Learn Teach Global Certificate in TESOL Education Module

Two

Learn Teach Global

Certificate
in
TESOL Education
Developed by Khadija Graham-Laube

Module Two

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Learn Teach Global Certificate in TESOL Education Module
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Certificate in TESOL Education

Learning Outcomes

Students will learn:

l The definition and working understanding of Phonetics

l Pedagogy and methodology
l Important words and concepts
l Various ESL teaching methods
l Classroom layout
l Positive discipline
l Lesson Planning
l Different types of learners
l TESOL student levels
l Inclusive education
l Four language skills
l High tech vs low tech
l Teaching strategies
l Individual learning and group learning
l Student assessment
l IELTS
l Your Education Philosophy

Be regular with your studies and you will succeed!

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Information
All students must read this page.
Students will be sent weekly:
l 10 minute audios
l videos to watch
You must listen to the audios and watch the videos plus do your reading in your
study book. They will contain information to support your study guide and relevant
information for your assessments.
If you have any questions do not hesitate to contact your Learn Teach Global
instructor/mentor
This Certificate in TESOL Education can be completed in either 3 month or 6
months.
l If completeing in 3 months you must submit your assesments weekly.
l If completeing in 6 you must submit your assessments every fortnight.
l Please mark on your calender the dates you must submit your assessments.
l You must write your name, and your email in the header of each page of your
assessment. You must write the page number in the footer of your
assessments.
l Your assessments will be maked as competent or not yet competent. If you
receive a not yet competent result, you must re-submit your assessment
implementing the comments of your mentor.
Assessments will be submitted to [email protected]
Your instructor/mentor will want to have a call with you each week. This call maybe
on video or audio - this will depend upon the internet connection of you and your
mentor. This call can take up to 30 minutes and you should to have a pen, paper and
a quiet place to sit for the call.

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Brief Definition of Important Words and Concepts

Definition of Education

If you do a search on the internet there will be a variety of definitions to the

word education. Basically, education is the process of giving and receiving
knowledge.

Formal Education

This type of education is structured and usually in a school, university or college

environment.

Informal Education

This type of education happens outside structured cirriculum. It may

encompass a students interest with a curriculum but is not limited to it.

Why do we want to learn?

We are by our very nature curious and this curiosity leads us to explore and seek
knowledge to expand our lived experience.

What is a cirriculum?

The term curriculum refers to the lessons and academic content taught in a
school environment. In dictionaries, curriculum is often defined as courses
offered by a school

What is syllabus?

A syllabus outlines the basic elements of course including what topics/subjects

will be covered. It will guide a teacher as to what is the weekly schedule, testing,
assignments and the marking criteria.

What is a teaching strategy?

A teaching strategy are the ways in which teachers use methods to deliver a
course to keep students engaged. Teaching strategies can be selected because
of the actual unit you are teachinng, grade/level, age, class size and resources

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available.

What is an ESL teacher?

An ESL teacher works with English Language Learners (ELL) or those students
whom English is not their primary language. ESL teachers work with ELL to help
them acquire fluency in both spoken and written English.

Other important words and concepts will be explained as you progress through
the Learn Teach Global Certificate of TESOL Education course.

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What is a Teaching Methodology & Pedagogy?

Pedagogy is defined simply as the method and practice of teaching. It

encompasses teaching styles, teaching theory, and assessment. When people
talk about pedagogy they will be referring to the way teachers deliver the
content of the curriculum to a class. A teaching method comprises the
principles and method used by teachers to enable students learning. These
strategies are determined partly on the subject matter to be taught and partly by
the nature of the learner. The characteristic of the learner and type of learner
must always be considered when choosing an appropriate teaching method.
Also, the selection of teaching methods must also take into account the nature
of the subject being taught.

The approaches to teaching can be categorised into teacher centered and

student centered. In the teacher centered approach to education, teachers are
the main source of knowledge and authority. Students are viewed as something
to fill with knowledge, like an empty vessel. The students role is to receive
information through direct instruction with the aim of testing and assessment
to gauge the amount of understanding and knowledge the student received.
The teacher centered method looks at teaching and assessment as two
separate things with students testing objectively looking at a students learning.
In the student centered approach, teachers remain a figure of authority however
both teachers and students have equal, active roles in the learning process. The
teachers role is to facilitate students learning and understanding but is not
limited to lecture style learning. students may do projects, portfolios and group
activities. Assessments are connected to these types of activities.

Your choice of teaching method will depend upon several factors - what is your
educational philosphy, who are the students in your class, subject and school
mission statement. Teaching methods can be further defined as using high
tech or low tech. Advancements in technology have propelled the education
sector in the last few decades. The high tech approach utilises different
technology to aid in students learning. Many educators use computers and
tablets in their classroom and others use the internet to assign homework. The

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internet offers teacher and students unlimited resources and opens students up
to the understanding they are global citizens. Whilst technology has
undoubtedly changed education, many teachers chose to use more traditional,
low tech options to education. Some learning requires a physical presence
between the teacher and student. In addition, some research has shown low
tech classrooms improve learning. An example of this is students who hand
write have better recall than those who primarily use a keyboard. Another
downside of technology in the classroom is computers will automatically
correct spelling and grammar which will weaken a students skills. Ultimatley,
tailoring learning to different types of learners is incredibly important and some
students work better with the low tech approach. Examples are students will do
better using the low tech approach are Kinesthetic learners.

Through these different approaches to teachings, educators can gain a better

understanding of how best to govern their classroom, implement instruction
and connect with students. Within each category of teacher/student
centeredness and tech usage, there are some specific teaching roles or
methods of teacher behaviour that are unique with their own mix of teaching,
learning and assessment.

ESL Teaching Methods

The English language teaching tradition has been subject to tremendous
change, especially throughout the twentieth century. Perhaps more than any
other discipline, this tradition has been practiced, in various adaptations, in
language classrooms all around the world for centuries. While the teaching of
Maths or Physics, has basically remained the same,, English language
teaching has evolved and adapted. There are various methods for teaching
language that have been developed.

ESL teaching methods have come a long way in the past 60 years. Before the
1950s, the emphasis, was placed entirely on reading ability and not at all on
communicative ability. This was mostly because people at that time had little
opportunity or reason to communicate with people of different language

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backgrounds. It was not until World War II that the governments realized how
vital oral abilities were in foreign language education, and it was out of this
realization that many of the ESL teaching methods used today were born.

Classical Method

The language instruction before the 1950s was a rather tedious enterprise that
relied heavily on drills, repetition and translation. This very boring-sounding
method of language teaching is referred to now as the Classical Method. It is
also known as the Grammar Translation Method because it teaches grammar
as a means to translate text from one language to the other.

If you've ever studied a dead language (like Latin), you've probably experienced
this style of language class. Grammar Translation classes are taught in the
students' native language, and they require students to memorize long lists of
vocabulary and grammar rules, and to translate classical texts and other
arbitrary sentences.

Direct Method

The Direct Method, developed by Maximilian Berlitz around the 1880s, is based
on the premise that a second language should be learned more like the first
language. It uses a slow build-up of skills paired with a lot of vocabulary
repetition in context to help students learn to communicate from the beginning.

The Direct Method uses only the target language for instruction (language
immersion) and builds up an arsenal of everyday vocabulary and sentences
quickly without teaching grammar explicitly.

The teacher teaches vocabulary through pictures, objects and role play.
The students figure out the grammar as they go, partially through imitation
and partially by trial and error.

The Direct Method was not popular in many countries during its European

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heyday in the first half of the 20th century due to the fact that it requires the
teacher to be a native speaker of the target language (which is still much easier
to find and employ in Europe today).

Audiolingual Method

With the outbreak of World War II, many countries found their monolingual
citizens all over the world and no longer linguistically isolated.

With governments footing the costs, structural linguists, teaching

methodologists and behavioristic psychologists collaborated for the first time
to produce the Army Specialized Training Program (ASTP), also known as the
Army Method and later on, the Audiolingual Method (ALM).

The ALM teaches grammatical structure patterns and vocabulary through the
repetition and memorization of set phrases or dialogues.

Once students have mastered a dialogue, the teacher introduces new

vocabulary, which the students will then substitute for another word in the
dialogue.

For example, if one line requests, "Take me to the station, please" the
substitutions could be:

The words for airport, park and bank can be taught and plugged into the
sentence in place of "station."
A comparison might then be made between "take me" and "she took me," so
students could then correctly say, "She took me to the bank."

In this way, students learn the building blocks they need to say just about
anything.

ESL Teaching Methods of the 1970s

Following the relative success of the ALM, researchers began to look more

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deeply into the structure of language itself and into the psychological factors
that go along with language learning success and failure. The teaching
methods that developed out of this research hinged largely on making the
students feel less anxious about the whole ordeal of learning a new language.
Gone were the days of drilling and language classes of the '70s were all about
comfort.

Community Language Learning is sort of like group therapy. Everyone sits in a

circle to have a conversation, and the "counselor" (teacher) assists the "clients"
(students) by "mediating." In the beginning, this means that the teacher
translates whatever the students wish to say, and then the students repeat their
message in the target language. Gradually, the students need the teacher less
and less for mediation and can converse fluently on their own.
The Silent Way is a method in which the teacher is very hands-off, providing
only props, charts and minimal spoken information and then backing off to
allow the students to work together to solve language problems.
The Natural Approach is based on the idea that language learning takes place
when what students hear or read is comprehensible but just beyond their
production abilities. They're encouraged to enjoy a "silent period" until they're
ready to begin producing language on their own, and the focus is on basic,
everyday, interpersonal situations like shopping, ordering in a restaurant, leaving
a phone message, etc.

There are pros and cons to all of these methods, and most ESL teachers today
employ bits and pieces of each to suit their teaching style and their students'
needs.

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Module Two Assessment

Part 1:

● Length: 250 words or more

● Write in detail how you think you would teach a class of adult students using
the ALM approach. How would you set up your classroom seating arrangement?
What topics would you choose?

Part 2:

● Length: 200 words

● Write about the teaching and learning experience. You will need to
research on the internet to write this.

Next step: Email your completed Module Two Assessment to your mentor at
[email protected]. Your mentor will return your assessment when marking is
completed

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