Aims of a Trinity CertTESOL course

The Trinity CertTESOL is a pre-service teacher training course at Level 5 of the Regulated Qualifications Framework (RQF) designed for those who have little or no experience of Teaching English to Speakers of Other Languages (TESOL). Course participants must have a high level of competence in spoken and written English, whether English is their first, second or additional language. The training equips them with the initial skills and knowledge needed to take up posts as ESOL or EFL teachers and gives them a firm foundation for self-evaluation and further professional development.

Objectives of a Trinity CertTESOL course

Trainees will be expected to demonstrate the following learning outcomes on completion of the course:

1. Knowledge of the main grammatical, lexical and phonological features of standard English
2. Awareness of the learning needs of individuals or groups of learners, and of the motivation of learners in a variety of cultures and contexts
3. Ability to establish rapport and create and maintain learners’ interest
4. Ability to draw up a range of lesson plans with clear and achievable aims, using appropriate methods for learners with various needs
5. Ability to manage and stimulate active participation among a class of learners and provide a relevant learning environment and learning opportunities in relation to their learning objectives
6. Ability to evaluate, use and adapt published material and create simple teaching material, which may include using the internet, visual aids, audio, video and ICT
7. Broad understanding of the main advantages and disadvantages of various language teaching approaches
8. Ability to evaluate their own effectiveness as teachers and to work co-operatively as members of a teaching team
9. Awareness of the need to continue their development as ESOL teachers
10. Awareness of the means of finding a TESOL post after training and of the main issues relevant to employment in this area

Trinity Certificate in Teaching English to Speakers of Other Languages (TESOL) – Level 5 Component Units

Unit 1: Teaching Skills

This unit covers methodology, teaching skills, teaching practice and related portfolio, guided observation and related journal, course book and materials evaluation, methods of assessment and testing in the classroom.  This unit is considerably larger than other units as it involves the assessment of skills, knowledge and understanding developed in all areas, but demonstrated in an integrated fashion as appropriate to a dynamic learning environment. As this qualification prepares the candidate specifically for the initial stages of the teaching profession, greater guided learning hours are attached to Unit 1 to ensure the vocational validity, relevance and professional integrity of the qualification in relation to the standards set by Ofqual (Office of Qualifications and Examinations Regulation) and by other professional bodies internationally.

To see the module description, please click here.

Assignment: teaching practice journal compiled throughout the course containing all component elements listed above.

Unit 2: Language Awareness & Skills

This unit covers trainees’ theoretical knowledge of linguistic form (phonological, lexical and syntactic), function and meaning in standard English and how to teach these to learners.  Language Awareness (LA) is used as a generic term covering the areas of lexis, grammar and phonology.  Language Skills (LS) is used as a generic term covering the receptive skills of listening and reading  and the productive skills of speaking and writing.

Assignment: three one-hour written exams in grammar, lexis and phonology.

To see the module description, please click here.

Unit 3: Learner Profile

This unit covers one-to-one teaching methodology, needs analysis, linguistic analysis, lesson planning and syllabus design. It brings together, in the form of a practical assignment, all items studied in Units 1 and 2.

Assignment: written portfolio including all elements listed above.

To see the module description, please click here.

Unit 4: The Materials Assignment

This unit covers the production, adaptation, use and evaluation of simple classroom teaching materials and tasks. The materials adapted/devised by trainees are used in teaching practice lessons. The assignment is externally assessed by a Trinity moderator.

Assignment: ten-minute oral examination conducted by Trinity moderator.

To see the module description, please click here.

Unit 5: Unknown Language

This unit covers teaching methodologies and activities appropriate for beginner learners of a language, through little or no use of their first language (L1). It also introduces lesson planning and contrastive analysis.  The unknown language will be a natural language, ie not an invented or computer language, and this language should be one previously unfamiliar to all of the trainees on the course. Assignment: written portfolio evaluating own experience of learning the unknown language and summarising the implications for teaching beginners.

To see the module description, please click here.

Assessment

Trainees’ practical and written work is mainly assessed by course tutors and moderated by a Trinity College Moderator. The following elements are assessed:
• Teaching skills (including teaching practice journal, observation reports,coursebook evaluation) – this equates to 50% of the final assessment
• Language awareness (Grammar, Phonology and Lexis)
• Profile of an individual learner of English
• Teaching materials assignment (assessed solely by Trinity moderator)
• Unknown language journal

Attendance

It is a requirement of Trinity College that trainees attend 100% of the course.