Your passport to the world in achieving employment as a TEFL/TESOL teacher! Our four-week intensive TESOL course is based in exciting locations around the world. The start of a new career for as little as US$1,390.00 Why wait? Apply now and you could be teachering English in an exotic location in just weeks!

What is TESOL? - Teaching English to Speakers of Other Languages.

Why choose a TEFL International TESOL Course?

• The TEFL International TESOL Course is professionally delivered and administered.
• The TEFL International TESOL Certificate is internationally recognised.
• You will receive lifetime job placement assistance from our TEFL International locations around the globe.

David Nunan, former President of TESOL, author of over 100 books and head of several academic organizations, including the English Centre at the University of Hong Kong states, “The TEFL International Certificate courses are among the best of their kind; excellent trainers teaching modern methodologies with input from some of the brightest minds in ESL. I highly recommend TEFL International.”

Entrance Requirements

Minimum age: 19

Education: Capable of producing university entrance level work

English: Fluent or near-native fluency

Dates and Prices

Dates and prices vary depending on the location. Check out the locations within this site for more information.

Course Content and Description

For more specific information regarding our TESOL Certificate Course, Download the TESOL Certification Course Description/Syllabus here

TESOL Diploma

The TEFL International TESOL DIPLOMA will provide experienced teachers with the skills and knowledge needed to advance their careers beyond classroom teaching. While certificate level training shows the trainee ‘how’ to do things, the Diploma will explore ‘why’ we do things in particular ways.

In each component area the participant must show significant understanding of the current state of knowledge in that area in the form of two academically formatted 8-15 page papers. The research for this can be completed largely through the web; however, supplemental texts will need to be purchased by each student. A sample list in each area is included below.

Entry Profile.

Successful candidates will have:

• An undergraduate degree or equivalent
• A recognized international; TESOL certificate – 120 hours of tuition onsite, plus 6-8 hours of observed teaching practice.

Exit profile.

Each candidate will complete papers in the following component areas:

Language Acquisition

• an 8-15pp paper showing current understanding of language acquisition, including discussion of Chomsky and Pinker
• a report on a classroom-based research project looking at some aspect of LA

Language – Phonology, Morphology & Syntax

• an 8-15pp paper showing a broad understanding of these three part of language research
• an in-depth look at one feature of language from the above

Methodology

• an 8-15 pp paper covering the development of method over the last 30 years and the current state of things.
• a report on a classroom-based research project on some aspect of teaching approach or technique

The candidate must demonstrate understanding of how to conduct proper classroom-based research as outlined in Donald Freeman’s Doing Teacher Research, Heinle & Heinle/Newbury House.

Component Assessment Criteria

Language Acquisition

This component will be aimed at exploring how people acquire their first and other languages. It will include readings in first language acquisition in psycholinguistics and cognitive psychology, and studies in second language acquisition. As well, each student will define a classroom based research project to test ideas from the readings. The final project for this component will show an understanding of:

The difference between language learning and acquisition
Current theories of language acquisition

Proper conduct of a classroom-based research project

Sample Readings:

• Learning New Languages, Scovel (Heinle & Heinle)
• The Language Instinct, Pinker (Harper Perennial)
• Working With Teaching Methods, Stevicks (Heinle & Heinle)
• Language Two, Dulay/Krashen/Burt (OUP)
• How Language Are Learned, Patsy M. Lightblown & Nina Spada, OUP
• Language – Morphology, Phonology and Syntax

A closer look at language from the aspect of morphology, phonology and syntax. The main point will be to explore the study of language, and then choose one feature to explore in depth. By the completion of this project the student will demonstrate:

• Understanding of the current research in language
• Knowledge of major areas of linguistic study
• Explication of a specific feature of language

Sample Readings:

• The Grammar Book, Celcia-Murcia/Larsen-Freeman (Heinle & Heinle)
• Words and Rules, Pinker (Harper Perennial)
• Sound Foundations, Underhill (Macmillan)
• About Language, Thornbury (CUP)
• Discover English, Bolitho/Tomlinson (Macmillan)
• Principles and Practices in Applied Linguistic, (ed) Cook/Seidlhofer (OUP)
• Corpus, Concordance, Collocation, (ed) Sinclair/Carter (OUP)
  & The Atoms of Language, Mark Baker

References:

• COBUILD Grammar, (ed) Sinclair (Collins Cobuild)
• Practical English Usage, Swan (OUP)
• A Grammar of Speech, (ed) Brazil/Sinclair (OUP)
• An Introduction to Syntactic Theory, University of Pennsylvania
  

Techniques, Approaches and Methodologies

A look at teaching behaviors from techniques to approaches and methodologies. This component starts with the teaching techniques modeled and practiced in the TESOL Certificate inputs and teaching practice, and goes on to explore teaching approaches and methods that underlie what experienced teachers do in the classroom. This includes looking at the principles and beliefs that each individual has about teaching that determines and limits our choices. As Donald Freeman puts it, “Good teachers know what to do.” Thus this component looks at “why” teachers make the choices they do, and “what” alternatives might be available to them. By the completion of the project the student will demonstrate an understanding of:

• Major developments in language teaching methods and approaches since WWII
• Critical ingredients of context, comprehensible input, naturalness, monitor effect and affective factors
• Why good teachers do what they do – principles and beliefs
• The role of “error” and inter-language in language learning
• Classroom study of teaching-learning behaviors
• Critical reflection on individual teaching experience

Sample Readings:

• Working With Teaching Methods, Stevicks (Heinle & Heinle)
• The Lexical Approach, Lewis (LTP)
• Implementing the Lexical Approach, (ed) Lewis/Hill (LTP)
• The Natural Approach, Krashen (Prentice hall)
• Learning Teaching, Scrivener (Macmillan)
• The Practice of English Language Teaching, Harmer (Addison-Wesley Pub Co)
• Challenge and Change in Language Teaching, (ed) Willis/Willis (Mcmillan)
• Teacher, Ashton-Warner (Simon & Schuster)
• Teaching By Principles, H. Douglas Brow, Longman’s
• The Pedagogy of the Oppressed, Freire (Continuum)
• Reflective Teaching in Second Language Classrooms, Richards (CUP)
• Doing Teacher Research, Freeman (Heinle & Heinle)

• A TEFL International TESOL certificate offered at several locations around the world.
• Alternate TESOL certificate programs can be accepted upon approval.

• The TEFL International TESOL Diploma offered by Distance learning. The TESOL Diploma consists of four research projects in current topics in TESOL.

• A three-week seminar. This seminar takes place in Thailand and will cover the topics of Management, Evaluation and Research, Course Development and Integrated Topics in TESOL.