Compulsory Topics

120 hour course - select 3

1. Theories in Second Language Acquisition *
Professor Rod Ellis detailed analysis and recordings of research on second language acquisition are widely celebrated as being most thorough. Professor Ellis underscores the practical needs of the learner who is not within more natural English settings of those where English is a second language (ESL). This draws one to the question as to the viability of using natural communicative approaches in certain contexts where there might be both limited access for the learner to naturalistic English outside the classroom and an adequate volume of input. That being said Professor Ellis tells us there remains much disagreement as to whether instruction should traditionally be grammar based or focused on form in the context of communicative task based activities - or a combination of the two.

2. The Impact of Culture on SLA*
This topic evokes strong competing theories. The question for examination is whether culture needs to be considered as a significant and/or separate individual difference factor in the SLA process theory. Some theories suggest that to ignore Culture as an inherent part of the SLA process is to alienate the L2 student, whilst competing theorists suggest that Culture is an adjunct to SLA and need not be considered.

3. Linguistic & Communicative Competence *
While there has already been much debate about linguistic competence and communicative competence in the foreign and second language teaching literature, the result has always been the consideration of communicative competence as a superior model of language following Hymes' opposition to Chomsky's linguistic competence.

4. TESOL & The Law*
This is an ideal topic for those about to enter the profession. All ESL/TESL practitioners will be entering a different legal jurisdiction to that with which they are familiar. Understanding legal processes and laws that effect a TEFL teacher's sojourn will make your teaching experience that much more successful. This unit is also useful for the experienced practitioner who wants to enhance his legal knowledge of the laws affecting the profession.

5. Video component
Over 5 hours of video were taken at the 2006 Asian EFL Journal International Conference. Leading world experts from Professors Rod Ellis and Francis Mangubhai, and others, present Video that includes practical demonstration plus the latest thinking and analaysis on Task Based Teaching Principles and EFL instruction.This Module is only available with the 120 hour certificate course and on application. Video fee is waived for 120 hour applicants.

6. Task Based Language Teaching*
The importance of Task-Based Language Teaching (TBLT) has been noted in many studies, (Breen 1987, Candlin 1987, Ellis 2003, Willis,D. & Willis,J., 2001, and by our Senior Advisor, Dr. David Nunan whose work may be found in the journal and in his published works. Although researchers differ on exactly what qualifies as a task and how it is applied in the classroom, all seem to agree that learners best acquire the target language by engaging in activities that they likely encounter in a real-world context, and that such activities are referred as a tasks. According to Professor Nunan, tasks could include, for example, completing a grammar bingo game after a contrastive analysis, grammar-translation based presentation. Subsequently, task based communicative teaching practices could be supported to incorporate the appropriate grammar into developing two way oral skills through an interview exercise. Again, the task approach does not deny that in some classes that certain traditional approaches need to have their day. Rather it is especially supportive of an integrated approach, or even where the needs of the learner may be solely communicative. Video feed included

Optional Topics

120 hour course - select 1

7. Your area of TESOL specialty*
Submit a brief synopsis of the topic you would like to explore.

8. Research Protocols in TESOL
The search for 'truth' is pervading educational research. In particular, and limiting research to the EFL/ESL sphere, theories and research results abound proving and disproving and altering that truth. The field of research has been likened to the judicial adversarial system where results are argued over. Not only are results disputed, but also initiating research designs are faulted. Then the direction of research, be it quantitative, or qualitative, or a combination, is faulted by subsequent researchers. Thus the research results grow in varying directions, and the teacher becomes confused and bewildered as to what approach or theory is going to benefit his/her students. What the teacher is left with is a lack of consolidating research that gives clear direction and guidance. Word count must exceed 3,000

9. English Only in the Classroom
English Only when considered as especially applicable to all English classes may be but a romanticized ideal rather than a point of arrival sometime in the intermediate future. A point of immediate departure must be to begin to significantly increase the use of classroom English universally which leads to authentic learning of real English by fostering better training and action research.

10. Teaching Business English
This module will address areas of Business English to equip teachers for the demands of teaching in the Asian context. The course covers a practical range of components, starting with how to carry out a Needs analyses and its related issues of interviewing and placement testing. Following this, participants are taken through the design and management of a Syllabus and its contents, including the crucial decisions regarding the foci of the course make-up (language input, business skills, intercultural training). The next component investigates the various current approaches to Evaluation of the students, the course and its teachers. Methodology clearly requires intensive focus and this component will raise awareness about what teaching techniques are at the forefront of the profession (frameworking and case studies among just a few), as well as those approaches to training which can be carried over from General English training and the business world itself. In order to provide a long-term view to training the business professional, the course then turns to Learner development, that is, the creation of learner awareness about their own strategies of studying, motivation and autonomy. The course concludes with a component which addresses Business Content, meaning how teachers of Business English who are not from a business background can research the business world itself by discovering key controversies about the organization, the economy and globalization.

11. Games in the TESOL Classroom
The role of games in teaching and learning vocabulary cannot be denied. Games can be relaxing and fun for students, thus helping them learn and retain new words more easily. Secondly, games usually involve friendly competition that keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way.

12. Lesson Planning
For the new teacher to the field of EFL/TEFL, Lesson panning is essential. This unit is designed to help you prepare your lesson plans and understand the pedagogic rationale behind the lesson plan, as well as actual outcomes -vs.- expected outcomes..

13. Grammar for TESOL
The English Grammar unit is designed to enhance the
classroom abilities of teachers of English in an EFL/ESL setting.
A knowledge f the theoretical underpinnings are the starting point for any teacher. In EFL settings, teachers are rarely permitted to teach grammar - however, an understanding of fundamental issues is but part of the armory an EFL/ESL teacher should have.

14. Communicating effectively with Chinese learners in ESL/EFL classrooms.
Research in Chinese students' perceptions of foreign EFL/ESL teachers' teaching competence, classroom performance, communication and pedagogical skills is very rare. This unit is for those teaching in China or planning on teaching in China.

15. Teaching Christianity in the EFL classroom

16. A Beginner's lesson
The first time in an EFL or ESL classroom can appear daunting. However, from your first lesson, you too are on a learning curve to becoming a professional TESOL teacher. This module looks at the very first lesson you may face in the classroom - and what to expect - what to do- and post lesson analysis.

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