TEFL Certification Program - TESOL Certification

China

Beijing:
All Other Areas in China:

Egypt

Alexandria

England

France

India

Calcutta

Spain

Barcelona:
Seville:

Vietnam

All Other Areas in Vietnam:

Length of Position: 120 hrs

The trainee will complete a daily learning journal during the foreign language experience, culminating in a 500-word conclusion. The focus is upon critical reflection on the learning experience, and useful insights for teaching.

Grammar - Inputs cover word classes, simple sentence elements, complex sentences and clauses, verb time and tense, aspect and conditionals and modals.

Phonology awareness of phonemics, rhythm, stress, intonation, place & manner of articulation and connected speech.

Trainees work with individual students on rapport-building, error analysis and correction and addressing individual student needs. Two meetings with the student are required including transcription and error analysis of audio and written samples, culminating in a 60-minute session observed by a trainer.

- approaches to language learning
- warmers and modeling
- controlled practice
- interactive blackboards
- lesson planning models with peer teaching
- appropriate language and comprehensible input
- language in context with peer teaching
- vocabulary: cotext and context
- communicative activities
- theater techniques
- textbook review and evaluation
- classroom management
- listening activities
- pronunciation activities
- songs and chants
- reading activities
- writing activities
- teaching young learners
- using video and CALL
- feedback and testing

- 3 hours of observing experienced teachers
- 20 hours of peer observation
- 1 hours of shared teaching practice
- 6 hours of individual teaching practice

All trainees must develop two sets of materials used during the teaching practice. Each set must be durable, capable of being used for more than one lesson context and easily portable. The materials may include visuals, realia, audio or video tape, cue cards and class handouts, but may not be photocopied from published sources. Trainees are required to adapt from commercial sources, or develop original materials. The summation of this project is a presentation to the trainers on how the materials were used, how they could be improved and how they might be used in another context.

Trainees' assignment work on the course will be evaluated according to a specific set of assessment criteria, as listed below, all of which have also been specified on the information header sheets attached to each of the relevant assignments. The assessment criteria for the Language Awareness component of the course include the requirements for the Phonology and Grammar Tests.

Each trainee is required to participate enthusiastically in each FL class, to record their perceptions in the daily entries in their FL Journal (as follows), and to apply these learning experiences to other components of the course, especially in Teaching Practice.

Assessment will be based on:
- a report from your FL Teacher, on each trainee's participation in the FL classes;
- trainee's reflections recorded in the daily entries in the FL Journal, in which trainees should:

1. compare and contrast learning with teaching,
2. record observations of:
* teaching techniques,
* materials used,
* classroom organization; and
3. contrast the spoken and forms of the FL with L1 (English)
* the Conclusions section of the FL Journal, showing evidence of the FL learning experiences being applied to considerations for future ESL teaching.

- Critical reflection on their experience as a learner with special attention to the feelings and frustrations involved in this experience.
- A capacity to transfer this experience to show how it will affect the teacher's understanding of his/her students in the classroom.
- How the teacher will adapt his/her teaching approach to meet the needs, felling and experience of the learner.
- An awareness of the structure, lexis and phonology of the foreign language being learned

Fail
The trainee's Journal shows:
- Little or no critical reflection upon the experience of being a learner, including the feeling and frustrations involved in this process.
- Insufficient capability to show how this experience transfers to the students in the teachers future classrooms.
- No clear idea on how this understanding of the learner's experience will shape the teacher's classroom techniques and approaches.
- A focus of critique on the foreign language teacher and method rather than a self-critical analysis of his/her self as a learner.
- Inadequate awareness of the structure, lexis and phonology of the foreign language being learned

Trainees should show, in their written Student Profile, and in their lesson planning and teaching practice for an individual ESL student, evidence of their ability to:

(1) effectively profile the student;
(2) analyze the student's short- and long-term language-learning needs;
(3) incorporate the student's short-term needs into one-to-one teaching sessions with the student; and
(4) critically review the effectiveness of their teaching sessions, in terms of:
    - lesson plans,
    - learning objectives and outcomes,
    - teaching strategies and activities, and
    - rapport with student.

Teaching Experience Log
TP assessment will be based on the trainee's ability to:

1. comprehend the elements of a good lesson, in terms of:
- teacher's rapport with class,
- appropriateness of lesson materials,
- relevance and motivating factors of class activities, and
- students' demonstrated understanding and use of TL;

2. plan a lesson appropriate for a given student or class, with:
- clear behavioral objectives
- relevant content
- participatory activities
- supportive materials, and
- projected timing;

3. implement lessons based on a preconceived lesson plan, which demonstrates:
- clear lesson focus,
- relevant and interesting activities,
- appropriate use of materials,
- awareness of students' errors, and appropriate correction, and
- good student-teacher rapport;

4. self-assess each lesson with reflection upon the content and process of the lesson, taking into account:
- personality factors,
- things that went well, and
- things that could be improved;

5. show progress, over the course of TP, in:
- appropriate lesson planning,
- development of appropriate TESOL skills, and
- self-reflection of teaching practice;

6. collaborate successfully with trainers and other trainees in:
- lesson planning and preparation,
- teaching practice, and
- TP feedback;

7. compile a record of the TP experience in the TE Log, which shows the trainee has approached the TP component of the course in a professional, logical, and energetic manner.

The Materials Compilation Project is graded according to:
- the quantity and variety of the materials themselves,
- the quality of the materials (recognizing these were produced in real Teaching Practice contexts on an intensive course), with limited access to resources,
- the insight into teaching demonstrated in your presentation talk and the Written Rationale.

The following criteria will be used to assess your MCP:
1. Capacity of the materials to facilitate interesting and relevant class activities.
2. Flexibility of use with different learning levels and class situations.
3. Simplicity of design and replication.
4. Effectiveness in communicating the language or skills focus of the lesson.

This component of the training course is assessed in the following ways:

1. Grammar Test
An open-book test will be provided, and the tests will be assessed according to appended marking criteria.

PASS A 90% of the responses are correct recognizing possible areas of ambiguity
PASS B 80% of the responses are correct recognizing possible areas of ambiguity
PASS C - 70% of the responses are correct recognizing possible areas of ambiguity.

Test shows no categorical misunderstanding of the grammar covered in the test.
No evidence that the test subject has copied answers from another trainee, and there is evidence of originality in giving sample sentences.

Fail
More than 30% of the responses on the test are incorrect.
Test shows clear deficiencies in understanding major grammatical areas.
There is clear evidence that the test subject has copied answers from another trainee, or there is no originality in giving sample sentences.

2. Phonology Test
One open-book test will be provided, and the test will be assessed according to appended marking criteria.

3. Application of LA skills
Trainees must demonstrate that they can incorporate the principles of language, taught in the LA components of the course (Phonology and Grammar), into their work in the following assignment tasks:

4. Trainees' language usage in all their written work, as well as their TP, will be assessed, and will form part of the overall assessment grade for this component of the course. This

- Student Profile
- 'live' Teaching Practice.
- Materials Compilation Project
- Lesson Planning

Assessment Task Weighting

Each trainee will complete the following assessment tasks, for which:
the weighting of the assessment, in the overall course grading system, is given below.
(1) Phonology Test
Grammar Tests
Language Awareness Application and Language Usage 15%
(2) Foreign Language Journal 10%
(3) Student Profile 10%
(4) Materials Compilation Project 15%
(5) Teaching Practice 50%

Anyone above the age of 19 years and who is a native or near native speaker of English is eligible for this course. However since the course involves reflective learning and teaching you should be capable of producing university level assignments.
Check the following categories to ascertain whether you eligible for enrolling into the course:

If you are a fresh graduate, just out of school and wondering what to do next or want a break from the regular humdrum life or want to travel before you go back to university then the TESOL course might be for you. You earn a teaching qualification that will help you earn credits for later use, help you travel and pay for your upkeep too.
If you are facing middle career crisis in life and want to beak free from the shackles of a stagnating job and an overbearing boss then the TESOL course might be for you. It gives you the opportunity to advance your learning and the scope to travel and experience cultures far beyond your imagination and dreams.

If you have just retired, feel redundant and life treats you as if you have no value then the TESOL course might be for you. It gives you the opportunity to do something worthwhile and contribute positively to society. You will feel energized to be back in class and interacting with young minds, which helps you remain young at heart.

If you have been there and done it all yet you feel something is missing in life then the TESOL course might be for you. It not only gives you the option of traveling to far off lands and enriching your life but it also provides you with the opportunity to serve society by teaching underprivileged children or communities that cannot afford a native English Teacher.

If you have always dreamt of being a modern day Sindbad the sailor then the TESOL course might be for you. For those who have the wanderlust in them but are restrained by time or money the TESOL course will open up new lands and opportunities for you through your teaching job to various parts of the world.

If unfamiliar languages, music, dance, food, custom and mores fascinate you then the TESOL course might be for you. Both during the course and after its completion when you take up a teaching job you will have the rare experience of immersing yourself in cultures vastly different from yours. This in itself will be a life changing and learning experience for you.

The TESOL Course is for everyone who is willing to learn and then put their learning to practical use.

This Program is open to American, Australian, Canadian, European, Kiwi, South African and World Wide Participants.

TEFL International TEFL Education's Mission Statement: TEFL International, is one of the largest international training organization creating intercultural opportunities for our customers through numerous educational and multicultural services such as: teacher education; language training; camps; internships and much more. We strive to be a fun, creative, responsive, culturally sensitive, high value company focusing on individual growth, customer satisfaction and helping the world communicate better by providing valuable experiences and skills for those in need and for those seeking to change and improve their lives.

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