TESOL Courses

Core Courses

 1-Language Education Research Methods

2-TESOL Methodology

3-The TESOL Curriculum

4-TESOL and the Learner

Successful completion of three courses permits the award of the 'Postgraduate Certificate in TESOL', for those who wish to exit at this point. The PG Certificate carries credits towards the MEd TESOL.

TESOL Courses

Optional Courses

 Participants choose 2 option courses. The options that are available each year may change, but are likely to include:

 Learner Assessment in TESOL  Evaluation & Design of TESOL Materials  TESOL for Young Learners  Techniques & Processes of Teacher Educ.  Online Language Learning  Management and TESOL  Course Design for Business English  Text and Discourse in TESOLOne of the 2 options may be chosen from other relevant programmes within the College of Humanities and Social Science. See PG Guide/CatalogueSuccessful completion of the core courses, and two option courses, leads to the award of the 'Postgraduate Diploma in TESOL' for those who wish to exit at this point. The PG Diploma carries credits towards the MEd TESOL.

Current TESOL QualificationsCambridge ESOL- CELTA(Certificate in English Language Teaching to Adults)

Trinity College London - Cert TESOL (Certificate in Teaching English for Speakers of Other Languages)

NQF level 4 = SCQF 7/8

Cambridge ESOL-DELTA(Diploma in English Language Teaching to Adults)

Trinity College London-LTCL Dip TESOL(Diploma in Teaching English for Speakers of Other Languages)

NQF level 7 = SCQF 11

PDA in ESOL Literacies: Teaching Adults Reading, Writing and Numeracy

Designed for practising ESOL teachers wishing to broaden skills base in field of ESOL literacy.

Candidates require initial ESOL qualification such as CELTA.

SCQF level 8 (Validated 2005)

Providers• CELTA

– Anniesland College, Glasgow University, Stevenson College, Dundee College, Randolph School of English, Basil Paterson.

• Cert TESOL– Langside College, The Language Institute

• Diploma (DELTA/Dip TESOL)– University of Edinburgh, The Language

Institute, TESOL Training Scotland

Issues• CELTA/Cert TESOL initial or foundation

qualifications• Accessibility outside central belt• Gap between CELTA and DELTA levels• TQ(FE) requirements• Trainer requirements• Content and context of training• Cost

Requirements in England• Based on LLUK standards• PTLLS, CTLLS, DTLLS • Application for Language(ESOL), Literacy

and Numeracy teaching• Cross-sectoral• Generic and subject specific qualification• ESOL practitioners need DTLLS• DTLLS - QCF level 5 = SCQF level 9

• People who want to work in Further, Adult and Community Education in England. CELTA forms the first stage of the Cambridge ESOL DTE(E)LLS and ADTE(E)LLS programmes. The DTE(E)LLS and ADTE(E)LLS qualifications meet the government's teacher training requirements for people who want to work in this sector.http://www.cambridgeesol.org/exams/teaching-awards/celta.html

Potential market• Current practitioners

– age range, levels of qualifications

• Future practitioners• Growth in uptake of SQA NQ ESOL• Current and future (in) migration

– Asylum, A8 + A2, future immigration eg.Turkey– Pull factor of English language

• Settled ethnic minorities• Market opportunities in international field

– international students, teacher training opportunity, especially CLIL

Survey Results223 practitioners 67 managers

ESOL LearnersE S O L d e liv e ry : p ra c tit io n e rs a n d le a rn e rs

0 . 0 0 %

1 0 . 0 0 %

2 0 . 0 0 %

3 0 . 0 0 %

4 0 . 0 0 %

5 0 . 0 0 %

6 0 . 0 0 %

7 0 . 0 0 %

8 0 . 0 0 %

9 0 . 0 0 %

1

l e a r n e r g ro u p

% o

f sa

mp

le

re fu g e e s a n d a s y lu ms e e k e rs

s e t t le d m in o rit ye t h n ic le a rn e rs

m ig ra n t w o rk e rs (E U )

E U s t u d e n t s

In t e rn a t io n a l s t u d e n t s

Practitioner QualificationsQualifications no. %

TESOL Diploma and TQ 22 10%TESOL Diploma Only 47 22%TESOL Certificate and TQ 26 12%TESOL Certificate Only 78 36%TQ Only 16 7%None of the above 29 13%BASE 218 100%

Potential pathways• Pathway A (93 practitioners)

– 68% of those with Dip/Dip+TQ– 45% of those with Cert/Cert+TQ– 58% of those with TQ only– 50% of those with no TQ

• Pathway B (102 practitioners)– 60% of those with Dip/Dip+TQ– 61% of those with Cert/Cert+TQ– 75% of those with TQ only– 45% of those with no TQ

• Pathway C (89 practitioners)– 35% of those with Dip/Dip+TQ– 56% of those with Cert/Cert+TQ– 58% of those with TQ only– 72% of those with no TQ

Need and Level• Need

– 50% Dip/Dip+TQ

– 66% Cert/Cert+TQ

– 83% TQ

– 79% no TQ

• Level– 32% Dip/Dip+TQ

– 51% Cert/Cert+TQ

– 77% TQ

– 67% no TQ

Manager Response• 54 responses to question on need

– 60% positive, 18% negative, 22% Don’t know

  

Full award Units Support

no. % no. % no. %

Yes 21 38% 35 66% 36 65%

No 14 25% 4 8% 1 2%

Don't know 20 36% 14 26% 18 33%

BASE 55 100% 53 100% 55 100%

ulce et decorum est pro patria mori. It is both noble and right (sweet) to die for one’s country. Dulce et decorum est pro patria mori

DULCE ET DECORUM EST PRO PATRIA MORI D

Potential Demand

Focus Groups• 5 focus groups• Majority in favour of development• Trainee group negative towards proposal• All groups in favour of Unit development• Anecdotal evidence of accessibility issues• Welcomed the opportunity to discuss• Considered award should be cross-sectoral• Teacher training issues raised• Delivery modes issue raised

Perceived strengths of proposal• Accessibility ( inc mode of delivery)• Flexibility of unit-based awards• Context and content relevance• Aligned to qualification framework• Bridge between Cert and Diploma level• Social practice/reflective approach• SQA expertise in PDAs• Costs and funding potential• Less significance given to TQ(FE) - more subject

specialism

Perceived weaknesses• International recognition issues• Cambridge and Trinity leaders in field• Current qualifications ‘tried and tested’• Potential ‘parochialism’ • International experience de-valued• Lack of SQA expertise in field• Potential lack of practicum• Potential low-level trainer expertise• Other qualifications ‘de-recognised’• Course costs

Recommendations• Develop Award and Units• Long-term strategy• Ensure cross-sectoral relevance• Include review of PDA in ESOL Literacies• Provide time for pilot of award• Allow time for post-pilot revisions to Award• Continue to consult with practitioners

– Inc awareness raising on UK qualifications

• SQA needs subject specialist expertise during development and initial delivery stages

Recommendations• SQA must ensure that award is non-devolved• National Panel should consider the

development of a Trainer award • Desire for ‘blended’ mode of delivery should

not jeopardise strong practicum component. • Liaise with LLUK• Liaise with Cambridge and Trinity• Seek British Council recognition• UK-wide recognition• Finalise TQ(FE) requirements with FEPDF• Harness ESF funding (2009-2011)