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Tesol Ragab 2

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This is a presentation about TESOL courses adopted from http://esolscotland.com/documents/sept09

Text of Tesol Ragab 2

  • 1.

2. TESOLCourses Core Courses 1- Language Education Research Methods 2- TESOL Methodology 3- The TESOL Curriculum 4- TESOL and the Learner Successful completion of three courses permits the award of the 'Postgraduate Certificate in TESOL', for those who wish to exit at this point. The PG Certificate carries credits towards the MEd TESOL. 3. TESOLCourses OptionalCourses Participants choose 2 option courses. The options that are available each year may change, but are likely to include: Learner Assessment in TESOL Evaluation & Design of TESOL Materials TESOL for Young Learners Techniques & Processes of TeacherEduc . Online Language Learning Management and TESOL Course Design for Business English Text and Discourse in TESOL One of the 2 options may be chosen from other relevant programmes within the College of Humanities and Social Science. See PG Guide/Catalogue Successful completion of the core courses, and two option courses, leads to the award of the 'Postgraduate Diploma in TESOL' for those who wish to exit at this point. The PG Diploma carries credits towards the MEd TESOL. 4. Current TESOL Qualifications Cambridge ESOL -CELTA (Certificate in English Language Teaching to Adults) Trinity College London-Cert TESOL(Certificate in Teaching English for Speakers of Other Languages) NQF level 4 = SCQF 7/8 Cambridge ESOL-DELTA (Diploma in English Language Teaching to Adults) Trinity College London-LTCL Dip TESOL (Diploma in Teaching English for Speakers of Other Languages) NQF level 7 = SCQF 11 PDA in ESOL Literacies: Teaching Adults Reading, Writing and Numeracy Designed for practising ESOL teachers wishing to broaden skills base in field of ESOL literacy. Candidates require initial ESOL qualification such as CELTA. SCQF level 8 (Validated 2005) 5. Providers

  • CELTA
    • Anniesland College, Glasgow University, Stevenson College, Dundee College, Randolph School of English, Basil Paterson.
  • Cert TESOL
    • Langside College, The Language Institute
  • Diploma (DELTA/Dip TESOL)
    • University of Edinburgh, The Language Institute, TESOL Training Scotland

6. Issues

  • CELTA/Cert TESOL initial or foundation qualifications
  • Accessibility outside central belt
  • Gap between CELTA and DELTA levels
  • TQ(FE) requirements
  • Trainer requirements
  • Content and context of training
  • Cost

7. Requirements in England

  • Based on LLUK standards
  • PTLLS, CTLLS, DTLLS
  • Application for Language(ESOL), Literacy and Numeracy teaching
  • Cross-sectoral
  • Generic and subject specific qualification
  • ESOL practitioners need DTLLS
  • DTLLS - QCF level 5 = SCQF level 9

8.

  • People who want to work in Further, Adult and Community Education in England. CELTA forms the first stage of the Cambridge ESOL DTE(E)LLS and ADTE(E)LLS programmes. The DTE(E)LLS and ADTE(E)LLS qualifications meet the government's teacher training requirements for people who want to work in this sector.
  • http://www.cambridgeesol.org/exams/teaching-awards/celta.html

9. Potential market

  • Current practitioners
    • age range, levels of qualifications
  • Future practitioners
  • Growth in uptake of SQA NQ ESOL
  • Current and future (in) migration
    • Asylum, A8 + A2, future immigration eg.Turkey
    • Pull factor of English language
  • Settled ethnic minorities
  • Market opportunities in international field
    • international students, teacher training opportunity, especially CLIL

10. Survey Results

  • 223 practitioners 67 managers

11. ESOL Learners 12. 13. Practitioner Qualifications 100% 218 BASE 13% 29 None of the above 7% 16 TQ Only 36% 78 TESOL Certificate Only 12% 26 TESOL Certificate and TQ 22% 47 TESOL Diploma Only 10% 22 TESOL Diploma and TQ % no. Qualifications 14. 15. 16. Potential pathways

  • Pathway A (93 practitioners)
    • 68% of those with Dip/Dip+TQ
    • 45% of those with Cert/Cert+TQ
    • 58% of those with TQ only
    • 50% of those with no TQ
  • Pathway B (102 practitioners)
    • 60% of those with Dip/Dip+TQ
    • 61% of those with Cert/Cert+TQ
    • 75% of those with TQ only
    • 45% of those with no TQ
  • Pathway C (89 practitioners)
    • 35% of those with Dip/Dip+TQ
    • 56% of those with Cert/Cert+TQ
    • 58% of those with TQ only
    • 72% of those with no TQ

17. Need and Level

  • Need
    • 50% Dip/Dip+TQ
    • 66% Cert/Cert+TQ
    • 83% TQ
    • 79% no TQ
  • Level
    • 32% Dip/Dip+TQ
    • 51% Cert/Cert+TQ
    • 77% TQ
    • 67% no TQ

18. Manager Response

      • 54 responses to question on need
        • 60% positive, 18% negative, 22% Dont know

100% 55 100% 53 100% 55 BASE 33% 18 26% 14 36% 20 Don't know 2% 1 8% 4 25% 14 No 65% 36 66% 35 38% 21 Yes % no. % no. % no. Support Units Full award 19. Potential Demand 20. 21. 22. Focus Groups

  • 5 focus groups
  • Majority in favour of development
  • Trainee group negative towards proposal
  • All groups in favour of Unit development
  • Anecdotal evidence of accessibility issues
  • Welcomed the opportunity to discuss
  • Considered award should be cross-sectoral
  • Teacher training issues raised
  • Delivery modes issue raised

23. Perceived strengths of proposal

  • Accessibility ( inc mode of delivery)
  • Flexibility of unit-based awards
  • Context and content relevance
  • Aligned to qualification framework
  • Bridge between Cert and Diploma level
  • Social practice/reflective approach
  • SQA expertise in PDAs
  • Costs and funding potential
  • Less significance given to TQ(FE) - more subject specialism

24. Perceived weaknesses

  • International recognition issues
  • Cambridge and Trinity leaders in field
  • Current qualifications tried and tested
  • Potential parochialism
  • International experience de-valued
  • Lack of SQA expertise in field
  • Potential lack of practicum
  • Potential low-level trainer expertise
  • Other qualifications de-recognised
  • Course costs

25. Recommendations

  • Develop Award and Units
  • Long-term strategy
  • Ensure cross-sectoral relevance
  • Include review of PDA in ESOL Literacies
  • Provide time for pilot of award
  • Allow time for post-pilot revisions to Award
  • Continue to consult with practitioners
    • Inc awareness raising on UK qualifications
  • SQA needs subject specialist expertise during development and initial delivery stages

26. Recommendations

  • SQA must ensure that award is non-devolved
  • National Panel should consider the development of a Trainer award
  • Desire for blended mode of delivery should not jeopardise strong practicum component.
  • Liaise with LLUK
  • Liaise with Cambridge and Trinity
  • Seek British Council recognition
  • UK-wide recognition
  • Finalise TQ(FE) requirements with FEPDF
  • Harness ESF funding (2009-2011)

27.