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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

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

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  • Haven’t included the new PDA ITESOL award sitting at level 6
  • The main providers centre around Glasgow and Edinburgh. Outside of this only Dundee has any provision. All Diploma training is done distance learning. A number of private language schools involved in delivery - where it is possible that there is no expertise in state provision of ESOL. Accessibility issue. The PDA in ESOL Literacies -Langside College, Stevenson College, North Highland College.. PDA ITESOL - already more centres Stevenson, Clydebank- Dumfries and Galloway Council and College,.Dundee College (collaboration with Elmwood College), WEA Highland. TEFL Scotland.com, Angus College - Other interested - perth College, Langside College, North Glasgow- Potential for 10 centres by 2010 - 2 year breakthrough
  • PTLLS preparation, certificate , diploma Recognition of ESOL as specialist field
  • Migrants choose to come to UK based not only on work opportunities but also to be able to develop English language skills
  • Practitioners were asked about the teaching qualifications they held, both generic and ESOL related. The diagram was provided as a reference for both managers and practitioners when identifying these qualifications. Examples and levels of qualifications were provided using the British Council Status of Teaching Qualifications to denote pre-service (Certificate) and in-service (Diploma) TESOL qualifications and generic teaching qualifications (TQ).
  • PDA: Itesol has already allowed us to begin designing a pathway which is situated in the Scottish and UK ESOL landscape. A decision to develop only additional Units would fragment this pathway - maintaining the current gaps in content and context
  • Transcript

    • 1.  
    • 2. TESOL Courses 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. TESOL Courses Optional Courses   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 Teacher Educ .   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% Don’t 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.