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Advanced Diploma in TESOL

Diploma Certificate in TESOL

Upgrade cost €625.00 (Special offer €525.00)

The Advanced Diploma is the same as the Level 4 Diploma but with two weeks of observed and assessed intensive teaching practice.

Who it's for: Teachers with 2+ years ESOL teaching experience wishing to enhance their knowledge and earning potential.

Upgrading from the Diploma in TESOL

For €625 you can upgrade your Diploma in the Theory and Methodology of TESOL to an Advanced Diploma in TESOL.

What's included in the fee?

As Level 4 Diploma in TESOL, plus:

  • 2 weeks of observed teaching practice working in all areas (infant, primary, secondary, adults and business classes at all levels).
  • Assessed teaching practice is undertaken in both Traininglink/Eurolink centres in Las Palmas de Gran Canaria.

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The Advanced Diploma in TESOL is for the committed English language teacher seeking a substantial course of professional enrichment using state of the art distance-training material coupled with a classroom-based research element followed by a two-week block of advanced teaching practice and workshops.

The Adv.Dip.(TESOL).
A course generating higher levels of teacher skills leading to much greater job opportunities.

In the case of this three-part (600-hour) Advanced Diploma course, the professional training, classroom-based research and in-depth coverage, offered over an adequate period, allow time to fully cover and importantly, absorb this substantial depth of knowledge prior to the advanced teaching practice element. As a result of the extensive distance element followed by a two-week TP block, costs are very considerably reduced whilst the amount of time available to spend on practical training is increased greatly.

Why follow a programme with teaching practice?

  1. You will feel more confident and relaxed when you come to teach for real, knowing that you are trained to help your students learn.
  2. You will secure a better job with more pay.
  3. You will become part of a professional community of English teachers.

Teaching Practice in Gran Canaria


Because of the £100 reduction in the Advanced Certificate course fee this year it's now possible to offer recognised teaching practice in Gran Canaria, Spain more cheaply than in the UK. For your teaching practice you might like to think about the warm sunshine and climate of Gran Canaria.

Stay longer than the TP fortnight if you wish and holiday in the sun. Even arrange to bring family members to simply enjoy themselves.

For costs and to book your accommodation or obtain further information telephone Terry on 0034 928 707 492 or e-mail info@traininglinkonline.co.uk.

Flights to Gran Canaria


Many cheap flights to Gran Canaria are available. A simple search for "cheap flights to Gran Canaria" will reveal many choices.
Here are a few websites you may like to try:
www.ryanair.com
www.flightline.co.uk
www.flythomascook.com

Course Aim

For the Advanced Diploma in TESOL programme the overall aim is to provide an advanced course through distance-training, classroom-centred research and face-to-face instruction, for experienced teachers, in the teaching of English to speakers of other languages.

Course General Objectives

The general objectives require each student to be able to:

  1. demonstrate a thorough grasp of the main phonological, lexical, syntactical and other aspects of modern communicative English, with particular reference to its rôles as a means of communication.
  2. predict with reasonable accuracy the learning needs of any group of ESOL, EAL, or ESP students at various levels, modify and update such a needs analysis in the light of observation and testing.
  3. write instructional objectives and prepare effective lesson plans.
  4. teach effectively structures, lexis and phonology at any level from beginners to advanced.
  5. undertake a small scale research project which will examine some aspect of methodology; classroom management; remediation etc., involving data collection and analysis of the participant's own class(es).
  6. discuss intelligently an extensive repertoire of lesson forms.
  7. demonstrate an ability to prepare and teach successfully a series of assessed ESOL lessons at various levels.
  8. monitor his or her own effectiveness as a teacher of English to Speakers of Other Languages.

Course Structure

The course takes a hybrid form consisting of approximately 85% conducted in the form of distance-training and some 15% practical face-to-face work including substantial advanced teaching practice.

Course Content and Approach

The distance element of the course is designed to provide a systematic approach which is straightforward and thorough, yet challenging. Each module follows a series of steps with plenty of examples and guidance leading to practical self-assessment exercises followed by tutor-assessed activities. Facilities for guided self-revision are built in.

The opportunity to work with others following the same course is provided, as are opportunities to contact tutors regularly. Through these arrangements one need never feel isolated or alone during the distance programme.

Who the Advanced Diploma is for

The Advanced Diploma in Teaching English to Speakers of Other Languages is a post-experience advanced qualification. The course aims to provide a thorough, in-depth coverage of the teaching of English to speakers of other languages and to familiarise participants with the latest methodological approaches, classroom techniques, educational technology and teaching strategies. The classroom-based research project offers an opportunity to develop a teaching approach founded on the experience and interests of each participant. This diploma qualification is particularly suitable for teachers seeking to develop their careers, and who are considering applying for senior appointments such as co-ordinators, directors of studies, teacher trainers, etc.

Part I - Distance-training Element

Advanced Diploma Part1 Units

The following is a select list of units and topics covered during the Advanced Diploma in TESOL modular distance-training programme.

Study Skills: planning and organising study time; various learning techniques; note taking and filing; task work; essay writing; distance learning methodology and procedures; classroom research methodology.

General Linguistics: the science of language; describing language; the functions of language; the structure of language; the nature of linguistics; language change; psycholinguistics; sociolinguistics.

Practical Phonetics and Phonology: the function of the International Phonetic Alphabet; British English Pronunciation; transcription; articulatory phonetics; word and sentence stress; vowel sounds and the articulation of vowels and diphthongs; linkage and intonation; presenting the sounds of English to learners, presenting word and sentence stress; remediation; introducing linkage to the class; presenting intonation patterns; form and function in intonation.

Language Awareness: English grammar and usage; word classes, morphemes and word formation; noun, prepositional and adjective phrases; verb phrases; form and function in the English tenses; semantics and communication; the teaching of communicative grammar; discovery techniques; functional-notional approach.

The Practice of TESOL: Sources and problems of motivation at different age-levels and in different learning circumstances.

Language-learning theories and approaches; types of ELT syllabus.

Receptive Skills - reading and listening materials; reasons and strategies for reading; reading speed; intensive and extensive reading and listening; reading development; reasons and strategies for listening; listening practice materials and listening development; development of left-to-right reading.

Productive Skills - speaking and writing; reasons and opportunities for speaking; development of speaking skills; information-gap activities; discovery techniques; development of cohesion; writing skills; stages in the teaching of writing; development of handwriting.

Practice in Communicating - importance of subject-matter; group-activity and pair-activity; language games; problem-solving activities; simulation and role-play; dramatisation; mime-based activity; relaying instructions; written communicative activities.

Testing and Assessment: value of errors; problems of correction and remediation; scales of attainment.

Lesson Planning: instructional objectives and the teaching-learning process; writing a lesson plan; the class, the plan, stages and preparation; keeping concentration high; teacher and student activities; writing concept questions; teacher-student talking time; classroom language; class management and organisation.

Survey of Language Learning and Teaching: historical development and spread of English language teaching; grammar-translation; direct method; audiolingual method; situational language teaching; total physical response; the silent way; community language learning; the natural approach; suggestopedia; communicative approach.

Self-access Resources: the self-access centre and its advantages; classification systems; self-assessment; self-access materials production.

Part II - Classroom-centred Research

The 75-hour classroom-centred research project will require you to undertake a small scale research project under the guidance of the Eurolink Distance-training Centre staff.

The classroom-centred research project will examine some aspect of methodology, classroom management, remediation, learner-centred development, etc., usually involving data collection and analysis of the participant's own class(es). This phase will be preceded by guidance in classroom research methodology.

Part III - Face-to-face Element

Teacher

The practical component will be of a minimum two-week duration (75 hours). The following is covered through a series of workshops, seminars and other modes of input as appropriate.

Teaching Practice and Observation. Video observation and techniques of self-evaluation. Observation of classes, taught by well-qualified, experienced teachers. The face-to-face element aims not only to provide advanced teaching practice with non-native speaker students at various levels but also to build on the classroom research and distance-training programme that has already been completed and to relate these one to another.

Input Sessions. Seminars and practical workshops on a variety of TESOL related topics.

Classroom-centred Research Project Presentations. Student-led input sessions and reporting back on classroom-centred research.

Examination Preparation. For assessment of classroom teaching practice and examinations please see assessment section below.

Assessment

The Advanced Diploma in TESOL is assessed as follows:

Part 1. Distance-training Programme Assessment
Candidates are required to successfully complete all the assignments contained in the units and modules of the distance-training programme. These will typically include short tasks requiring candidates to link theory to practice.

Part 2. Mid-Course Essay
Candidates are required to submit a post mid-course essay of approximately 2,000 words. A choice of topics is offered.

Part 3. Practical Project
Candidates are required to submit a practical teaching project during the final phase of the course. A choice of assignments is offered.

Part 4. Final Distance Assessment Paper
At the close of the distance programme the candidate is required to complete at home, within a given period of time, a 'take-away' proficiency assessment paper.

Part 5. Classroom-centred Research Project
Candidates are required to complete a classroom-centred research project during the Part II phase of the programme. Assessment both of a report on the research project and on the presentation of this takes place during the Part III element of the course.

Part 6. Classroom Teaching
This part of the examination is in three sections.

  1. Pre-lesson assessment of lesson plans.
  2. Ten formally assessed lessons lasting 45-60 minutes each. Four of the lessons should be at, at least, two different levels.
  3. A discussion lasting 10 minutes after each lesson.

A candidate is required to teach ten assessed lessons.

A copy of the candidate's lesson plan, setting out clearly and concisely the lesson objective(s) and the principal stages of the lesson, and indicating how it is (or would be) related to previous and subsequent lessons must be handed to the assessor for marking and comment prior to the lesson.

Candidates are required to discuss with the assessor after each lesson, the detail of his or her teaching procedures and to criticise them, favourably or unfavourably. They should be able to identify those parts of the lesson that were successful, and those which were less so, and to make constructive suggestions for improvement.

Part 7. Oral Interview
Candidates are required to answer questions on a wide range of TESOL topics. They should be prepared to discuss, in small groups of no more than three, questions selected from among the following topic areas.

Teaching and developing the skills of listening, speaking, reading and writing; approaches to language teaching; aspects of motivation; various teaching methods; various types of syllabus; needs analysis; writing instructional objectives; self-access material; lesson planning; use of teaching aids and materials; scales of attainment; presentation and exploitation of texts and dialogues; types of drills and tests; use of course books and their evaluation; activity methods, including group and pair work, songs and games; class organisation; phonological features of English, including phonetics, stress and intonation; lexical and syntactic features in relation to the teaching of English; application of applied linguistics to language learning; nature and treatment of errors; theories of language acquisition and learning.

Part 8. Final Extended Essay

Candidates are required to submit, within four weeks of the end of the residential block, an extended essay of 3,500 words approximately. A choice of titles is offered.

Course Timetable

Participants may commence the Part I distance-training programme at any time. A list of Part III practical block venues in the UK with dates is also sent to all participants. This arrangement provides a degree of flexibility enabling everyone to select a venue of choice and the dates most convenient to them.

Duration of Distance-training Elements (Parts I and II)

No two people work at the same pace, have similar commitments or study time available. We try therefore, to be as helpfully flexible as we can. You can start the distance element as early as you wish but you will, of course need to complete the Parts I and II programme prior to the Part III residential block starting date. As a rough guide it is possible to complete the distance-training element within eight to eleven months though many people tend to take a little longer. The Parts I and II elements take an average of 525 hours to complete. Some people can devote only 6 - 10 hours a week to the distance programme whilst others, on a full-time basis, can find 20 - 25 hours weekly. Remember though, finding time to absorb the material and reflect on the content is important. On a purely part-time basis trainees need to find some 10 - 14 hours of study time each week. (These estimates of study hours are approximate since no two individuals work at the same pace.) If you allow yourself around nine months to complete the distance element you should be able to achieve this comfortably.

Award of the Qualification Advanced Diploma in TESOL

Successful candidates whose names appear on an official Pass List will be awarded the qualification of Advanced Diploma in TESOL at Pass, Merit or Distinction.

Eligibility

Applications for course participation will be considered from qualified teachers and graduates who have the equivalent of two years' full time ESOL teaching experience.

Note: 'Full-time' is to be interpreted as the equivalent of 30 or more weeks of class teaching a year, the average number of lessons per week being no fewer than fifteen.

Applications from non-native speaker graduates or teachers are very welcome. However, such applicants must have attained a high level of English language competence in all four skills. For a full description of the levels of attainment sought please e-mail info@eurolinkcourses.co.uk or phone, fax, or write with your postal address and a request for a copy of the Eurolink Language Skills Scales of Attainment.

Applications for Part III (Practical block) leading to the Adv.Dip.(TESOL) will also be considered from holders of the Dip.(TM)TESOL with a good pass.

References and where appropriate an interview may be required.

Part II - Teaching Practice

Training Link Online Iberia offers teaching practice in Gran Canaria, Spain.

lessons at TLC Spain

Course Fees

Advanced Diploma course fees »

Obtaining Employment following Course Completion

Trying to find employment with a qualification that is recognised only by the distance-training provider awarding it can, for obvious reasons, prove exceedingly difficult. On the other hand obtaining employment with an internationally recognised qualification, i.e. one validated and/or accredited by an external independent body is, for most, a relatively simple process. Holders of the Advanced Diploma in TESOL usually obtain a teaching post within a month of gaining the qualification.

Advice on obtaining employment is provided in the course handbook as are website addresses for jobs. Eurolink Teacher Training regularly receive offers of posts from around the world which are passed on to trainees nearing the end of their course. Read more about gaining employment.

 

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