1. What inspired the creation of the MA TESOL programme at Deree, and what was the vision behind it?
The MA TESOL was established in 2016 in response to the growing demand for highly qualified English language educators who possess not only a strong theoretical foundation but also the practical skills and professional confidence required in today’s diverse educational contexts. English has evolved into a truly global language, and ELT professionals today are expected to fulfil multiple roles, as educators, curriculum designers, researchers, mentors and lifelong learners. We wanted to create a program that would prepare graduates for these evolving professional demands.
From its inception, the vision has been to bridge academic scholarship with authentic classroom practice. We wanted students to graduate not simply with a sound understanding of current theories and methodologies, but also with the ability to apply them critically in real classrooms and continuously improve their practice.
2. Many universities offer an MA in TESOL. What genuinely distinguishes the Deree programme?
Our program stands out in four key ways that are rarely found together: it combines academic rigor with authentic teaching practice and meaningful research engagement; it offers a flexible blended learning experience designed for working professionals; it brings together a diverse, international student community that enriches learning through intercultural exchange; and it provides graduates with internationally recognised academic and professional qualifications.
The first is our unique integration of academic rigor grounded in strong theoretical foundations, authentic professional practice in real classrooms, and active engagement in research through either action research or an independent thesis. Together, these three pillarsprepare graduates with the theoretical knowledge, practical expertise, and critical enquiry skills needed to excel in today’s ELT profession. Our curriculum is informed by current TESOL research and best practices in teacher education. It integrates the latest developments in multilingualism, intercultural communication, educational technology, and artificial intelligence, while maintaining a strong focus on effective classroom practice.
A second distinctive feature is our blended learning model. It combines the flexibility of online asynchronous learning with the richness of regular face-to-face interaction. This allows students, including those living outside Athens, to balance their studies with professional commitments while becoming part of a supportive learning community and developing lasting professional relationships with faculty and peers.
Besides, the participation of international students, particularly from the United States, is a defining strength of the MA in TESOL and a distinguishing feature among comparable programs in Greece. Their presence enriches the learning environment by fostering intercultural dialogue, the exchange of diverse educational perspectives, and the sharing of authentic classroom experiences from different educational systems.
Finally, the program combines institutional and professional international recognition. It is offered by The American College of Greece, whose academic programs are accredited by the New England Commission of Higher Education (NECHE), while embedding the internationally recognized Trinity College London CertTESOL. Together with the College’s career services and extensive alumni network, this provides graduates with outstanding professional opportunities in Greece and internationally.
3. One of the programme’s distinctive features is its extensive teaching practice. Could you tell us more about this?
This is undoubtedly one of the defining features of our program. Our students don’t simply learn to teach; they become excellent teachers.
Before teaching, our students undertake extensive guided observations of experienced teachers working with children, teenagers and adults across different educational settings. These observations help them understand how effective teaching is planned, delivered and adapted to meet diverse learners’ needs.
Students then participate in workshops, student-led seminars, and microteaching sessions before progressing to teaching real English language learners in authentic educational contexts. Unlike other teacher education programs that rely primarily on simulated teaching, our trainees teach actual learners in highly respected institutions, including Pierce, the British Council, Deree’s English for Academic Purposes Program, and other collaborating language schools. This enables them to gain experience with learners of different ages, proficiency levels and educational backgrounds.
Throughout this process, students are closely supported by experienced and qualified MA TESOL tutors and mentor teachers. Every lesson is carefully planned, observed and followed by detailed feedback that helps our trainees refine their teaching and develop as professionals.
By the time they graduate, our students have accumulated substantial classroom experience, taught real learners, and developed the practical skills and professional competence needed to enter the profession successfully. Many of our graduates describe this carefully scaffolded teaching practice as the most valuable and transformative component of the program.
4. How does the program help students bridge the gap between what they learn in class and what actually happens in real language classrooms?
Students are expected to apply the theoretical knowledge they acquire throughout the program to authentic teaching situations. Concepts explored in courses such as TESOL Methodology, Second Language Acquisition, Critical Perspectives in TESOL, Language Awareness, Curriculum & Syllabus Design are translated into lesson planning, materials design, classroom teaching and responding to learners’ diverse needs.
The connection between theory and practice is further strengthened through systematic reflection and research, either through classroom-based action research or an independent thesis. Following each teaching experience, students critically evaluate their pedagogical decisions, discuss them with their instructors, and relate them to the theories and principles explored in their courses. Depending on the pathway they choose, they investigate questions arising from their own teaching by collecting and analysing classroom evidence or pursue independent research into broader TESOL-related issues. This evidence-informed approach helps them understand not only what works, but why it works. In this way, the program fosters the reflective habits and professional judgement needed for continuous professional development.
5. Language teaching has changed dramatically in recent years. How does the program prepare students for today’s multilingual and technology-rich classrooms?
It is true that the field of TESOL is evolving rapidly, and teacher education must evolve with it.
Today’s language teachers need far more than methodological knowledge. They must understand multilingualism, intercultural communication, learner diversity, inclusive education, leadership, emotional intelligence, digital literacy, artificial intelligence and the changing role of English as an international language. Our curriculum has been continuously reviewed and updated to ensure that these contemporary developments are meaningfully integrated throughout the program rather than treated as isolated topics.
Accordingly, students critically explore issues such as Global Englishes, multilingualism, intercultural communication and educational leadership, while also developing the skills to evaluate emerging technologies and artificial intelligence from pedagogical, ethical and professional perspectives. Rather than simply learning to use digital tools, they learn to make informed decisions about when, why and how technology can genuinely enhance language learning.
At the same time, we remain committed to the human dimension of teaching. No technology can replace thoughtful lesson planning, meaningful interaction, sensitive feedback or the ability to respond to learners’ individual needs. Our aim is therefore to prepare teachers who are technologically confident and pedagogically reflective and principled professionals who can adapt to an increasingly dynamic educational landscape while remaining firmly focused on learners and learning.
6. Can you share a success story or memorable experience that reflects the impact of the program?
One of the most rewarding aspects of coordinating the program is witnessing the remarkable transformation our students undergo. One particularly memorable example involved a group of trainees teaching at one of our partner schools. The quality of their lessons and teaching materials impressed the experienced class teacher so much that they recommended our graduates for employment at the school and even suggested they contribute to the development of teaching materials. Equally rewarding was the fact that two experienced mentor teachers, after working closely with our trainees, were so impressed by their professionalism and teaching abilities that they decided to enroll in the MA TESOL themselves.
Many of our graduates have since secured positions in international schools, ELT organizations, and other leading educational institutions in Greece. Above all, however, the greatest success is seeing our students graduate as confident, reflective professionals who are ready to make a meaningful contribution to English language education.
7. What kinds of career opportunities do graduates typically pursue after completing the MA TESOL?
Our graduates are prepared to pursue successful careers as English language teachers in schools, universities, colleges and private language institutions as well as a much broader range of professional pathways. Many have also gone on to work in teacher education, curriculum and syllabus design, materials development, educational technology, language assessment, examination boards, academic management and educational consultancy. Others continue their academic journey through doctoral studies or become involved in research and conference presentations.
8. If you could give one piece of advice to someone considering the MA TESOL at Deree, what would it be?
Approach the program with curiosity, commitment and a willingness to be challenged. Teaching is a profession of continuous learning, and the greatest learning often comes from stepping outside your comfort zone. Make the most of every opportunity the program offers, from discussions and classroom observations to teaching real learners and reflecting on your practice. If you do, you will graduate not only with recognized qualifications, but with the confidence to thrive in today’s educational landscape.
9. Finally, what do you hope students take away from the program, not only professionally, but personally as educators and lifelong learners?
I hope our graduates leave with the confidence to make informed educational decisions grounded in research, reflection and professional judgement. More importantly, I hope they see themselves as lifelong learners who continue questioning, adapting and growing throughout their careers.
Today’s language teachers work in increasingly multilingual, multicultural and technology-rich environments. Beyond teaching language, they have the opportunity to foster intercultural understanding, critical thinking and lifelong learning. Ultimately, teaching is about far more than delivering lessons or following a coursebook. Our goal is to prepare reflective, research-informed and compassionate educators who make a lasting difference, not only in the lives of their learners, but also in their schools, their communities and the wider ELT profession.
