EFL MONITORING BOARD MALTA - ELT Councileltcouncil.gov.mt/en/documents/policies/tefl cert efl mb final... · Assignment 1 – Language Systems–related Tasks ... EFL Monitoring Board

TEFLCert.TeachingEnglishasaForeignLanguageCertificate

EFLMONITORINGBOARD

MALTA

June2012

©2012EFLMonitoringBoard 2

TableofContents1 Preamble 3

2 RenewalofPermits 3

3 TheTEFLCertificateCourse 4

4 Rationale 4

5 TargetCandidature 5

6 CourseAims 5

7 SyllabusOverview 5

8 SyllabusandAssessmentinDetail 6Unit1:LearnersandTeachersandtheTeachingandLearningContext 6Unit2:LanguageAnalysisandAwarenessintheClassroomandTeachingLanguageSystems:Vocabulary,Grammar,Phonology,FunctionsandDiscourse 7Unit3:DevelopingLanguageSkills:Speaking,Listening,ReadingandWriting 8Unit4:PlanningLessons 9Unit5:DevelopingClassroomTeachingandManagementSkillsandProfessionalism 9

9 CandidateAssessmentOverview 119.1 OverallCandidateAssessmentAims 119.2 CandidateAssessmentFramework 11

9.2.1 ComponentOne:PlanningandTeaching 129.2.2 ComponentTwo:WrittenAssignments 129.2.3 Assignment1–LanguageSystems–relatedTasks 129.2.4 Assignment2–LanguageSkills‐relatedTasks(Planningbased) 139.2.5 Assignment3–Strengths,NeedsandFutureDevelopment 13

9.3 PassingtheCourse 13

10 CourseProgramme 14

11 TrainingSessions(Training‘Input’) 14

12 Participants’Eligibility 1512.1 Eligibility 1512.2 Screening 15

13 Trainers’QualificationsandExperience 15

14 CourseAssessors 16

15 CourseAssessment:Methodology,ProceduresandEvaluation 16

16 TEFLCert.CourseCertificates 18

17 RegistrationFees 18

18 CentreAccreditation 18

19 CourseAssessmentFee 19

Appendix1:ProcedurefortheCourseAssessor’sVisit 20

Appendix2:CourseAssessor’sReportForm 21

Appendix3:QuestionstoAskCourseParticipants 26


TEFLCert.EFLMonitoringBoardMalta

Standards, guidelines and procedures for the approval of training coursesleadingtocertificationoftheEFLMonitoringBoardTEFLCertificate.

1 PreambleInordertoapplytotheEFLMonitoringBoard,Malta (henceforthEFL‐MB) forapermit toteachEnglishasaForeignLanguage(anEFLteachingpermit),applicantsshouldsatisfythefollowingrequirements:

a. beatleast19yearsofage;

b. haveattendedandsuccessfullycompletedaTEFLCertificatecourseapprovedbytheEFL‐MB;

c. possess a Pass grade or higher in the EFL‐MB TELT examination, or a pass at

GradesA,BorCinEnglishatAdvancedMatriculationLevel;

d. possessacurrentlyvalidcleanconductcertificatefromtheCommissionerofPolice;

e. possessaMatriculationstandardofeducationifundertheageof25.

N.B.ApplicantsinpossessionofaPassgradeorhigherintheCambridgeESOLCELTAortheTrinityCert.TESOLareexemptedfrom(b),(c)and(e)above.

ThisdocumentdescribestheTEFLCertificatecoursereferredtoin(1b)above.

2 RenewalofPermits

2.1Permitsshouldberenewedeveryfouryears.

2.2 Teachers applying for renewal should provide documented evidence of aminimumtotal of 32 hours Continuing Professional Development (CPD) over the fours years.CPDincludesthefollowing:

2.2.1attendanceortutoringon in‐servicecourses/seminars/workshopsheld inMalta and recognised for CPD purposes by the EFL‐MB. Individuals and/orschools and/orotherinstitutions arerequired to obtain specific writtenrecognition from the EFL‐MB. Such courses shouldspecifically cater for


teachers using English as a means of instruction to speakersof otherlanguages;

2.2.2attendanceortutoringonin‐servicecourses/seminars/workshops/projectsheldoutsideMalta.Suchcoursesshouldspecificallycater for teachersusingEnglishasameansofinstructiontospeakersofotherlanguages.TheEFL‐MBwill decide on a case‐by‐case basis whether thecourses / seminars /workshops/projectssatisfyCPDeligibilityrequirements;

2.2.3thepublicationofELTarticles(tenhoursperarticle)orbooks(thesefulfiltheminimum 32‐hour CPD requirement) by recognised publishers andpublishers’ websitesthat have a readership thatconsistspredominantly ofteachers who use English as a means of instruction tospeakers of otherlanguages. The EFL‐MB will decide on a case‐by‐case basis whether thepublicationssatisfyCPDeligibilityrequirements;

2.2.4 tutoringonpre‐servicecourses likeCambridgeESOLCELTAandTrinityCert.

TESOL and tutoring on professional development courses like CambridgeESOLDELTAandTrinityDip.TESOL.Suchtutoringfulfilstheminimum32‐hourCPDrequirement.

3 TheTEFLCertificateCourseTheTEFLCertificatecourse isadministeredbyaccreditedcoursecentresandregulatedbytheEFL‐MB.AccreditedCourseCentresareresponsiblefortheprovisionofcoursesthatareapprovedandmonitoredbytheEFL‐MB.AllteachersinEFLschoolsinMaltaandGozoarerequiredtoattendandpassanapprovedTEFLCertificatecourse,i.e.,theTEFLCertificateortheCambridgeESOLCELTAortheTrinityCert.TESOL, irrespectiveofwhether,forexample,they intendtoworkforanemployerorbeself‐employed,orwhethertheyintendtoworkface‐to‐faceoronline,inanEFLSchoolorfrom a private home, and whether they intend to teach General English or English forSpecial Purposes (including, for example, English for Professionals, English for Business,EnglishforLegalPurposes,EnglishforAcademicPurposes,etc). AnyteacherapplyingforanEFLpermitforthefirsttimeonthebasisofhavingcompletedandpassedanapprovedTEFLCertificatecoursemorethanthirty‐sixmonthsprevioustothedateofapplicationwillneedtoshowevidenceofrelevantCPD(see2.2.above).Iftheyareunable to provide such documented evidence, they will be required to renew theirknowledgeandskillsbyagainattendingandpassinganapprovedTEFLCertificatecourse.

4 RationaleThisdocumentsetsoutto:


• standardise course provision (and includes full descriptive course components

andcandidateassessmentcriteria)• offersupporttotrainersandcentres• puttheemphasisonassessingthequalityofcourseprovision,againwithclear

guidelinesandaninbuiltsupportmechanism• ensure anongoing, inbuilt coursedevelopmentmechanismwithin the EFL‐MB

courseassessmentproceduresIttriestomoveawayfromatop‐down,subjective‘inspection’approachtoonethatis:

a. morehorizontal,inthatCourseAssessors,whendiscussing,makingsuggestionsandmakingrecommendations,willbeabletosharegoodpracticegleanedfromwatchingdifferentcourses,and

b. constructed from the base (i.e., by the trainers themselves) by offering themopportunitiestodevelopandexperimentontheircourses,principally,bymeansof the inclusionof aminimumcore content rather thanprescribing theentireprogrammecontent.

5 TargetCandidatureTheTeachingEnglishasaForeignLanguageCertificate(TEFLCert.)isanintroductorycourseforcandidateswhohavelittleornopreviousEFL/ESOLteachingexperience.

6 CourseAimsThecourseenablescandidatesto

• acquireessentialsubjectknowledge• acquire a range of practical skills for teaching English to speakers whose first

languageisnotEnglishNote:becausetheterm‘TEFLcourse’iswellbrandedinMalta,theTEFLacronymisretainedandcoverstheteachingofEnglishtolearnersforwhomEnglishisnotafirstlanguage.

7 SyllabusOverviewThisdocumentoutlinesthesyllabusandassessmentcriteriafortheTEFLCert.ThesyllabusconsistsoffiveunitsoflearningthatdealwithspecifictopicareasintheteachingofEnglishto learners for whom English is not a first language. The units describe the subjectknowledgeandpedagogicknowledgeandskillsrequiredforbeginnerTEFLteachers.


• Unit1:LearnersandTeachersandtheTeachingandLearningContext• Unit 2: Language Analysis and Awareness in the Classroom and Teaching

LanguageSystems:Vocabulary,Grammar,Phonology,FunctionsandDiscourse• Unit3:DevelopingLanguageSkills:Speaking,Listening,ReadingandWriting • Unit4:PlanningLessons• Unit5:DevelopingClassroomTeachingandManagementSkills

8 SyllabusandAssessmentinDetail

Unit1:LearnersandTeachersandtheTeachingandLearningContextSyllabuscontent Learningoutcomes Successfulcandidatescan 1.1 Cultural, linguistic and educationalbackgrounds

demonstrateanunderstandingof the rangeof backgrounds and experiences thatlearnersbringtotheirclasses

1.2MotivationsforlearningEnglish demonstrate an understanding of the

differentmotivations and expectations that(adult and teenage) learners may bring tolearningEnglish

1.3Teachingstyles demonstrate an awareness of the different

roles that teachers may adopt at differentstages of teaching and in differentteaching/learningcontexts

1.4Rapport establish and maintain good rapport with

learners 1.5Manner conduct lessons in an appropriately

supportiveandmotivatingmanner 1.6Respectandsensitivity show respect and sensitivity towards

individuallearners,groupsandtheclassasawhole

CandidateAssessment:Planningandteaching(Teachingpractice);Assignment2Language

skillstask


Unit2:LanguageAnalysisandAwarenessintheClassroomandTeachingLanguageSystems:Vocabulary,Grammar,Phonology,FunctionsandDiscourse

Syllabuscontent Learningoutcomes Successfulcandidatescan 2.1Teacherlanguage adjust their own use of language in the

classroom according to the learner groupandcontext

2.2Correctingerrors identify errors and sensitively correct

learners’oralandwrittenworkproduction 2.3Accuratelanguagemodels Provideaccurateandappropriatemodelsof

oralandwrittenlanguageintheclassroom 2.4Clarifyingmeaning/use,

formandphonologyFocusonlanguageitemsintheclassroombyclarifying relevant aspects of meaning/use,form and phonology for learners to anappropriatedepth

2.5Register Showawarenessofdifferencesinregister 2.6Practice Provide appropriate oral and/or written

practiceoflanguageitems 2.7Grammar,lexisandphonology Help learners to focus on and practise the

meaning/use,formandpronunciationof:2.7.1grammaticalitems2.7.2lexicalitems2.7.3functionalexponentswithincommunicativecontexts

2.8Keyterminology UnderstandkeyterminologyusedinELT to

talk about language and apply this toplanningandteaching

2.9Grammar Demonstrate a basic working knowledge of

grammatical features, use and terminology,suchas:

- partsofspeech- tenseandaspect- voice- subject,verb,object


- modality- hypotheticalmeaning- finiteandnon‐finiteforms- countabilityandnon‐countability

2.10Lexis Demonstrate familiarity with basic

principles of word formation and lexicalmeaning,andrelatedtopicssuchas:

- meaninganddefinition- pronunciation- spelling- register- collocation- connotation

2.11Phonology Demonstrateaworkingknowledgeof:

2.11.1thesoundsofEnglish2.11.2phonemicsymbols(IPA)2.11.3 prosody at both word and

sentence level (stress andintonation)

CandidateAssessment:PlanningandTeaching;Assignment1Language‐relatedtasks

Unit3:DevelopingLanguageSkills:Speaking,Listening,ReadingandWriting Syllabuscontent Learningoutcomes Successfulcandidatescan 3.1Speakingfluency Demonstrate a familiarity with ways of

helpinglearnerstodevelopspeakingfluency 3.2Listeningfluency Demonstrate a familiarity with ways of

helping learners to understand naturalspokenlanguagelisteningtexts

3.3Readingfluency Demonstrate a familiarity with ways of

helping learners to understand writtenlanguage

3.4Writingskills Demonstrate a familiarity with ways of

helpinglearnerstodevelopwritingskillsCandidateAssessment:PlanningandTeaching;Assignment2Languageskillstasks


Unit4:PlanningLessons Syllabuscontent Learningoutcomes Successfulcandidatescan 4.1Aims State appropriate aims/outcomes for

individuallessons 4.2Orderingactivities Order activities so that they achieve lesson

aims 4.3Presentingmaterials Present materials for classroom use with a

professional appearance, andwith a regardtocopyrightrequirements

4.4Describingprocedures Describe the procedure of the lesson in

sufficientdetailCandidateAssessment:PlanningandTeaching;Assignment2Languageskillstasks

Unit5:DevelopingClassroomTeachingandManagementSkillsandProfessionalism

Syllabuscontent Learningoutcomes Successfulcandidatescan 5.1Settinguptheclassroom Arrange the physical features of the

classroom appropriately for teaching andlearning

5.2Classroompresenceandcontrol 5.2.1 Set up, monitor, close and change

whole class activities and/orgroup/pair activities and/orindividualactivitiesasappropriatetothelessontype

5.2.2 Demonstrate an appropriateteaching presence using, forexample,appropriate:

- voicevolumeandprojection- eyecontact- namingtechniques- facialandothergestures- clarityandspeedofspeech


- levelofteacherlanguage 5.3 Engagementandinvolvement Demonstrate appropriate classroom

managementand teaching techniques toensurethatlearnersareactivelyengagedatall times in the learning process. Thesetechniquesinclude:

5.3.1 Using appropriate means to maketasksand activities clear tolearners

5.3.2 Using a range of questionseffectivelyforthe purposes ofeliciting and checking ofunderstanding

5.3.3 Providinglearnerswithappropriatefeedbackontasksandactivities

5.3.4 Indicating the progression ofdifferentstagesofthelesson

5.3.5 Maintaining an appropriatelearningpace

5.3.6 Monitoringandcorrecting learnersappropriately and sensitively inrelationtothetaskoractivity

5.3.7 Makinguseofmaterials, resourcesand technology professionally,efficiently and appropriately inrelationtothetaskoractivity

5.4Selectingappropriateteaching

techniques in relationto thecontentofthelessonandthelearners

Select appropriate teaching techniques inrelation to content of the lesson and thelearners

5.5Professionaldevelopment:

ResponsibilitiesDemonstrate teaching professionalism bymeansof:

5.5.1punctuality5.5.2 preparedness for teaching and

respect of deadlines for writtenwork

5.5.3appropriatetime‐keeping5.5.4recordkeeping5.5.5appropriatedresscode5.5.6appropriateclassroombehaviour

5.6Professionaldevelopment:

SupportsystemsDemonstrateanawarenessof

5.6.1 their developmental strengths andneeds

5.6.2appropriatedevelopmentstrategies


5.6.3appropriateprofessionalassociations5.6.4 appropriatepublications,websites,

blogsetc.forteachersenteringthefieldofEnglishLanguageTeaching

CandidateAssessment:PlanningandTeaching;Assignment3:Strengths,needsandfuture development

9 CandidateAssessmentOverviewTEFLCert.isawardedtocandidateswhohavecompletedthecourseandwhohavemettheassessmentcriteria.

9.1 OverallCandidateAssessmentAimsCandidatesshouldbeableto:

9.1.1 planandteachlessonswhichtakeintoaccountlearners’ages(e.g.teenagersoradults), experience, cultures, educational backgrounds, basic language needsandmotivations;

9.1.2 demonstrate language knowledge, analysis and awareness, and knowledge ofappropriateteachingstrategies;

9.1.3 demonstrateknowledgeaboutlanguageskillsandhowtheymaybeacquired;9.1.4 plan and prepare lessons designed to develop learners’ overall language

competence9.1.5 developanappropriaterangeofteachingskillsandclassroommanagementskills

atthislevelandshowprofessionalawarenessandresponsibility

9.2 CandidateAssessmentFrameworkCourserequirementsandcomponentsofcandidateassessmentThere are two components, namely, Component One: Planning and Teaching, andComponentTwo:WrittenAssignments.AllaspectsofTEFLCert.areinternallyassessedbytutorsapprovedbytheEFL‐MB.


9.2.1 ComponentOne:PlanningandTeachingTeachingPracticeshouldconsistof twoseparateteachingslots foraminimumtotalof35assessedminutesofwhichitisrecommendedthataminimumof20minutesbewithbonafidelearners.CandidateAssessmentofTeachingPracticewillbebasedonthelearningoutcomesdetailedinthesyllabus,astheyareappropriatetoindividualcandidates’teachingpracticesessions.In case of an initial Fail grade, the candidate will only be allowed to repeat a TeachingPracticesessiononce.ArepeatedTeachingPracticesessionmaynotbegivenmorethanthelowestpassgrade.

9.2.2 ComponentTwo:WrittenAssignmentsAssignment1 LanguageSystems‐relatedTasksAssignment2LanguageSkills‐relatedTasksAssignment3 ProfessionalDevelopment

9.2.3 Assignment1–LanguageSystems–relatedTasksTheassignmentistoincludetasksthatfocuson:

• the identificationof significant featuresof the form,phonology,meaning, anduseoflanguageitems/areasandtheuseofrelevantinformationfromreferencematerials

• the identification of significant errors in form, spelling, punctuation, meaninganduseinlearners’writtentexts

• theproductionofwrittentextthatisclear,accurateandappropriatetothetask

Candidatescandemonstratetheirknowledgeandskillsby:

a. analysinglanguagecorrectlyforteachingpurposes;b. correctlyusinglanguageterminologyrelatingtoform,meaning,phonologyand

usewhenanalysinglanguage;c. accessingreferencematerialsandreferencingmaterialtheyhavelearnedabout

languagetoanappropriatesource;d. identifyingandcorrectingerrorsinform,spelling,punctuation,meaninganduse

inlearners’writtentexts;e. usingwrittenlanguagethatisclear,accurateandappropriatetothetask.

In case of an initial Fail grade, this assignmentmay be resubmitted once. A resubmittedassignmentmay not be givenmore than the lowest pass grade. Length:maximum 1,500words.


9.2.4 Assignment2–LanguageSkills‐relatedTasks(Planningbased)Theassignmentistoincludetasksthatfocuson:

• identification of the receptive language skills and/or sub‐skills that could bepractisedordevelopedusingcoursebookmaterialand/orauthenticmaterial

• identification of productive language skills that could be practised anddevelopedinrelationtothattext

• taskdesigninrelationtothetextwithabriefrationaleCandidatescandemonstratetheirlearningandabilityby:

a. correctlyusingterminologythatrelatestolanguageskillsandsub‐skills;b. appropriatelyrelatingtaskdesigntolanguageskillsdevelopment;c. usingwrittenlanguagethatisclear,accurateandappropriatetothetask.

In case of an initial Fail grade, this assignmentmay be resubmitted once. A resubmittedassignmentmaynotbegivenmorethanthelowestpassgrade.Length:750‐1000words.

9.2.5 Assignment3–Strengths,NeedsandFutureDevelopmentTheassignmentistoincludetasksthatfocuson:

• candidates’identificationoftheirownteachingstrengthsandweaknesses• reflectionsontheirownteaching• reflectionsontheimplicationsfortheirownteachingfromtheirobservationsof

experiencedELTprofessionalsandtheircolleaguesonthecourse

Candidatescandemonstratetheirlearningandabilityby:

a. noting their own teaching strengths and weaknesses in the light of feedbackfromlearnersand/orcolleaguesandorteachereducators;

b. identifying which areas of ELT knowledge and skills they need furtherdevelopmentin;

c. describing in a specificway how theymight develop their ELT knowledge andskillsbeyondthecourse;

d. usingwrittenlanguagethatisclear,accurateandappropriatetothetask.Thisassignmentcanonlybesubmittedonce.Length:500words.

9.3 PassingtheCourse

Candidates will be awarded the TEFL Cert. only if they meet all of the followingrequirements:


a. passbothTeachingPracticesessionsb. passallthreeassignmentsc. attendat least80%of the45contacthours (Given theessentiallyexperiential

nature of the training methodology, a medical certificate cannot exempt acandidatefromthisrequirement.)

10 CourseProgrammeTEFLCert.courseprogrammesaredesignedby individual trainingprovidersandapprovedby the EFL‐MB. Experts appointed by the EFL‐MB will determine whether a courseprogrammeisinlinewiththeregulationsstipulatedinthispolicydocument.TEFLCert.Courseswillhaveaminimumof45contacthoursincluding:

• Input(ofwhich10%maybeonline)• Supervisedlessonplanningandpreparation• Teachingpractice:TeachingPracticeshouldconsistoftwoseparateteachingslotsfor

a minimum total of 35 assessed minutes of which it is recommended that aminimumof20minutesbewithbonafidelearners

• Feedbackonteaching• Peerobservation• Guidedobservationofexperiencedteachers(minimum1hour,maximum2hoursof

the45contacthours)• Consultationtime

Candidates will need to dedicate a minimum of 15 hours for the required research,assignments,lessonpreparation,andadditionalsessionsofguidedlessonobservation.TEFLCert.coursesmustbeaminimumoftwo(2)weeks’duration.

11 TrainingSessions(Training‘Input’)Training Sessions should be practical, experiential and trainee‐centred. Other modes ofdeliveryarealsoacceptablealthoughtheyshouldnotformthecoreofthecourse.Thefollowingtopicsshouldberegardedascore:

• Highlightingandpractisinggrammaticalstructuresandfunctions• Highlightingandpractisinglexicalitems• Helpinglearnerswithpronunciation• Helpinglearnerstodevelopcommunicativespeakingfluency• Helpinglearnerswithcommunicativereadingskills• Helpinglearnerswithcommunicativelisteningskills• Helpinglearnerswithcommunicativewritingskills


• Classroommanagement• Practicalteachingtechniques• Similaritiesanddifferencesbetweenteachingteenagersandadultlearners,and

practicalclassroomimplicationsCentresmaychoosetoaddothertopicstothiscorelist.

12 Participants’Eligibility

12.1 Eligibility

Participantsshouldnotbemorethan12monthsyoungerthantheminimumagerequiredforeligibilityforanEFLteachingpermit.

CentresareremindedthatEFLpermitapplicantswhoareundertheageof25arerequiredtopossessaMatriculationstandardofeducation.However, inthecaseofcandidatesovertheageof25,centresattheirdiscretionmayacceptindividualswhopossessappropriatelifeandeducationalexperience.

ItishighlyrecommendedthatcentresdonotacceptapplicantswhofailtodisplayalevelofEnglishlanguageproficiencythatwillenablethemtosatisfytheEnglishlanguageproficiencyrequirementsoftheTELTexam.

12.2 ScreeningCentresshouldadoptmechanismswhichscreenapplicants’spokenandwrittenEnglishpriortotheirbeingacceptedonaTEFLCert.course.

13 Trainers’QualificationsandExperience

Course providers should submit prospective TEFL Cert. trainers’ CVs to the EFL‐MB forapproval.

TheEFL‐MBapprovestrainerswho,asaminimum:

1. possessCambridgeESOLCELTA/TrinityCert.TESOLorcomparablequalification2. have2000contacthoursofEFLteaching3. havesuccessfullycompletedaminimum20‐hour‘TraintheEFLTeacherTrainer’

courserecognisedandapprovedbytheEFL‐MB4. haveengagedintheshadowingofacompleteTEFLCert.course(madeupofa

minimum of 45 contact hours) led by qualified, experienced teacher trainersrecognisedbytheEFL‐MB.Ineachcase,theEFL‐MBshouldpreviouslyapprovetheshadowingprocess.

It ishighly recommended thatTEFLCert. trainers shouldnotbeyounger than25yearsofage.


The EFL‐MBwill automatically approve as TEFL Cert. trainers individualswho are alreadyapprovedasCambridgeESOLCELTA/TrinityCert.TESOLtrainers.

14 CourseAssessors

Assessors’qualifications,experience,approval

TheEFL‐MBapprovesassessorswho:

1. possessCambridgeESOLDELTA/TrinityDip.TESOL(orcomparablequalification)2. have 2 years’ experience in planning, designing and running pre‐service EFL

teachertrainingcourses3. arenotlessthan25yearsofage

CentreswillbeprovidedwiththedetailsofthespecificcourseassessorvisitingtheircourseandwillhavetheopportunityofobjectingtothisassessorbyprovidingtheEFL‐MBwithavalidreasoninwriting.

15 CourseAssessment:Methodology,ProceduresandEvaluationEverycourseistobevisitedandassessedbyanapprovedTEFLCert.CourseAssessor.SeeAppendix1foradescriptionoftheprocedurefortheCourseAssessor’svisit.

Assessorsareto:

• ascertainthatcourseapprovalconditionsareadheredto• guaranteethequalityofcourseprovision• obtain feedback from centres, course tutors and course participants on the

trainingscheme• offer support tocentresandcourse tutors in termsofadvice, suggestionsand

recommendations

It is important to note that the role of the CourseAssessor isnot to assess the teachingpracticeperformancecarriedoutbycourseparticipants.

SeeAppendix2foraCourseAssessmentReportForm.

TheCourseAssessorascertains:

• thatthecourseisbeingdeliveredbyapprovedcoursetutors• thatCourseParticipantsfulfilcourseentryrequirements• thatcoursecontentandsyllabusadheretoEFL‐MBregulations• that course delivery methodology/methodologies reflects/reflect a teaching

methodology that is essentially interactive, experiential, learner‐centred andwhich promotes mainly communicative language teaching and learning.


(Although alternative modes of course delivery, e.g. lecture mode, may beincluded,theseshouldnotbethedominantmodes.)

• that any written feedback to trainees on written assignments and teachingpracticeisrelevant,appropriate,helpfulandsupportive

• whether Course Participants are satisfied with their course and feelappropriatelypreparedandsupported

• whetherCourseTutorsandtheCourseCentrehaveanyqueriesorsuggestionsregardingsupportfromtheEFL‐MBoronanyothercourse‐relatedissues

• whether recommendations from the previous Course Assessor’s Report havebeenactedupon

Assessorsshould:A Reviewcoursedocumentationincluding:

• coursepublicity• completedapplicationformsandscreeningtasks• coursecontentandtimetable• (aselectionof)anycompletedandgradedassignments• (aselectionof)completedcandidatelessonplans• (a selection of) any teaching practice written feedback, both trainee self‐

evaluationsandtutorfeedback• recommendations (and any follow‐up action) from the previous Assessor’s

Report

Centresaretokeepcopiesofallcandidatefilesandcoursedocumentation.

B Meet (a selection of) Course Participants in order to listen to their comments,evaluations andquestionson the course and to elicit their answers to a set of pre‐establishedquestions(seeAppendix3).

C Attendbetweentwoandthreehoursoftraininginputinordertoascertain:

• sessionaimsandobjectives,andwhethertheseareachieved• thelevelofinvolvementandengagementofsessionparticipants• whetherthesession(s)employ(s)amethodologywhichisessentiallyinteractive,

experiential, and learner‐centred and which promotes mainly communicativelanguageteachingandlearning

D Meet the Main Course Tutor (and, optionally, any other Course Tutors) and any

appropriateCentreRepresentativeinordertodiscussanyissuesarisingfromSectionsA, B and C above and to offer any advice (which takes the form of suggestions forimprovement) and/or any formal recommendations (which require a response fromthecentre,eitherinwritingorthroughfollow‐upaction).


TheAssessoralsotakesnoteofanysuggestionsorqueriesthattheMainCourseTutorandCentreRepresentativemayoffer regarding support from the EFL‐MBor on anyothercourse‐relatedissues.It is importantthatanysuggestionsorrecommendationsthataretoappear intheCourseAssessor’sReportarediscussedduringthismeeting.

E WritetheCourseAssessor’sReportwithintwoweeksoftheAssessmentandsendittotheMonitoringBoard.TheMonitoringBoardthensendsacopytotheCourseCentre.TheCourseCentre should takeappropriate follow‐up steps to address anyAssessorRecommendationsbeforethebeginningofthenextTEFLCert.courseafteritreceivestheCourseAssessor’sReport.Ifthereisanydisputedissue,theCentreshouldcontactthe EFL‐MB in order to pursue thematter further. The decision of EFL‐MB shall befinal.

16 TEFLCert.CourseCertificates

At the end of TEFL Cert. courses, successful candidates will be awarded a certificate(indicatingmeritandattendance) issuedbytheindividualtrainingcentres.Eachcertificateshouldshowthegradesof the threeassignmentsandthe twoTeachingPracticesessions.Eachcertificateshouldclarifythemeaningofallpossiblegradesbymeansofanappropriatelegend.Eachcertificateshouldbedatedandbearthesignatureofthemaincoursetutorandtheofficialrubberstampofthetrainingcentre.Certificatedesignwillremaintheresponsibilityoftheindividualtrainingcentres,savethatcertificatesmustclearlybeartheofficialEFL‐MBlogo.Certificates will be awarded to candidates who have fulfilled all the assessment criterialisted above (section 9.3) andwho have attended at least 80% of the 45 course contacthoursincludingallTeachingPracticesessions.The EFL‐MB should receive the complete list of names and ID/passport numbers ofsuccessfulcandidatesnotlaterthan15workingdaysaftertheendofeachcourse.

17 RegistrationFees

TEFLCert.courseregistrationfeeswillbesetbytheindividualtrainingcentres.

18 CentreAccreditationAninstitutionthatwishestobecomeanEFL‐MBTEFLCert.accreditedtrainingcentreshouldapplytotheEFL‐MBforaccreditationatleastthreemonthsbeforetheinstitutionplanstohold its first course. Accreditation is granted for as long as a centre abides with the


regulationscontainedinthispolicy.ACertificateofAccreditationshouldbedisplayedinthetrainingcentrepremises.Centresshouldprovidethefollowingdetailstogetherwiththeirwrittenapplication:

1. Addressandcontactdetailsof the institutionand thepremiseswherecoursesareplannedtobeheld(ifdifferentfromtheinstitutionaddress)

2. Aproposedprogrammeandtimetable3. NominatedMainCourseTutorandanyothertutors,togetherwithfullCVs4. Datesofcoursesplannedforthenext12months

The EFL‐MB should be notified three months in advance in the case of any changes instaffingorprogramme,andonemonthinadvanceinthecaseofanychangesinthenumberofcoursesrun(bothadditionalandcancelledcourses).Writtenapprovalmustbesoughtforanysuchchanges.

19 CourseAssessmentFeeOnly TEFL Certificates awarded at the end of courses approved by the EFL‐MB will berecognisedforthepurposeofissuinganEFLpermit.Eachcentrewillpaytheamountof€95foreachTEFLCert.coursetocoverthecostsofcourseassessment.Failuretopaythissumbeforethecommencementofeachcoursewillresult inthecoursenotbeingapprovedbytheEFL‐MBandhencethenon‐issuanceofEFLpermits.


Appendix1:ProcedurefortheCourseAssessor’sVisit

1 BeforetheAssessor’sVisit

1.1 ThecentreshouldcontacttheEFLSchoolsMonitoringBoardtobeinformedoftheAssessor’snameandcontactdetails

1.2 Twoweeksbeforethevisit,thecentreshouldcontacttheAssessorto confirmarrangementsforthevisitandconfirmthefinaltimetable.2 DocumentationfortheAssessor

ThefollowingdocumentationshouldbegiventotheAssessoreitherbeforethevisitoronthedayofthevisit:2.1 Alistofcandidates(withI.D.orpassportnumbers)2.2 Across‐sectionofcandidates’files2.3 Atimetableforthevisit,includingtimeto

2.3.1 read a cross‐section of candidates’ files (minimum 6 or the totalnumber,whicheverisless)

2.3.2 observebetweentwoandthreehoursofinput2.3.3 meet(aselectionof)candidates(withouttutorspresent)2.3.4 meetthemaincoursetutor(and,optionally,anyothertutors)2.3.5 meetthecentrerepresentative

2.4 The course timetable, including scheduled teachingpractice sessions for allcandidates

2.5 Writtenassignmenttitles2.6 Asampleend‐of‐coursecertificate2.7 RecommendationsfromthelastAssessor’sReportreceived2.8 Applicationfileincludingapplicationformsandcompletedselectiontasksfor

eachcandidate2.9 Updatedcandidateattendanceregister

3 DuringtheVisit

TheAssessorshould:3.1 read a cross‐section of candidates’ files (minimum 6 or the total number,

whicheverisless),includingthefilesofanypotentialFailcandidates3.2 observebetweentwoandthreehoursofinput3.3 meet(aselectionof)candidates(withouttutorspresent)3.4 meetthemaincoursetutor(and,optionally,anyothertutors)3.5 meetthecentrerepresentative

4 AftertheVisit

CentresshouldreceiveacopyoftheAssessor’sReportviatheEFL‐MB.Issuesraisedinthereportwillhavebeendiscussedatthetimeofthevisit.


Appendix2:CourseAssessor’sReportForm

TrainingCentreName

CourseDates NumberofTrainees

DateofAssessment

TimeofArrival

TimeofDeparture

Nameofmaincoursetutor

Nameofothertutor

Nameofothertutor

Section1 AdministrationandStaffing

1.1 Wereyouable tocontact thecentreeasily toconfirmarrangements for theCourseAssessment?

1.2 Werethearrangementsforyourvisitsatisfactory? 1.3 Wereyouprovidedwithallthenecessarydocumentation? 1.4 Wereyousatisfiedwiththearrangementsforstaffingthecourse? 1.5 Wastheresufficientopportunityfortutorstoliaiseduringthecourse? 1.6 Hadanycandidateswithdrawnfromthecourse? Areallareasrelatingtothissectionofthereportsatisfactory?

(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow.)

Specificcomments,details,suggestionsandrecommendationsrelatingtoSection1

Section2 CandidateSelection

2.1 Is the application form appropriate and did those completed by candidatesshowthattheymetthenecessaryrequirements?

2.2 Are the screening tasks appropriate anddid those completedby candidatesshowthattheymettherecommendedrequirements?

2.3 Arealltheselectioninterviewsconductedbyanappropriatelytrainedtutorormemberofstaff?

Areallareasrelatingtothissectionofthereportsatisfactory?(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow.)



Section3 WrittenAssignments

3.1 Does thedesignof thewritten tasks reflect the requirements setout in theTEFLCertificatesyllabus?

3.1.1Language‐systems‐relatedtasks 3.1.2LessonPlanningandFocusonLanguageSkills 3.1.3ProfessionalDevelopment 3.2 Arethesyllabuscriteriaforeachassignmentmadeexplicittocandidates? 3.3 Were you satisfied that tutors’ comments on assignmentswere helpful and

thattheyaccuratelyreflectedcandidates’performance?

3.4 Were you satisfied that the completed assignments had been appropriatelygradedinaccordancewiththeTEFLCertificateassessmentcriteria?

3.5 Did candidate files contain completed and graded assignmentswith a clearsummaryofstrengthsandweaknesses,andarecordofachievementforeachassignment?

Areallareasrelatingtothissectionofthereportsatisfactory?(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow)


Section4 SupervisedandAssessedTeachingPractice

4.1 Was a minimum of 35 minutes observed and assessed teaching practicescheduledforeachcandidate?

4.2 Arecandidatesrequiredtoobservetheircolleaguesduringteachingpractice? 4.3 If you have answered ‘Yes’ to 4.2, are candidates required to participate in

teachingpracticefeedbacksessions?

4.4 Did candidate files contain evidence of the candidates’ lesson planning,includingself‐evaluationsoflessonsandreferencetomaterialsused?

4.5 Did candidate files contain appropriately completed TP feedback sheets onplanningandteachingwithaclearsummaryofstrengthsandweaknessesandarecordofachievementforeachlesson?

4.6 Didthelessonplanproformausedbythecentreprovideappropriatesupporttocandidatesfortheplanningoftheirlessons?

4.7 Didtutors’writtennotes/commentsonteachingpracticeclearlydescribethestrengths and weaknesses of individual candidates’ teaching practicesessions?

4.8 Did tutors’ written notes/comments on teaching practice clearly indicateactionpointsforindividualcandidates?

Areallareasrelatingtothissectionofthereportsatisfactory?


(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow)Specificcomments,details,suggestionsandrecommendationsrelatingtoSection4

Section5 CourseDesignandDelivery

5.1 WastheCentreAuthorisationCertificatedisplayedatthecentre? 5.2 Did the course programme include at least 45 contact hours (of which a

maximumof4.5hoursmaybeonline)?

5.3 Did the course programme include at least 15 estimated hours for study,teachingpracticepreparationandassignmentresearchandpreparation?

5.4 Wasanypartofthecourseconductedonline? 5.5 If you have answered ‘Yes’ to 5.4, did the online component exceed a

maximumof4.5hours?

5.6 Wasthecoursetimetableappropriatelydesigned? 5.7 Didyouobservebetweentwoandthreehoursoflivetraininginputs? 5.8 Weretrainingaimsandobjectivesexplainedtoyou? 5.9 For the sessions you observed, were these training aims and objectives

achieved?

5.10 Inthesessionsyouobserved,wereyousatisfiedwiththelevelofinvolvementandengagementofsessionparticipants?

5.11 Are you satisfied that the course was being administered and delivered inaccordancewiththeTEFLCertificateregulationsandassessmentstandards?

5.12 WereyousatisfiedwiththearrangementsfortheobservationofexperiencedELTprofessionals?

5.13 Didcandidates’filescontaincompletedobservationtasks? 5.14 Were you satisfiedwith the resources available for trainees’ use during the

course: course librarywithbooksonmethodology, supplementarymaterialsfortraineestousewhenpreparinglessonsandassignments,coursebooksforteachingpractice,teachingaids,technologicalresources,etc?

5.15 Were you satisfied with facilities available for use on the course e.g.classrooms,refreshmentfacilities,etc.?

Areallareasrelatingtothissectionofthereportsatisfactory?(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow.)



Section6 ContactwithCandidates

6.1 Wereyouintroducedtothecandidates? 6.2 Wasthereanopportunityforthecandidatestocomeandseeyou? 6.3 Didcandidates’commentssuggestthattheyweresatisfiedwiththecourse? Areallareasrelatingtothissectionofthereportsatisfactory?

(Ifanswering‘No’,pleaseaddexplanatorycommentsbelow)


Section7 ContactwithTutor(s)andCentreRepresentative(s)

7.1 DidyoumeettheMainCourseTutor? 7.2 Didyoumeetanyothertutors? 7.3 DidyoumeettheCentreRepresentative? 7.4 IstheCentreRepresentativeadifferentpersonfromtheMainCourseTutor? 7.5 Did the tutor(s) and/or the Centre Representative offer any comments,

suggestionsorrecommendationsrelatedtothecourseandtotheMonitoringBoard’s regulations and administration of the scheme? If so, record thesebelow



SummaryofRecommendationsRecommendations are made when course criteria might not be fully met. Therecommendationsshouldhavebeendiscussedduringthevisitandmentionedearlier inthereport.

SummaryofSuggestionsSuggestions and ideas for improvement/alternative approaches suggested by the CourseAssessor. These should have been discussed during the visit andmentioned earlier in thereport.


Appendix3:QuestionstoAskCourseParticipants1. Doyoufeelthatthecourseispreparingyouforclassroomteaching?

2. Havetutorsbeenfullysupportivethroughout?

3. Havetutorsbeenavailablewheneveryouhadquestionsorqueries?

4. Haveyoubeenprovidedwithsufficientmaterials?

5. Arethereanysuggestionsyouwouldliketomaketoimprovecoursesinthefuture?

6. Doyouhaveanyothercommentsaboutthecourse?

Documents

EFL MONITORING BOARD MALTA - ELT Councileltcouncil.gov.mt/en/documents/policies/tefl cert efl mb final... · Assignment 1 – Language Systems–related Tasks ... EFL Monitoring Board