11020NAT Diploma of English Language Teaching (TESOL)

14 Core Units

• NAT11020001 Create a culturally inclusive learning environment
• NAT11020002 Use the genre approach to teach English
• NAT11020003 Teach English grammar
• NAT11020004 Teach spelling and pronunciation
• NAT11020005 Teach speaking
• NAT11020006 Teach listening
• NAT11020007 Teach reading
• NAT11020008 Teach writing
• NAT11020009 Teach English using technology
• NAT11020010 Apply English teaching approaches and methods
• NAT11020011 Design and teach English as a second language syllabus
• NAT11020012 Assess English as a second language
• NAT11020013 Teach English for academic purposes
• NAT11020014 Teach English for specific purposes

20 hours of practical placement (including a minimum of 10 hours practice teaching)

It is imperative that students have knowledge and understanding of the English language and terms used in referring to it. The minimum educational standard required for entry to the Course is:

• the standard of English that a person would demonstrate if they achieved a pass level or higher at the completion of Australian senior secondary school (Year 12).

or, where the student has not completed senior secondary school:

• the standard of English that a student would demonstrate if they achieved a very high level at the completion of junior secondary school (Year 10)
• Evidence of having this level of English ability may include: 1. Secondary School transcripts showing the required results in English
2. Completion of a Certificate III or higher level Course in the Australian Qualification Framework
3. A pass mark achieved in an English language proficiency test – either a standardized test, or a test produced specially for this purpose (see English proficiency tests below*)
4. Overseas University Degree with a major in the English Language
5. Teachers, trainers, lecturers or other supervisors of education programs confirming English language competency
6. Enrolment in other courses of study requiring equivalent levels of English ability

English Proficiency Tests
For entry into the Certificate IV in English Language Teaching (TESOL), a person from a non- English speaking background should have an English proficiency notionally equivalent to a minimum IELTS score of 6.0 or higher.
Other proficiency tests and associated scores that would indicate equivalent English proficiency may include, but not be limited to:
• PTE Academic: 51 - 58
• TOEIC: 750
• TOEFL (paper): 550
• TOEFL (CBT): 213
• TOEFL (IBT): 79 - 80
• Cambridge Exams: FCE-A
• CEF: B2
• CSWE: IV
• ISLPR: 3

The vocational outcomes for graduates will vary greatly depending on existing qualifications and experience. In general, this course is intended to provide participants with the following vocational outcomes:

• Coordinating and teaching English programs for groups of students in Australia*
• Coordinating and teaching English as a Second Language (ESL) overseas
• Teaching English as a Second Language (ESL) online
• Teaching conversational English in Australian language schools where a higher education degree is not required
• English as a Second Language (ESL) Teacher Aide
• Teaching migrants for the development of general English skills
• Teaching ESL to students on an individual tuition or small group tutorial basis
• Developing English language programs for individual or small groups of overseas students on a tutorial basis (e.g. to support existing studies at university level)

Graduates with existing Qualifications or Experience
In addition to the above outcomes, a graduate who already has a Tertiary Level degree and then also completes the Certificate IV in English Language Teaching (TESOL) may find employment for the provision of teaching English as a second language in a wider range of capacities including the following:

•Teaching English at a National ELT (English Language Teaching) Accreditation Scheme (NEAS) accredited training Centre in Australia*
• Developing English language programs, especially in conjunction with teaching, at an Australian* or overseas language school
• Acting in a supervisory capacity at an Australian* language school
• Teaching in overseas institutions in higher level positions where a university degree is required or preferred in addition to a TESOL qualification

*Some potential employment opportunities involving the delivery of accredited English Courses in Australia may only be possible where the graduate also holds a Vocational Education teaching qualification such as the Certificate IV in Training and Assessment or equivalent.

Students are required to develop lesson plans and produce or select suitable resources to teach lessons (under the guidance of their Trainer and Practical Placement Supervisor) which focus on, at some point, each of the four macro-skills: • Speaking • Listening • Reading • Writing In addition, it is expected that students will teach one (1) grammar rule, one (1) spelling rule and one (1) pronunciation point. These may be taught as part of one of the above macro- skills or as a separate lesson(s). To allow for a smooth process and the least amount of interruption to the Supervisor’s classroom syllabus, the student would need to be guided towards developing lessons (or lesson segments), which will continue with the current topic or focus, and where possible use the teaching materials currently being used by the class of ESL students at that time. Where possible, a Supervisor should be in the classroom while the student is completing practice teaching. The supervisor provides feedback on the student’s performance each time the student completes a portion of the six (6) hours of supervised classroom teaching. This is feedback recorded using the Practice Teaching Feedback (PTF Form) each time a student teaches a lesson. If it is not possible for a supervisor to be in the room, then the student would need to produce video evidence of them teaching and their TESOL Trainer and Assessor would act as the supervisor. If the TESOL Trainer and Assessor is also acting as the Supervisor for the practice teaching, then they also use the PTF Form. The Trainer and Assessor must view (either through direct observation or video observation) enough practice teaching by the student to determine a student’s ESL teaching competency. This means that a TESOL Trainer and Assessor would need to observe the student’s teaching (in a simulated or real environment) at least once, but may view their teaching multiple times to determine competency (if required). A student is required to compile practice teaching evidence for their Trainer and Assessor to assess. The criterion for the evidence and the Trainer and Assessors determination is recorded on the Practice Teaching Assessment (PTA) Form. The practice teaching evidence that a student is required to submit is outlined within the Practice Teaching Task on the PTA Form. The types of evidence includes, but is not limited to: • Lesson plans • Copies of all materials, resources and activities selected or developed to teach each lesson • Practice Teaching Feedback Forms – completed each time the student does practice teaching The length of teaching time allocated to a student may vary from a short 20 minute slot through to a whole lesson of up to 2 hours (or more). The student has up to 12 months to complete their placement. Further details about Practical Placement are available in the Practical Placement Guide.

In some instances a person may wish to hold both a Diploma of English language Teaching (TESOL) and a Certificate IV in English Language Teaching (TESOL) or equivalent.
Completion of the Diploma of English Language Teaching (TESOL) provides partial credit for the Certificate IV in English Language Teaching (TESOL).