THE TRINITY LTCL DIPLOMA TESOLWITH OPEN DOORS |
The LTCL Diploma TESOL is a Masters degree (level 7 in Further Education) level qualification. It's aim is to broaden and deepen your knowledge and experience of teaching, both theoretical and applied. You will be able to support your learners more effectively as well as being better equipped to take on management, mentoring and teacher training roles.
The multi-cultural setting at Open Doors, as well as its unusual status of having both public and private sector validation (OFSTED and British Council), along with the high levels of support we offer, provide a perfect setting for you to further your Professional Development.
All the tutors on the Diploma TESOL course are highly experienced, with over 20 years of ESOL and EFL teaching and higher level qualifications both in the private and public sector. They come from diverse professional and personal backgrounds and are dedicated to providing the highest level of support during your training.
We are excited to be able to offer our blended course (60% face-to-face, 40% online) to teachers with experience of at least 960 hours (equivalent to two years full time) within the last five years and who hold the Certificate TESOL, CELTA or equivalent.
We recognise that online work can be challenging and time consuming. We do our best to ensure that any questions or problems you have are dealt with and resolved as quickly as possible in order to minimize disruption to your learning. However, the on-line modules have been included in recognition of the changing face of education worldwide. As a fully qualified teaching professional you will be expected to have well developed IT skills. The experience that you will gain with us in using an on-line learning environment, trying out different web applications, engaging in forum discussions and so-on, will give you significant advantage in the employment market.
The course director is an Advanced E-Guide with qualifications in ICT for Education and all the tutors involved in the delivery of your training have been through the e-guide training programme. They are all happy to provide the support necessary to see you through this learning process, though it will take commitment, determination and often patience on your part.
OVERVIEW OF THE ASSESSED COURSE UNITS AND COMPONENTS
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Section 1 |
Section 2 |
Section 3 |
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Unit 1 Written paper (three hours) (externally assessed) |
Language: Four short questions (choice of 5) |
Learning and Teaching: One essay (choice of three questions) |
Professional Development One essay (choice of three questions) |
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Unit 2 Coursework portfolio (internally assessed and externally moderated) |
Observation Instruments: Rationale and evaluation of use in a minimum of 6 hours’ (up to 10) compulsory observation |
Developmental Record: Based on a minimum of 10 hours’ (of 15 hours) compulsory teaching. |
Independent Research Project |
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Unit 3 Interview (30 minutes) Externally assessed |
Talk on prepared topic and discussion (10 minutes): the interview will have a phonological focus |
Phonemic transcription (5 minutes) |
Discussion on topics concerning theory and application (15 minutes) |
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Unit 4 Classroom teaching (internally and externally assessed) |
Internally assessed: Planning Teaching Lesson evaluation (4 x 1 hour internally assessed lessons) |
Externally assessed: Planning (20 minutes of which 10 minutes discussion with the candidate) Teaching (60 minutes) Lesson evaluation (20 minutes discussion with the candidate) |
Internally assessed and externally moderated teaching journal based on the internally assessed lessons in section 1 |
OUTLINE TIMETABLE OF THE COURSE SYLLABUS
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DAY 1 |
Introduction & research methodology |
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DAY 2 |
Lesson planning Short & long term objectives Individual learner & class profiles Language & psychology Issues relating to motivation |
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DAY 3 |
Sla theories Classroom planning, procedural variety Classroom management Teaching techniques to develop skills |
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DAY 4 |
Principles of testing & assessment of learners proficiency at different development points Ability to assess effectiveness of learning aims Ability to assess learners’ communicative skills Techniques for analysing learner needs and styles & strategies Ability to build on learners developing competence |
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DAY 5 |
Theoretical issues affecting practical implementation in pronunciation Sounds on how they are produced – intonation & meaning Transcription Use of subset of IPA symbols |
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DAY 6 |
Teaching techniques for analysing error & achievement Use of materials & aids Selection & exploitation appropriate reference materials Teaching materials Integration of phonology with other course components English as a global language and the effect of accent
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DAY 7 |
The grammar of English Tense and modality |
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DAY 8 |
Receptive and productive skills |
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DAY 9 |
Historical development & methodology Evaluation of current use Language learning theory applied to TESOL Sociolinguistics Social & cultural appropriacy of language Issues relating to language English as a global language Relevance of BSE and other varieties of English Variable status and varieties and role in classroom teaching Awareness and understanding of changing roles in different world regions Sociolinguistics Issues relating to social & cultural appropriacy of language & gender |
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DAY 10 |
Grammar of English – tense & modality |
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DAY 11 |
The semantics of English The connection between form & function |
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DAY 12 |
The syntax of English |
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DAY 13 |
Morphology Word classes, word information collocational relationships, |
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DAY 14 |
Discourse |
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DAY 15 |
Rhetorical & cultural conventions |
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DAY 16 |
Ability to select, use, adapt evaluate & develop teaching materials The role of cultural context at community, national & international levels The influence attitudes and behaviour of learners teachers and trainers Learning & teaching in multi-cultural contexts Issues relating to multi-lingualism, mono & bi-lingulism |
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DAY 17 |
Language assessment proceedures Ability to assess & test learners knowledge and skills on the basis of current assessment & testing |
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DAY 18 |
Basic principles of mentoring and providing constructive support Basic principles of different models of TESOL Aspects of management relevant to different locations Aspects of teacher training in terms of delivering programmes at initial levels |
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DAY 19 |
Understanding of materials and forms of assessment appropriate to young learners Syllabus and programme design as appropriate in the field of TESOL |
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DAY 20 |
Mock exams1 |
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DAY 21 |
Phonology review |
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DAY 22 |
Talk and discussion – practice run for external interview |
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DAY 23 |
Mock exams 2 |
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DAY 24 |
Phonetic transcription practice Language revision & practice (interview practice) |
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DAY 25 |
Session of candidates choice |