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PROGRAMS

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AMERICAN TESOL CERTIFICATE

The TESOL certification prepares the instructors for different teaching situations such as English as a Second Language (ESL), English as a Foreign Language (EFL), Vocational English as a Second Language (VESL), English for Specific Purposes (ESP), and English for Academic Purposes (EAP).  The program also prepares them to adjust their level of instruction by considering the proficiency level (novice, beginning, intermediate, advanced) and the age of the learners (children and/or adults). The program is committed to provide a broad knowledge base by offering the following core courses:

  • TESOL 403: Second Language Acquisition Theories
  • TESOL 430: TESOL Teaching Methods
  • TESOL 434: Assessment & Testing Strategies
  • TESOL 433: Curriculum Development in TESOL
  • TESOL 432: Grammar Essentials for ESL/EFL Teachers

Unfamiliarity with an academic style of writing, together with their lack of vocabulary and lack
of familiarity with more complex sentence structure, meant that they tended to struggle when reading academic texts, which in turn made various aspects of academic writing difficult – in particular discourse structuring, and paraphrasing and summarising.
(Morrison and Evans, 2018).

Morrison, Bruce & Stephen Evans. 2018. Supporting non-native speaker student writers making the transition from school to an English-medium university. DE GRUYER MOUTON. CercleS 2018; 8(1): 1-20.

MASTER TEACHER

A master teacher (e.g., administrator or department chair) understands all of the dynamics involved in creating a learning environment beyond the role of the teacher simply sharing the content of the course. The master teacher understands the complexities of students’ learning styles and how to motivate students to learn. A master teacher believes that all students can learn to become independent and critical thinkers who will be successful in school and beyond.

The master teacher serves as a mentor to teachers. As an expert in classroom management, curriculum development, and instruction, the master teacher facilitates the professional growth of the teachers they are supporting. It is the responsibility of the master teacher to create a collaborative relationship with each teacher in order to support each teacher’s growth as an educational professional.

Master teachers who attend and complete our trainings will be uniquely prepared to teach ESL/EFL, VESL, and ESP. In
addition, each master teacher will be able to provide the supports and guidance to specialized teachers to ensure the efficacy of each English-language program under their supervision.

SPECIALIZED TEACHER

A specialized teacher (e.g., classroom teacher) is one who focuses on the content knowledge of a particular subject. Specialized teachers have the training and/or certificates to effectively teach all students in their specific courses. Specialized teachers will have demonstrated competencies in their specific subject through hands-on practicum/problem-based exams or test-taking exams (e.g., multiple choice and essay).

Specialized teachers who attend and complete our trainings will be uniquely prepared to teach ESL, EFL, VESL, and ESP. Each specialized teacher will be able to create and implement effective English-language classroom learning environments to ensure that all students will be able to demonstrate mastery of each component of the English language.

However, non-native speaker (NNS) school-leavers entering an English-medium university, whether as NNS local students or as international students, not only encounter those challenges faced by all freshmen students, but often also soon realise that there is a gap between the English language skills with which their school education had equipped them and those needed for effective English-medium tertiary study. Their lack of competence in academic writing presents perhaps the greatest challenge. (Morrison and Evans, 2018, p. 2).

 

Morrison, Bruce & Stephen Evans. 2018. Supporting non-native speaker student writers making the transition from school to an English-medium university. DE GRUYER MOUTON. CercleS 2018; 8(1): 1-20.