The document discusses the development of a new Teaching English to Speakers of Other Languages (TESOL) qualification by the Scottish Qualifications Authority (SQA). It outlines the core and optional courses in existing TESOL qualifications and surveys over 200 ESOL practitioners about their qualifications and needs. Focus groups provided feedback supporting unit-based qualifications but raising concerns about international recognition, expertise, and replacing existing qualifications. Recommendations include developing units and a qualification aligned across sectors that addresses concerns through piloting, consultation, and ensuring expertise.
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Tesol Ragab 2
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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)
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