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Teacher Training

In France

The ELT Hub Teacher Training in France

Teacher Training

In France

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.

TESOL Methodology

  • ● 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.

Guided Observation

  • ● 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.

Teaching Practice

  • ● 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.