CONTENT of the France TYLEC Course
The content of the Trinity TYLEC and The ELT Hub is organised according to the following key modules and their constituent components:
Unit 1: Teaching Skills, including input sessions focusing on the following aspects of ESOL teaching:
The Learning Environment
- ● Establishing rapport with learners from different backgrounds, and cultural sensitivity
- ● Classroom management: pairing and grouping students according to different teaching and learning objectives, use of space in the classroom: student and teacher positioning and movement in different lesson stages
- ● Use of common teaching resources, including paper resources, audiovisual, online resources, interactive whiteboards and powerpoint presentations for ESOL teaching
- ● Evaluation and use of coursebooks and other published teaching resources
- ● Teacher and student talk, including work with constructive and detrimental types of teacher talk, teacher questions, elicitation, giving instructions and error correction.
- ● Common approaches, methods and activity types found in ESOL teaching
- ● Communicative approaches to language learning: encouraging active student participation
- ● Theories of child development and Second Language Acquisition
- ● Digital literacies and 21st century skills
- ● Adapting teaching according to different types of learner and motivational factors
- ● Awareness and use of a range of activity types, based on TESOL approaches to teaching and learning
- ● Use and adaptation of a range of paper-based and other materials
- ● Encouraging young learners to notice language
- ● Approaches and methods in vocabulary teaching
- ● Teaching phonemic awareness and oracy
- ● Testing, assessment and evaluation of learners.
- ● Focused observation tasks relating to key areas of ESOL practice and language awareness for TEYL
- ● The creation of an observation record of teaching strengths, weaknesses and alternatives based on observed teaching
- ● The ability to adapt observed lessons to different teaching contexts
- ● Critical identification of processes that underlie successful learning and teaching.
- ● Lesson planning, staging and setting objectives for lessons effectively
- ● Self-reflection on trainees’ own teaching, and post-lesson reflection as a requirement of teaching practice
- ● Teacher roles and teaching as part of a team: professionalism and workplace expectations in a France context
- ● Guidance on, and completion of the Teaching Practice Journal assignment with developmental action plan
- ● Peer microteaching in both supervised and independent settings
- ● Guided observation of peers and trained and experienced ESOL teachers working with a range of lesson focuses.
Language Awareness & Skills, including input focusing on identification, description and analysis of the following language areas:
- ● Developing phonological competence in young learners
- ● Using stories, chants and rhymes to promote understanding of phonology, vocabulary and language structures
- ● Oracy as a language skill-set: speaking & listening skills and sub-skills
- ● Literacy as a language skill-set: writing & reading skills and sub-skills
- ● Integrating language skills, including approaches, methods and activity types used to incorporate varied language skills and sub-skills.
Unit 2: the Materials Assignment, including input which develops trainees’ critical abilities when selecting coursebook and other published materials for use in class, and the presentation of a rationale for their choice of materials
- ● The structure of the Materials Assignment Project
- ● Selecting and evaluating relevant materials
- ● Justifying choice of materials for specific groups of learners
- ● Adapting materials for different learner styles and levels of study.