Program Location
Education Building
Start Term
Summer Semester (May 1 start)
Program Type
Coursework & Internships
Schedule
Full-Time/Part-Time
Credits
45 Credits
Average Duration
1 yr/4 consecutive semesters Full-Time
Administered by
Department of Integrated Studies in Education (DISE)
The Master of Arts in Teaching and Learning (MATL) in English Language Arts offers a comprehensive pathway to Quebec teacher certification at the secondary school level, tailored for students who have completed an undergraduate degree in a Ministry of Education-identified teachable subject area. (Note that the department can not pre-assess prior credits for prospective students; this process happens only after applications are submitted.)
Incoming students are expected to have a passion for English Language Arts and an undergraduate background related to the subject matter. MATL students benefit from learning through engaging coursework and practical experiential learning during two school-based internships. As an MATL student, you will have the opportunity to curate a self-directed professional repository to showcase your skills, preparing you for future employment. Successful program completion earns graduates a recommendation for teacher certification from the Quebec Ministry of Education.
Have questions?
Details from the Course Catalogue
Teaching and Learning (Non-Thesis) (M.A.): English Language Arts Option (45 credits)
Offered by: Integrated Studies in Ed (Faculty of Education)
Degree: Master of Arts
Program credit weight: 45
Program Description
The Master of Arts in Teaching and Learning; Non-Thesis - English Language Arts is a graduate-level teacher education program. The program includes a minimum of 700 hours of school-based internships at the secondary level. The program's core academic components emphasize a comprehensive understanding of educational foundations, principles, theories, and practices and include a specific emphasis on English literature, literacies, language content and pedagogies. Upon successful completion of the program, graduates are recommended to the Québec Ministry of Education for teacher certification at the secondary school level.
Required Courses (42 credits)
| Course | Title | Credits |
|---|---|---|
| EDEC 520 | Meanings of Literacy. | 3 |
Meanings of Literacy. Terms offered: this course is not currently offered. Introduction to literacies, arts, and cultural production as social practices in which to draw on diverse cultural histories, languages, and multimodal systems to create texts and meaning. | ||
| EDEC 550 | Indigenizing Pedagogy and Curriculum. | 3 |
Indigenizing Pedagogy and Curriculum. Terms offered: Summer 2026 Diverse social, cultural, linguistic, political, and pedagogical histories of Indigenous communities. Indigenous ways of knowing and worldviews. | ||
| EDER 615 | Introduction to Philosophy of Education. | 3 |
Introduction to Philosophy of Education. Terms offered: Summer 2026 Explores questions, aims, debates and modes of inquiry that characterize philosophical approaches to studying educational questions. Introduces philosophy of education as a distinctive field of educational research and may focus on figures or themes of contemporary interest. | ||
| EDIN 510 | Internship 1A | 6 |
Internship 1A Terms offered: this course is not currently offered. Mentored student teaching in a school beginning with observation followed by a gradual increase in teaching and related duties, culminating with independent teaching. | ||
| EDIN 520 | Internship 2A | 5 |
Internship 2A Terms offered: this course is not currently offered. Mentored student teaching in a school requiring full responsibilities for lesson planning, student learning, classroom management, and evaluation. | ||
| EDPS 600 | Foundational Professional Seminar | 3 |
Foundational Professional Seminar Terms offered: Summer 2026 Foundational seminar designed to foster critical thinking about the complex educational endeavour of becoming a teacher, including what shapes the development of teachers’ roles, identities and professionalism. Topics include: community, families, relationships, conflict management, and trauma-informed practices. Review of the Québec Education Program and professional repository documentation of developing individual teacher identity and professional competencies. | ||
| EDPS 610 | Professional Seminar 1A | 2 |
Professional Seminar 1A Terms offered: this course is not currently offered. Reflexive, cohesive, and practice-oriented topics on equity, diversity and inclusion in education; classroom situations with a view to improving practice; integration of digital technologies; and teacher collaboration and community-building through a case study approach. Ongoing support for and debrief of concurrent internship. Professional repository documentation of professional competencies for teachers and selection of artifacts. | ||
| EDPS 622 | Professional Seminar 2A | 2 |
Professional Seminar 2A Terms offered: this course is not currently offered. Professional and ethical practices as novice teachers. Case study approach of topics include: identity, professional competencies, contributions to education, professional organizations, digital technology integration, and professional development. | ||
| EDTL 515 | English Exam for Teacher Certification. | 0 |
English Exam for Teacher Certification. Terms offered: Summer 2026 Requirement of the Quebec Ministry of Education, the exam assesses competency in the language of instruction. | ||
| EDTL 604 | Techniques for Planning and Assessment. | 3 |
Techniques for Planning and Assessment. Terms offered: Summer 2026 Classroom planning and assessment in the Quebec context including backward design, writing learning objectives, assessment for, of, and as learning, differentiated planning practices, and the creation of assessment tools. Classroom opportunities to foster and assess creativity and problem-based learning while balancing the constraints posed by standardized testing and other evaluation and reporting responsibilities. Quebec Ministry of Education professional competencies are addressed and assessed throughout. | ||
| EDTL 607 | Language and Policy in Quebec Education. | 3 |
Language and Policy in Quebec Education. Terms offered: Summer 2026 Structure and organization of education in Quebec considered from historical, political, language, social, administrative and legal perspectives. Enables students to contribute to the educational system in their roles as leaders of educational thought and change. All addressed through the development of professional competencies. | ||
| EDTL 609 | Supporting Diverse Learners | 3 |
Supporting Diverse Learners Terms offered: Summer 2026 Current research and practice in educating students who have a variety of individual needs and strengths. The complex interplay between individual and contextual factors that impact learning in the modern classroom. Examination of abilities/disabilities, school and classroom dynamics, and teachers' roles in promoting an inclusive environment. Focus on applicable, practical skills such as curriculum design and modification, formal/informal assessment procedures, universal design for instruction, home-school collaborations, and differentiated instruction. Quebec Ministry of Education professional competencies are addressed and assessed throughout. | ||
| EDTL 629 | Applied Methods in Teaching Secondary Eng. Language Arts. | 3 |
Applied Methods in Teaching Secondary Eng. Language Arts. Terms offered: this course is not currently offered. The teaching of English language arts as framed by contemporary youth social worlds, and current research in critical literary/literacy theory. Mobilization of digital technologies and relevant Quebec Ministry of Education professional competencies for teachers. | ||
| EDTL 630 | Advanced Applied Methods in Teaching Sec English Lang Arts. | 3 |
Advanced Applied Methods in Teaching Sec English Lang Arts. Terms offered: this course is not currently offered. The teaching of English language arts as framedby contemporary youth social worlds, and current research in critical literary/literacy theory. Mobilization of digital technologies and relevant Quebec Ministry of Education professional competencies for teachers. | ||
Complementary Courses (3 credits)
3 credits selected from:
| Course | Title | Credits |
|---|---|---|
| EDEC 612 | Digital Media and Learning. | 3 |
Digital Media and Learning. Terms offered: Summer 2026 This course addresses emerging theories, pedagogies, and practices related to youth learning through digital media and online participatory cultures. Through direct engagement with multiple forms of digital media and youth, students will consider implications for teaching and learning within and beyond schools. | ||
| EDER 600 | Globalization, Education and Change. | 3 |
Globalization, Education and Change. Terms offered: Summer 2026 The impact of globalization on educational institutions, processes and practices. Topics may include the politics of change, teachers' work, educational reform, technology, environment, educational management and leadership. | ||
| EDTL 508 | Critical Educational Praxis. | 3 |
Critical Educational Praxis. Terms offered: Summer 2026 Implications of intercultural/multicultural, global, environmental and social justice advances as these affect critical thinking and inform practice in the classroom. Addressed through the development of professional competencies. | ||
| EDTL 640 | Teacher Inquiry and Action Research. | 3 |
Teacher Inquiry and Action Research. Terms offered: Summer 2026 Theoretical and practical work on teacher inquiry and action research methodologies to understand their uses and the iterative cycles of reflexive praxis foundational to them. Topics include uncovering the roots of problems in practice, planning for change, enacting change as both data collection and action processes, critical reflection in drawing conclusions and planning for future action, participatory, community-based, and youth action research/inquiry approaches. | ||
or 3 credits to be chosen from among 500-level or 600-level department course offerings to be determined by the student’s area of study. Courses in other departments may be taken upon approval by the department graduate coordinator or director.
Applicant Eligibility
Applicants should meet the following requirements:
- Possess an undergraduate degree.
- Have 30 discipline-specific credits at the university level. Applicants must complete the English Language Arts Self-Assessment Grid to self-assess whether their background meets the 30-credit minimum requirement in their discipline. Courses listed must be at the 200 level or higher (i.e. no Foundation-level courses) and having received a grade of “C” or higher, per McGill standards. These credits may be taken as part of a degree or as an independent/special student. It is preferable to have all 30 credits completed prior to the start of the MATL program. At the Admissions Committee discretion, applicants missing up to, but not exceeding, 6 discipline-specific credits may be conditionally accepted into the MATL program. The completion of missing credits is a condition of program completion. Students who have not completed the outstanding discipline-specific credits in the beginning of the program may result in a deferral of the first internship placement and could result in a significant delay in program completion.
- Have a minimum Cumulative Grade Point Average (CGPA) is 3.0 out of a possible 4.0, or a Grade Point Average (GPA) of 3.2 out of 4.0 in the last two years of full-time studies.
- Experience working/volunteering in formal/informal education or youth sector. Informal teaching experience includes but is not limited to, camp counsellor, tutoring, mentoring, coaching, youth leader, etc.
Please review this list carefully, as you must meet all of the minimum requirements in order to be considered for acceptance.
Application Process & Required Documents
All applications are done through McGill's Graduate Applicant Portal. The application steps and instructional video are on the University's Future Graduate Students website. The following documents must be part of your application: (Note that all uploaded documents to the portal must be in PDF format.)
- A complete application form (accompanied by your application fee payment).
- A current working CV/resume
- A personal statement (two-page maximum)
- A completed Self-Assessment Grid for English Language Arts. Grids must be typed and not hand written.
- A copy of your unofficial transcripts from all previous university level studies (undergraduate and graduate, including exchanges with other institutions, even if the credits appear on your home institution transcript).
- Two letters of recommendation: one from a university-level instructor and the second from a professional who has supervised you in a formal or informal education or youth sector position. If you have experience working in a formal school setting, one letter must be from a school/school board administrator qualified to assess your professional qualities. You will be prompted to provide the names and contact information of your referees in your application portal.
- English Language Proficiency Requirement for International Students (if applicable; see link). Note that the Department reserves the right to evaluate the applicant's language proficiency at the time of application. The MATL program reserves the right to require an additional English Language Proficiency Test set by the University.
- IELTS with a minimum overall band of 7.0; with a minimum Writing, Speaking, Listening and Reading score of 7.0; or
- TOEFL:iBT (Internet-based test) – total score of 92 with a minimum score of 22 each for the Writing, Speaking, Listening and Reading sections. N.B. Applicants are required to submit their scores electronically.
Application Deadlines
- Canadian & Permanent Resident Applicants: November 15, 2026
- International Applicants: November 1, 2026
