Southern Cross International Learning Institute

A.B.N. 85 848 685 910 21 Worley Drive, Gilston Qld. 4211 Phone: (07) 5527 2001 Fax: (07) 5527 2551

Web: www.southernxconnection.com

Email: [email protected]

International Language Academy

ACN: 135 724 748 P.O. Box 820 Park Ridge Qld. Australia 4125 Phone +61 732977771 Fax +61 732977772 E-mail: [email protected]

INTRODUCTION TO THE TESOL BLENDED FACILITATED-ON-LINE COURSE

Certificate IV in Teaching English to Speakers of Other Languages 40540SA

SYNOPSIS This document provides you with basic information about your course.

(Copyright 2010)

40540SA CERTIFICATE IV IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL)

Certificate IV TESOL ON-LINE In Brief

Certificate IV in Teaching English to Speakers of Other Languages (TESOL) is accredited by the Southern Cross International Learning Institute (SCILI) and delivered by the International Language Academy (ILA). Southern Cross International Learning Institute (SCILI) is officially registered as a Registered Training Organisation (RTO) in Australia and therefore is qualified and approved to provide internationally recognized training courses and award accredited certificates to course participants duly assessed to be competent. This SCILI-provided, Certificate IV in TESOL course is unique as it incorporates Units of Competency from the Training and Assessment Training Package (TAA04) and one Unit of Competency from the Advanced Diploma of Language, Literacy and Numeracy Practice in VET accredited curriculum. Certificate IV in TESOL is recognized by the National English Language Teaching Accreditation Scheme (NEAS) as a minimum qualification for teaching in an ELICOS program or a Department of Immigration and Multicultural Affairs (DIMA)-funded program in Australia. It is accepted as Evidence of Competency in teaching English by numerous countries around the world. The primary focus of this SCILI-ILA TESOL course is the development of skills for practical classroom teaching - and to this end - it has been designed to provide participants with effective, professional, practical skills for English language teaching, with some theoretical background in language and cultural awareness.

Recognised Prior Learning Advantages (RPL):

This TESOL course has special Recognised Prior Learning (RPL) advantages. While It prepares participants to teach English to speakers of other languages, it also provides skills for teaching English in occupational-related, training areas. Participants who successfully complete this TESOL course will also be awarded a TAA Statement of Attainment by Southern Cross International Learning Institute (SCILI) and shall be given Recognised Prior Learning (RPL) should they later decide to undertake a full Certificate IV in TAA. Moreover, as many elements of this course are based on the 4S-Accelerated English Program (4SAEP), successful participants will also be given RPL towards Certificate IV in Upper Intermediate English Communications as well as the Diploma of Advanced English Communications that are available through the International Language Academy and officially accredited by SCILI.

On-Line Course Deliver and Assessment Procedure:

The TESOL ON-LINE course shall be delivered electronically using the Moodle Course Management System (CMS) the WiZiQ Virtual Classroom facility and where available to participants, using Skype. The face-to-face, facilitated, contact sessions will be conducted in various countries by qualified ILATESOL facilitators. The course assessment is highly integrated and is based on supervised, practical teaching, written assignments and the demonstration of essential knowledge, e.g. of grammatical forms and functions, project work, assignments on lesson design - and through the monitoring of lesson preparation as well as the design and production of appropriate teaching resources. For the TESOL On-Line course, most assignment tasks will be automatically corrected through the Moodle Course Management System (CMS). However, some task responses will need to be submitted electronically using the CMS to be assessed and graded manually by qualified ILA facilitators.

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Additionally, to conform to the requirements of the National English (Language Teaching) Accreditation Scheme (NEAS) for a TESOL qualification, where by participants must have had a minimum of six (6) hours supervised and assessed teaching experience, this supervision and assessment will be performed by qualified, TESOL facilitators in face-to-face sessions. TESOL ON-LINE is a modern, effective, delivery and management method that incorporates (a) on-line learning, (b) physical, face-to-face, facilitated sessions as well as (c) live interaction in an on-line classroom environment using the WiZiQ Virtual Classroom facility. By using WiZiQ, course participants are able to be in visual and auditory, personal contact with an ILA facilitator at appropriate and designated times during the duration of the course. WiZiQ enables students be part of group and one-on-one discussions - view course content and other supplementary resources - access pre-prepared video and audio files from the ILA-TESOL On-Line Library at any time and participate in scheduled, on-line, facilitated, teaching and reinforcement sessions. The Moodle Course Management System will enable participants to access and download all of the TESOL course textbooks as well as additional resource material, supplemented by relevant video and audio programs.

Participant Tools: Adobe Player Flash Scanning Speakers Camera - Microphone

While all of the required resource materials and text books are provided on-line, to access, read and use some of these resources and publications as well as to maximise the advantages of on-line learning, participants will need to download certain free software from the Internet. One will need Adobe Flash Player to be able to access the Virtual Classroom Environment. Downloading is FREE! Adobe Flash Player: http://get.adobe.com/flashplayer/ It is also necessary for participants to download an Adobe Reader software that is also available FREE! Adobe Acrobat Reader 9: http://www.adobe.com/products/acrobat/readstep2.html Participants will need to have access to a Scanner to be able to return their Signed Assessment Statement - Details to be found in the Topic Outline on the CMS. To be able to hear an on-line facilitator, one will also need Speakers. Many computers have built-in speaker systems but others do not and if not, a speaker set will need to be obtained or purchased. Another on-line communication tool that may also be used by a student is Skype. Skype will be very useful for one-on-one communication between ILA and participants and usually incurs no cost. The Skype address for contacting the TESOL facilitator and ILA Director, Keith Wright, is kwebbw. Optional tools which would be of advantage to a participant but which are not compulsory, are a web camera and a microphone. Having these particular additional tools will maximise a participants involvement in the Virtual Classroom by being able to ask questions and also enable the participant to be seen during on-line contact by the ILA TESOL facilitator during classroom sessions or one-on-one discussions.

The 4S-AEP TESOL SUPPORT DESK can be accessed by e-mailing [email protected] ***********************

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Formal Introduction
The presentation of this course follows very closely the requirements for Certificate IV in Teaching English to Speakers of Other Languages (TESOL).

40540SA Certificate IV in Teaching English to Speakers of Other Languages (TESOL)

Purpose: The 40540SA Certificate IV in Teaching English to Speakers of Other Languages (TESOL) has been levelled at AQF IV as the competencies within the structure collectively allow participants to: demonstrate understanding of a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others.. Entrants to Certificate IV TESOL must demonstrate an acceptable level of English language competence, both written and spoken, that enables them to undertake the course. Some measures of determining English language competencies are explained in Appendix. Qualification Requirements: The 40540SA Certificate IV in Teaching English to Speakers of Other Languages (TESOL) comprises six (6) core units. Core Units TAFE SA Code NYRD National code Unit Title Apply Adult TESOL Methodologies to Develop English Language skills Plan an Integrated Lesson using Communicative Language Teaching Methodology Use the Terminology of Traditional Grammar and Locate Information in a Grammar Textbook Identify and use Basic Grammatical Concepts and Traditional Metalanguage TAADES501A TAADES502A Design and Develop Learning Strategies Design and Develop Learning Resources

RYMT

RYMW

RYMS

NFNZ NFPA

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Organisation of the Course

The course is presented as a series of six (6) separate units.

Resources
The following materials are provided prior to or during the course: Introduction to the course (This document) Unit Course Books Unit Assessment Workbooks Supplementary Course Resources 4S Manual Teacher-Tutor-Trainer Compendium Practical English Grammar (PEG) 4S-SCILLS Companion and Audio 150 Helpful Hints for Grammar Assessment 4S 4S-AEP TESOL Teaching Tool Box It is expected that participants can obtain access to: Training Packages and accredited courses related to your organisation or industry. (You may need to access them through the Internet) Colleagues and a vocational/educational training environment. TESOL personnel this may include a Mentor and Course Supervisor Students or a training organisation for practical lessons

Developing An Evidence Portfolio

Evidence is an integral component of your assessment for the various units of the course. You are required to develop an Evidence Portfolio in an electronic format. For TESOL ONLINE, this evidence will be submitted and collected electronically using the Moodle Course Management System (CMS). The portfolio may contain: Documents related to training and assessment that you produce in the course of your study. These will be generally associated with the assessment activities either for individual units or for a combination of units e.g. a group or workplace project. Photographs (Access to a scanner will enable you to present such evidence electronically.) Relevant existing workplace documents related to a particular unit. Use an index system to manage the presentation of your Evidence. This will save you time as there is some overlap among the competencies for the various units of your course. (This is a basic feature of competency-based training, emphasizing as it does the importance of repetition and correlation in ensuring quality learning.) Throughout each unit, there is scope for you to record relevant items of evidence.
NOTE How well you develop your evidence portfolio will have a direct influence on the quality of your responses to the assessment activities.

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Assessment
Consider the following information carefully. The assessment materials have been prepared by the International Language Academy (ILA) and the Southern Cross International Learning Institute (SCILI) and are mapped by the Southern Cross International Learning Institute to the performance criteria in the Unit of Competency. This ensures that all assessment requirements of the elements, performance criteria, range of variables, underpinning skills and knowledge and the critical aspects of evidence are met and addressed. The Assessment Workbooks for all Units of Competency must be completed, according to the benchmarks set for that Unit. A minimum of six-hours (6) practical, supervised, TESOL training with Lesson-Plan Evidence is required presented as: Two (2) hours of practical sessions in the form of six (6) X 20-minute lessons that must be delivered with the relevant Lesson-Plan Evidence. Evidence of four (4) hours of supervised practical lessons. Detailed Lesson Plans must be supplied. Ideally, your practical evidence should be gathered in a relevant workplace. If no workplace is available, provide a simulated workplace. The evidence you collect should relate to a number of performances assessed at different points in time and in a learning and assessment pathway. All assessment will meet the Rules of Evidence. Your assessor(s) will judge your competency only when they are confident that the required outcomes of the Unit(s) have been achieved and that you have demonstrated consistent performance. For the TESOL On-Line course, the assessments for each unit are initially undertaken on-line and are automatically corrected by the Moodle Course Management System (CMS). A great advantage of this CMS is that TESOL participants are able to self-correct their answers should the automatic, correcting system indicate that an answer is incorrect and they can then resubmit the corrected answer/s. It will be noted that there are also a number of additional, special assignments that are required to be manually assessed and graded by ILA facilitators. These special assignments - when completed are also able to be forwarded to the ILA through the Course management System. When all Assessments have been completed and submitted, participants are required to state that all assessments submitted are only their own work. They are then required to download and personally sign the provided statement on the CMS - then scan the document and return via the CMS.

Workplace Project
You may opt to complete a workplace project (or projects) that links all or some of the Units. In planning any project, make sure that it meets the assessment requirements of the Units you incorporate into it. Discuss your plan with your course facilitator and/or a workplace or other mentor.

Consultation
ILA course facilitators are available to be consulted by e-mail at all times. Again, the WiZiQ virtual classroom enables one-on-one contact with the International Language Academys main TESOL facilitator at designated times. The contact addresses and availability of SCILI-ILA TESOL graduates in the various regions will also be made known to course participants. TESOL students may also have access to someone in their area or organisation who is an experienced TESOL trainer and who is willing to provide private support.
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Facilitated Contact Session Attendance Requirement

While most of this course will be completed ON-LINE, participants may be required to attend a small number of evening, workshop sessions which shall be convened and conducted by a qualified TESOL facilitator. Additionally, in order to meet the Supervised Teaching Requirement of the course, participants also will need to attend at least one full-day session on a selected weekend that shall again be conducted by a TESOL facilitator.

The Course Structure

You are provided with: The Course Reference booklet the Unit Course Books the Unit Assessment Workbooks the Course Delivery Plan Generic information as well as the necessary resource material as outlined above under Resources. Additionally, at the end of the course, you will be supplied with a 4S-AEP TESOL Teaching Tool Box that contains a broad range of extra resources that will enable you to begin teaching with greater confidence and competence as an accredited TESOL teacher of learners for whom English is an additional language. There is an Assessment Workbook for each of the units of your course. These Workbooks follow a standard structure as follows: Unit Descriptor Application Overview of assessment requirements Specific evidence requirements Products that could be used as evidence Processes that could be used as evidence Elements and Performance criteria Range Statement Tasks Assessment Sign-off You will note that the structure is in line with the presentation of units in any training package.

The Range Statement

The Performance Criteria and the Range Statement are closely integrated. The Range Statement for each unit is of particular importance. It indicates aspects that can be included in your evidence portfolio. The Range Statement presents variables to be considered. Your task is to identify those aspects that have application to your actual situation. It is suggested you use a highlighting method such as bolding or underlining to indicate the items you consider relevant. The Range Statement is incorporated into the workbook activities. The purpose of this is to develop your skills and knowledge in using this important component of a Unit of Competency. There is provision for you to comment on significant aspects, using bullet points or brief notes.

Self-Evaluation
In each unit there is a section for checking the required knowledge and skills. There is repetition.

Conclusion
Throughout your study of the units, keep in mind: the overall task of managing the delivery of training and assessment in an organisation. the application of the units with particular reference to your individual circumstances.
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40540SA Certificate IV in Teaching English to Speakers of Other Languages (TESOL)

Purpose: The 40540S Certificate IV in Teaching English to Speakers of Other Languages (TESOL) specifies the competencies required to teach English to speakers of other languages with a major emphasis on preparing and teaching lessons.

Entrants to the Certificate IV must demonstrate an acceptable level of English language competence - both written and spoken - that enables them to undertake the course. Selection may be by pre-interview language task and interview. Preference will be given to candidates employed or likely to be employed in the TESOL field. All applicants, whether native or non-native speakers of English, must demonstrate an acceptable level of English language competence, both written and spoken, that enables them to undertake the course. Some measures of determining English language competence are: An overall score of (academic) International English Language Testing System (IELTS) 6.5 with no band score less than 6. The IELTS score should have been obtained not more than 2 months prior to a student undertaking TESOL. The successful completion of Final Secondary Year English in a Primary English-Speaking country, e.g. Year 12 in Australia or an equivalent year. A Pre-Course Interview.

The first objective of a pre-course interview is to inform applicants about the course and to assess both the suitability of the applicant for the course and the suitability of the course for their career plans. This assessment will be through the completion and subsequent discussion of pre-interview tasks. Assessment criteria reflect the demands of the Certificate IV in TESOL course and of teaching English to speakers of other languages. The second objective is to ascertain if an applicant has: An appropriate awareness of the English language as it is used and its difficulties for learners An ability to analyse language at a suitable level and to express ideas clearly A willingness to engage in discussion of teaching/learning approaches Self-awareness and flexibility of approach Willingness to interact, listen and respond appropriately An ability to take pressure and maintain positive rapport A competence in written and spoken English that will enable them to teach the language to students without causing error.

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CORE UNITS:
(1) Apply Adult TESOL Methodologies To Develop English Language Skills (Code NYRD)

This unit addresses the skills and knowledge required in organising, teaching and monitoring the development of adult English language skills. A specialist, adult English language teacher requires the knowledge and skills to teach at any level of an adult English language program and in any focus area. To achieve competency in this unit, the participant must be able to: * * * * * * * * * * * Select TESOL methodologies that meet the English language learning needs of learners. Plan English language skills development. Create a positive environment for adult English language learners. Apply knowledge of the structure and function of language to support English language learning at text and sentence levels. Name a range of grammatical structures. Select content focus areas for the development of English language skills. Apply knowledge to develop Speaking skills in a TESOL class Apply knowledge to developing Reading skills in a TESOL class Apply knowledge to developing Writing skills in a TESOL class Apply knowledge to develop Listening skills in a TESOL class Assess and evaluate learning

(2)

Plan an Integrated Lesson Methodology (Code RYMT)

using

Communicative

Language

Teaching

This unit addresses the skills and knowledge required to organise, teach and monitor the development of adult English language skills. The unit is designed to provide participants with a basic model of a lesson delivered in four or five stages and using communicative lesson teaching methodology. To achieve competency in this unit, the participant must be able to: * * * * * * Construct an effective plan for the contextualisation of the target language to be taught. Construct an effective plan to present and focus on the target language in a lesson Construct an effective plan for practicing target language for accuracy Construct an effective plan for practicing target language with fluency Construct a clear plan for the writing extension stage of the lesson Plan effective assessment methods

(3)

Use the Terminology of Traditional Grammar and Locate Information in a Grammar Textbook (Code RYMW)

This unit addresses the skills and knowledge required to organise, teach and monitor the development of adult English language skills. This unit addresses the skills required to use the basic terminology of traditional grammar. To achieve competency in this unit, the participant must be able to: * * * * * * Identify Parts of Speech Identify the Verb Tenses Identify passive forms of Verbs Identify the forms and functions of Auxiliary Verbs Distinguish between Phrase, Clause and Sentence Demonstrate familiarity with a Grammar textbook
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(4)

Identify and Use Basic Grammatical Concepts and Traditional Metalanguage (Code RYMS)

This unit addresses the skills and knowledge required to organise, teach and monitor the development of adult English language skills. The unit develops skills in applying and explaining basic grammatical concepts and traditional metalanguage so that high frequency errors are recognised and corrected. To achieve competency in this unit, the participant must be able to: * * * Name and discuss a range of grammatical structures Use grammatical terms accurately in lesson planning and classroom delivery Identify and correct structural and syntactical errors

(5)

Design And Develop Learning Strategies (Codes NFNZ TAADES501A)

This unit specifies the competency required to design, develop and evaluate learning strategies. This unit addresses the competency requirements for developing a learning strategy relevant to both Training Package qualifications and course-based qualifications. To achieve competency in this unit, the participant must be able to: * * * * Determine the parameters of the learning strategy Develop the framework for the learning strategy Devise the content and structure of the learning strategy Review the learning strategy

(6)

Design and Develop Learning Resources (Codes NFPA TAADES502A)

This unit specifies the competency required to design and develop resources to support learning. Learning resources are designed to enhance and support the effectiveness of the learning process. They provide guidance, materials, learning and assessment activities and relevant information that address the competencies/learning outcomes to be achieved by the learner. To achieve competency in this unit, the participant must be able to: * * * * * Research and interpret the learning resource requirements Design the learning resource and plan the content Develop the learning resource content Review learning resource prior to implementation Evaluate the design and development process

(7)

Supplementary Units:

The SCILI ILA facilitated and on-line TESOL courses include special studies and assessments on: (i) (ii) Language And Culture Assessment Strategies

Separate course booklets are provided for each of these supplementary subjects and they are accompanied by related assessment exercises. These special units have been added to the course to provide TESOL practitioners with detailed information about particular issues that could be relevant in their role as teachers of learners for whom English is an additional or foreign language.

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RECOGNITION OF PRIOR LEARNING:

Course participants, who consider they have already achieved the elements of competency in a specific unit, are able to apply for Recognition of Prior Learning (RPL). An application for RPL can be made directly to Southern Cross International Learning Institute (SCILI) or its Associate, the International Language Academy, (ILA) upon enrolment or at any time throughout the course. The criteria of determining if a participant will be granted Recognition of Prior Learning is specified as per Principle 12 of the National Assessment Principle auspiced through the National Training Framework Committee. The principle states: Assessment processes shall provide for the recognition of current competencies regardless of where these may have been acquired.

METHODS OF TRAINING OPTIONS:

(i) On-line delivery monitored by the International Language Academy (ILA). This On-Line option is a Blended Facilitated Online course conducted over varying self-pacing, self-learning periods. The Blended-Facilitated-Online Course includes facilitated evening and weekend sessions for group-study periods for: (a) (b) (c) (d) designing and develop learning strategies designing and developing learning resources planning integrated lessons using communicative language teaching methodologies supervised, assessed, practical, lesson-delivery teaching sessions.

Facilitator-contact is maintained with course participants throughout this On-Line course through mediums such as the ILA-Moodle Interactive, Internet program known as the Moodle Course Management System (CMS) by using the WiZiQ Virtual Classroom facility and where available to participants, using Skype - as well as via e-mail, telephone and facsimile. It involves occasional contact-delivery by qualified TESOL facilitators with participants working individually, in pairs or as small groups on designated aspects of the course with the objective of providing adequate evidence for assessment. N.B. Participants must fulfil the minimum requirement of six (6) hours of supervised and assessed teaching practice/experience. (ii) Undertaken as a highly intensive, facilitated ten to fifteen consecutive days course. (iii) Undertaken on a facilitated, weekend-basis over an approved, extended period with additional designated, evening sessions where appropriate and convenient to participants. (iv) Undertaken as a combination of initial and closure facilitator-contact, daytime programs with noncontact, online, support and mentoring sessions over a predetermined period of days, evenings and weekends.

4S-AEP TESOL SUPPORT DESK:

During any course of training, undertaken with SCILI and ILA, participants may seek assistance and advice from the course facilitator at times to be arranged or by making immediate contact as required in emergencies.. Participants may also email their requests for advice and assistance to [email protected]. At the completion of the course, participants are provided with a special Teaching Tool Box that is comprised of valuable teaching and tutoring tools from the 4S Accelerated English Program (4S-AEP) Support Desk. ***********************************************

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