Principles of Training and Course Outline
The TEFL Course
PRINCIPLES OF TRAINING
The pedagogical approach promoted by Via Lingua is best characterised by the following criteria:
An appreciation of group dynamics
The trainer is aware of how groups work and the stages that they need to go through in order to work effectively. This is a very important factor in determining how successful individual trainees will eventually be on the course. Effective groups do not happen by chance; the style and process which are utilized by the trainer directly influences success.
Interactive learning
Training sessions are managed in such a way that you will be required to take an active part in your own education. Sessions are characterised by a high percentage of interactive activities where you will be required to consider situations / concepts / questions through performing a set of tasks. The cycle of "doing", "reflecting", "hypothesizing" and "testing" is employed in all aspects of the course. Throughout this process, you will be encouraged to make reference to the pre-course experiences of yourself and others in the group.
Academic rigour
The trainers recognise that the ideas and concepts which are explored with trainees should be firmly grounded in an awareness of established pedagogical research and practice. Reference will be made during the sessions and in recommended reading tasks to the theoretical base underpinning the content of input sessions.
Pragmatism
Trainers are fully aware of the limitations of a short intensive course and are, therefore, conscious of the need to provide you with practical guidelines, tips, strategies, materials and models which they can utilize in the classroom.
Modelling
Whenever practical, trainers model teaching approaches and activities which you will be able to replicate in the TEFL classroom. This may be in the form of instruction giving, the use of pairs and small groups, the management of feed-back sessions or strategies for introducing and exploring areas of grammar.
Opportunities for practice
Many of the input sessions will provide you with the opportunity to test out new ideas and insights through peer teaching activities.
COURSE OUTLINE
The course is made up of the following three components:
- Teaching Skills and Classroom Management
- Language Awareness
- Personal Skills and Qualities
1. TEACHING SKILLS AND CLASSROOM MANAGEMENT
1.1. Training Sessions
You are required to attend all input sessions. These are facilitated by Via Lingua trainers. Input sessions are compulsory and cover issues which will be helpful in relation to work in the classroom. The sessions are conducted in a way which promotes active learning and encourages you to reflect on your past and current experiences, your progress on the course, established literature and relevant research findings.
1.2. The Observation of Experienced Teachers
At the beginning of the course, you will have the opportunity to observe a minimum of three lessons taught by qualified and experienced teachers. You will be required to make notes on the lessons and will be provided with a series of questions to guide your observations. Additional opportunities to observe experienced teachers may be provided at later stages of the course.
1.3. The Observation of Peers
Trainees normally teach in pairs, sharing a ninety-minute lesson. Each trainee teaches for 45 minutes and observes his / her teaching partner for 45 minutes. The trainee observer is required to make brief notes about the teaching partner and offer insights during the post-lesson feedback session.
1.4. Teaching Practice with Groups
During the first week of the course you will be required to teach at least one forty-five-minute lesson. Thereafter, you will teach between two and three forty-five-minute lessons in weeks two, three and four of the course. You will teach a minimum of eight lessons with groups of students from at least three different levels of competence in English. It may be possible for you to teach additional lessons or for some of the lessons to be sixty minutes in length. The trainers will advise you on the materials you will use and will ensure that there is a balance of lesson types, levels and sources of material (both commercially produced and authentic materials).
All teaching practices with classes will be observed by trained and well-qualified staff and you will receive group or individual feedback from them at the end of the lesson. The first two teaching practices with groups will not be graded. Thereafter, this type of lesson will be graded. All training staff are required to work to the same principles with regard to language teaching. However, the practical advice you receive may differ from trainer to trainer because individual members of staff will each have their our own preferred style of working. The diversity of ideas should be seen as a bonus rather than as inconsistency.
1.5. The Individual Student Teaching Project
In addition to the teaching practices with groups, you will also be required to work with an individual student for two sixty-minute lessons. The work with an individual student will not be observed but you will be required to produce a comprehensive report on the sessions before the end of the course. This will be graded.
1.6. Guided Lesson Preparation Time
The training team will offer you extensive support during guided lesson preparation time. As the course progresses, you will be expected to become less dependent on the support of the training staff and to demonstrate your ability to work more independently.
1.7. Unknown Language Study
You are required to attend three one-hour sessions where you will learn a previously unknown language. The lessons enable you to experience the emotions felt by students of English as a Foreign Language and to be introduced to techniques for working with beginners.
1.8 Overview of this component
2. LANGUAGE AWARENESS
2.1. Analysing Communication
You are required to attend a session which considers the issues relating to effective communication.
2.2. Grammar Awareness
You are required to attend training sessions which focus on developing your awareness of English Grammar. A variety of basic topics are covered and this provides you with a solid foundation in relation to grammar awareness. The sessions are facilitated in such a way that you will develop skills in relation to the analysis of language as well as enhancing your knowledge base. Opportunities are provided to review appropriate teaching materials and activities and to reflect on the common errors which students make. You will also be provided with opportunities to engage in peer teaching activities in order to experiment with strategies for teaching grammar.
Your development in this component is assessed in a number of ways, including the use of a final test.
2.3. Phonology
You are required to attend training sessions which focus on developing your awareness of the phonology of English. This is linked closely to the teaching of pronunciation.
Your development in this component is assessed in a number of ways, including the use of a final test.
2.4. Overview of this component
3. PERSONAL SKILLS AND QUALITIES
3.1. Observation of and interaction with trainees.
This is an area in which potential employers are frequently interested. Not only are they seeking well-qualified teachers, but employees who exhibit a range of personal skills and qualities. They are looking for well-motivated teachers who are intelligent, hard-working, punctual, aware of student needs, good at working both independently and cooperatively, well-organized, able to meet deadlines and trustworthy. The ability to communicate effectively, engage in self-reflection and establish good rapport with students is of equal importance. During the course, trainers seek to demonstrate and encourage the development of these personal skills and qualities and to identify and record evidence of the trainees' accomplishments.
3.2. The Trainee File and the Self-Assessment Tasks
You are required to maintain a file which acts as a record of your development on the course. Clear guidelines in relation to the content of the file are provided and the file represents the main body of evidence which trainers can draw upon when assessing your grade for the Personal Skills and Qualities component. During the course you are required to complete six self-assessment tasks which are added to the file and form the basis for discussions with the trainers.
3.3. Individual Progress Sessions
You will meet with a trainer on a number of occasions during the course in order to discuss your progress. The self-assessment tasks will form the basis for part of this dialogue.
3.4. Overview of this component
REQUIRED TIME COMMITMENT BY TRAINEES
It is anticipated that, in addition to the 120 hours outlined above, you will need to allocate approximately 20 hours of additional time during the course for private study.
ASSESSMENT
1. Principles underpinning the assessment process
While our approach to assessment is undoubtedly rigorous, it is also supportive and conducted in such a way that judgments are based on a very broad base of evidence.
Informal assessment plays a part in your level of achievement on the course. We expect you to be punctual, well prepared, professional and actively committed to all aspects of the course. In addition, we expect you to be willing to work co-operatively and collaboratively with others on the course and to show respect for fellow course members and training staff.
Trainers seek to gather as much evidence as possible in support of their final decisions regarding grades and to award grades which reflect the best aspects of a trainee's performance. Reference is made to the level descriptors linked to each of the three course components.
When we are assessing trainees, it is our intention to ensure that:
- our approach to assessment is understood clearly by all those involved in the process (trainers, observers, trainees, the management of the company and potential employers of successful trainees)
- people involved in the assessment of trainees are appropriately trained and supervised.
- the process supports the development of trainees by providing them with insights into their progress, strengths and weaknesses.
- the process provides guidance as to the next steps which need to be taken by the trainee in order to further develop his/her competence.
- the assessment process makes use of self-assessment, peer assessment, trainer assessment and observer assessment.
- assessment reflects a balance between achievement in the theoretical aspects of teaching as well as the practical application of theory.
- assessments are made through reference to agreed criteria.
- assessments are based on recorded evidence.
- the process is applied consistently and objectively.
- the grades given for each of the course components are consistent within the cohort and between cohorts (within an individual centre as well as between centres)
- assessment procedures are underpinned by regular moderation meetings (both internal and external) to ensure that there is consistency and fairness.
- there are agreed procedures for monitoring and evaluating the assessment process itself.
2. People involved in the assessment process
Trainees are assessed by the main trainers as well as by other trainers and observers. The trainers and observers spend a lot of time in discussion in order to ensure that assessments are consistent. However, it should be pointed out that although those people involved in the assessment process all work to the same principles, on occasions their comments and advice may vary. This should be seen as an advantage rather than a potential problem.
In addition to these forms of assessment, trainees are constantly encouraged to engage in self-assessment and peer assessment.
Trainees will meet with a trainer/observer on a number of occasions for a detailed tutorial session when all aspects of the trainee's progress will be discussed and the trainee will be informed as to the current level of her / his performance. If a trainee is in danger of failing the course, he/she will be informed about this at the earliest possible time and every effort will be made to support him/her so that he/she has every chance of succeeding.
3. Areas to be assessed and strategies for assessment.
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