TESL TRAINING TOPICS FOR PROGRAMS ACCREDITED BY TESL ONTARIO

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1 TESL TRAINING TOPICS FOR PROGRAMS ACCREDITED BY TESL ONTARIO This chart includes 117 TESL training topics. Of these topics, 76 are rated as essential and must be covered by a TESL Ontario accredited program. The remaining 41 topics are rated as optional. TESL Ontario requires 250 hours of training in TESL theory and methodology. It also requires a 50 hour practicum. Of the 250 instructional hours, a minimum of 190 hours must be dedicated to essential topics. The remaining 60 hours can be allotted to optional topics or added to the hours assigned to essential topics. The 50-hour Practicum includes 30 hours of observation and 20 hours of supervised practice teaching. SECTION 1: THEORY 1.1) THEORETICAL ISSUES Second Language Acquisition/ Learning First Language Acquisition/ Learning Factors Affecting Language Learning Principles of Adult Education Factors Affecting Adult Learning Models of Communicative Competence Pragmatics Intercultural Communication/Competence Diversity (Socio-cultural/ Political/ Economic/ Racial/ Gender Issues) Learning/ Teaching and Educational Technology Schema Theory, Genre Theory Discourse Analysis English as a Global Language 1.2) LINGUISTICS Morphology Syntax Semantics Phonetics Phonology 1.3) LANGUAGE STRUCTURE AND SKILLS: CONCEPTS/ THEORY AND RESEARCH Grammar Vocabulary Pronunciation Listening Speaking Reading Writing

2 Section 2: METHODOLOGY 2. 1) WORKING WITH CURRICULUM FRAMEWORKS Canadian Language Benchmarks (CLB) Common European Framework of Reference (CEFR) 2.2) WORKING WITH CURRENT APPROACHES Communicative Approach Task-based Instruction/ Approach Language Skills- and Strategies-based Instruction/ Approach Content-based Instruction/ Approach Competency-based Instruction/ Approach Bilingual Approach 2.3) UNDERSTANDING PREVIOUS AND EMERGENT APPROACHES/ METHODS Audio-lingual, Direct Method, Grammar Translation, Total Physical Response Designer Methods (e.g. Suggestopedia, The Silent Way) Post Methods (Dogme, Flipped Classroom) 2. 4) CONTENT AREAS Adult ESL Language Instruction to Newcomers to Canada ESL for International Students (in Canada) Academic English/English for Academic Purposes Literacy English for the Workplace Business English Occupation Specific English Standardized Test Preparation ESL/EFL in global/international Situations ESL for Children/Adolescents 2. 5) CONTEXT: (familiarity with) Models of Delivery Classroom Teaching Classroom Teaching with Technology Blended Teaching (in-class/online) Distance: online Distance: paper-based One-to-One Teaching 2.6) ACCESSING RESOURCES Funded, Commercial, Instructor-developed Print, Digital

3 Realia, Experiential, Guest Speakers EdTech (Educational Technology) Tools and Apps Virtual Realities Teaching Internationally- unique resource needs 2.7) WORKING WITH RESOURCES Accessing, Adapting, Incorporating Multi-media EdTech (Educational Technology) Tools and Apps 2.8) PLANNING Needs Analysis Course/Syllabus Planning Lesson Planning Designing Activities 2.9) TEACHING LANGUAGE: Components and Skills Grammar Vocabulary Pronunciation Listening Speaking Reading Writing 2.10) TEACHING LANGUAGE: Discourse/Textual Competencies Discourse (or Textual) Competencies Pragmatics (or Function/Socio-cultural) Strategic Competence 2.11) TEACHING SKILLS Teaching Techniques and Skills Classroom Management Skills Teaching Aids and Resources Technology and Digital Learning Language Learning Strategies Individualization within Classes with Diverse Learner Types and Abilities Interculture Attitudes and Skills Interactive Skills and Presence Managing in-class Error Correction and Feedback Managing Multi-level Classes Managing Continuous Intake Classes Ongoing Action Research and Reflection Supply Teaching Techniques Adapting Techniques and Skills in EFL Situations Managing Classes in EFL Situations

4 2.12) FEEDBACK AND ASSESSMENT Classroom-based Assessment Assessments (e.g. journals, portfolios, conferencing, interviews, presentations) Feedback and Error Correction Placement Assessment/Testing Exit Assessment/Testing Portfolio Based Language Assessment (PBLA) Standardized Language Testing SECTION 3: PROFESSIONALISM These topics might be covered in a workshop or as an independent project. 3.1) Knowing the ESL Context: Schools/ Agencies/ Institutions Boards of Education (Con Ed/Adult Ed) Settlement/Community Centres Colleges Universities Private Language Schools Teaching Internationally Online Tutoring Services Tutoring Agencies Corporate Training Assessment Centres (CLBs, CLARS) 3.2) Knowing the Professional Field TESL/TESOL Organization (advocacy and professional development) Journals and Publications Job Market (local and global) Networking in the Field 3.3) Knowing Professional Practice Self-reflective Practitioner Ongoing Professional Development Opportunities Tutela -- Section 4: Practicum Observation in Adult ESL Contexts Supervised Practice Teaching in Adult ESL Contexts

5 TESL TRAINING HOURS REQUIREMENTS For PROGRAMS ACCREDITED BY TESL ONTARIO Topics in Theory All essential topics listed under Theory must be covered. Topics in Methodology and Professionalism All essential topics listed under Methodology and Professionalism must be covered. Optional Topics in Theory, Methodology, and Professionalism Some or all of the optional topics can be covered. Observation in Adult ESL Contexts Practice Teaching in Adult ESL Contexts Total Number of Training Hours Required by TESL Ontario A minimum of 70 hours A minimum of 120 hours A maximum of 60 hours A minimum of 30 hours A minimum of 20 hours A minimum of 300 hours

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