certtesol validation requirements 2006

8/2/2019 CertTESOL Validation Requirements 2006

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Certificate in TeachingEnglish to Speakers ofOther Languages(CertTESOL)Validation requirements for validated andprospective course providers

from July 2006This qualification is accredited by

the Qualifications and Curriculum Authority at

Level 4 of the UK National Qualifications Framework

Trinity College London

89 Albert Embankment

London SE1 7TP

UK

T +44 (0)20 7820 6100

F +44 (0)20 7820 6161

[email protected]

www.trinitycollege.co.uk

Patron HRH The Duke of Kent, KG

Copyright Trinity College London 2004Revised version, July 2006


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Trinity Level 4 Certificate inTeaching English to Speakers of

Other Languages(CertTESOL)

Prospective and existing course providers must ensure that they are

consulting the latest edition of the validation requirements

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ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Part 1: The validation process for CertTESOL courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6A. Submitting a proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

B. The scrutiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

C. The validation visit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

D. Running the first course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

E. Moderation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

F. Changes to the original submission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1

G. Summary of procedures for initial validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1

H. Continuing validation and withdrawal of validation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Part 2: Validation Requirements for new and continuing courses . . . . . . . . . . . . . . . . . . . 13A. Sample aims of a Trinity CertTESOL course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

B. Sample objectives of a Trinity CertTESOL course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13C. Environment and target group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

D. Entry requirements and selection procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

E. Proposed course dates, frequency, class size and course length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

F. Course structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

G. Course Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 1: Teaching skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Unit 2: Language awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 3: Learner profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 4: Materials assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 5: Unknown language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1

Supplementary Notes on professional awareness and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

H. Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

I. Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

J. Weighting, assessment and grading of course units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

K. Course management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

L. Management and tutoring staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

M. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1

N. Premises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

O. Taking other inspection and accreditation into account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Appendix 1Organisation fact file. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Appendix 2Provision for applicants with special needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Appendix 3Mid-course visit for first or subsequent courses & mid-course report form. . . . . 49

Appendix 4Appeals and complaints procedure for trainees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1

Appendix 5Conditions for export of a CertTESOL course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Appendix 6Application by course providers for moderation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Appendix 7The moderation visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Appendix 8Moderation report form parts 1 and 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1

Appendix 9Feedback on the moderation visit report form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Appendix 10Unit 4: Materials Assignment: pro forma for trainees use. . . . . . . . . . . . . . . . . . . . . . . 7 1Materials Assignment: assessment criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Materials Assignment: instructions for moderators . . . . . . . . . . . . . . . . . . . . . . 76

Materials Assignment: assessment pro forma for moderators use . .77Appendix 11Examples of malpractice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

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Introduction

About this bookletThe notes that follow explain Trinitys procedures and regulations for the validation of new courses andcontinued validation of currently validated courses which lead to the CertTESOL awarded by Trinity

College London.

PART 1 describes the validation process which is necessary for any organisation proposing to offer a

CertTESOL course. It sets out a number of changes from previous procedures and must be read

carefully by existing as well as prospective course providers.

PART 2 provides detailed guidance notes for those responsible for the design and conduct of courses.

The Appendices offer additional information and consist of pro formas for all documentation for those

seeking approval for a course or undertaking the moderation process.

Prospective Trinity course providers should follow the guidelines in Parts A and B carefully in preparinga written proposal for consideration by Trinity. This booklet should be read in conjunction with the

CertTESOL Moderation Handbook which will be provided on request. If course providers need further

advice on any aspect of running a Trinity CertTESOL course, they should contact the Head of TESOL at

Trinity:

By post Trinity College London, 89 Albert Embankment, London SE1 7TP, UK

By telephone +44 (0)20 7820 6100

By fax +44 (0)20 7820 6161

By email [email protected]

Some backgroundTrinity College Londons training qualifications in the teaching of English to speakers of other languages(TESOL) have been established for three decades. They are recognised as professionally sound and well

regulated qualifications by major employers worldwide. Trinity pioneered the concept of grade

examinations in music in 1877 and set its first speech examinations in 19 18. Trinity is the only board in

the UK to provide learner assessments and higher vocational qualifications across the full range of the

communicative and performing arts including TESOL, English language (ESOL), speech, acting, drama,

dance and music.

The status of Trinity validationTrinity College London is an independent awarding body and examinations board. Trinity does not run

TESOL training courses itself but validates certificate courses in TESOL which are offered by

organisations in the state and independent sectors in the UK and worldwide.Trinitys procedures and qualifications are scrutinised and approved by the Qualifications and

Curriculum Authority (QCA) which is the accrediting body for all educational and vocational awards in

England that are not full university degrees. Trinity is also accredited by Awrdurdod Cymwysterau,

Cwricwlwm ac Asesu Cymru (ACCAC) and Curriculum, Examinations and Assessment (CEA) in Wales and

Northern Ireland respectively.

Trinitys Certificate in the Teaching of English to Speakers of Other Languages (CertTESOL) is

accredited by the Qualifications and Curriculum Authority (QCA), Awrdurdod Cymwysterau, Cwricwlwm

ac Asesu Cymru (ACCAC) and Curriculum, Examinations and Assessment (CEA) at level 4 of the (UK)

National Qualifications Framework (NQF). Trinitys TESOL qualifications are accepted by the British

Council as appropriate to teaching staff in their accredited language teaching organisations in the UK

and in their own international teaching operations. The CertTESOL is very widely recognised by

employers as an initial qualification in TESOL, and thousands of successful trainees have used their

CertTESOL to gain employment in schools and colleges all over the world.

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What validation guaranteesTrinity CertTESOL courses are validated only after a rigorous process during which written course

proposals are scrutinised by Trinitys validation review panel, and negotiated with the course provider

and discussed constructively and in detail during a validation visit by Trinity.

Every CertTESOL course is moderated by an independent moderator appointed and trained by Trinity,

and every candidate is personally interviewed about their course work and experience before they are

granted a Certificate. Teachers holding a Trinity CertTESOL can assure prospective employers of their

sound preparation for classroom teaching, wherever they have received their training.

Trainees should be aware that in respect of its validated course providers, Trinity takes responsibility for

the initial review of the academic and practical management of the CertTESOL courses at the validation

stage, and subsequently the academic and practical delivery of courses and assessment of trainees.

Trinity does not accept responsibility for all aspects of the conduct of the course provider nor does it

enter into disputes between trainees and course providers relating to payment or refund of fees, or

financial compensation for delivery of services.

Initial training for ESOL teachersTrainee teachers of ESOL benefit in many ways from a sound initial course of training. They will also

require strong professional commitment, demonstrated through the desire and ability to learn new skills

and acquire appropriate subject specific knowledge. After initial training they will embark on a

continuing programme of personal and professional development. Trinitys Certificate course can be

taken by those for whom English is a first, second or foreign language. Trinity does not require trainees

to conform linguistically to all features of British Standard English or Received Pronunciation. However,

their language skills in all areas must be of a standard appropriate to a qualified teacher of English,

given the special status that this confers on an individual and the particular demands that it makes.

Trinity seeks to provide every opportunity for applicants with special needs to gain a CertTESOL, while

acknowledging the reasonable expectations of their future students and employers.

Trinitys course providersThe current list of CertTESOL course providers, with hot links to contact them direct, is available on the

Trinity website at www.trinitycollege.co.uk

ESOL / TESOL Review BoardTrinity's independent Review Boards consider:

academic standards in relation to other qualifications including relevant learning and teaching

programmes

examiner training including reliability issues

validity of the examination system

the quality of current and new syllabuses

relevance of Trinity's work to the needs of the sector

The membership of Trinity's independent Review Boards, which meet on an annual basis or as requested

by the independent Chair of each Board, is drawn from the professions concerned. Members of the

Review Boards are invited to the Board for a fixed period of time by the Chief Executive in consultation

with the Chair. The Chair of each Board is appointed by the Chief Executive, generally for a period of

three years.

The aims and responsibilities of each Board are, in their defined area of expertise, to review the

relevance, validity, reliability and efficient conduct of Trinity College London's assessments . This

includes but is not restricted to issues of syllabus and examination design, panel membership, and

monitoring of results. All meetings are minuted, are conducted with and without Trinity staff inattendance, and the Chief Executive is informed of the Board's recommendations, which he is expected

to respond to and report back on.

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Part 1:

The validation process forCertTESOL courses

A. Submitting a proposalA1 Before submitting a full proposal

In order to run a course leading to the Trinity CertTESOL, prospective course providers (referred to

from here on simply as course providers) must submit to Trinity:

an organisation fact file.

On receipt of the organisation fact file, Trinity will confirm whether it is appropriate for the course

provider to submit a full proposal for scrutiny. If Trinity considers a proposal likely to be ineligible for

consideration in view of the limited resources or experience of the organisation, or for any other reason,

Trinity will inform the course provider as soon as possible.

The pro forma for the organisation fact file is at Appendix 1. No fee is payable at this stage.

A2 Submitting a full proposal

If Trinity agrees that the course provider may proceed to a full proposal, but without a guarantee of

validation, course providers should then submit:

one hard copy of a written proposal

and an electronic copy using Microsoft Word.

The structure and content of the proposal is described in full below.

All pages must be numbered and the proposal must include:

a list of contents at the beginning of the proposal

details of individual course units either in the body of the proposal or as page numbered and

indexed appendices

copies of all pro formas to be given to trainees and tutors relating to the completion of

assignments, tests or examinations, and teaching practice: e.g. in relation to lesson planning, self-

and tutor assessment in teaching practice; guided observation of English classes; observation of

unknown language lessons; completion of related teaching journals, learner profile, and

materials assignment; and other relevant pro formas

the proposed pre-interview and/or pre-course task where relevant.

The proposal must be accompanied by a cheque made payable to Trinity College London in payment of

the scrutiny fee. The fee will be advised to the course provider when a full proposal is invited. Course

providers should ensure that they have full details of current CertTESOL fees for initial scrutiny,

validation, mid-course visits and moderation prior to writing a proposal. Details may be obtained from

Trinitys Information Officer who can be e-mailed at [email protected]

Proposals will be considered only if:

they are accompanied by the appropriate scrutiny fee

they are set out as requested above

they cover the following fifteen sections AO, using relevant pro formas and following the detailed

guidance set out in Part 2 of this booklet. It is essential that course providers make available tomoderators full course documentation at the beginning of the visit, including:


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A Aims of the course

B Objectives of the course

C Environment and proposed target group

D Entry requirements and selection procedures

E Proposed course dates, length, frequency and class size

F Course structure (including draft timetable with staffing and draft teaching practice timetable)

G Course componentsH Bibliography

I Tutorials

J Weighting, assessment and grading

K Course management

L Management and tutoring staff: curricula vitae of course director(s) and tutors, including date

and provenance of academic and teaching qualifications, and details of teaching and training

experience

M Resources

N Premises

O Taking other inspection and accreditation into account

All course providers must satisfy Trinitys requirements, but Trinity encourages them to vary in the

precise composition and method of delivery of courses. They must indicate clearly and convincingly howthey will meet the criteria set out in this document as essential to a Trinity CertTESOL course. They

must also expand the statements they make to show how they will deliver a programme that is

appropriate to their specific needs, and how they will actually deliver the course in their own

organisational environment, demonstrating their own special values and resources. Criteria must be

satisfied, but the validation process is a creative and collaborative process.

B. The scrutinyB1 Considering a proposal

A submitted proposal will be considered by the Head of TESOL and a validation panel selected from

experienced moderators, including other existing course providers, but excluding those who might be

considered to have any conflict of interest. The panel members considering the proposal remain

anonymous. Trinity then sends the course provider a compilation of all recommendations and

suggestions for amendments to the proposal.

B2 Timescales

The validation process takes a minimum of twelve weeks. This is in view of the detailed discussion

process that takes place between Trinity and the course provider. Prospective course providers are

therefore advised to submit the main body of a proposal well in advance of their anticipated course start

dates to allow for the full validation process and the inevitable revisions to their first proposal. A course

cannot normally be promoted as leading to the Trinity CertTESOL until validation has been confirmed.

B3 Withholding validation

Consideration by Trinity of a proposal is not a guarantee of validation. Trinity will not grant validation tocourses that do not meet validation criteria or which are run by organisations that cannot assure Trinity

that their staffing and material resources are sufficient to ensure consistent course provision as set out

in their proposal. The withholding of validation does not imply that the course is without merit but that

it does not meet Trinitys requirements at that time. Applicant course providers will be told why

validation is withheld.

B4 Handling queries

Any queries arising concerning handling of a proposal should be referred to the Head of TESOL at

Trinity, and in the case of a dispute with the Head of TESOL, to the Director of Language Examinations.


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C. The validation visitC1 Visiting the course provider

After Trinity and the course provider have agreed in writing a proposal that is on paper acceptable to

both, the Head of TESOL or an experienced course moderator will visit the organisation to discuss the

proposal constructively and in detail, view premises and resources, and talk to the course director andtutors. This applies to all course providers whether in the UK or elsewhere. The visit is arranged for a

mutually convenient time and normally takes a minimum of half a day. The organisation is invoiced for

the appropriate validation fee following the validation visit.

C2 Confirmation or withholding of validation

Trinity confirms in writing, normally no more than two weeks following the validation visit:

either that the proposal meets all current validation criteria, the course provision is formally

validated and may be publicised as such

or that the proposed course provision meets most validation criteria and will be validated subject to

specific amendments: course providers are invited to indicate in writing how and when these

amendments can be effected

or that the proposal will need to be significantly revised in order to be considered further: course

providers will be invited to indicate in writing whether they wish to proceed.

D. Running the first courseD1 Running a validated course

Once a course has been validated by Trinity it must normally start within 12 months of validation.

Providers who do not start validated courses within this time must make a new full submission. (See also

Continuing Validation in section H.)

D2 The mid-course visit

A course moderator normally pays a mid-course support visit, at the course providers expense, to anorganisation offering their first Trinity validated course. The moderator checks course progress,

observes one or more sessions, and talks to tutors and trainees. Appendix 3 includes the pro forma

mid-course visit report.

Course providers offering Trinity validated courses for the second or subsequent occasions may request

a mid-course visit if they would find this helpful; equally Trinity may insist on a mid-course visit if this is

deemed necessary, although this is unusual. In both cases, the organisation is charged the normal fee

for a mid-course visit unless alternative arrangements have been specified.

D3 Supplementary visits

The Head of TESOL or the representative delegated for the purpose may visit a course provider at any

time for an interim check, with or without notice, on any aspect of the CertTESOL course provision. A

fee is payable at Trinitys discretion.

E. ModerationE1 Course moderation

Following validation, every CertTESOL course that takes place is visited and moderated by a Trinity

appointed and trained moderator. The visit takes place at the end of the course. No more than ten

trainees may be moderated in one day. It is suggested that course providers do not allocate to

moderation a day of a course that is only twenty working days in duration since this will severely reduce

the time available to trainees for their studies. An additional day should be identified for this purpose.

Trinity is usually able to make a moderator available at the weekend as well as during the working week

if this helps with scheduling.

Appendices 7, 8 and 9 provide further details of the moderation visit.


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E2 Trainees attendance at moderation

If they wish to be considered for an award or other recommendation by Trinity, all trainees must

participate in the moderation process unless they have confirmed in writing their withdrawal from the

course. Where exceptional circumstances such as illness or bereavement prevent their attendance, they

may be recommended for a deferred decision. If trainees do not attend moderation for any other

reason, it is not possible for Trinity to make a recommendation with respect to their certification, nor to

accept an appeal from them in respect of their performance on the course.

E3 The Moderation Handbook

Detailed guidance on the group and individual moderation interviews, the sampling of written work, the

independent assessment, and the writing of moderation reports is given in the Moderation Handbook,

which must be consulted by all moderators and course providers and is available from Trinity on request.

E4 The moderation schedule

The following is a summary of the moderation process. It is essential that course providers make

available to moderators full course documentation at the beginning of the visit, including:

the full written course proposal as agreed with Trinity, including trainees pre-interview and pre-

course tasks, if any, with any interim updates and including a timetable and details of assessment

procedures and criteria

all written assignments and journals for all trainees, with tutors comments, grades and marks, and

trainees written self-evaluation where appropriate, e.g. for teaching practice

a copy (i.e. a photocopy) for the moderator to retain of each trainees written rationales and

evaluations in the Materials Assignment, without any comment from tutors (Unit 4)

full details of grades or marks for all other assignments and teaching practice for all trainees; these

grades or marks are regarded as being provisional until moderated by the moderator and confirmed

by Trinity; note that from October 2003 the Materials Assignment (Unit 4) has been assessed rather

than moderated by Trinity and is therefore not to be graded or marked by tutors

copies of Part 2 (the trainees submission) of the Moderation Report completed by each trainee.

E5 The moderators functions and timing

Moderators carry out the following activities. The approximate duration of each component for a course

of ten trainees is shown in brackets:

Check that full course documentation is available (15 minutes).

Check specifically that data is complete for the course providers assessment procedures and criteria

and the individual grades or marks given to each trainee for separate assignments and teaching

practice sessions, and any overall grade given, paying special attention to cases for referral and fail

(15 minutes).

Sample a selection of written work from each trainee (including teaching practice and unknown

language journals, learner profile and any other written assignments). The course provider must

make all assignments for all trainees available to moderators for the sampling process. Moderators

should consult trainees grade or mark sheet when sampling and read thoroughly each trainees tworationales andevaluations for Unit 4 (2 hours plus 10 x 5 minutes = 2 hours 50 minutes).

Discuss with trainees in groups of five (or fewer in an overall group of fewer than ten) their general

impressions of the course (30 minutes per group = 1 hour).

Hold an individual interview with each trainee to discuss their materials assignment. Moderators will

assess the assignment as Pass or Refer but must not reveal their assessment to trainees (15 minutes

per trainee = 2 hours 30 minutes).

Discuss their findings and anticipated key reporting points with the course director and as many

tutors as can be made available in a feedback session (1 hour).

View resources and premises as necessary (20 minutes).


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N.B. The following schedule is required for each trainee:

1. to be interviewed in a group

2. to have her/his rationales and evaluations read by the moderator, with the teaching materials forreference

3. to be interviewed individually.

However, moderators may select one of the following four schedules in consultation with the course provider:

Either schedule a):

i) all group interviews

ii) all reading of rationales and evaluations

iii) all individual interviews

Or schedule b):

i) interview one group of five (+/) trainees

ii) read rationales and evaluations for five (+/) trainees

iii) individually interview five trainees

Or schedule c):

i) all group interviews

ii) read rationales and evaluations for one trainee

iii) individually interview one traineeOr schedule d):

i) interview one group of five (+/-) trainees

ii) read rationales and evaluations for one trainee

iii) individually interview one trainee

and repeat until all trainees have been through the process.

Including approximately 60 minutes for breaks, the total time taken will be around 9 hours 10 minutes,excluding travelling time.

E6 The course providers responsibilities

The course provider must make specific arrangements for the moderation timetable, but the aboveschedule should be adhered to. Within the practical constraints of the moderation day, it is the

moderators function to ensure that the course meets its objectives and that different course providersaim at and achieve similar standards of performance. Moderators do not normally discuss all individualtrainees performance in detail, although they discuss any apparently broad deviations in allocation ofmarks. They also discuss and agree all cases for immediate pass, referral, deferral, or fail; any caseswhere tutors have graded or marked trainees as borderline pass/refer or refer/fail; and any cases whereoverall grades or marks are close to the pass/refer or refer/fail borderline.

Moderators may occasionally ask to have written work other than that for Unit 4 made available tothem the night before the main moderation day, depending on arrangements for travel and timetabling.

E7 Following moderation

Following submission of the moderators report to Trinity, the Head of TESOL writes to the providerindicating which trainees will be awarded the Trinity College London CertTESOL immediately, which arereferred and which are failed, and which have had the decision deferred. (These terms are explained in Part

2, Section J.) A copy of the moderators report is sent to the course provider. The report highlights any areasfor immediate action (recommendations) or possible development at the discretion of the course provider(suggestions). Continuing validation will depend on the course provider implementing recommendationsunless there are sound reasons for the Head of TESOL to agree that this is not appropriate.

E8 Results and certification

The responsibility for confirming recommendations and suggestions, and confirming individual awardsof pass, refer, defer and fail lies with Trinity rather than with the course provider or the moderator, andfollowing consideration of the moderation report the final decision on these matters rests therefore withTrinity. However, the assessment by the moderator of Unit 4 as individual pass or refer is independent ofTrinity, is not modified and contributes directly to the overall result.

Certificates for pass trainees, in each trainees name, are forwarded to the course provider during thefour weeks following despatch of the moderation report and results. These may not be withheld by thecourse provider for any reason.


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E9 Grades of pass

The Trinity College London certificate does not distinguish between various grades of pass; courseproviders may inform individual trainees of their own internal merit or distinction marks if they wish, butit should be made clear that these are not grades awarded by Trinity, and they may not be added to theTrinity certificate.

E1 0 Feedback on moderation

Course providers are sent a pro forma on which to comment on the usefulness of the moderation visitand the efficiency of Trinity in its dealings with the organisation. It is recommended that these proformas are always completed and returned to Trinity. (See Appendix 9.)

F. Changes to the original submissionF1 Approving changes

Course providers offering Trinity validated courses must submit to Trinity for approval details of anysubstantial changes they propose to make to their courses. Such changes would include majoradjustments to the timetable or course content; changes to the weighting, assessment and gradingprocedures; any changes to teaching practice arrangements; any changes to staff, in which case theymust send Trinity Curriculum Vitaes (CVs) of any new tutors they propose to use, and details ofinduction procedures, and inform Trinity of the departure of any regular tutors or course director(s). Allnew course directors must be approved by Trinity in writing.

Course providers offering a validated full-time course who wish to have a part-time course validated (orvice versa) must send Trinity full details including a revised timetable and relevant related informationprior to advertising the new format of a validated course.

G. Summary of procedures for initial validation Trinity provides on request details of CertTESOL validation requirements to course providers

applying for validation, with related papers and fee details.

Course providers send Trinity the organisation fact file.

Following approval of the fact file by Trinity, course providers send Trinity the written submission. If theyrequire advice they are encouraged to contact the Head of TESOL for prior discussion on the requirementsin advance of writing the proposal. The scrutiny fee is payable when the full proposal is submitted.

Trinity acknowledges the proposal and provides the course provider with initial comments on theproposal if this is thought necessary.

Trinity sends these notes with the proposal to the validation panel.

The validation panel comments on the submission, normally within four weeks of receiving it, andtheir comments are forwarded to the course provider with those of the Head of TESOL.

Trinity and course providers finalise an agreed proposal acceptable to both: this is normally donethrough a combination of written and verbal communication. email is recommended.

Following agreement on the written proposal, the Head of TESOL or a moderator pays a validationvisit to the organisation. This does not in itself guarantee validation.

Trinity writes within two weeks to confirm whether or not validation is granted immediately, and ifnot, what further steps must be taken.

If validation is agreed, the course provider agrees with the Trinity CertTESOL Coordinator dates for amid-course visit if this is required, and dates for the first moderation visit.

Copies of Part 2 of the Moderation Report (trainees submission: teaching practice and observationdata) must be given by the course provider to all trainees at the start of their course. These must becompleted with the relevant data and given to the moderator at moderation. (See Appendix 8.)

A moderation visit is arranged for the end of every course, after which the moderator completesPart 1 of the Moderation Report and sends this together with Part 2 for each trainee to Trinity, alongwith the documentation relating to the Materials Assignment (Unit 4). (See Appendix 8.)

Not later than twelve months after first validation, course providers submit to Trinity a copy of theirtrainee Handbook. This is a compilation of the guidance given to trainees.

At the end of the third year of validation, and every three years thereafter, course providers willeither resubmit their proposal to Trinity or submit details of changes to the original proposal if theseare relatively brief.


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H. Continuing validation and withdrawalof validation

H1 Continuing validation

The latest available edition of the validation requirements constitutes the terms of Trinitys

agreement with the course provider. Breach of these terms will require Trinity to withdraw validation.

Validation may be withdrawn by Trinity under the circumstances indicated in H2 below.

Withdrawal will normally be preceded by a warning and a period of time during which the courseprovider can make good the infringement of regulations, unless Trinity thinks it appropriate to withdrawvalidation immediately in the interests of potential trainees and to protect the reputation of Trinity as anindependent award-giving body.

Compliance with H2 below will be checked during the validation process and subsequent visits.

External assessment for Unit 4 (Materials Assignment) as set out in these requirements was introducedfrom 1st October 2003 for both existing and new course providers. This means that all traineesmoderated on or after 1 October 2003 were moderated against the new course and moderationrequirements for Unit 4 as set out in these Validation Requirements. Continuation of validation isdependent on the new requirements for Unit 4 being satisfied for all courses starting from that date.

H2 Withdrawal of validation

Validation of CertTESOL courses by Trinity may be withdrawn for the following reasons:

if the course provider delivers a course that does not comply with the course proposal as agreedwith Trinity at the time of validation and as set out in the fourteen sections of the agreed proposal

if requirements for changes to course provision detailed in Trinity moderators reports and confirmedby Trinity are not complied with during a period covered by two subsequent short intensive courses(e.g. each of twelve weeks or fewer duration) or one subsequent part-time course (e.g. of more thantwelve weeks duration), unless an alternative agreement is reached with Trinity in writing)

if the course provider does not submit to Trinity at the end of the first year of validation a copy of itsinternal CertTESOL handbook for trainees containing details of course content, timetable,assessment, administrative details, and appropriate pastoral advice in relation to the pressures of

study, the need for careful time management, regard for peer trainees etc. if the course provider does not submit to Trinity at the end of each three year period following

validation either a full updated course proposal, or a document indicating what changes have beenmade to the original proposal, or a document confirming that there have been no changes made tothe original proposal

if the course provider denies access to a moderator, the Head of TESOL or their representative, or amember of a regulatory body, following due notice of date and purpose of visit.

H3 Revalidation

If substantial changes have taken place, Trinity reserves the right to demand a full or partial re-validationat the course providers whole or partial expense at Trinitys discretion. This may or may not result in thewithdrawal of validation depending on the findings of the revalidation.

Validated courses that are not run during the 12 months following validation, or which are run once or

more but not then run for a period of 18 months (for full-time courses) or 24 months (for part-timecourses), will need to go through the full validation procedure. The re-validation will be at the courseproviders expense.

H4 Financial irregularities

Validation may be withdrawn without notice if the course provider does not settle invoices for validation,moderation and other appropriate charges in full by the due dates reasonably announced; if the courseprovider is found to mislead or mistreat trainees in respect of their financial commitments; or if in anyother way is found to fail in the course providers financial obligations to Trinity or to Trinity candidates.

H5 Disrepute

Validation may be withdrawn, subject to appeal to Trinitys Director of Language Examinations, if thecourse provider is judged to have brought Trinitys procedures, qualifications or personnel into disrepute.


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Part 2:

Validation Requirements fornew and continuing courses

A. Sample aims of a Trinity CertTESOL courseThe Trinity CertTESOL course is designed for those who have little or no experience of teaching English

in the contemporary ESOL classroom and who would like to take initial training as teachers of ESOL.

They must have a high level of competence in spoken and written English, whether English is their first,

second or a foreign language. The training equips them with the basic skills and knowledge needed to

take up posts as ESOL teachers and gives them a firm foundation for self-evaluation and further

professional development.

B. Sample objectives of a Trinity CertTESOLcourse

Trainees will be expected to demonstrate the following learning outcomes on completion of the course.

The outcomes are described more fully under the individual units in Section G.

a. knowledge of the main phonological, lexical and syntactic features of contemporary English

b. awareness of the learning needs of individuals or groups of learners, and of the motivation of

learners in a variety of cultures and environments

c. ability to establish rapport and create and maintain learners interest

d. ability to draw up a range of lesson plans with clear and achievable aims, using appropriate methods

for learners with various needs

e. ability to manage and stimulate active participation among a class of learners and provide a relevant

learning context and learning opportunities in relation to their learning objectives

f. ability to evaluate, use and adapt published material and create simple teaching material, which may

include visual aids, audio, video and information/communication technology

g. broad understanding of the main advantages and disadvantages of various language teaching

approaches

h. ability to evaluate their own effectiveness as teachers and to work co-operatively as members of a

teaching team or groupi. awareness of the need to continue their development as ESOL teachers through their future

employment, through private study, further training and participation in professional networking events

j. awareness of the means of identifying a TESOL post after training, including using the media and

professional associations, and of the main issues relevant to employment in this area that may affect

their future security and further professional development.

C. Environment and target groupIn addition to the information that course providers have given in their organisation fact file, they should

provide the following:

details of their principal local and wider teacher-training market

details of accommodation facilities for trainees not locally resident.


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D. Entry requirements and selection proceduresD1 Admission requirements

Course providers must indicate admission requirements for the course, covering as a minimum the

following areas:

minimum age: Trinity requires trainees to be a minimum of eighteen years old at the time of entry tothe coursei.e. on the first day of the course or at the start of the pre-course distance learning

phase if there is one; course providers may set a higher minimum age limit if they choose, provided

this does not contravene any other national regulation with regard to training or education; Trinity

does not specify an upper age limit; the criteria set out below, plus any additional criteria set by the

organisation, are applicable to all applicants irrespective of age

educational background/qualifications: Trinity requires trainees to have at least qualifications for

entry to higher education (tertiary level) in the UK or in the trainees home country or the equivalent

in terms of demonstrated academic and study potential; course providers must require proof of

qualifications

level of competence in spoken and written English: see the requirements of proof of language

competence set out in D6 below; all trainees must be given a writing task to be completed at

interview without the assistance of dictionaries or other aids

a general awareness of the significance of the structure and functions of English in teaching the

language

the willingness to work cooperatively as a member of the whole training group and respond

constructively to feedback on personal performance

the potential for combined study including both language description and analysis and also practical

training that will be rigorous and demanding of time, energy and emotional stamina: course

providers should bear in mind the somewhat differing pressures in this respect of full-time intensive

courses and part-time extensive courses

and

any other areas of experience or competence, demonstrated through tests or tasks (indicate

whether to be completed at home or at the training organisation) not specified by Trinity.

D2 Admission procedures

Course providers must indicate the nature of admission interviews, what questions will be asked and

what criteria used in accepting/rejecting applicants based on the points above. Interviews should

normally be face-to-face, and only exceptionally by telephone or online. Where interviews are carried out

by telephone or online, course providers must indicate the reason for this and the measures to be taken

to ensure that successful applicants have met the entry criteria before arriving at the course location.

Where applicants are accepted following such interview procedures, they must be warned in advance

that they may be refused a place on the course on arrival if they are not then considered to meet the

entry requirements set by Trinity and by the individual course provider.

D3 Background enquiries

Teaching of any kind is a responsible occupation in which both teacher and learner are vulnerable.

In the interests of both the teacher and the learners, Trinity strongly suggests (rather than requires) the

following enquiries, unless they contravene a national or local law or regulation with regard to education

and training or data protection:

Disease, illness, impairment:

Course providers should ask applicants to indicate whether they are suffering or have ever suffered

from any disease, illness or impairment that might affect their or other trainees course of study. Where

such a condition is acknowledged, course providers should document this discussion and advise

applicants how far the course provider can make suitable special facilities available to them and whether

the condition is likely to affect the applicants progress during training, bearing in mind the length and

intensity of the course. Course providers in the UK should consult among other sources of information

the Disability Discrimination Act 1995 or later and also Appendix 2 of this document relating to traineeswith special needs. They should apply their own school or college policy in these matters and may in

addition consult Trinity.


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Criminal record:

It is primarily the responsibility of an employer to assess job applicants suitability for a teaching position

by taking into account any criminal record. For this reason, Trinity does not insist upon criminal record

disclosure for all applicants for CertTESOL courses. However, course providers may, under certain

circumstances, wish to identify any offence against children or other vulnerable members of society by

applicants for training, or any other offence that seems relevant to the trainees role as a teacher. Trinity

would support such inquiries within the limits of national and local law.Course providers in the UK may wish to invite applicants to obtain an Enhanced Disclosure from the

Criminal Records Bureau (CRB). This provides an exhaustive list of the individuals known violations of

the law. Having a criminal record does not necessarily bar an applicant from entry to the course. It is the

responsibility of the course provider to decide on what basis to grant or withhold access to candidates in

consultation with Trinity and appropriate sources of legal advice.

In the case of trainee teachers likely to work with under-16s, it is possible in some circumstances to be

granted access to official lists of individuals prosecuted for certain offences in relation to under-16s.

If trainees will be working with under-16s in the course of their training (i.e. during teaching practice), the

course provider must make the necessary enquiries as indicated above in all cases unless they can

assure Trinity that each trainee will not at any time be left alone with a young person. Course providers

are reminded that under UK law any organisation that allows under-16s to be educated, trained or caredfor on its premises is held responsible for the proper conduct of its staff and those with delegated

responsibility such as trainee teachers.

D4 Special needs

Course providers must make clear their arrangements for trainees with special needs.

Prospective trainees with special needs should be encouraged to discuss their requirements with the

course provider and the means by which the trainee and course provider can make special provision so

that the trainee will have the opportunity to follow the course and have a reasonable opportunity of

completing the required assignments to the necessary standards. (See Appendix 2.)

D5 Equal opportunities

It is recommended that course providers include a statement to indicate their equal opportunities policy

in relation to gender and sexual orientation, ethnicity, religion and beliefs.

D6 English language competence

Whether English is their first, second or foreign language, prospective trainees must demonstrate a high

level of competence in reading, writing, aural and oral skills in English as appropriate to a teacher of the

language. The trainees own use of spoken and written English on entry to the course must also be

sufficient to equip them for the training process. Course providers must reach a judgement on:

the trainees own competence in English

their ability to explain relevant features of English to learners and

their ability to teach these in a real-time communicative context.

An assessment of appropriate structure, spelling and punctuation of written English, and fluency and

pronunciation of spoken English, must be included in the entry procedures of the course for allcandidates. All trainees must be given a writing task to be completed on the spot without the assistance

of dictionaries or other aids.

Trainees for whom English is a second or foreign language must demonstrate competence in all skills.

The following tests and examinations may be used as partial benchmarks, subject to demonstrated

competence during the selection process:

Trinity graded examination in spoken English, Grade 10 or above

Cambridge ESOL Certificate of Proficiency in English

Cambridge ESOL Certificate in Advanced English

IELTS band 7.0 (on all sub-scores) or above

Pitman Advanced ESOL examination TOEFL score 600 (250 with computer-based score).


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In considering applicants for whom English is a first language, course providers must ascertain byvarious means that applicants levels of spoken and written English are of a sufficiently high standard toenable them to perform the function of role models as language teachers. Academic or vocationalqualifications should not be accepted as the sole evidence for appropriate spoken and written languageskills. The varieties of spoken and written English deemed appropriate for a teacher of English includeregional and world varieties as well as British Standard English and Received Pronunciation.

It is accepted that teachers from many parts of the world with English as a second or foreign languagemay have distinctive features of pronunciation, grammar and/or vocabulary which conform to the modelof English prevalent in their own linguistic/cultural group. While Trinity does not require all trainees toconform linguistically to all features of British Standard English or Received Pronunciation, courseproviders must recognise that trainees who are to be awarded the Trinity CertTESOL will have specialstatus as teachers of English, not only within their linguistic/cultural group, but beyond it. It is veryimportant that this factor is taken into consideration when setting linguistic entry requirements.Trainees can be failed by Trinity on the moderators recommendation if it is decided that their standardof English is significantly below that required for a teacher of English, bearing in mind the above points.

D7 Accredited Prior Experience and Learning

a. Applicants are required to have high levels of spoken and written English language skills andacademic qualifications that would gain them entry to higher education in their own country (or

equivalent).b. There is no provision for APEL (accreditation of prior experiential learning, involving the waiving of

either input, study activities or assignments) because the initial TESOL training programme isregarded as an entirely integrated whole combining a limited amount of theoretical knowledge(grammar, phonology, teaching methodology, learning theory) and practical skillsteaching,facilitating learning, learner motivation, classroom management, etc. Each element is linked to otherelements. For example, knowledge and understanding of English grammar and phonology is taughtand assessed in the context of Unit 2 (Language awareness) but also in all other four Units since it isone of the basic elements of all language learning. Methodological competence is taught andassessed through all Units, although mostly through Units 1, 3, 4 and 5.

c. Moreover, the process of the full training programme, including interaction with peers, tutors andlearners, is regarded as an important element of training, both as training and in preparation for

real-life employment as a teacher. See:Validation Requirements, July 2006, Part 1, Section D, para D1, Admission requirements, includes:

the willingness to work cooperatively as a member of the whole training group and respondconstructive to feedback on personal performance

Validation Requirements, July 2006, Part 2, Section G: Supplementary Notes on ProfessionalAwareness and Development, includes:

awareness of the needs of other colleagues in the team, teaching and non-teaching, and the value ofmutual support in the teaching-learning-training environment.

d. Additionally it is felt that releasing any individual trainees from parts of the course or assignmentswould be detrimental to the training experience for other members of the group.

E. Proposed course dates, frequency, classsize and course length

E1 Course frequency, group size and minimum course hours

Course providers must indicate the following:

expected course dates including preferred first course dates

expected frequency of course: e.g. monthly, once annually

maximum group size: Trinity requires the first course run by a newly validated course provider toinclude not more than twelve trainees, and course providers should indicate the likely number;payment for moderation will normally be based on a minimum number of per capita moderationfees, which varies from country to country; on subsequent courses it may be possible for the course

provider to agree with Trinity a larger group size subject to availability of practical and staffingresources

minimum group size: Trinity does not set a minimum group size but recommends that a group offewer than six trainees over a full course does not provide the optimum range of peer interactionand feedback


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number of hours for overall programme and for individual course components ; the minimumcourse length is 130 timetabled hours per trainee, and 15 non-timetabled hours. Timetabled hoursmust include:

a minimum of 90 hours of supervised input, to include lectures, workshops and guided private orgroup work and tutorials

a minimum of six hours of observed and assessed teaching practice

a minimum of four hours of guided observation of classes given by experienced teachers withgenuine English language learners

the balance of the time (30 hours) to be timetabled for preparation and private study.

The 90 hours of supervised input can include:

plenary including lecture for any component

teaching practice feedback

supervised workshop

supervised private study (self-access centre/library)

working on the unknown language

plenary planning interviews for learner profile

plenary planning for materials assignment

tests/examinations

moderation (group and individual interviews)

The six hours of teaching practice are compulsory.

The balance of 30 hours ( i.e. excluding assessed teaching practice and observation of experiencedteachers English classes) may include:

private study and required homework for any component

preparation and completion of the teaching practice journal

preparation and completion of the unknown language journal

preparation for the materials assignment.

E2 Timetabling

The course must be timetabled over no fewer than four weeks full-time, or on a part-time basis over alonger period. In addition to the 130 hours already allocated, the course must be timetabled to enable aminimum of fifteen hours extra unsupervised private study (e.g. reading, research, assignments andlesson preparation). This means that the timetable for a four-week course will be extremely pressurised:not all applicants will be suited to this kind of schedule. All applicants accepted on a course must bewarned of the rigorous nature of the training.

E3 Increasing the group size

If course providers intend to run a second or subsequent course for more trainees than originally agreedin the course validation, permission must be obtained from Trinity and details given of the additional staff,resources and teaching practice classes to be taken on in order to accommodate the larger numbers.

E4 Pre-course assignments

Applicants must be enrolled early enough to complete any pre-course reading and other tasks that areto be carried out by all trainees. Such tasks must be relevant to the rest of the course; any mark given

should, however, not normally form part of the final assessment, unless special reasons are given.Course tutors should devote some time near the start of the course to giving and receiving feedbackto/from trainees on the pre-course study phase.

Short intensive courses (of six weeks full-time or fewer) must include a pre-course preparation ordistance learning phase. This may include a reading list with relevant guidance, materials relating togrammar, phonology and methodology, and related tasks or research activities. Tutors are not requiredto give feedback on any pre-course tasks to trainees before the course begins. If they do not do so,however, they should do so at the start of the course.

F. Course structureF1 Timetabling

Course providers must include with their proposal a draft timetable for all course sessions includingteaching practice and feedback, and guided observation, and indicate:

details of the particular (provisional) areas of responsibility of each tutor on the timetable

a note of dates for completion of and handing in of all assignments

details of breaks (e.g. morning, lunch, afternoon)

details of tutorials (see section I below)


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a brief rationale for the proposed timetable, demonstrating tutors understanding of thecomplementary nature of the different units.

Course providers must add a separate note itemising:

the number of learning hours allocated to each course component or topic area, including anypre-course study phase

the number of staff hours allocated for supervised or tutor contact time.

Trinity appreciates that the draft timetable may be subject to some changes once implemented butconsiders it essential that course providers should think through the course delivery process verycarefully prior to validation.

F2 Sequencing

Course providers must bear in mind the relevance of each component to others and the likely logicalprogression through the components. For example, the unknown language exercise is usually bestplaced near the beginning of the programme, being completed in the second or at the start of the thirdweek of a four-week course, as this gives trainees a good basis for their work in the classroom and otherobservation activities. The timetabling of teaching practice should allow for reflection and planningbetween sessions, while not being so drawn out as to slow down the incremental learning processbetween sessions. The course structure must allow trainees adequate input before completion ofassignments without leaving too much to be completed and marked on the last few days.

F3 Scheduling the moderation visit

This should be timetabled for the end of all courses. Trainees must have completed all their assignmentsand teaching practice prior to moderation unless exceptional circumstances such as illness, accident orbereavement have prevented them from doing so. (See notes on the moderation visit at Appendix 7 andalso additional notes in the moderation handbook.) All moderation visits must follow the same scheduleregardless of the length of the course.

G. Course unitsTrinitys Certificate in Teaching English to Speakers of Other Languages (CertTESOL) is designed aroundfive mandatory units which incorporate all the required learning components, plus a holistic factor ofprofessional awareness and development which is not separately assessed. This new format complies

with the standards set in the UK by the Qualifications and Curriculum Authority and it is being applied toall Trinity CertTESOL courses worldwide.

Units may not be certificated separately: certification is for the successful completion of the wholeprogramme. The weighting for the relative coverage of each unit is as follows:

Unit 1: Teaching skills (including methodology, teaching skills, teachingpractice and related journal, guided observation and relatedjournal, coursebook and materials evaluation, and methodsof assessment and testing in the classroom 57%

Unit 2: Language awareness (grammar and phonology) 13%

Unit 3: The learner profile 11%

Unit 4: The materials assignment 11%

Unit 5: Unknown language 8%

See Section J for more detailed guidance on assessment.

The rationale for Unit 1 (Teaching skills) being considerably larger than other units is that it involves theassessment of skills, knowledge and understanding developed in all areas, but demonstrated in anintegrated fashion as appropriate to a dynamic learning environment.

Additionally, this qualification prepares the candidate specifically for initial stages of the teachingprofession, hence the greater typical guided learning hours and weighting attached to Unit 1. Thisensures the vocational validity, relevance and professional integrity of the award in relation to thestandards set by the QCA and by other professional bodies internationally.

Factors relating toprofessional awareness and development are taken into consideration when assessingtrainees performance across all units. Guidance on this is given at the end of the unit specifications.

There are no longer separate components for Coursebook and materials evaluation and Assessment andtesting: these are now subsumed under Unit 1.

Course providers validation proposals must include a section on each of the five units, demonstratingnot only that Trinitys minimum requirements will be met but also how that component will be deliveredand what specific guidance will be given to trainees. Course providers are not required to providedetailed notes for every training session.


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Unit 1: Teaching SkillsSuccessful trainees must demonstrate the following learning outcomes in the context of initial training:

a. understanding of, and ability to put into practice, contemporary TESOL approaches, methodologiesand management skills in a manner appropriate to lesson aims, and to the learners background andlearning objectives

b. the ability to use materials and teaching aids with technical competence, imagination and awarenessof how they meet learning requirements

c. awareness of the key features required of coursebook and print materials in relation to presentationof form and function, as well as attractiveness and user-friendliness for both teachers and learners

d. awareness of the main public examinations in ESOL and the main forms of test most useful inassessing students performance in English: e.g. diagnostic and achievement, subjective andobjective; the need to identify the specific language items and skills assessed for which they may berequired to prepare learners

e. the potential to assess their own strengths and weaknesses in order to benefit from further trainingand assist in the evaluation of their peers.

The demonstrated skills include:a. identification of the needs of different types of learners in monolingual and multilingual groups

b. preparation of appropriate aims for a lesson or lessons and means of achieving them

c. identification and development of the learning styles and motivation of learners, establishing andmaintaining rapport

d. organisation and management of the classroom, including whole-class activity, pair, group andindividual work

e. the ability to understand and adopt different teaching methods and styles for different learnergroups and individuals, with respect to the principles of differentiated learning

f. management of learners behaviour to encourage confidence, creativity and cooperation with otherlearners

g. understanding and developing the role of learners in contributing to their own learning programmethrough self-directed study and self-evaluation

h. the ability to balance the requirements of accuracy and fluency as aims in teaching, includingtreatment of errors

i. the ability to balance teacher-learner and learner-learner participation and to give clear instructions

j. the ability to adapt and use print materials effectively in whole or in part; use of teachers andstudents books to complement main coursebook

k. use of authentic and self-generated materials as aids to learning

l. use of teaching aids such as board, overhead projector, and audio equipment, and awareness ofvideo and ICT (information and communication technology) to achieve learning aims

m. devising and playing simple language games to achieve learning aims

n. use of activities such as role-play, songs, jazz chants, verse and drama to achieve learning aims.

All courses must include the following topic areas:

a. an overview of basic TESOL methodologies in relation to the principal theories of language learningand acquisition, and learner needs

b. the design of a language learning programme to incorporate a variety of methods

c. the relationship between methodology and approach; strategies for planning a sequence of lessonsto integrate the four skills of listening, speaking, reading and writing and their sub-skills;identification of the grammatical, lexical and phonological components of a syllabus on an individualand integrated basis

d. learner needs with reference to lesson planning, remedial activity and error analysis

e. materials selection and analysis, including coursebooks, supplementary and authentic materialsincluding print, audio, visuals, video and ICT

f. the development of simple materials with specified aims for specific learners

g. trainee self-evaluation and evaluation by tutors.


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Assessment of practical teaching skills

Means of assessment

Trainees are assessed on their understanding and practical application of the course content, includingthe teaching of grammar and phonology, through teaching practice and the compilation of teachingpractice and guided observation journals. The final grade awarded for this component amalgamates not

only grades or marks for actual teaching practice, which comprise the greater part of the weighting, butalso the two journals. The course provider may wish to add to these assignments an exercise incoursebook evaluation and/or testing and assessment.

Guided observation

Trainees must complete a minimum of four hours guided observation of experienced teachers withgenuine English language students, comprising at least two sessions of a maximum of two hours each,although shorter sessions are recommended. The four hours observation must focus on at least fourclasses or types or level of learner, or teacher. At least three of the four hours must be live teaching, asopposed to video-recorded teaching or commercially published demonstration videos. These classesmust consist of a minimum of six learners.

Teaching practice

Trainees must complete a minimum of six hours teaching practice with genuine English languagelearners. The classes must be with students of at least two different levels of ability, and may for exampleinclude two different levels of intermediate learner. All six hours of the teaching practice must be withclasses of six or more learners. It is recommended that trainees are normally invited to give personalfeedback to the trainer on their own performance before receiving the tutors feedback, and before peerfeedback if this activity is carried out. Some tutors may wish to use video to assist trainees in thefeedback session. Trainees may carry out team teaching if the course provider chooses but only thosesections of the lesson actually taught (not simply attended) by a trainee will count towards their six hours.

Feedback

Trainees should be given time in which to reflect on their teaching practice experience before giving aself-evaluation. In providing feedback, both oral and written, tutors should balance positive comment to

encourage trainees and develop their self-confidence with a realistic appraisal of the areas in whichdevelopment is needed, bearing in mind that this is an initial course of training only. Tutors shouldremember that trainees who do not reach the standard required to pass the course, or who receive alower grade than they had hoped, will scrutinise tutors evaluation comments: it is imperative thatadequate advice and warning of a likely fail grade is given. Trainees self-evaluation and tutors feedbackmust be given orally and in writing.

Journal(s)

Course providers should use pro formas with trainees to guide them through the items listed below.These represent a minimum requirement for the course.

Teaching practice log or journal

This must include the following:

a. list of contents of the journal

b. all pro formas used and completed for lesson planning, self- and tutor-evaluation

c. lesson plans for all lessons observed and assessed, set out in chronological order, and including as a

minimum brief references to the following:

1 student context (numbers, age, educational and/or professional level, purpose in learning English,

level of English, first language)

2 level of this class or learner

3 aims of the lesson, with learning outcomes

4 how aims will be achieved through content, methodology, materials, etc.

5 timing of stages

6 use of materials

7 anticipated problems

8 means of assessing learning outcomes


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d. self-evaluation and tutor evaluation

e. a summary of the overall experience to reflect the trainees professional evaluation of this

component and their own progress: this must be a considered statement that goes beyond a simple

comment on the trainees personal difficulties.

Self-evaluation assessments

These may be brief but will include as a minimum:

1 achievement or non-achievement of aims or learning outcomes

2 perceived reasons for the above

3 suggestions for adaptation of methods or materials for a future class or learner

3 assessment of feasibility of lesson aims

4 overall strengths and weaknesses.

5 reference to personal teaching aims for the next lesson.

Tutor evaluation assessments

These may also be brief but will include as a minimum:

1 achievement or non-achievement of aims

2 perceived reasons for the above

3 suggestions for adaptation of methods or materials for a future class or learner

4 assessment of feasibility of lesson aim

5 development of classroom management skills including the ability to establish rapport and motivate

learners

6 overall strengths and weaknesses.

Assessment of understanding of methodology

1 Trainees skills and knowledge may be assessed through other forms of examination or assignment,

in addition to teaching practice, if course providers think appropriate.

2 Course training methodology may include micro-teaching and evaluation with peers or team

teaching if the course provider so chooses.

Guided observation journal

This may be brief but should include the following as a minimum:

1 aims of the observation (for example overall teacher and class performance, or specific aspects of

the teacher-class interaction)

2 level of class and composition of group

3 aims of lesson

4 comments on the teaching process and learning outcomes.

Trinity usually recommends that trainees are guided to look for specific features or aspects of teaching

in different observation sessions rather than trying to concentrate on all aspects during every session.

This journal should focus only on the observed English language classes, not on the unknown language

classes which are commented on in the unknown language journal.

See Section J regarding recommended weighting for the two journals.

Coursebook and materials analysis

Trainees may, if course providers wish, complete a brief exercise on the evaluation of a small selection of

coursebooks. The task can be carried out on a team basis, provided individual trainees contributions can

be clearly identified. A pro forma can be used to identify key points for trainees to look for in their

survey. Although this component need not be formally assessed, trainees should be given feedback ontheir work.


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Testing and assessment, including major public examinations

Trainees must be made aware of the main forms of test most useful in assessing students performance

in English: e.g. diagnostic and achievement, subjective and objective, although one would not expect the

teacher with only a CertTESOL to teach immediately towards advanced examinations. They must be

aware of the need to identify the specific language item tested for the process to be meaningful. All

course providers should make reference to Trinity's language examinations: GESE (spoken English

grades), Skills for Life and Integrated Skills in English. Trinity would also expect course providers to referto the main Cambridge ESOL language examinations.

Teaching young learners

The CertTESOL focuses primarily on the teaching of English to adultsthe over 16s. There is a separate

Trinity programme available for the teaching of English to young learners (CertTEYL) which lays greater

emphasis on the learning process in young learners and methods, materials and assessment procedures

relevant to their particular needs, and of course requires relevant teaching practice settings. However, it

is recognised that the majority of ESOL teachers will at some stage in their careers teach young

learners. The flexibility of the Trinity CertTESOL validation requirements allows course providers to add

a component on areas specific to young learners and to include young learners in the teaching practice

schedule, provided that:

the necessary guidance and materials have been provided in relation to classroom approaches andmethods, motivation, and means of assessing young learners

the ratio of teaching practice with young learners is appropriate to the amount of input on young

learners provided in the course

all appropriate measures have been taken to ensure the safety and proper treatment of those young

learners

appropriate procedures have been followed at selection stage to ensure the suitability of trainees to

work with young learners.

Course providers must include a copy of any guidance pro formas and self- and tutor evaluation

pro formas with their proposal.

Unit 2: Language awareness

Successful trainees must demonstrate the following learning outcomes in the context of initial training:

a. understanding of the relationships between linguistic form (phonological, lexical and syntactic),

function and meaning in standard English

b. understanding of the principal concepts and terminology for describing the structure and use of

English

and the ability to:

c. describe these in terms of language skills and sub-skills

d. teach them in a communicative context

e. develop them in a language learning syllabus or programme

f. assess their learners competence in these areas.

This component of the CertTESOL course must be clearly integrated with the other four main

components to enable trainees to contextualise the language in terms of learners linguistic needs.

Trainees must be made aware of the main current sources of reference and pedagogic material. They

may be assessed therefore on this component through a specific test or exercise during the course.

Understanding the teaching of grammar and phonology as demonstrated in their teaching practice is

assessed under Teaching Skills.


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Language awareness, grammar and phonology

In order to be awarded the Trinity CertTESOL, trainees will demonstrate the following progressively andin the context of what is an initial training course:

a. an understanding of the basic relationship between meaning and linguistic and/or phonological formin British Standard English

b. an understanding of the principal concepts and terminology of both the linguistic and phonologicalstructure of English

c. a recognition of current written and spoken usage

and the ability to:

i) describe these in terms of language skills and sub-skills

ii) teach them in a communicative context

iii) assess their learners competence in these areas

iv) develop their learners skills in these areas within a language learning syllabus.

The following inventories provide the essential syllabus for linguistic form and phonology to be adoptedby CertTESOL course providers. They may add to these if the context of training permits but these willbe the minimum to be addressed in the training programme. All courses must include the following

syllabus:

Section A: Linguistic structure: form, function and usage

The following four areas are seen as the basic framework within which the main functional andgrammatical features of contemporary English are to be found and upon which the learner outcomesare based. Trinity requires course providers offering courses of six weeks or fewer to give trainees pre-course reading material or references to published material and related tasks. While this is notmandatory for providers of longer courses, they are strongly recommended also to provide pre-coursereading and study material.

1. Grammatical terms and metalanguage

a. word classes and parts of speech

b. names of tenses

c. affixes

d. necessary terms related to other aspects listed below

2. Approaches to grammar and grammar teaching

a. different approaches to grammar (e.g. prescriptive, descriptive)

b. different current and historical approaches to grammar teaching (e.g. grammar-translation,behaviourist, structural, functional)

3. Basic structural and functional grammar of English

a. function and form of major verb forms: time-reference, aspect and modality

b. word-building and lexical relationships

c. clauses and phrasesd. multi-word verb forms, infinitive and non-infinitive forms

e. sentence structure and basic features of discourse analysis

f. main features of correlation between form and function

4. Register

a. principal grammatical and lexical differences between spoken and written language

b. principal features of formal and informal spoken language

Additional features:

An awareness of typical differences between British Standard English and other varieties of English andof the nature of English as a global language is also required. However, trainees are expected to have

awareness of these topic areas rather than have detailed knowledge of them or the competence tohandle them in assignments or teaching practice.


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1. Phonemes

a. consonants: place and manner of articulation, voicing

b. vowels: place and manner of articulation

c. diphthongs

d. phonemic symbols and phonemic realisation of individual phonemes

e. correlation between sound and spelling

2. Word and phrase

a. word stress

b. pronunciation and grammatical forms (e.g. past tense -ed)

c. contractions, weak forms, strong forms

d. phonemic transcription of short items of connected speech

3. Sentence and discourse

a. tone groups, tonic stress and information focus

b. intonation: basic grammatical patterns

c. features of connected speech; for example: assimilation and elision, catenation, syllable and stress

timing

All or any of the above may be the subject of questions in tests set by course providers.

Additional features:

An awareness of the following aspects of phonology is required, but trainees are not expected

necessarily to demonstrate competence in these areas in their assignments or teaching practice:

allophones; consonant clusters; discourse intonation; British Standard English and other varieties of

English; English as a global language.

Language learner outcomes:

The areas listed above should be related to a methodology for teaching phonology so that on

completion of the course, and with reference to appropriate textbooks, all trainees are able to apply and

carry out the following techniques and activities, in a communicative teaching and learning context, in

order to improve learners intelligibility and confidence in spoken English.

i) Use and evaluation of pronunciation teaching techniques

a. articulation of independent and connected phonemes

b. use of phonemic symbols and phonemic chart for description and discrimination

c. visual techniques: e.g. diagrams of mouth, mime, finger-counting

d. modelling techniques: e.g. repetition, drills, back-chaining

e. sound discrimination exercises and activities: e.g. minimal pairs

f. integration of phonology into grammar teaching

g. one-to-one phonology teaching

ii) Activities to develop awareness and improve intelligibility in connected speech

a. visual techniques: marking stress and intonation

b. modelling techniques: e.g. back-chaining, jazz chants etc

c. use of tapes, dialogues, games.

iii) Recognition of learner error or difficulty (as demonstra

certtesol validation requirements 2006

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