Alba English Trinity DipTESOL Handbook 2018
Alba English Trinity DipTESOL Handbook 2018
Alba English Trinity DipTESOL Handbook 2018
2018
0
Contents
Welcome ............................................................................................................. 2
Reading List....................................................................................................... 37
Assessment ....................................................................................................... 38
Acknowledgement .............................................................................................. 39
1
Welcome
Welcome to the Alba Trinity Licentiate Trinity Diploma in TESOL candidate handbook. This
guide has been designed to give you an overview of both the content and delivery of the
course. We recommend that you refer to it from time to time in order to regain any lost
focus, or if you have any questions related to specific points.
Of course, you are more than welcome to get in touch with us at any time during your
course with questions or comments relating to your coursework. There is no such thing as a
silly question; so rather than second guessing or stressing, send us an email
([email protected] / [email protected] / [email protected]), call
us (0044 (0)131 668 4336), or use the Moodle (more on that later).
Should you have any concerns, queries or problems during your course, you can contact
Corinne Wales, the Course Director (email above) or Jenny McLay, Director of Alba English
([email protected]) by email, post or in person at Alba English, 86-92 Causewayside,
Edinburgh, EH9 1PY.
2
Aims & Objectives
You will reflect on your own teaching and learning contexts individually and collectively; you
will develop a deeper understanding of the historical, evolutionary and post-modern context
of TESOL approaches; the socio-cultural aspects of TESOL including i. text-types / genres
and pragmatics ii. learner differences (e.g. gender, age, culture, phonology) and the
implications these may have for TESOL. You will also consider the differentiation of TESOL
pedagogical contexts e.g. ESP & EAP, Young Learners, CLIL.
You will be encouraged to critically and reflectively engage with old and new TESOL
methods and, crucially, apply newly acquired or refined practical skills in your own teaching
practice with the ‘into the classroom’ components of the curriculum. You will be continually
nudged into self-evaluation and development of your own skills and the course has been
designed to personalise learning. Generally, you will explore techniques for teaching lexis
and grammar and pronunciation, skills-based teaching methods, lesson staging,
incorporating learner styles & strategies, syllabus and classroom material design, formative
and summative assessment techniques, learners with special needs and mentoring and
managing staff in an EFL context.
You will develop the second language teaching and learning knowledge and resources to
make effective classroom decisions in a range of teaching contexts and in relation to a
diversity of learners (e.g. mixed ability classes, monocultural vs multicultural classes,
learners with special needs). Syllabus design, classroom management and consideration of
diverse and differentiated learner needs will be refined through reading, webinars,
collaborative peer workshop activities and practically oriented case studies and scenarios.
You will be able to track and acknowledge your own progress throughout the course
primarily by way of progress milestone markers, structured reflective blogs and statements.
You will acquire and employ these reflective and self-evaluation techniques and strategies to
monitor your own learning achievements in and beyond the course.
3
to extend your motivation and inform your strategies for continuing
professional development
You will be encouraged to follow your own, personal professional development interests and
pathways within the course especially in relation to the Unit 2 assignments and into-the-
classroom practical applications of learning. Through the use of reflective statements and
blogs, self-evaluation techniques and collaborative construction of knowledge, you will view
the completion of the Trinity Diploma TESOL as a solid foundation on which you can go on
to construct your own personal learning and development pathways. Course tutors will
discuss and advise future progression routes with you during tutorials in the in-school
sessions.
All candidates who have graduated from the course will have been required to complete
Trinity Diploma assessed modules as well as in-course development assignments. You will
hold an internationally recognised TEFL-Q qualification which is rigorously benchmarked and
adds to the overall quality of the TESOL profession.
You will be expected to demonstrate the following learning objectives on completion of the
course:
You will develop your knowledge of the systems of contemporary English through input
sessions and co-constructed (between tutor and candidates) task-teach-task Moodle
workshops. Consideration of these systems will be given from BSE, Global Englishes, EFL
and ELF perspectives. You will also be required to give consideration to aspects of these
systems such as form and function, appropriate stage of syllabus introduction and common
4
learner needs and problems in order to provide plenty of examination preparation. To
further enhance understanding, the course will employ discourse, pragmatics and genre-
based approaches to contextualise the systems of contemporary English.
You will learn about the common problems of specific language learning groups through
input sessions, through peer to peer tasked discussions around ‘my learning context’ and
through your own reading (for example, Learner English: A teacher’s Guide to Interference
and Other Problems (Second Edition), Michael Swan and Bernard Smith, CUP, 2001). In a
similar fashion, the needs, motivations and cultural context of learners will be explored. You
will also engage with contemporary debates in TESOL such as the role of L1 in the
classroom, NS versus NNS teacher issues, culturally related power and participation
dynamics in teaching and learning environments. Input sessions, reading and the model of
teacher as ‘ethnographic researcher’ will help you identify the influence of cultural context in
their own classrooms.
You will be required to critically evaluate the ‘native speaker model’ as an aspirational target
within TESOL internationally as well as the traditional high status of RP against the
recognition and elevation in status of national regional accents and World Englishes.
Questions will be raised around linguistic (as well as cultural) imperialism and the
development of creoles and pidgins. The changing role and status of English within an
increasingly globalised world will look in depth at the concept of international English and
the notion of ‘comfortable intelligibility’ associated with English as a lingua franca (ELF).
You will be supported through the Moodle and guided through a set book ‘How Languages
are Learned’ (2013: Fourth Edition) by Lightbown & Spada, Oxford Handbooks for Language
Teachers, which relates theories of first and second language acquisition to what actually
goes on in the ESOL classroom. A comparative, reflective approach will be taken towards the
different language learning theories such as behaviourism, Chomsky’s Universal Grammar
hypothesis, cognitive and sociocultural approaches. A historical survey of learning theory
and teaching methodology with be presented in a Group Tutorial. You will take a focussed
look at Michael Halliday and Lev Vygotsky and deliberate over how ideas from each have
implications for classroom teaching, for example Halliday’s language as ‘meaning-making’
and Vygotsky’s ZPD and scaffolding.
5
Familiarity with the interface between language teaching and psychology,
including issues related to motivation and second language acquisition.
One of the marked differences between newer and more experienced teachers is their ability
to understand more about their learners. Through a combination of the course reading, the
collaborative effect of the course structure and the reflective nature of the tasks contained
therein, you should leave the course not only with a sound theoretical basis in this key,
although difficult to quantify, area, but also practical ideas on how to plan and teach more
effectively when taking account of learner identity, personality, motivation, anxiety and
emotion.
The ability to plan, design and deliver a series of ESOL lessons appropriate to
the learning and teaching context, and employing a range of lesson types and
classroom management techniques appropriate to learners’ language needs
and learning styles as individuals and as a group.
As part of the design of the course, you will be encouraged to experiment with new and/or
unfamiliar teaching approaches and techniques, prior to the assessed teaching component.
In addition, the self-reflective nature of the course should allow you to reaffirm the
strengths present in your teaching, so that they you able to justify both the decisions you
regularly make before, during and after lessons, as well as over a longer time period.
Through both the theoretical and practical components of the course, you will develop an
overall approach to their teaching which, although may be present before the course, will
likely be informed to a greater degree on its successful completion. This will feed into your
ability to make decisions of an informed nature when considering longer term courses. This
is likely to consist of what has been termed 'principled eclecticism'; you, through the nature
of the course, will be in a position to evaluate a range of key factors when designing
courses, and incorporate relevant features from a range of sources, as well as forge your
own framework for what constitutes an appropriate and relevant course.
The ability to evaluate, select and utilise materials and other resources in the
teaching and learning context as described above.
As with much of the course, you will be strongly encouraged to cast a critical eye over much
of what is put before you. Whether you are familiar with material selection and evaluation
procedures or not, upon successful completion of the course, you will co-construct a
relevant framework in which to ensure that materials that you select and use will be relevant
to you learners; in other words, ensuring a greater level of learner-centredness in your
overall approach, and having an informed view of the materials you yourself use.
The ability to assess and test learners’ knowledge of and skills in English on
the basis of current assessment and testing theory and materials, and to build
6
on learners’ developing competence with appropriate attention to their
strengths and weaknesses and learning styles.
In a world in which formal assessment is quite often one of the foremost reasons for
language learning in the first place, modern language teachers need to understand the what
and the why of current assessment. You will employ a reflective approach to understanding
assessment, before exploring and evaluating the options available when making your own
decisions regarding both formative and summative assessment methods.
The ability to use a wide range of reference sources for short-term teaching
purposes and long-term personal development.
The course will encourage you to do research into areas of particular interest or relevance to
you, and also to generally encourage you to read current journals and publications to keep
abreast of best practice thinking in the field. A convention of referencing of source materials
in collaborative work and individual assignments will be embedded in the course. You will
also build up a shared database of web resources on the Moodle.
Although not all candidates will have had direct experience of teaching young learners prior
to the commencement of the course, an awareness of key concepts related to this area of
ELT is essential for any practitioner who seeks to claim they have a rounded understanding
of the industry. Furthermore, the course will ask those candidates with young learner
experience to revisit some of their own beliefs about teaching to this diverse group. You will
develop a more thorough understanding of the particular needs of young learners, and how
this informs effective classroom practice.
You will be strongly encouraged to approach your portfolio work as a conscious process of
professional development by reflecting on your own personal teaching practice and context
as a starting point in any rationale. Throughout the course, you are required to submit
reflective statements which are structured to encourage and develop a reflective disposition
rather than assume it is already there. Furthermore, the intensity of collaboration and peer
review throughout the course will expose you to the insights gained by external, non-
threatening, constructive critique.
7
The ability to provide principled professional support to teachers of lesser
experience — in particular those who have recently obtained a CertTESOL or
equivalent level of TESOL qualification.
On completion of the Trinity Diploma TESOL, you will have gained the knowledge, skills and
the confidence required to support lesser experienced teachers. The Moodle is designed to
engender a collaborative, professional learning community and it is hoped that you will carry
the principles and ethos underpinning this environment away into your own immediate
context.
The ability to carry out classroom based investigation. Portfolio work will
form one strand of learning to carry out classroom based investigation.
The Course Director is an expert researcher and well equipped to advise and guide you
about the fitness for purpose of a wide range of research methodologies and tools. It is
envisaged that you will develop competencies in action research, evaluative self and peer
observation and classroom ethnography.
Course tutors will prepare you for the ten hours (600 minutes) guided observation part of
your Portfolio assignment. You will be given guidelines as to how to approach observation
with minimal impact in the classroom and maximum consideration for the observed teacher.
You will observe your peers within your own teaching contexts (verified by using the pro
forma provided for this purpose). Observed teachers will have either: a) a full teaching
qualification (LTCL Diploma or equivalent) and at least one year’s post-qualification teaching
experience, or b) a formal pre-service qualification (CertTESOL or equivalent) and at least
three years’ post-qualification experience in TESOL. You will gain an understanding of how
observation can be used supportively to improve performance (at an individual and/or
institutional level). Furthermore, as part of the preparations for your own assessed teaching
practice, you will consider comparatively appropriate feedback at TEFLI and TEFLQ stages of
career.
The collaborative mode of learning combined with the cumulative theoretical and practical
knowledge that you gain from completing the Alba English Trinity Diploma in TESOL will
8
develop your competencies in providing support, guidance and expertise to new apprentices
in TESOL.
9
Course Structure
The Alba Trinity DipTESOL contains four units, each comprising three sections. See the table
below for an outline of what each unit and section is focused on.
Professional
Unit 1: Written paper Language Learning and teaching
development
Discussion on topics
Talk on prepared Phonemic
Unit 3: Interview concerning aspects of
topic and discussion transcription
theory and practice
In the following pages, we will break down each unit into their relevant sections.
10
Unit 1: Written paper
Assessed at the very end of the in-school component, the three-hour Written Paper
requires answers to a range of set questions. You will be given examples of these questions
throughout your course in the Language Clinic on the Moodle. It is your responsibility to
make use of this opportunity by providing answers to the papers posted. Your tutors will
provide feedback and sometimes post suggested answers from Trinity. There is also a past
paper available via the Trinity website. The written paper is marked by an external
examiner, not your course tutors.
You need to answer four of the five questions in Section 1: Language. The questions
usually focus on the similarities and differences between specific structures, and especially
on use, as opposed to usage. This is where you can link your theoretical knowledge with
your practical skills and classroom experience. It is acceptable to use note forms and
diagrams to help you answer these questions. Your answers will be graded according to
their accuracy and completeness.
In Section 2: Learning and Teaching, you select one of the three questions, writing a
longer form answer. You might notice that the questions challenge you to justify and/or
define certain aspects of classroom practice. This is a good opportunity to use the reading
from the course, as well as the discussions with tutors and fellow candidates, to support
your approach to teaching.
Finally, in Section 3: Professional Development, you are often asked to outline the
advice or support you would give to others in a professional context, answering one from a
selection of three possible questions. Again, the more you can combine practical approaches
with a sound theoretical basis, quoting from or referencing key sources where possible, the
higher you are likely to score. You do not have to quote verbatim, but instead should seek
to make reference to published sources, such as the core reading from the course.
In both sections 2 and 3, your answers will be grade according to the following table.
Criteria Weighting
Familiarity with current thinking in ELT, e.g. from background reading. 15%
11
The table below summarises what is expected of you in Unit 1
Unit 1: Written
Section 1 Section 2 Section 3
Paper
Answer 4 from a Answer 1 from a Answer 1 from a
Number of questions
choice of 5 choice of 3 choice of 3
40 marks available 30 marks available 30 marks available
Marking 20 marks required 15 marks required 15 marks required
to pass this section to pass this section to pass this section
You must pass this You must pass at least one of these two
Important information
section sections to pass the paper as a whole
12
Unit 2: The Coursework Portfolio
For this unit of the course, you will produce three pieces of academic research work. The
course tutors will provide guidance and support, but the choice of focus and research should
come from you, dealing with areas of interest or aspects of language teaching that you wish
to develop. For most candidates, the portfolio will be worked on simultaneously alongside
the Moodle work. If you join the course before the Moodle starts, you can start some of the
background planning and reading for the portfolio.
Candidates are usually expected to submit the final versions of their three portfolio
assignments when they arrive for the in-school session. However, this can be negotiated
Course Director. Please contact us if you are unlikely to submit your portfolio when
attending the in-school session – we reserve the right to charge a fee of £50 if this is not
agreed in advance.
13
In Section 1: Observation Instrument, you are required to design and develop an
observation instrument (OI) that results in useful data being collected for the purposes of
classroom research and professional development.
The guide below shows the necessary stages in the development of this section.
You might find Ruth Waynryb's Classroom Observation Tasks (CUP, 1993) a useful resource
for inspiration or ideas for this section. There are a huge range of possibilities for this
section of the portfolio, so do take the opportunity to talk over your ideas with your tutor
before deciding on one particular path. Error correction strategies, attending styles,
interaction patterns and teacher talking time are all examples of what other candidates have
chosen to focus on in the past.
Like all three sections of this unit, an academic style is necessary. You will need to refer to
reading accurately throughout, as well as adhere to a word limit of 2,700-3,300 words
(excluding appendices). Your instruments must be included in the main body of the report,
not in the appendices. On the Moodle, you will find a self-evaluation checklist for this
and all of the assignments, so you can be sure to include all the necessary items and
sections.
There are also restrictions on the teachers you can observe when using the OI. You must
observe LTCL Trinity DipTESOL-qualified (or equivalent) candidates with one year's post-
qualification experience, or CertTESOL (or equivalent) teachers with at least three years'
post-qualification experience. Please contact us if you have any difficulties in setting up the
observations. It may be possible to carry them out at Alba English School.
14
The marking criteria for the OI are outlined below. You should pay attention to the
weighting of the marks when writing up your report.
Criteria Weighting
A clear rationale, a statement of the initial instrument 20% (40 marks available)
You will need to complete ten hours of guided, purposeful observation. The assignment will
be based on a minimum of six hours from these ten. There is a proforma available to
download on the Moodle. Please complete this as you complete your observations, and
submit it with your hard copy at the beginning of the in-school component.
15
For Section 2: Developmental Record, you will select a particular aspect or skill of your
teaching repertoire to focus on and develop. This part of the portfolio is very personal, and
should reflect something that you wish to improve in your own teaching. The motivation for
working on this area should come from you, but may be something that has been
highlighted in your own institution’s CPD or observation programme.
As with the rest of the course, the Developmental Record (DR) is a reflective, formative
approach to development. You will want to connect the core reading, your teaching
practice, as well as other, extended reading in relation to your chosen area. You can also
make use of your fellow candidates, and use the Moodle for ideas and advice.
The DR must cover a minimum of ten hours' of teaching, with each lesson having a
minimum of six learners. You are free to chart your development over the course of
teaching several different class types, so you can develop your chosen skill across a range of
lesson contexts. Previous candidates have chosen areas such as 'motivation in writing skills'
and ‘teaching phonological awareness'.
The marking criteria for the DR are outlined below. You should pay attention to the
weighting of the marks when writing up your report.
Criteria Weighting
As with the OI, above, there is a strict word limit of 2,700-3,300 words, excluding
appendices. The proforma that is required for submission and verification can be
downloaded from the Moodle.
16
Finally, you have to submit Section 3: Independent Research Project. This, as outlined
in the syllabus, should have a particular and well-defined focus that can be meaningfully
researched and written up within the constraints of the time and word count.
Essentially, you are free to choose your own focus within the broad scope of issues relating
to learning, teaching, training or management. Past Independent Research Projects (IRP)
have dealt with areas such as CPD programmes, syllabus design, or materials development
and/or implementation
Even more so than with the other two components of Unit 2, it is essential you consult
your course tutor before you get started with this section. The procedure for the IRP is
broadly outlined below.
Devise a simple research plan that will include some or all of the following:gathering
classroom-based data, reading relevant literature (published and unplublished),
designing a questionmaire for data collection, making use of other sources of information
and data as appropriate
Write up the conclusions as appropriate and evaluate the planning and carrying out of
the research against the initial aims
The marking criteria for the IRP are outlined below. You should pay attention to the
weighting of the marks when writing up your report.
Criteria Weighting
A clear rationale, a statement of the research focus 20% (40 marks available)
Quality and relevance of the data collected 25% (50 marks available)
17
accuracy
Your final mark for the portfolio will be an amalgamated mark of all three components.
Scoring between 50-79% will result in a pass, and over 80% will achieve a distinction. Your
portfolio will be assessed by one of the Alba Trinity DipTESOL tutors and then externally
moderated. Each section is given a score out of 200.
18
Unit 3: The Interview: Phonological Theory in Classroom Practice
This unit gives you the chance to discuss and show evidence of your knowledge related to
the phonological systems of English, and how they can be applied to the classroom context.
The interview is conducted and assessed by the external examiner and lasts for thirty
minutes. It is divided into three sections.
19
In Section 1: Talk by candidate and discussion with examiner on the talk you give
a short presentation to the examiner about a particular aspect of phonology in relation to
classroom practice for 5 minutes. The topic must be submitted, in writing, a fortnight
before the session, and your course tutor will discuss the various options you might be
thinking of well in advance.
The phonology sessions of your Moodle course should give you some ideas as to relevant
topics, and we suggest keeping a record of how different aspects of phonology relate to
your learners and your teaching environment. As you can see from the table below, the
topic should relate to classroom practice. So, the more you can connect the talk to your own
teaching and learners, the better. Think about what you have knowledge and experience of
– and if you don’t have much at the start of the course, now is the time to start integrating
phonology into your everyday classroom routines.
The talk is followed by a further 5 minutes of discussion in which the examiner will ask
questions and prompt you to give further consideration to the topic.
The marking criteria for the talk and discussion are outlined below.
Criteria Weighting
20
Section 2: Phonemic transcription requires you to transcribe - using the International
Phonetic Alphabet (IPA) symbols, marking tonic syllables and intonation patterns – a live,
on-the-spot utterance from the examiner of approximately 14-16 words of at least two
phrases or sentences. There will be features of connected speech, such as assimilation,
elision, linking and vowel reduction in the utterance, as well as an emotive element to the
utterance.
You can ask the examiner to repeat the entire utterance as many times as you require.
If you are not familiar with the IPA, do not worry. There will be plenty of practice of this
section throughout the course. You are, of course, free to practice in your own time. Try the
Sounds app from Macmillan, Alba English's page with video on the sounds, or the British
Council's interactive version of the chart if you would like to get started. Some candidates
find it useful to create a collection of flashcards with the different symbols on them.
This section of the Interview lasts for 5 minutes, and is assessed according to the following
table.
Criteria Weighting
Completeness – did the candidate complete the task in the time given? 20%
21
Finally, in Section 3: Discussion on theory and practice of phonology you will
conclude the interview by having a 15-minute discussion, integrating theory and practice,
covering some, but not all of the topics in the table below. Throughout the Moodle
component, with guided reading and with further practice during the in-school component,
you will become conversant in these aspects of phonology. However, if your teaching until
now has not featured much work in these areas, it is worth doing some extra reading. Speak
to your course tutor, who will gladly advise you further.
The examiner will lead the discussion and is likely to make reference to the transcription
from Section 2, and may use any comments or omissions from Section 1, too. You should be
prepared to talk about any of the topics from the table below. As with most of the units and
sections, you should try to refer to your own teaching practice to illustrate and support the
points you make. Not only does this make it easier to discuss, but is expected by the
examiner.
22
comparative and contrasting features of the first
language of students that the candidate has recently
taught
main features of English phonology to be considered
when teaching speaking skills and listening skills
awareness of differences between spoken and
written discourse
understanding and use of relevant phonetic symbols
Phonology as taken from the IPA
awareness and use of weak forms
production of the English sounds, explaining how
sounds differ in their articulation
understanding how adjacent sounds affect the way it
is pronounced
sentence stress and intonation
syllable and word stress (word, syllable, sentence)
meaning as conveyed by stress
use of intonation in question forms and statements
use of intonation to communicate tone and intention
use of intonation in longer spoken discourse.
identification of strategies and techniques to improve
learners’ ability to identify the sounds of English
correctly
identification of sub-skills in listening to English, and
Aspects of teaching
23
As with all sections in this unit, the criteria have equal weighting. They are outlined below.
Criteria Weighting
Accuracy (theory) – e.g. can the candidate give correct definitions, as
selected by the examiner, and account for their choice of phonemic script 20%
if this is referred to?
Characteristics of spoken English (this can, but need not necessarily,
directly relate to the phonemic transcription in Section 2) – can the
20%
candidate hold a discussion on accents, varieties of English, functions of
intonation, word/sentence stress, etc?
Aspects of teaching (this criterion covers class implementation of the
theory discussed) – can the candidate discuss, e.g. what remedial tasks
they have implemented and why? Or how important listening skills are in 20%
the teaching of pronunciation? Or how strategies and techniques are
identified to aid the learners' development in specific areas?
General professional development – can the candidate specify how the
Diploma course has helped their professional development in the teaching
of phonology or how phonology might be integrated with the teaching of
20%
grammar and skills work? Can the candidate discuss a specific nationality
taught by them, the problems faced, and how this experience has
enhanced their awareness generally in understanding their learners?
Coherence — can the candidate discuss, e.g. with clarity, evaluate
effectively, offer suggestions and alternative strategies, speak clearly and 20%
appropriately for a teacher of English?
In order to pass Unit 3, you must pass the unit as a whole, not each individual section.
50-79% would indicate a pass, whereas a distinction requires at least 80%.
The marking scheme reflects the time allocation, and is given below.
Section 2 is out of 50
The raw total the three marks is then divided by three to calculate your score.
24
Unit 4: Teaching Practice: Learner Analysis, Preparation, Delivery and Self-
Evaluation in Teaching
In this unit, which takes place throughout the in-school component, you will plan, teach and
reflect on a series of five lessons, each one sixty minutes long. The three sections –
internally assessed lessons (x4), an externally assessed lesson, and an assessed teaching
journal – must all pass to successfully pass the unit as a whole.
It is worth reading Trinity’s note on their approach to the assessment of teaching here:
25
In Section 1: Internally-assessed lessons and Section 3: The Teaching Journal you
will plan for and teach to a minimum of eight students, including a variety of lesson
types across the four lessons. The internally assessed lessons are worth 40% of this section,
while the journal is worth 20%. The mark for your lessons is the average of all four – so the
40 marks available for each lesson (totalling 160) is divided by 4 to work out your final
mark.
You will have a five-minute pre-lesson discussion about your plan and a twenty-
minute face-to-face discussion and feedback session immediately after the
lesson, which is also part of the assessment process. Your tutor takes on two roles here.
First as assessor, then as tutor once the discussion moves on to feedback. You then
reflect on and evaluate your lesson in your teaching journal. The lesson evaluation is worth
25% of this component.
You must provide a lesson plan to your assessor, containing lesson procedures, rationales
and learner profiles. We will provide a template designed to assist you in achieving all the
criteria. You need to ensure that the plan is given to your assessor in good time so that we
can prepare for the observation, too. Please remember that the plan is evaluated as seen in
the written form, and not as seen ‘in action’. Therefore, your attention to detail and explicit
description of various procedures, anticipated issues and rationale for selection of language
and activities play a major role in your grade. The plan is worth 25% of the grade for the
lesson component.
During the observation, the assessor will use a standard pro forma, ensuring your lessons
are objectively assessed. We will give you guidance on the criteria, as well as Moodle
activities and a tutorial on this, so that you approach the teaching component fully informed.
The lesson delivery is worth 50% of this component.
26
Section 2: Externally examined lesson, is the always the final lesson in the sequence.
The procedure is largely the same as the internally assessed lessons, although there will be
an external examiner as opposed to the tutor observing the lesson.
After submitting the lesson plan to the examiner at least twenty minutes prior to the lesson,
you will have a five-minute discussion with them. You teach the lesson as normal, and then
spend time reflecting on the lesson while the examiner moderates your teaching journal for
twenty minutes. Next, you spend twenty minutes with the examiner, evaluating the lesson,
justifying changes to the lesson in action from what was planned, making suggestions about
future practice.
This single externally examined lesson is worth 40% of the total grade for Unit 4, and is
graded in a similar way to the internally assessed lessons. In a similar vein to the internally
assessed lessons, 50% of the weighting is for the lesson itself, with 25% allocated
to the planning and self-awareness and reflection respectively.
Once again, 50% is required to pass. Scoring score 80% or over merits a
distinction.
27
Your Diploma: The Moodle
The Moodle platform is the method used to deliver the distance learning course content. No
specialist knowledge or software is required to access the platform – simply a computer,
laptop, tablet or phone with an internet connection.
Additionally, the Moodle is where you will find a range of ways in which to interact with both
the course tutors and your fellow participants. The Alba DipTESOL is built on the foundation
that collaborative learning is key to successful teacher development. Throughout the course,
you and the other candidates will make use of various aspects the Moodle offers.
Lessons: A varied series of pages that combine input content with practical, short
response-required questions.
Workbooks: Slightly more traditional than lessons, these typically contain page of input
content which may take the form of online pages, embedded files or videos. They usually
conclude with instruction to take what you have learned into the classroom to experiment
and reflect.
Glossary: Concise and efficient pages in which you co-construct a moderated set of
explanations for key terminology in the ESOL context. You can and should add to the
glossary as often as possible, and at least once a week during the online component,
making use of it as a space to deal with key concepts in a digestible way.
Quizzes: Opportunities for you to self-check your own progress and also review. You will
see these appear at intervals throughout the course.
Tutorials: Both group and individual tutorials are timetabled into the course to allow you
honestly assess your progress, as well as raise any concerns and questions in real-time with
your course tutor and fellow candidates. Group tutorials are on timetabled dates, whereas
individual tutorials can be scheduled upon request.
Please note, these are delivered through BigBlueButton, which is integrated into the
Moodle; no Skype or other specialist software is required, just earphones and microphone
(using your computer’s internal microphone will usually result in a lot of feedback).
28
However, the tutorials will, at present, only work with a laptop or desktop computer, not via
a phone or tablet.
Narrated presentations: More than just another powerpoint presentation, these are
designed to make the input more accessible, ensuring that the key concepts and ideas are
talked about and explained in a more human way, as well as supported by text on the
screen.
Checklists: Lists of ‘core’ work that should be completed in relation to the week’s input.
Please note that evidence of progress is required (as shown through forum discussions,
assignments, tutorials and checklists, as well as emails to your course tutors) in order for
you to progress to the in-school session. We reserve the right to delay your in-school
session if there is insufficient evidence of your progress throughout the course.
29
Getting online
Once you have officially signed up for the course, and upon payment of the deposit, you will
receive an email with a username and temporary password for the Moodle course. After
following the link and changing your password, you will be able to access the Moodle.
You will be presented with your 'Dashboard', an initial page that updates you on activity
related to the course. This may be from course tutors or other candidates.
By clicking on the Alba Trinity Diploma TESOL title, you will enter the course proper. Now
you can begin, so take a look around. Please read the welcome message, as well as
familiarising yourself with the various units of the course.
Your initial tutorial with one of the course tutors will clarify what you can expect from the
Moodle and what is expected of you on this part of the course. If you are familiar with
online distance learning courses, then you probably know what to expect. If this is your first
such course, then do not worry; it all very quickly becomes second nature, and you will be
accessing workbooks, writing forum posts and joining workshops in no time.
Do bear in mind that there are assigned sections of the Moodle to complete based on the
sessions, outlined in the table below. Therefore, we open the sections weekly as the course
progresses. We keep the previous sections open (so you can always catch up with the
reading later).
30
Sample week by week overview
Week Overview
Course
Details of course structure and Moodle.
Introduction
What dispositions and skills are needed to successfully complete the
What is a
DipTESOL?
1 Reflective
Practitioner? Group forming.
Your Portfolio. Grammar in the ESL classroom: form & function, inductive &
deductive approach, the place of grammar in the class room.
(GT)
Identifying your
own strengths and The morphology of English and its lexical organisation; affixation;
weaknesses. conversion; compounding; the lexical approach; Hoey’s lexical
3
priming; collocational relationships; phrasal verbs; teaching
Your Portfolio.
vocabulary
(IT)
Learning
Language
Theories Scope & explanatory power of different language learning theories.
5
Focus: Chomsky, Halliday and Vygotsky.
Overview
(GT)
31
Week Overview
Feedback Sessions
7 Learning Styles & Strategies: a critical look.
(IT)
(GT)
Feedback &
Assignment Task Genre, Genre-based approach and register in different text-types
11 Progress (oral & written). Cultural dimensions to teaching EFL: situating your
own teaching context; situating your learners
(IT)
(GT)
32
Week Overview
Focus Phonology Syllabus Design: General + Young Learners, Teenagers & CLIL.
15
(IT) Teaching Young Learners.
It’s the way that Phonology: The effect of intonation on communication; strategies in
17 you say it spoken discourse, discourse markers
Feedback &
The psychologies of language learning: motivation, the autonomous
Assignment Task
19 Progress learner
(IT)
33
Week Overview
Feedback &
Assignment Task Training initial level teachers: mentoring, developing, supporting
23 Progress
Learners with special needs; treating differences equally
(IT)
34
Your Diploma: The In-School Component
The in-school component of the course is a timetabled, intensive two-week course that
builds on the Moodle component and finalises preparation for Unit 1: Written paper, Unit 3:
Interview, and Unit 4: Classroom teaching. These are timetabled as part of the in-school
component; it is therefore essential that you treat this component as a full-time effort.
During this part of the course, you will plan, teach and reflect on a sequence of five
assessed lessons (four of these are assessed by course tutors, the fifth and final lesson is
externally assessed by a Trinity examiner), sit a three hour written exam and have a one-to-
one interview with an external Trinity examiner who will assess and discuss your knowledge
of phonology.
There are a variety of sessions, led by you, the course candidates, designed to prepare you
for the exam, interview and teaching assessments. However, course participants are likely to
also spend time preparing for the various components outside of these timetabled slots. The
school will provide resources and space where possible and as necessary. A sample in-
school session timetable is provided below. Please note, the individual sessions are subject
to change.
35
Week 1
Participant-led
workshop Different syllabus
Phonology: The value of
9-10.30
Week 2
Journals paper
Exam day
Sunday Lunch:
13.30-15.00
Post-lesson Post-lesson
Mock Written
evaluations + evaluations +
Paper (contd)
RRP RRP
36
Reading List
Trinity College London does not prescribe specific books. Instead, each course provider, in
this case Alba Teacher Training, provides course participants with a recommended reading
list. For Trinity's full bibliography, please see Trinity's Course Summary and Bibliography
document (link: http://www.trinitycollege.com/resource/?id=2549). Please note however,
that candidates are by no means expected to read all the books listed by Trinity.
You will, however, need to obtain a number of books to gain the knowledge necessary to
complete and take an active part in the course. These books should ideally be obtained as
soon as possible after acceptance onto the course. Many candidates choose to buy hard
copies of these books in order to have constant access to them, both during the course and
in the future. Others may wish to use their own institution's copies for the duration of the
course. You can also use digital versions, such as Kindle, for some of the essential reading
list (NB you do not need a Kindle device to use these – Kindle apps are available for almost
all types of device that you may already own. Follow this link to find out more
https://www.amazon.co.uk/kindle-dbs/fd/kcp ), or make use of digital libraries such as
Scribd, where, for a relatively small subscription fee, you can download and access a huge
number of titles relevant to the Diploma. If you are having difficulty accessing any books on
the essential reading list, please contact your course tutors as soon as possible.
The list below are ‘Essential Reading’ - each session may refer to topics and chapters within
these books and you won’t be able to complete the online component without them.
37
Assessment
The assessment criteria requires candidates to score a minimum of 50% in each unit. A
score of between 50 and 79% will result in a Pass being awarded. A score of at least 80%
will result in a Distinction being awarded.
Please note, that if Unit 4 is unsuccessful during the in-school component, it may be
retaken. However, a further fee will apply for this.
Below is a brief overview of the assessment criteria. Further, more detailed information can
be found in Appendix IV.
38
Acknowledgements
We would like to warmly acknowledge and give thanks to the staff at Broadstairs English
Centre, Broadstairs, UK, for their support and guidance during our Trinity Diploma validation
process.
We would also like to thank Dave Weller of EF for his ideas and guidance.
39
Recommended Further Reading
At the top of each subsection, you will find some of the principal literature on each topic.
The titles listed underneath contain relevant reading, usually related to more narrowly
defined contexts. You may wish to use them when applicable to your own context, or in the
event that you wish to examine this area for further research.
40
Approaches to language learning and teaching
Brown, S. & Larson–Hall, J. (eds.). (2012). Second Language Acquisition Myths: Applying
Second language Research to Classroom Teaching. Michigan: University of Michigan.
Dornyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: CUP **.
Ellis, R. (1994 / 2008). The Study of Second Language Acquisition. Oxford: OUP.
Foley, J. (1994) ‘Key concepts in ELT: Scaffolding’ ELT Journal 48 (1) pp. 101-1
Guardian Science Weekly Podcast ‘Universal grammar: are we born knowing the rules of
language?’ 11 January 2017
Griffiths, C. (2004) ‘Language Learning Strategies: Theory and Research’ Occasional paper
no. 1
Hall, D. and Hewings. A. (Eds.) (2000) Innovation in English Language Teaching. London:
Routledge ISBN: 0415241243
Halliday M.A.K (2004 [1980]) ‘Three aspects of children’s language development’ in Halliday,
M.A.K. (ed.) The Language of Early Childhood: Vol. 4 The Collected Works of M.A.K. Halliday
Harmer, J. (2007). How to Teach English. London: Longman or Harmer J (2015) The
Practice of English Language Teaching, Longman Handbooks for Language Teaching
Hoey, M. (2001). Textual Interaction. London: Routledge. (E-book google / kindle edition
available)
McDonough, J. & Shaw, C. (2003 / 2012). Materials and Methods in ELT. Oxford: Blackwell.
(Kindle edition available)
41
Meddings, L. & Thornbury S. (2012) Teaching Unplugged, Delta Teacher Development
Series
Mishan, F. & Timmis, I. (2015) Materials Development for TESOL, Edinburgh Textbooks in
TESOL . (Kindle edition available)
Mitchell, R., Myles, F. & Marsden, E. (2013 3rd ed.). Second Language Learning Theories,
Routledge (Kindle edition available).
Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the
classroom. Abingdon: Routledge (Kindle edition available)
Scharle, A. and Szabo, A. Learner Autonomy. Cambridge University Press: Cambridge, 2000.
ISBN: 0521775345
White, L. Second Language Acquisition and Universal Grammar. Cambridge University Press:
Cambridge, (2003 / 2012). ISBN: 0521796474 (Kindle edition available)
Williams, M., Mercer, S. Ryan, S. Exploring Psychology in Language Learning and Teaching,
2015, (Oxford Handbooks for Language Teachers)**
Willis, J. A & Willis D. Doing Task-Based Teaching: A practical guide to task-based teaching
for ELT training courses and practising teachers. 2007 (Oxford Handbooks for Language
Teachers) (Kindle edition available) **
42
General pedagogy
Carter, R. and Nunan, D. (2001). The Cambridge Guide to Teaching English as a Second or
Other Language. Cambridge University Press: CUP. (Kindle edition available)
Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? Review of
the underpinning research [online]. Available at
http://www.suttontrust.com/researcharchive/great-teaching/. Accessed on 11/02/17
Finley, T. Are Learning Styles Real - and Useful? 2015 Edutopia Accessed on 11/02/17
Freire, P. (1970). The Pedagogy of the Oppressed. London: Continuum.
Hattie, J. (2003). Teachers make a difference: what is the research evidence?. Melbourne:
Australian Council for Educational Research. Accessed on 11/02/17
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Abingdon:
Routledge (Kindle Edition available)
Nunan, D. (2015) Teaching English to Speakers of Other Languages: An Introduction,
Routledge
Petty, G. (2009). Evidence-Based Teaching A Practical Approach. Oxford: OUP. And Geoff’s
books for downloads for EBT
Scrivener, J. (2005 / 2011). Learning Teaching. London: Macmillan.
Sotto, E. (2007). When teaching becomes learning: A theory and practice of teaching.
London: Continuum.
Thompson S. & N (2008) The Critically Reflective Practitioner, Palgrave: Macmillan (Kindle
edition available)
Thompson, N. & Pascal J. Developing critically reflective practice in Reflective Practice Vol
13, No. 2., April 2012 pp. 311-325 (free download on ResearchGate)
Ur, P. (1996). A Course in Language Teaching Practice. Cambridge: CUP.
43
Listening
Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching (Oxford Handbooks for
Language Teachers)
***
Brown, G. (1990) Listening to Spoken English (Applied Linguistics and Language Study)
Routledge
Davis, P. & Kryszewska, H. (2012) The Company Words Keep, Delta Publishing
Dellar, H. & Walkley, A. (2016) Teaching Lexically: Principles and Practice, Delta Publishing
Field, J. (2000). Finding one’s way in the fog: listening strategies and second-language
Learners. MET. 9/1.
Field, J. (2008). Listening in the Language Classroom. Cambridge. CUP (Kindle edition
available)
Field, J. (1998) ‘Skills and Strategies: towards a new methodology for listening’. ELTJ. 52/2.
Goh, C. (1997). ‘Metacognitive awareness and second language listeners’. ELTJ. 51/4.
44
Speaking
Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching (Oxford Handbooks for
Language Teachers)
***
Davis, P. & Kryszewska, H. (2012) The Company Words Keep, Delta Publishing
Dellar, H. & Walkley, A. (2016) Teaching Lexically: Principles and Practice, Delta Publishing
Paterson, K., Caygill, C & Sewell, R. (2011 / 2012) A Handbook of Spoken Grammar, Delta
Publishing
45
Reading
Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching (Oxford Handbooks for
Language Teachers)
***
Banford, J & Day, R. (2004). Extensive Reading Activities for teaching Language.
Cambridge: CUP.
Dellar, H. & Walkley, A. (2016) Teaching Lexically: Principles and Practice, Delta Publishing
46
Writing
Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching (Oxford Handbooks for
Language Teachers)
***
Badger, R. & White G., ‘A process genre approach to teaching writing’, ELT Journal Volume
54/2 April 2000
47
Discourse and Pragmatics
***
Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, R., Morgan, M. J., & Reynolds, D. W.
Reynolds, D. W. (1991). Developing pragmatic competence: Closing the conversation. ELT
Journal, 45, 4-15.
Boxer, D., & Pickering, L. (1995). Problems in the presentation of speech acts in ELT
materials: The case of complaints. ELT Journal, 49, 44-58.
Derewianka, B (2003) ‘Trends and Issues in Genre-Based Approaches’ RELC Journal 34 pp.
133 -154
Halliday et. al. (2004) Lexicology and corpus linguistics: an introduction. Continuum
Kasper, G. (2000). Four perspectives on L2 pragmatic development (NFLRC Net Work #19)
[HTML document]. Honolulu: University of Hawaii, Second Language Teaching & Curriculum
Center. http://www.nflrc.hawaii.edu/NetWorks/NW19/.
Millar, D. (2011) ‘Promoting Genre Awareness in the EFL Classroom’, ENGLISH TEACHING
FORUM, No. 2
48
Phonology
or
***
Collins, B & Mees, I.M. (2013). Practical Phonetics and Phonology. [3rd Edition]. London:
Routledge.
Field, J. (2008). Listening in the Language Classroom. Cambridge. CUP (Kindle edition
available)
Gilbert, J. (1993) Clear Speech (student and teacher editions). Cambridge University Press.
Graham, Carolyn. 2001. Jazz Chants Old and New. New York: Oxford.
Graham, Carolyn. 1986. Small Talk: More Jazz Chants. New York: Oxford
Jenkins, J. (2000). The phonology of English as a Lingua Franca. Oxford: Oxford University
Press.
Jenkins, J. (2012) ‘English as a Lingua France from the classroom to the classroom’ ELT
Journal Volume 66/4 pp. 486-494.
Roach, P. (2009) English Phonetics and Phonology (fourth edition), Cambridge: Cambridge
University Press [available for free here]
49
Simpson Davies, K. and Patsko, L. (2013). How to teach English as a Lingua Franca. British
Council Voices [available for free here]
Spicer, E. (2011). The impact of Jenkins' lingua franca core on teaching of pronunciation on
CELTA and DELTA courses. IH Journal, 30. [available for free download here].
Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford: Oxford
University Press.
Walker, R. & Zoghbor, W. (2015) The Pronunciation of English as a Lingua Franca in The
Handbook of English Pronunciation, John Wiley & Sons
Yazan, B. (2015) Intelligibility. ELT Journal, 69(2), 202-204 [available for free here]
50
Lexis
Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching (Oxford Handbooks for
Language Teachers)
***
Davis, P. & Kryszewska, H. (2012) The Company Words Keep, Delta Publishing
Dellar, H. & Walkley, A. (2016) Teaching Lexically: Principles and Practice, Delta Publishing
Hoey , M. (2005). Lexical priming: A new theory of words and language. London: Routledge
Lewis, M. (ed). (2000). Teaching Collocation: Further Developments in the Lexical Approach.
Hove: LTP.
McCarthy, M., O'Keeffe A., and Walsh, S. (2009) Vocabulary Matrix: Understanding,
Learning, Teaching, Heinle Cengage Learning
SINCLAIR, J.M. AND RENOUF, A., 1988. A lexical syllabus for language learning. In: R.
CARTER AND M. MCCARTHY, eds. Vocabulary and language teaching. Harlow: Longman.
51
Grammar
Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current
ideas about the theory and practice of English language teaching (Oxford Handbooks for
Language Teachers)
***
Celce-Murcia, M. & Larsen-Freeman, D. (1998 2nd ed.) The Grammar Book, Cengage
Learning, Inc
Norrington-Davies, D (2016) Teaching Grammar from Rules to Reasons: Practical Ideas and
Advice for Working with Grammar in the Classroom, Pavilion
Willis, D. (2003). Rules, Patterns and Words: Grammar and Lexis in English Language
Teaching. Cambridge: CUP.
52
Young Learners
Maley, A. (ed.) (1990). Young Learners: Resource Books for Teachers Series. Oxford: OUP.
Puchta, H., and Williams, M. (2012). Teaching Young Learners to Think. Rum: Helbling
Languages.
Read, C. (2007). 500 Activities for the Primary Classroom. Oxford: Macmillan Education.
Bland, J. (2015). Teaching English to Young Learners: Critical Issues in Language Teaching
with 3-12 year olds. London: Bloomsbury.
Carless, D. (2002). Implementing task‐based learning with young learners. ELT journal.
56/4.
Moon, J. (2005). Macmillan Books for Teachers – Children Learning English Teaching
Development Series. Oxford: Macmillan Education.
53
Testing & assessment
Alderson, J., Clapham, C. and Wall, D. (1995). Language Test Construction and Evaluation.
Cambridge: CUP.
Allison, D. (1999). Language Testing and Evaluation. Singapore: World Scientific Publishing.
Weir, C. (1993). Understanding and Developing Language Tests. London: Prentice Hall.
54
Using technology
Aydin, S. (2007). ‘Attitudes of EFL Learners towards the Internet’. Turkish online journal of
distance education. 6/3.
Aydın, Z. & Yıldız, S. (2014) ‘Using wikis to promote collaborative EFL writing’, Language
Learning and Technology, Volume 18, Number 1 pp. 160–180
Lund, A (2008). Wikis: a collective approach to language production. ReCALL, 20, pp 35-54
Sykes et al. (2008) ‘Web 2.0, Synthetic Immersive Environments, and Mobile Resources for
Language Education’ CALICO Journal, 25(3), p-p 528-546.
Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory
and practice. Oxford: OUP.
BERA. (2011). Ethical Guidelines for Educational Research [online]. Available at . Accessed
on 15/1/2016.
Burns, A (2009) Doing Action Research in English Language Teaching. A Guide for
Practitioners (New York, Routledge)
Cunningham Florez, M (2001) ‘Reflective Teaching Practice in Adult ESL Settings’, National
Center for ESL Literacy Education
http://www.cal.org/caela/esl_resources/digests/reflect.html (accessed 17/1/2017)
Farrell, T (1998) Reflective Teaching: The Principles and Practices, Forum, v36 n4
https://www.researchgate.net/publication/265539985_Reflective_Teaching_The_Principles_
and_Practices (request free)
Thomas, G. (2009) How To Do Your Research Project: A Guide for Students in Education an
d Applied Social Sciences (London: SAGE).
55
Materials & syllabus design
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: CUP.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh:
Edinburgh University Press.
Pishghadam, R. (2012). ‘Life syllabus: A new research agenda in English language teaching’.
Perspectives. 19/1.
56
Management & training
White, R. (1995). The ELT Curriculum: Design, Innovation and Management. Oxford: Basil
Blackwell.
White, R., Martin, M., Stimson, M. and Hodge, R. (1991). Management in English Language
Teaching. Cambridge: CUP.
57
Further Resources
IATEFL Online
58