TESOL STUDY GUIDE 6th Edition, September 2015 © Language Training Institute | TESOL Study Guide Page i TESOL Study Guide Certificate IV in TESOL (NAT10317) and Diploma of TESOL (NAT10318) Published and distributed by: Language Training Institute International Office PO Box 1061 Nambour, Sunshine Coast Queensland, 4560, Australia www.lti.edu.au Language Training Institute is a Division of Universal Education and Training Ltd ABN 75 090 720 086 TESOL Study and Practice Teaching Guide First Edition ISBN: 978-0-9775324-9-0 TESOL Study and Practice Teaching Guide Fifth Edition ISBN: Pending © Language Training Institute, 2013 Version 150601 Language Training Institute owns all Copyright on its resources (both printed and electronic) as detailed in the Copyright Act 1968 You may NOT partially or totally reproduce these materials without written permission from Language Training Institute This includes unlicensed or unauthorised copying in public and private institutions with Commonwealth Statutory Licenses This means you may NOT: Photocopy these materials Copy any part of them to include with your written or electronic materials Reformat them or the cover Publish, scan or upload them to retrieval systems, digital media or file sharing internet sites Language Training Institute conducts checks of organisations suspected of breaching the legislation Identified breaches will result in prosecution under law Page ii © Language Training Institute | TESOL Study Guide Certificate IV in TESOL & Diploma of TESOL Study Guide This Study Guide has been written for the: Language Training Institute (LTi) 10317NAT - Certificate IV in TESOL (Teaching English to Speakers of Other Languages) and 10318NAT - Diploma of TESOL (Teaching English to Speakers of Other Languages) which have been developed and accredited in Australia by LTi, a Government Registered Training Organisation (RTO) National Provider Code 30173 To obtain information about the Course and materials referred to in this Study Guide, please visit our website: www.LTi.edu.au Contact details for the LTi Head Office at the time of publishing this Study Guide are: Postal Address: Language Training Institute PO Box 1061 Nambour Qld 4560 Australia Phone: International: Within Australia: Email: admin@lti.edu.au +61 5442 3511 1300 660 809 or (07) 5442 3511 © Language Training Institute | TESOL Study Guide Page iii LTI TESOL Course Publications in this Series TESOL Study Guide contains general directions about what to to complete the LTi TESOL Course TESOL Practical Placement Guide contains general directions about what to to complete the practical placement component of the LTi TESOL Course TESOL Made Practical For All Situations is the textbook for all the units of both the Certificate in TESOL and Diploma of TESOL courses and is designed to correspond to the workbook The chapters that relate to workbook units in the Diploma of TESOL are included as a bonus to Cert IV students The textbook contains information about the essential theory and the practice of Teaching English to Speakers of Other Languages This publication provides TESOL course students with what is required for completion of the workbook tasks and theoretical underpinning for practice teaching Certificate IV & Diploma TESOL Core Units Workbook Units 1- contains all the theoretical assessment tasks for the core units of the TESOL course (Certificate IV or Diploma) in which you have enrolled (note: students are also required to complete Practical Teaching Tasks) Diploma of TESOL Specialisation Units Workbook Units 10 – 14 contains all the theoretical assessment tasks for the Diploma of TESOL specialisation units (note: students are also required to complete Practical Teaching Tasks) Certificate IV in TESOL Elective Units Workbook Units 15 - 21 contains all the theoretical assessment tasks for the Certificate IV in TESOL elective units (note: students are also required to complete Practical Teaching Tasks) Students must complete one elective unit as part of the LTi TESOL Certificate IV course requirements This elective may be chosen by you or nominated by your trainer For some students, the assessment folder may automatically contain the tasks for their chosen elective unit If not, these will be printed separately and made available to students when the elective has been selected Page iv © Language Training Institute | TESOL Study Guide Table of Contents Introduction Study Materials The TESOL Online Student System (TOSS) Study Modes .2 Course Content How to progress through the Course .5 Assessment .6 Overview of Practice Teaching Requirements Certificate IV & Diploma Core Unit Outlines 13 Certificate IV Elective Unit Outlines Diploma Specialisation Unt Outlines 28 Recognition of Prior Learning (RPL) 33 © Language Training Institute | TESOL Study Guide Page v Page vi © Language Training Institute | TESOL Study Guide COURSE OVERVIEW © Language Training Institute | TESOL Study Guide Page Introduction We hope you find Teaching English to Speakers of Other Languages (TESOL) a rewarding experience that opens doors of opportunity in employment, travel, or friendship The LTi 10317NAT - Certificate IV in TESOL (Teaching English to Speakers of Other Languages) and the LTi 10318NAT - Diploma of TESOL (Teaching English to Speakers of Other Languages) are accredited courses, recognised and approved by government authorities in Australia LTi was the first organisation in Australia to write and have accredited a certificate level qualification in TESOL Over the years LTi has worked to ensure that the course continues to meet both the Australian Government and international standards required of a Certificate level TESOL qualification In 2013 LTi introduced their new fully accredited Diploma of TESOL Students completing the Certificate IV may go on to the Diploma if they so wish The core units of the Certificate IV in TESOL are common to the Diploma in TESOL Consequently, the Certificate IV in TESOL and Diploma of TESOL courses have a significant level of “rigor” They require that you complete an amount of work that requires a substantial effort, discipline, and planning within your personal schedule These demands ensure that the courses maintain the appropriate standard and level of recognition for accreditation and as a result, thousands of students have completed the course and successfully gained employment around the world Study Materials The publications that you are provided with have been written to correlate exactly to the requirements of the course They have been edited and refined over the years to ensure that your progress will be easier if you read and refer to them carefully as you progress You should be provided with the following: TESOL Made Practical For All Situations – the textbook by Paula Withers; The LTi TESOL Study Guide – what you are reading now; TESOL Made Practical For All Situations Workbook Units – assessment tasks The LTi TESOL Practical Placement Guide The LTi TESOL Online Student System (TOSS) You will most likely also be given access an LTi TESOL Online Student System (TOSS) An LTi TOSS enables you to submit your assessment work online The assessment tasks printed in the TESOL Made Practical For All Situations Workbook Units are contained in the LTi TOSS There is also additional information and resources of benefit to students within the TOSS Study Modes You will be completing your course in one of the following modes: As part of a larger class group attending face to face classes; By distance education – studying on your own; or A combination of the above – some classes or tutorials, with mostly individual study Page © Language Training Institute | TESOL Study Guide The information provided in this Study Guide applies to each of these study modes Course Content 10317NAT - Certificate IV in TESOL Course Code 10317NAT Certificate IV in TESOL (Teaching English to Speakers of Other Course Title Languages) Students must successfully complete the following: core units plus Course Rules elective units 12 hours of practical placement (including a minimum of hours practice teaching) Practical Students are required to complete a minimum total of 12 hours Placement observation and practice teaching, with at least six (6) of those Requirements hours being practice teaching To complete this course, students must complete the nine (9) Core Units, one (1) of the Elective Units and 12 hours of Practice Overview Teaching The core and elective units introduce students to the knowledge and understanding related to the practical skills required in TESOL These are further developed during the practice teaching 10318NAT – Diploma of TESOL Course Code 10318NAT Course Title Diploma of TESOL (Teaching English to Speakers of Other Languages) Students must successfully complete the following: core units plus Course Rules specialisation units 20 hours of practical placement (including a minimum of 10 hours practice teaching) Students are required to complete a minimum total of 20 hours observation and practice teaching, with at least ten (10) of those Practical hours being practice teaching However, if you have successfully Placement completed the LTi Certificate IV in TESOL, you will only be required Requirements to an additional eight (8) hours of observation and practice teaching, with at least four (4) of those hours being practice teaching To complete this course, students must complete fourteen (14) Units and 20 hours of Practice Teaching Please note that there are no Elective Units in this course Units – are common to the both the Certificate IV and Diploma courses as they provide you with Overview foundational knowledge, understanding and skills required to teach English to speakers of other languages Therefore, if you have successfully completed the LTi Certificate IV in TESOL, you will not be required to redo Units – Units 10 – 14 are designed to further © Language Training Institute | TESOL Study Guide Page develop the knowledge, understanding and skills gained from the previous units Certificate IV in TESOL & Diploma of TESOL Common Core Units Unit code Unit name TESACL401A TESATE401A TESTEG402A TESTSP402A TESTSE402A TESTLE402A TESTRE402A TESTWE402A TESDRF402A Analyse Culture and Learning Analyse and Teach English Language Teach English Grammar Teach Spelling and Pronunciation Teach Speaking Teach Listening Teach Reading Teach Writing Develop Resource Files Core units sub-total Unit Type Core Core Core Core Core Core Core Core Core Nominal hours* 25 30 25 25 25 25 25 25 15 220 Certificate IV in TESOL Elective Units – one to be chosen** Unit code Unit name TESECL403A TESPSL403A TESTAL403A TESMAD403A TESTEC403A TESWWV403A TESCBC403A Teach ESL to Early Childhood Learners Teach ESL to Primary School Aged Learners Teach ESL to Teenage Learners Use Music, Art and Drama in TESOL Use Technology to Assist ESL Learners Work with Volunteers in ESL Contexts Establish Community Based English Classes Elective unit sub-total Total core + elective Unit type Elective Elective Elective Elective Elective Elective Elective Nominal hours* 20 20 20 20 20 20 20 20 240 Diploma of TESOL Specialisation Units Unit code Unit name TESAMT501A TESDES502A TESAEL502A TESEAP502A TESESP502A Apply Approaches and Methods in TESOL Design ESL Syllabus Assess ESL Learning Teach English for Academic Purposes Teach English for Specific Purposes Additional core units sub-total Diploma of TESOL total core units Unit type Core Core Core Core Core Nominal hours* 50 50 40 40 40 220 440 *Note: * the "Nominal Hours" are NOT the number of hours of attendance in classes Nominal hours include in-class hours, self study, preparation for assessment and Practice Teaching Various courses or individualised programs of study will be configured with different proportions of each of these "modes" of study **Note: Not all electives will be available on every course Participants will be advised on a course by course basis what electives are available for their course Page © Language Training Institute | TESOL Study Guide c For the same group of learners you have chosen in (b) above, outline a fluency activity that you would give to the class to reinforce the accuracy activity outlined above d Plan a one hour lesson for this class that incorporates both of the activities in questions b and b Submit a copy of your lesson plan USE TECHNOLOGY TO ASSIST ESL LEARNING | Unit 19 Page Assessment Record – Use Technology to Assist ESL Learning (TESTEC403A) PURPOSE OF THIS FORM This form is retained by the Registered Training Organisation (RTO) to show how a student has met the course requirements Each of the tasks in this unit has been mapped to the course requirements When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome This unit is holistically assessed with other units (see TESOL Study Guide for more information) ASSESSMENT METHOD & DESCRIPTION The assessment is competency based This means that students will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit Students need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit (see assessment mapping) in order to be deemed ‘competent’ for the unit If a student is graded ‘not yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement All students have the right to appeal any assessment decision See the Student Handbook for more information on appeals All assessment tasks will be retained by the Registered Training Organisation (RTO) If a student wishes to keep a copy of the assessment task then they need to make a copy prior to submission Workbook Tasks 19.1 – 19.3: Students must provide clear, concise and reasonable answers / submissions for all of the workbook tasks within a unit The purpose of the assessment is to see that a student: can understand and apply knowledge they have learnt in a theoretical situation can demonstrate knowledge of unit the content (see mapping below) can communicate the understanding and knowledge gained PTT 19 - Use Technology to Assist ESL Learning: Students must plan, deliver and evaluate a lesson which incorporates music, art and drama in accordance with the task requirements detailed in the Practice Teaching Task The purpose of the assessment is to see that a student: can understand and apply knowledge and skills they have learnt in a practical situation can practically demonstrate the knowledge and skills required to meet the unit requirements (see mapping below) STUDENT DECLARATION I declare that I understand how the assessment for this unit will be conducted I understand that I can discuss any individual needs or difficulties that I have in relation to the above assessment with the assessor or the RTO at any time I declare that the assessment tasks I am submitting are entirely my own work Student Name: Student Signature: Date Assessment Submitted: Page / / Unit 19 | USE TECHNOLOGY TO ASSIST ESL LEARNING ASSESSMENT OUTCOME Task Workbook Task 19.1 Workbook Task 19.2 Workbook Task 19.3 Not Yet Satisfactory (NYS) Outcome NYS _/ _/ _ NYS _/ _/ _ NYS _/ _/ _ NYS _/ _/ _ NYS _/ _/ _ NYS _/ _/ _ Comments (also see below) Satisfactory (S) Outcome S _/ _/ _ S _/ _/ _ S _/ _/ _ PTT 19 - Use NYS _/ _/ _ S _/ _/ _ Technology to Assist NYS _/ _/ _ ESL Learning Note: This unit is also assessed holistically with the following units; TESTEG402A, TESTSP402A, TESTSE402A, TESTLE402A, TESTRE402A, TESTWE402A & TESDRF402A The tasks for these units must be completed before a student can be awarded competency for TESTEC403A Comments (e.g Gaps in performance, reinforcement of good performance, strategies for further improvement) Unit Assessment Outcome: Competent Not Yet Competent Assessor’s Name: Assessor’s Signature: Date: / / USE TECHNOLOGY TO ASSIST ESL LEARNING | Unit 19 Page ASSESSMENT MAPPING KEY: WBT = Workbook Task PTT = Practice Teaching Task Element Performance criteria 1.1 Identify or create activities to teach common Teach basic technology parts English 1.2 Identify or create activities to teach the generic terms technology relating to technology use words and terms 1.3 Identify or create activities to teach abstract terms relating to technology use 2.1 Identify internet-based resources relevant to students’ Teach English communicative goals using internet2.2 Identify or create learning activities requiring students based to access internet-based resources or to complete a resources and process on a website activities 2.3 Plan an ESL lesson which incorporates the use of internet-based resources 3.1 Identify ESL software that is relevant to students’ Teach English current learning needs or topics using ESL 3.2 Identify or create activities incorporating the use of software ESL software 3.3 Plan a lesson which incorporates the use of ESL software 4.1 Identify or create activities that guide students in Teach basic utilising basic functions of a word-processing program wordto consolidate ESL processing skills 4.2 Plan a lesson which incorporates word processing tasks in an ESL context Essential Knowledge Assessed by: WBT 19.1 + PTT 19 WBT 19.1 + PTT 19 WBT 19.1 WBT 19.2 WBT 19.2 + PTT 19 WBT 19.3 + PTT 19 WBT 19.3 WBT 19.3+ PTT 19 WBT 19.3 + PTT 19 WBT 19.2 + PTT 19 WBT 19.2 + PTT 19 Assessed by: Knowledge of technology terminology WBT 19.1 Basic knowledge of available ESL software Basic knowledge the availability, types and content of relevant existing internet-based ESL learning resources WBT 19.3 Basic knowledge of how to structure and develop lesson plans The subject matter of the delivery, for example: o The specific topic/subject/unit content o Specific areas of content knowledge as defined for a learning program Basic instructional design principles, for example: o Sequencing information o Providing opportunities for practice Different teaching methods and techniques appropriate to computerassisted language learning The availability and sources of specific resources, equipment and support services for learners Basic knowledge of the use and application of a word-processing program Page Unit 19 | USE TECHNOLOGY TO ASSIST ESL LEARNING WBT 19.2 WBT 19.2 & 19.3 + PTT 19 WBT 19.3 + PTTs – & 19 WBT 19.2 & 19.3 + PTTs – & 19 WBT 19.2 & 19.3 + PTT 19 WBT 19.1 – 19.3 + PTTs - WBT 19.1 Essential Skills Ability to: Identify communication needs of learners Identify or create learning materials and learning activities Operate a word-processing program Communication skills to: Guide learners in using computers Planning and organisational skills to: Incorporate relevant learning objectives in session plans Determine the structure and time requirements for each session Identify specific facility, technology and equipment needs for each session Literacy skills to: Document the delivery plan, prepare or customise learning activities Prepare or customise learning materials such as handouts and information sheets Read and interpret learner information Technology skills to: Use computers to produce documents Assessed by: WBT 19.1 - 19.3 + PTTs – & 19 PTT 19 WBT 19.1 WBT 19.1 – 19.3 + PTT 19 PTTs – & 19 PTTs – & 19 PTTs – & 19 PTTs – & 19 PTTs – & 19 PTTs – & 19 WBT 19.1 WBT 19.1 Use computers to access the internet Use computers to access ESL software Time management skills to: Determine time allocations for each part of the session plan Determine overall session time Reflection skills to: Identify areas for improvement Recognise and be sensitive to individual difference and diversity WBT 19.3 PTTs – & 19 PTTs – & 19 PTTs – & 19 WBT 19.2 & 19.3 + PTTs – & 19 PTTs – & 19 Ensure ethical conduct in dealing with ESL learners Critical aspects for assessment and evidence required to demonstrate Assessed by: competency in this unit WBT 19.1 - 19.3 The Assessee must provide evidence of specified essential knowledge as + PTT 19 well as skills WBT 19.1 - 19.3 Consistency of performance should be demonstrated over the required + PTT 19 range of situations relevant to the workplace Where for reasons of safety, safety space or access to equipment and resource, assessment takes place away from the workplace the assessment PTTs – & 19 environment should represent realistic workplace conditions as closely as possible Context/s of Assessment and specific resources Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement Assessment of performance requirements in this unit should be undertaken in an actual workplace or in a realistically simulated environment The learner and trainer should have access to appropriate documentation and resources normally used in the workplace Resources for the assessment may include: o Access to texts and workbook activities developed for this unit to reinforce complete understanding in aid of achieving the most positive outcomes USE TECHNOLOGY TO ASSIST ESL LEARNING | Unit 19 Page o o o Access to relevant documentation and resources normally used in the workplace Access to the mainstream English as second language classes for practical study purposes For assessment to occur in an ESL class, trainee will require access to an ESL class and appropriate equipment (e.g cassette/CD/video player/s) o Access to a computer laboratory o Access to the internet and ESL software This unit can be assessed either through practice teaching in an ESL class, or in a simulated classroom situation within the context of a TESOL workshop where trainees deliver ESL lessons to classmates Method of assessment While the knowledge can be tested in written and oral assignments, performance evidence needs to be collected in actual or realistic simulated situations It also needs to be assessed on a number of occasions As this unit is best undertaken in workplace of in a realistically simulated workplace situation Assessment may include (verbal and /or written) to address essential knowledge as outlined in this unit o Written evidence o Verbal evidence o Group interaction o Recorded evidence In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations Assessment if this unit will be undertaken by a registered training organisation Assessment of knowledge must be conducted through appropriate written/oral examination Practical assessment may occur: o through appropriately realistically simulated activities at the RTO, and/or o in an appropriate range of situations in the workplace Page Unit 19 | USE TECHNOLOGY TO ASSIST ESL LEARNING GLOSSARY Appendices Page 195 Glossary accommodation new knowledge does not ‘fit’ an existing schema, so the schema must adjust or expand to integrate the new knowledge affect psychological term referring to the emotions and attitudes approximation a learner’s imperfect attempt to produce language assimilation new knowledge ‘fits’ the existing schema and is added without need for change cloze an exercise where words are deleted at regular intervals (eg every 10th word) and a student inserts an appropriate word construct meaning speaking, listening, reading or writing to create or garner meaning continuum an undelineated scale on which the measurement of a characteristic between two extremes can be indicated dialogue a scripted conversation discourse markers words or phrases that signal a significant point in a text ethnocentrism attitude that one culture is superior to another or all others genre text type interlocutor the people involved in a speaking transaction L1 first language, mother-tongue L2 second language lexical item a word or phrase lexicon bank of vocabulary items linguistic to with language make meaning to make sense or interpret a written or spoken text, or to construct a spoken or written text in order to communicate a particular meaning mimicry repeating what you have heard schemata a cognitive framework for understanding something (e.g language) SO someone sociocultural to with the social and cultural environment, acceptable behaviour ST something syntax sentence structure text any piece of spoken or written language TL target language, the language to be learnt Page 196 REFERENCES Glossary Page 197 References Abbott, M (2002) Using music to promote L2 learning among adult learners In TESOL Journal, Vol.11, No.1 AMES (1992) Literacy for further studies: Project report Brisbane: AMES Ashworth, M and Wakefield, P (2005) Teaching the world’s children: ESL for ages three to seven In English Teaching Forum, Vol 43, No.1 (pp.2-7) Bakes, L (2004) Teaching ESL to children Lecture in 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Institute | TESOL Study Guide Certificate IV in TESOL & Diploma of TESOL Study Guide This Study Guide has been written for the: Language Training Institute (LTi) 10317NAT - Certificate IV in TESOL. .. Training Institute | TESOL Study Guide Page iii LTI TESOL Course Publications in this Series TESOL Study Guide contains general directions about what to to complete the LTi TESOL Course TESOL Practical... Language Training Institute | TESOL Study Guide Page v Page vi © Language Training Institute | TESOL Study Guide COURSE OVERVIEW © Language Training Institute | TESOL Study Guide Page Introduction