Course duration: 40 weeks
Group size: 16 participants
Delivery: Online via http://training.ef.com and face to face in Beijing, Guangzhou, Shanghai and Shenzhen
This course is highly recommended if you are an experienced teacher who wants to develop your professional knowledge and expertise, refine your practical teaching skills and receive an internationally recognized advanced teaching certification or become a trainer. As well as the written and practical components, you will learn about professional development issues and will conduct some classroom research.
What are the main benefits of taking the Trinity Diploma in TEFL?
This Diploma course is a masters degree-level ELT qualification, with a combination of academic and career-focused modules. It is open to those with two or more years’ ELT experience and relevant qualifications. We will be looking at current approaches to teaching, learning and language analysis and contrast these with more traditional approaches.
It can also be used as partial credit towards a Masters degree in Linguistics or TESOL in many universities.
Minimum two years’ TEFL experience;
CertTESOL (or equivalent required);
at least one of the following: EF Certificate in Teaching Phonology / Grammar / Lexis / Reflective Practice.
for teachers in EF English Centers for Adults - email your application form to Regional Education Manager
for teachers in Kids & Teens - email your application form to your production manager
for teachers in Franchise - email your application form to Fredrik.Bjorklund@EF.com
The LTCL Diploma in TESOL consists of a series of 10 modules, each of which lasts for three weeks:
Aspects of classroom practice, including:
individual learner and class profiles
aspects of classroom planning related to the recognition of the value of procedural variety in language
teaching (e.g. skills-focused, use of games, songs, etc.)
teaching techniques for analysing and developing communicative skills of learners of ESOL
teaching techniques for analysing and developing language learners’ needs, learning styles and strategies
ability to build on learners’ developing competence with appropriate attention to their strengths and weaknesses
teaching techniques for analysing and developing error and achievement
use of materials and aids
selection and exploitation of appropriate reference materials to inform classroom practice
an understanding of the main methods, materials and forms of assessment appropriate to young learners from Primary level upwards.
Uses of resources and technology:
including audiovisual, computer-assisted language learning and information and communication technology.
Understanding of the following systems and language-related issues as commonly taught in beginner to advanced syllabuses should be developed:
the morphology of English and its lexical organisation (including word classes, word formation, collocational relationships)
the syntax of English (including sentence structure)
the discourse of English (including the patterns of discourse and text structure, grammar of language in use)
rhetorical and cultural conventions of English (including register, genre)
the semantics of English, including a consideration of the relationship between form and function
the grammar of English (e.g. tense, modality)
the pragmatics of English.
The phonology of English:
theoretical issues and their relevance to practical implementation
the sounds of English and how they are produced, with an emphasis on rhythm, stress and intonation, and their contribution to meaning
phonemic transcription; use of the subset of IPA symbols relevant to the description of any standard variety of English
teaching materials for aspects of phonology
teaching techniques for phonological development
English as an international language
integration of phonology with other course components.
This module will also prepare you for the Unit 3: Phonology Interview assessment.
Second Language Acquisition
the interface between language learning and psychology
issues relating to motivation
issues relating to second language acquisition theories.
English Language Teaching Theory
Understanding of current principles and practices of language learning and teaching, and an ability to demonstrate these in the classroom should be developed.
Aspects of the historical development of TESOL approaches and methodologies:
understanding of those currently in use and an evaluation of their suitability for particular groups of learners
aspects of the historical development of language learning theory applied to TESOL.
English as a Global Language
The role of cultural context:
at community, national and international level
the ways in which experience, conventions and assumptions influence the attitudes and behaviour of learners, teachers and trainers
learning and teaching in multicultural contexts
issues related to monolingualism, bilingualism and multilingualism.
issues relating to the social and cultural appropriacy of language
issues relating to dialect and accent
issues relating to language and gender.
English as a global language:
relevance of British Standard English and other standard and regional varieties of English: the variable status and changing roles of varieties of English to classroom teaching
an awareness and understanding of the changing roles and status of English in different regions of the world.
Course design including:
relating appropriately to short- and/or long-term objectives (including the principled planning of a coherent series of lessons, e.g. examination orientated classes, classes in English for Specific Purposes, short courses, mixed attainment groups, etc.)
syllabus and programme design as appropriate in the field of TESOL.
ability to select, use, adapt, evaluate and develop language teaching materials.
ability to assess and test learners’ knowledge of and skills in English on the basis of current assessment and testing theory and materials
basic principles of testing and assessment of learners’ proficiency at varying points in their development
ability to assess the effectiveness of the lesson aims
ability to assess the communication skills of learners of ESOL
language assessment procedures (including those for mixed level groups, monolingual and multicultural classes, and individuals).
A demonstrated knowledge of the principles and procedures facilitating personal and professional
reflection and self-monitoring with a view to personal development in the areas of classroom practice
familiarity with published and, where available, online reference and other professional materials which may foster personal and professional development
basic principles of mentoring and providing constructive support to less experienced teachers in the classroom
basic and appropriate research methodology for classroom-based research
basic principles of teacher education applied to TESOL (e.g. different models of teacher education such as apprenticeship model, reflective practitioner model)
aspects of educational and general management relevant to the development of good professional
relationships in the workplace
aspects of teacher training in terms of delivering programmes at initial level of training.
Frequently Asked Questions
Am I eligible for the course?
Teaching Experience and Qualifications. In order to be eligible for the Diploma course you will normally have an initial TEFL/TESOL qualification and two year’s full-time teaching experience (a minimum of 960 hours teaching in total or 40 weeks @ 12 hours a week).
A BA/BSc degree (or equivalent) is helpful but not essential. We will discuss the aptitudes that you will need for this course at interview.
You need to declare any health problems or other conditions (e.g. dyslexia) that may affect your performance on this course. We will then discuss possible strategies at interview.
You need to have regular computer and internet access.
What examinations do I have to take?
The examination comes in four parts.
Part One is the written paper, consisting of one three-hour examination. It comprises a section requiring short answers on a range of language and teaching topics and more extensive questions on ‘teaching and learning’, ‘professional development’ and ‘language topics’. It is normally taken during the Friday before the practical block begins
Part Two is a three-part portfolio that you have to complete and submit by the end of the distance phase of he course. Essentially, this consists of a series of lesson observation notes, a ‘developmental record’ of your own teaching and a project such as course-book evaluation or devising a peer observation scheme. (Here are some samples; Part I, Part II, Part III.)
Part Three is an interview on the theory and practice of phonology. You have to prepare a short talk on a phonology topic related to classroom practice and answer some further theoretical and practical questions on phonetics, phonology, listening and speaking skills.
Part Four is an assessment of your classroom teaching. Five one hour lessons are assessed using a range of criteria. You also have to complete a set of assessed teaching journals. Here is a sample lesson plan.
What are the attendance requirements?
During the online phase, you must complete all the assigned tasks. Even though they don't count towards your final grade, non-completion will signal to your tutors that you may not be ready to sit the examinations.
During the online phase, you should allow at least ten hours a week for reading, research and online participation.
How much support will I get?
There will be regular tutor feedback on your tasks for every module, as well as scheduled tutorials.
As well as tutor support, there will be regular online gatherings such as conference calls on Skype, etc.
During the practical block, you will have individual feedback on each of the lessons that you teach, with clear goals set for the progress you need to make.
At other times, tutors will be available to answer queries by email or Skype