National Corporate Training WA

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

Course Code: 30537QLD

General

Study by correspondence; or enrol into a full time class (10 days)
• Vocational Practicum of 20 hours required (Teaching observation and supported teaching experience)
• RPL available
• Receive the support of a qualified facilitator to discuss your training by email and phone

• Receive feedback on assessment items and monitor your progress.

What is the Certificate IV in TESOL?

A Certificate IV in TESOL will give you a National qualification to teach English both in Australia and overseas to people whose first language isn`t English. Upon completion of this qualification, you will have acquired the necessary knowledge, attitudes and skills to serve effectively as ESL teachers and tutors in a variety of settings. This qualification enables you to travel anywhere in the world and teach English. The TESOL course is a Nationally Recognised qualification, and will enable you to use it wherever you are.

Entry requirements

You need to have one of the following to be eligible to enrol in this course:

• Participants from an English-speaking background require English at a year 12 level or higher; or
• Participants from a non-English speaking background should have IELTS Score of 600 (or equivalent); or
• Participants have a recognised general teaching qualification or a recognised degree/diploma & at least 800 hours of classroom teaching experience.

Employment Opportunities

You may be recognised as appropriate persons to be employed as ESL teachers and tutors in variety of settings including:

• short term study tours,
• community-based English classes,
• ELICOS classes,
• other commercial English classes and overseas institutions.

What does the practical component of this course entail?

There is a total of 20 hours practical teaching combining both observation and putting new skills into practice. The practical placement must take place in a real life `Teaching English to Speakers of Other Languages` situation to ensure that you receive the rich authentic experience. We have several options for you to achieve this. Discuss this with your course supervisor.

What are the age limits for TESOL?

The minimum age for TESOL is 16 years. There is no maximum age.

Cost

Course Fee: $1950 + training materials $400

Training Materials include a textbook / training Manual specifically written for this Course; an assessment Booklet in hard copy and on CD to be completed as you progress through the Course; additional Student Readings on CD for enrichment and depth of understanding about TESOL.

Course Outline

You must complete the 12 core units and 2 electives to qualify for the Certificate IV in TESOL. You will also complete some practice teaching. You will spend about 20 hours in an ESL classroom, observing an experienced teacher and teaching your own lessons. You will prepare and deliver lessons in speaking, listening, reading, writing, grammar, spelling and pronunciation.

Core Units:
TAADEL401A Plan and organise group-based delivery
TAADEL402A Facilitate group-based learning
TAADEL403A Facilitate individual learning
TEL001 Teach students from diverse language, culture and educational backgrounds
TEL002 Analyse language
TEL003 Teach speaking
TEL004 Teach listening
TEL005 Teach reading
TEL006 Teach writing
TEL007 Teach English grammar
TEL008 Teach spelling and pronunciation
TEL009 Plan syllabuses and lessons
TEL010 Assess ESL learners
TEL011 Manage classroom logistics
TEL012 Develop resource files
TEL025 PRACTICE TEACHING including a minimum of 6 hours supervised and assessed teaching

Elective units:
TEL013Evaluate TESOL methodologies
TEL014Teach English for Academic Purposes (EAP)
TEL015Teach ESL to early childhood learners
TEL016Teach ESL to primary school-aged children
TEL017Teach ESL to teenage learners
TEL018Use music, art and drama in TESOL
TEL019Conduct experiential learning programs
TEL021Work with volunteers
TEL022Set up community-based English classes
TEL023Use computers to assist language learning
TAADEL403AFacilitate individual learning

Unit Descriptions

Teach students from diverse language, culture and educational backgrounds
This unit deals with the relationships between (i) language  and culture, (ii) language and learning, and (iii) culture and learning, and the implications of these relationships for teaching ESL.

Analyse language
This unit is concerned with the functional nature of language. It focuses on the language choices that are associated with a variety of social purposes of language use. This unit has practical application to the following units: Teaching speaking, Teaching listening, Teaching reading and Teaching writing.

Teach speaking
This unit is concerned with a communicative approach to language teaching and learning, with a focus on techniques for developing speaking skills with regard to fluency and accuracy. This unit draws on the unit Analysing language and is supported by Teaching spelling and pronunciation.

Teach listening
This unit focuses on the different ways in which we listen to a variety of texts, and practical techniques for developing these listening skills.

Teach reading
With a focus on the functional nature of language, this unit focuses on identifying the reading skills involved in reading authentic texts for specific social purposes, and practical techniques for developing these skills.

Teach writing
With a focus on the communicative purposes of writing, this unit will undertake analysis of written texts for the distinctive structural and language features of a variety of genres, and the planning of units of work to develop the ability to write specific text types.

Teach English grammar
This unit addresses specific aspects of English grammar, designed to introduce trainees to a variety of grammatical concepts.

Teach spelling and pronunciation
This unit explores sound-spelling relationships in English, and techniques for teaching spelling and pronunciation.

Plan and organise group-based delivery
This unit develops trainees` skills in planning a training program (syllabus) and planning training sessions (lessons). It recognises that the starting point for planning instruction should be the learners` needs. These needs are related to a particular context in which the student/s wish to perform communicative tasks.
Note: This unit is contained in the Certificate IV in Training and Assessment training package, and can be credited towards that qualification.

Assess competence
This unit develops the trainee`s skills in assessing competence.

Note: This unit is contained in the Certificate IV in Training and Assessment training package, and can be credited towards that qualification.

Develop assessment tools
These units explore the purposes and methods of assessment, designing valid and reliable assessment items, evaluating standardised assessment instruments, and the administration of assessment.
Note: These units are contained in the Certificate IV in Training and Assessment training package, and can be credited towards that qualification.

Develop resource files
This unit is concerned with developing a file of resources organised around grammar points, topics, levels and communicative functions.

Electives:
Evaluate TESOL methodologies
This unit develops the competence necessary to evaluate the strengths and weaknesses of various TESOL methodologies and to select and apply appropriate methodologies in response to different learning needs and situations.

Teach English for Academic Purposes (EAP)
This unit is designed to help trainees prepare for teaching English for Academic Purposes. It focuses on the range of language skills necessary for successful study in academic contexts, and activities for developing those skills. It also applies the skills introduced in Language Analysis. This unit also draws on the units Teach speaking, Teach listening, Teach reading, Teach writing, Teach English grammar and Teach spelling and pronunciation.

Teach ESL to early childhood learners
This unit is specifically designed for trainees preparing to work with early childhood learners. It examines the characteristics of the language use of learners at this stage of life and development and their learning goals, with application to appropriate ESL classroom techniques.

Teach ESL to primary school-aged children
This unit is specifically designed for trainees preparing to work with primary school-aged children. It examines the characteristics of language use of learners at this stage of life and development and their learning needs, with application to appropriate ESL classroom techniques.

Teach ESL to teenage learners
This unit is specifically designed for trainees preparing to work with teenage learners. It examines the characteristics of language use of learners at this stage of life and development and their learning goals, with application to appropriate ESL classroom techniques.

Use music, art and drama in TESOL
This unit focuses on the use of music, art and drama as creative forces in the production of language.

Conduct experiential learning programs
This unit focuses on the skills needed to facilitate experiential ESL learning programs for individuals who are undertaking some kind of real-life task, including undertaking mainstream study courses, involvement in a community-based project or employment.

Facilitate individual learning
This unit focuses on the skills required to facilitate individual learning through a one-on-one relationship between a learner and facilitator.

Note: This unit is contained in the Certificate IV in Training and Assessment training package, and can be credited towards that qualification.

Work with volunteers
This unit is designed to develop the skills necessary for working with volunteers in ESL programs, addressing recruiting, training, monitoring and supporting volunteers.

Set up community-based English classes
This unit addresses the skills required to set up and coordinate community-based ESL programs.

Use computers to assist language learning
This unit is concerned with using computers as an integral part of some ESL learning activities. This will involve some basic computer literacy. Trainees will develop a portfolio of internet sites, computer software designed for ESL learning and other computer-based activities which can contribute to the learning process.

Recognition of Prior Learning (RPL)

How long will it take to complete the course?
Generally as long as you take to gather and provide your evidence. There may be some gap training needed in areas that you are not able to provide evidence of competency or time to gain the required experience/training and you would need to consider this.

Is there a time limit on how long it takes to finish the course?

When people enroll in the TESOL course for RPL, the time limit is three months.We believe that the majority of clients would complete this course via RPL within 2-3 weeks.

How many subjects (units) can I receive credit for?

You are able to claim full RPL if you are able to gather the appropriate evidence. For those who not able to receive full RPL, you may need gap training or time to work on and gather the evidence required.

How much (and what type) of experience do I need to claim the RPL?
As an RPL applicant, you need to have had experience in preparing lessons, teaching and assessing ESL students, and have an understanding of the processes of teaching speaking, reading, writing, listening as well as pronunciation and grammar to people from a non-English speaking background.

There is quite a lot of difference between teaching native English speaking students and those from non-English speaking backgrounds. People who have gained experience in teaching English, e.g. primary school or high school English teachers will require less gap training that those people who have teaching experience in Maths and Sciences. Teachers with a Maths/Science background maybe required to complete units such as Teach Spelling and Pronunciation and Teach English Grammar.

How much (and what type) of evidence do I need to provide to claim RPL?

Step1 - Provide information of your skills and experience.
Provide as much information of your previous experiences in the TESOL industry as possible. You could supply examples of your work history, which could include:

• A brief CV or work history
• Copies of certificates from interstate, overseas, universities, TAFE colleges etc
• Statements of attendance from in-house training, workshops, seminars, symposiums
• Membership of relevant professional associations
• Training session plans
• Assessment tools and marking guides 
• Completed assessment records
• Diaries, log books or task sheets
• References/letters from previous employers/supervisors
• Learning resources
• There will be a series of questions that they will need to answer
• A list of documents that they would need to compile to provide proof of your competency.

Step 2 Conversation with Assessor

An Assessor will review the information you have submitted and begin to match your skills to the units of the TESOL course. You will be able to discuss and identify your previous experience with the Assessor. You will also be required to answer questions related to the TESOL industry to identify your current skills.

Step 3  Further steps

After your conversation with an Assessor, they may decide that further training or assessment is required. These may include:

• Gap training
• Workplace assessment
• Or time to gain extra experience in a particular skill

After this process is completed, your assessor will again match your skills and evidence submitted against the competency units of the TESOL course. If all unit competencies are adequately met through evidence that is authentic, valid, sufficient and current you will be awarded the Certificate IV in TESOL.

NB. All applicants are assessed on an individual basis; therefore, the final requirements are not prescribed in this document.

Assessment

Assessment for all formats is all based around your practice teaching. Your prac supervisor will observe your teaching, give feedback and complete assessment reports on your performance. You will submit your lesson plans, a copy of any materials used, your self-evaluation and prac supervisor reports to your facilitator.

Completion of the Course in any format is dependent on you demonstrating competency in the Prac Teaching component of the Course.

You will be given multiple opportunities to be deemed competent in the Course and will be provided with support, encouragement and guidance as you progress through the Assessment process.

Still have some questions?

If you have any other questions please call NCT for more information on (08)92494008 or send us an email at nct@nct.net.au.