Voices

                    from the language  classroom. Cambridge: Cambridge University Press.]

Content questions:  

What do you think of the ‘noisy classroom’?

In your own experience, what different things can ‘noise’ in a classroom imply? Were your classes ever noisy? Why?

What language activities do you know that require a lot of student talking? What is their purpose? In your opinion, are they good activities? Why?

 

Language questions:  

What structure is at the start of the second sentence, “On arrival … ”? Rephrase it to include a subject.

What other words can you make from the base form of the following? assume, explanation, involves, participating

 

 

Sample 2:

We might even suggest that one characteristic of the ideal second language class is one in which aptitude will not predict differences in student achievement because efficient acquisition is taking place for all students.  

          Krashen, S.D. (1981).Second language acquisition and second language learning. (pp.38-39)

                    Retrieved on 25 April, 2009 from: http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html

 

Content questions:       

What do you think contributes more to success in language learning – motivation or talent?

Do you think there is such a thing as talent for language learning?

Have you even been in a language class where the level was very mixed? How did the teacher deal with this?

 

Language questions:  

How can the word suggest behave in other situations?

What could you say instead of taking place?

Try to find chunks or collocations in the passage, i.e. small groups of words which often appear together.

Explore the word families of these words: achievement, acquisition, characteristic

 

The texts used in this section of the exam are available for downloading from here.

(The document is in .pdf format. When you click on the link above, it will appear in a new window. Depending on the settings of your browser, you may have to save/download the file before opening it.)

 

 

Part 3.

A short reaction to a statement concerning teaching and learning processes. (approx. 5 minutes) These texts will not be available before the exam but here are two sample statements:

Statement 1:

Mistakes are best corrected as soon as the student makes them.

Statement 2:

You should always explain grammar in Hungarian.

 

 

The main criteria of assessment are:

- Language use (20 points)

- Language awareness (15 points)

- Interest and motivation shown in language pedagogy (15 points)

 

 

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Distance MA in ELT

 

Teacher of English Language and Culture: Master’s Degree

Okleveles angoltanár szakképzettség: mesterszintű képzés

by correspondence  / levelező

 

Duration: 

    2, 3 or 5 semesters including teaching practice depending on your background and qualifications

 Requirements:

    Requirements vary depending on the type of programme (see table in the overview of the programme above and the link at the bottom of this page) .

                       

Entrance exam:

    Oral exam focusing on teaching and learning related issues (for more details, see above)

 

Application deadline: as specified by www.felvi.hu

For more information about the application procedure and entrance requirements,  go to: www.felvi.hu and look under ELTE / PPK courses. Go to ‘Felsőfokú oklevéllel rendelkezők számára meghirdetett képzések’ / ’Mesterképzés, részidős képzések’.

 

 

 

This is a programme for practising teachers. It will therefore have reduced contact teaching hours, but will require intensive independent work and include elements of online learning support. Lessons given by the School of English and American Studies are regularly held on Fridays, and occasionally on Saturdays but please note that the Faculty of Pedagogy and Psychology schedules their seminars on Thursdays and Saturdays, as well.

The programme has a substantial Teaching Practice Component. This includes a 60-hour (roughly three-weeks) attachment to an ELTE Practice School, as well as a longer Practice period in the student’s own school, or another institution.  For more information about the structure of the programme, please go to the http://tanulmanyi.pk.elte.hu/tan%C3%A1rk%C3%A9pz%C3%A9s website.

All of the English MA courses are held in English, and most of them involve a substantial online element. In order to complete the programme you will need reasonable IT skills and a high standard of English. Please note that the programme includes a C1-level language exam.

The programme includes two different teaching practice (TP) periods. There is a “short” TP that you will need to do in an ELTE practice school in Budapest. This means that you will need to be released from your own normal working responsibilities for about 2-3 weeks. There will also be a “long” TP (going on in the most of the spring semester), which you can choose to do at your own school, if you are working at a school at the moment.

 

N.B. You will find further information on the website of the Department of English Language Pedagogy at http://delp.elte.hu . Please check this website regularly from 25 August, as this is our main means of contact with you. The date of the initial orientation meeting will be announced here. You can also find useful information at the following PPK links: http://tanulmanyi.pk.elte.hu/info/le%C3%ADr%C3%A1sa-k%C3%B6vetelm%C3%A9nyei-1 and  http://tanulmanyi.pk.elte.hu/sites/tanulmanyi.pk.elte.hu/files/egyeni_szakmai_gyakorlat_GYIK.pdf

 

 

 

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