Diploma in TESOL

The Diploma in TESOL is accredited by NCFE

Eligibility

This course is targeted at practising teachers or those who wish to further their studies following the Certificate in TESOL. Please phone or email to check if you are unsure of your eligibility.

Course Aims

The overall aim of the INTESOL Diploma in TESOL is to provide a sound coverage of the theory and derived practice of teaching English to speakers of other languages within different and varied social contexts and with reference to modern communicative methodologies.

Course Structure

The course consists of 10 units (a total of 18 modules). Each module consists of course notes; a variety of self-check exercises and tasks for submission as part of the continual assessment. Your personal trainer marks each module as it is submitted and returns your work with comments, guidance and a module grade so you will be able to monitor your progress. There are no written examinations.

Duration of the course

The length of time it takes to complete this course depends on your other commitments. There are approximately 300-350 hours of work in the course. As a general guideline most students complete the course in a period of 6-12 months, but we understand that some people will need less time, and if more time is needed that is also not a problem.

Award of Diploma

The INTESOL Diploma in TESOL is graded as follows:

• A1 - Distinction, outstanding work
• A2 - Excellent
• B1 - Very Good
• B2 - Good
• C - Pass

Course Fees

COURSE ON CD-ROM and SUBMISSION BY EMAIL

• €1200 (Paid in full on registration)
• €1500 (Paid in 3 instalments of €500)

NB There are no extra fees for students overseas wherever they may be if they take the course on CD ROM and submit work by email.

COURSE ON PAPER and SUBMISSION BY POST

Please add the following sums to the above fees if you wish to receive the course on paper and submit your work by post:

• UK £50
• Europe £75
• World £95

If you choose to pay by instalments this sum will be added to the first payment.

Please note: There are no set start dates. You decide when you start. The course pack is sent out to you on acceptance of your application and you are free to start the work at your own convenience.

Course Contents

• Unit 1: Being an Efficient Distance Learner
  • study skills - managing your time efficiently - organising your schedule - note-taking - overcoming the loneliness of the distance learner - how this course works
• Unit 2: Semantics/Language Awareness
  • Module 1 - form and function - lexical meaning: denotation, connotation, synonyms, antonyms, hyponyms, polysemes, homonyms - the importance of collocation - time and tense - presents - past tenses - futurity - conditionals and hypothetical meaning
  • Module 2 - progressive and perfect aspects: form and meaning - the progressive aspect and stative verbs - form and meaning of the perfect aspect - sentence structure: units of language; sentence elements
  • Module 3 - negatives: types of negation - questions: question types - modality - word classes and phrases - adjectives and adverbs - determiners
  • Module 4 - prepositions and multi-word verbs - word formation: morphemes
• Unit 3: Phonology and Phonetics
  • Module 1 - attitudes to pronunciation teaching - terminology in phonology and phonetics - organs of speech - phonemes - the phonemic chart - consonants: description and practical applications - vowels - cardinal vowels chart - diphthongs - place of articulation - research based project - materials evaluation
  • Module 2 - the syllable - consonant clusters - strong and weak syllables - word and sentence stress - the 'schwa' sound - marking stress - primary and secondary stress - tendencies in word stress - research based project - weak forms - English as a time-stressed language - Features of connected speech - Materials evaluation
  • Module 3 - spoken and written forms - intonation - tone units - the tonic syllable - pitch movement - intonation and discourse - teaching and learning intonation - research based project - pronunciation and 'which' English - are native speakers the best ESOL teachers? - Strategies for personal development in the teaching of pronunciation
• Unit 4: Psycholinguistics
  • Module 1 - attitudes toward language teaching - good language learners: characteristics and strategies - the teacher's influence on learner strategies - cognitive strategies - metacognitive strategies - communication strategies - social strategies - learner training - learner training materials evaluation - research based project - observation task
  • Module 2 - motivation - motivational factors - the teacher's influence - motivational differences - learner styles - Multiple Intelligence Theory - research based project
  • Module 3 - first language acquisition: behaviourism, innatism, interactionism - second language acquisition: behaviourism, innatism (aka cognitivism), information processing, interactionism.
• Unit 5: Discourse Analysis
  • Module 1 - brief history of Discourse Analysis: structuralism, sociolinguistics, post-modernist - coherence in language - cognitive interpretation of language: Schema Theory - social context of language - political context of language - approaches to encourage coherence in discourse (practical case) - discourse communicative methodology and student centredness
  • Module 2 - teacher talk in the ESOL class - turn-taking research - text structure: cohesive devices (lexical cohesion, tense concordance, pronoun referencing, article referencing, conjunctions, ellipsis, substitution, parallelism) - cohesive devices in the classroom: a practical case - differences between written and spoken language - discourse intonation - teaching discourse intonation in the ESOL classroom - transcribing spoken language
• Unit 6: Syllabus Design
  • Module 1 - pros and cons of a syllabus - types of syllabus - needs analysis - planning the syllabus - action research project
• Unit 7: Materials Design and Exploitation
  • Module 1 - evaluating course books - exploiting published materials - resources and technology - using the internet - adapting authentic materials - action research project
• Unit 8: Methodology
  • Module 1 - Second Language Acquisition Theory - behaviourism versus cognitivism - the natural approach - the lexical approach - more recent approaches and views on the teaching-learning relationship
• Unit 9: Teacher Development
  • Module 1 - factors that contribute to teacher demotivation - a basis for professional progress - peer training - sources of valuable feedback - meetings as a forum for sharing reflections and further development - practical ideas for moving forward as a teacher: practical case
• Unit 10: English as a World Language
  • Module 1 - English as an international language - English in the country you wish to teach and research project - standard English and varieties of English - teaching language and culture - teaching in monolingual and multilingual classes - implications for teaching: practical cases.

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