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תואר שני באנגלית

M.Ed program in English as an international language has just opened for registration

Conditions of Acceptance

  1. B.A. or B.Ed. in English Linguistics or Literature from a recognized academic institution.
  2. Teachers License or Teachers Certificate recognized by the Ministry of Education.
  3. Three years of experience in teaching English as a foreign language.
  4. Personal Interview.

Office Registration:
Tel:   1800-071-500


Program Structure

Program Structure: To be completed in two years
Foundation Courses: 6 hrs
Courses in English (compulsory and electives) 15 hrs (4 electives)
Final Project workshop: 2 hrs
Total: 23 hrs



The M.Ed program at Talpiot College of Education focuses on English as an international language. We believe that in our globalized world it is imperative that English teachers in Israel broaden and deepen their knowledge of English and become familiar with new pedagogies in order to prepare their pupils for life in a global world where all communication – from shopping and entertainment to connecting to experts in specific fields – are conducted in English.

The program will encourage teachers to become educators who encourage growth, curiosity and joy of discovery in their classrooms while engaging in authentic communication in English. By acquiring a high level of academic competence involving theoretical knowledge relevant to the field of teaching English as an international language together with innovative pedagogy, M.ED students will become independent and critical thinkers and practitioners. They will shift their focus and emphasis from conservative teaching strategies to more up-to-date pedagogy involving technology and projects which stress the need for positive communication, negotiation and collaboration.  They will prepare their pupils for the constantly changing reality and become agents of culture sensitive to issues connected to multiculturalism.

The courses are designed to gain an in depth knowledge of recent theoretical work in the fields of Educational Linguistics and Language Policy, Literary and Cultural Studies, and Pedagogy including Educational Technology.



Prof. Joel Walters – Head Department
Dr. Elaine Hoter – Coordinator
Dr. Sveta Fichman
Dr. Judy Goldenberg
Dr. Melodie Rosenfeld
De. Sarah Schrire
Dr. Michal Shuster
Arik Segal
Dr. Jen Sundick
Dr. Manal Yazbak Abu Ahmad


Courses Offered

Foundation Courses

Course name: Research Methods in Education
Instructor: Dr. Judith Goldenberg and Dr. Joel Walters
Format: Lecture and Workshop
Credit: 2 Hours

In the first semester we will study quantitative research and the second semester qualitative. The course will be given in the first year of studies so that the students will have a greater understanding of academic research as well as the tools to carry out their own research. The course will be given in a workshop format, where students will discuss with the lecturers and peers how to conduct research on topics connected to teaching English as an international language. The qualitative research will include the narrative approach and action research. The tools acquired in this course will enable the students to understand and analyze the findings of academic research and prepare them for a mini-research project conducted at this initial stage, and for the final project which will be completed at the end of the program.


Course Name: Immigrant Voices through Literature
Instructor: Dr. Jen Sundick
Format: Lecture
Credit: 1 Hour

This course will look at a variety of immigrant texts as a means of refreshing some basic concepts of literary analysis. We will consider issues such as first and second generation texts, the pain of immigration, marginal status, stereotyping. Some texts will reflect students’ status as teachers of language and literature and will model using these texts in the TESOL classroom.


Course name: Debate and Rhetoric
Instructor: Dr. Hoter Elaine
Format: Lecture
Credit: 1 Hour

In this course students will have the opportunity to improve their public speaking skills through learning about debating and giving a variety of presentations as well as participating in several types of structures, partnered or class debates. The goal is to provide the students with a wealth of experience participating in different deliberative settings.


Course Name: Creative Writing Workshop
Instructor: Dr. Melodie Rosenfeld
Format: Blended
Credit: 1 Hour

The course aims at improving and encouraging the students to experiment in writing within a supportive framework. This course aims at stimulating the students to widen and deepen their awareness of the mechanisms of storytelling and narrative alongside the opportunity to perfect their written proficiency and also to allow them to use figurative literary techniques. It will relate also to how technology can aid the writer. The creative writing exercises will be edited by peers engaging in constructive peer criticism. The students will become more aware of linguistic structures used in certain registers of the English language.


Course Name: Academic Writing
Instructor: Prof. Joel Walters
Format: Lecture
Credit: 1 Hour

The workshop aims at improving and developing the students’ academic writing skills required for research. It also aims at reinforcing and practicing constructive peer criticism and evaluation in addition to effective collaboration and awareness of the process involved in writing an academic paper coherently and citing sources according to standards.


Educational Linguistics and Language Policy

Course Name: Bi /Multilingualism
Instructor: Dr. Sveta Fichman
Format: Lecture

The goal of the course is to analyze linguistic, cognitive, and social dimensions of bilingualism and their relevance in education. Some topics to be covered are the development of bilingualism, linguistic behaviors of bilingual speakers, the psycholinguistic foundation of bilingualism, the relationship between language and identity, and the ways in which the status of English as a global language affects multilingualism in Israel for Hebrew, Arabic, Russian and Amharic native speakers. Each student will write a paper and give a presentation based on one of the topics of the course.


Course Name: English and Israeli Language Policy
Instructor: Dr. Manal Yazbak abu Ahmad
Format: Lecture
Credit: 1 Hour (Blended)

Israel is a complex multilingual speech community, with Hebrew as the dominant hegemonic language and a large number of minority languages fulfilling various functions and fitting various niches in the sociolinguistic ecology.  Teaching English in this situation requires an understanding of language policy and of the role that language can play in society.  The course will start with the historical background, showing how the current situation developed in the 19th and 20th centuries. It will consider the language practices of the speech community: when each language is used, the language beliefs of members of the community what they think is appropriate and desirable for each language, and the language management activities for each language including educational language policy.


Course Name: Cross-Cultural Aspects of World Englishes
Instructor: Dr. Sveta Fichman
Format: Seminar
Credit: 2 Hours

The aim of the course is to examine the establishment of English as the international language of today. This includes not only the spread of English but also the emergence of English dialects over many parts of the world including south and east Asia, and the development of English-lexified pidgins and creoles in the Caribbean and Pacific regions. In this seminar we will also analyze the changes in spoken and written English, the language used throughout the world in the 21st century in the various spheres of human activity.


Course Name: Selected Issues in Sociolinguistics
Instructor: Dr. Joel Walters
Format: Lecture
Credit: 1 Hour

The field of sociolinguistics deals with ways in which language serves to define and maintain group identity and social relationships among speakers. This course will survey the various areas of research in sociolinguistics: multilingualism in its various forms (e.g., language choice, diglossia, pidgins, and creoles), language planning (with special emphasis on issues relevant to situation in Israel), language death, geographical and social variation, language and gender. Our scope will also be extended to address the educational consequences of linguistic and cultural diversity.


Course Name: Discourse Analysis
Instructor: Prof. Joel Walters
Format: Lecture
Credit: 1 Hour

Discourse Analysis has highly influenced EFL teaching practices since its inception in the 1960’s and 1970’s. This course is designed to provide EFL teachers with both the theoretical background and the practical tools to enable them to use Discourse Analysis to enhance their own teaching methods. The course is divided into three sections. In the first section the field of discourse analysis will be introduced and explored. The second section focuses on the impact discourse analysis has had on EFL pedagogy. In this section we will also analyze the revised English curriculum in light of current discourse-based research. The third and final section provides the EFL practitioner with practical uses of discourse analysis to implement in the classroom.


Course Name: Negotiations and Conflict Management in a Global Context
Instructors: Guest lecturers
Format: Lecture and Simulations
Credit: 1 Hour

For most of us, our days are filled with negotiation and conflict. They range from low stakes disputes about meeting schedules to high stakes clashes about hiring or strategic direction, and from casual debates to formal boardroom contractual agreements. Effective negotiators get the most out of disputes, not just in terms of the instrumental value they carry away, but also in terms of the relationships and reputations they leave behind. For English teachers negotiating and conflict management skills are needed as an integral part of their role as agents of culture and educators. Understanding the cultural issues and  using English as an international language in these contexts will enhance the student’s  self- confidence  and give them strategies to handle various complex educational dilemmas.


Literary and Cultural Studies

Course Name: Translation and Culture
Instructor: Dr. Michal Shuster
Format: Lecture
Credit: 1 Hour

This course will deal with language-culture connection and the study of language learning from a translation point of view. It will focus mainly on translation as a cultural challenge, translatability, voids in translation and using translation skills as means of increasing meta-linguistic ability.


Course Name: Personal Alienation and Social Protest from the Romantics to the Modernists: Reinterpreting English Language Poetry
Instructor: Dr. Sarah Schrire
Format: Lecture (blended)
Credit: 1 Hour

The course explores the ways in which the themes of alienation and social protest converge in poetry, starting with William Blake and the early Romantics and tracing these interwoven themes through Emily Dickinson, W. H. Auden, T. S. Eliot, E. E. Cummings, and other Modernist poets. The focus is comparative, juxtaposing poems in the English language that are representative of these two different periods and movements. The selected poems will be studied in an online collaborative setting that encourages engagement with the poetic texts as well as with the interpretations of others. The online context adds to literary interpretation a dynamic, performative dimension that supplements more traditional processes of literary analysis.


Course Name: Shakespeare around the World: Reading and Performing
Instructor: Dr. Jen Sundrick
Format: Lecture
Credit: 1 Hour

Around the world, wherever students study English to an advanced level, their curriculum will almost surely include the study of one or more plays of Shakespeare. In countries where English is widely spoken, and/or where a school language is English, performing Shakespeare plays is often a part of the curriculum. The goal of this course is to introduce the students to the varieties of interpretative paradigms and cultural performance conventions of Shakespearean plays as a way of studying the place of English literature and culture (its uses, its status, its varieties) around the world. Their surveys will familiarize them with the help available from teaching centers In England specifically set up to help teachers of Shakespeare around the world. Their study should allow them to make informed decisions about teaching Shakespeare to native and non-native English speakers and about the theory and value of including student performance in the curriculum.


Course Name: Outsider Identity: English-Language Writing in Israel
Instructor: Dr. Melodie Rosenfeld
Format: Lecture
Credit: 1 Hour

English is a familiar language to many residents of Israel. Yet, English-language writing in Israel generally receives less recognition than Hebrew- or Arabic-language writing. The work of English-language writers, whether Jewish Israeli, Arab Israeli, or Palestinian, is marked as the product of hybrid identities, the creation of “outsiders” who wish to share their art and ideas with an international community of readers. In this course, we will attempt to remedy this lack of attention by reading poetry, prose, translations, and criticism by English-language writers. We will explore these works through a social, political, and cultural lens, and treat the English-speaking-Israeli writer as a minority within the majority. We will ask whether English-language writing plays a unique role in the region and vis-à-vis the world.


Course Name: Diaspora English Literature
Instructor: Dr. Jen Sundick
Format: Seminar
Credit: 2 Hours

This course will introduce students to some of the literatures written by English speakers in English diaspora communities where the dominant language was not English. Most of these texts were written when the country in which the writer was living was still a colony of England. The students will discuss and write about the usual subjects of literary study, namely, language, genre, narrative voice, plot, theme, and characterization. But the historical contexts of fiction will be the central focus of the course, with students studying the variations of all of the above topics that are due to the specific colonial and or diaspora contexts. Language and ethnic variety will be focal.


Pedagogy and Technology

Course Name: Emerging Educational Technologies
Instructor: Dr. Elaine Hoter
Format:  Workshop and Lecture (Blended)
Number of Hours: 2 Hours

This course will give the theoretical background and models for integrating technology in English language teaching. The participants will make their own online project collaborating between pupils from different background/cultures based on a model or combination of models. The students will carry out the project in the school system applying cutting edge emerging technologies in order to enhance language learning.


Course Name: Current Issues and Theories in the Teaching of English
Course Instructor: Dr. Manal Yazbak Abu Ahmad
Format: Lecture (Blended)
Credit: 1 Hour 

The course is divided into several modules. Some studied face-to-face, while others are studied online through asynchronous work. The course is designed to help the participants acquire knowledge and experience for better qualification in teacher education in the 21st century, competent in their subject matter, methods of teaching EIL and ways to incorporate technology in their instruction.


Course Name: Literacy Development of English for Learning Disabled Pupils
Instructor: Dr. Melodie Rosenfeld
Format: Lecture
Credit: 1 Hour

This course will introduce the theoretical aspects of developing literacy in English, a foreign international language, specifically for learning disabled pupils. Students will examine the theories, models, methods, and latest research related to teaching literacy to children with learning disabilities.  Emphasis will be placed on the changes that have taken place over the past decade making it necessary to learn English, an international language, as the key to communication in our globalized world leading to success in pupils’ studies and their future endeavors.  Focus will be placed upon the cognitive aspects in lower level and higher level processing. Lower level processing will be fully examined including word recognition, phonological awareness, semantics, syntax, morphology, automaticity and fluency. In addition, higher level processing which contributes to the comprehension process will be fully examined with emphasis on memory, implicit and explicit learning, and schema. Social context, foreign language and specific tools will also be considered. Analysis of the research and different methods of intervention, diagnosis and correction will enable students to implement appropriate methods for learning disabled pupils.


Course Name: Collaborative EIL Teaching and Learning
Instructor: Dr. Hoter Elaine
Format: Seminar
Credit: 2 Hours

After observing and experiencing collaborative learning using English as an International language, students will practice using online collaborative tools in their teaching. They will become familiar with the models for online learning and collaborative learning and different strategies for collaborative learning for specific purposes using technology.  They will become proficient in teaching with the use of technology. They will give synchronic lessons in the form of webinars, combining voice and video web tours, polls and presentations as well as a-synchronic activities using open and closed resources as learning tools.


Course name: Final Project Workshop
Instructor: Prof Joel Walters and Lecturers of the Program
Format: Workshop and Guidance
The final project will enable the students to apply newly acquired theoretical knowledge with 21st century teaching and learning skills. All second year students will participate in a departmental workshop where they will receive guidance, support and peer evaluation through the process of researching and writing their final project. In addition they will meet individually or in small cohorts with mentors.

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