The Teaching of English to Speakers of Other Languages (TESOL)
Welcome to the 120-hr TESOL Certification Course!
TESOL refers to the teaching of English to learners whose first (native) language is not English. TESOL is also a training program for teachers on the principles, theories, strategies, and research on teaching English. The term TESOL has emerged as a general field that includes English as a Second Language (ESL) and English as a Foreign Language (EFL).
GEO-Global Educators Professional Enhancement International Inc. (GEO), provides the only 120-hour TESOL Certificate Course with NeuroELT: Brain Science in English Language Teaching; Positive Psychology in ELT; Mind, Brain, and Education (MBE) Science in ELT; and actual Action-Research Writing. We are proudly affiliated with the International Association for Teachers of English as a Foreign LanguageUK (www.iatefl.org), FAB Brain Science in Language Teaching: NeuroELT (www.fab-efl.com), and THAIJOBSUK-(www.thaijobs.co.uk).
GEO’s programs are all research-based, carefully designed, and delivered by highly competent experts, curriculum developers, researchers, educators, and language teaching practitioners.
This ensures that the programs and offerings are based on sound theories, principles, and practice. GEO’s experts take time to contextualize the training programs and courses to the realities of the participants and their students. At the end of the course, the takers and participants will be equipped with the skills to teach the macro skills in English, aware of ways to make materials, deliver lessons that are based on established concepts in neuroscience and education, and driven to conduct action research /classroom-based research. The course takers attend in-class or virtual sessions for a total of 64 hours, which are divided into eight meetings, eight hours each. The remaining 56 hours are devoted to trainer-participant exchange and feedback engagements. They are given exercises, links, readings, and requirements to work on, and submission is online via Google meet or Canvas LMS.
At the end of the course, they will receive a 120-hr TESOL Certificate, a TEYL (Teaching English to Young Learners) Certificate, a Reference Letter, and a Performance Transcript.
The following general and specific outcomes are what course takers will work on to achieve, hand in hand, with the trainers:
General Outcomes
At the end of the program, the participants are able to
- identify the principles of second language acquisition (SLA).
- demonstrate familiarity with the strategies and techniques presented in class through the different workshops.
- design individual lesson plans that reflect the principles and techniques learned, particularly task-based learning and teaching (TBLT).
- discuss with a group to develop a collaborative lesson plan integrating the principles of the science of happiness.
- teach the macro skills: listening, speaking, reading, writing, and viewing.
- deliver a collaborative lesson using the task-based methodology.
- write a reaction paper on task-based language teaching.
- deliberate with a group on issues in language learning and teaching.
- present brief collaborative action research on an issue in language learning and teaching.
- present collaborative research on an issue in language learning and teaching.
Sessions/ Course Coverage
The international minimum standard for a TESOL certification is 120 hours. Course-takers attend a total of 80 hours of in-class sessions, which are divided into 8 meetings, of 10 hours each. They are given exercises, links, readings, and requirements to work on, and submission is online via email. The 40 hours are spent on an independent study to complete the course requirements. Generally, the following topics will be covered:
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INCLUSIONS:
*Digital TESOL module and other materials depending on the number of students
*120-Hour TESOL Certification Course
*Teaching English to Young Learners Certificate (TEYL)
*Reference Letter signed by our International Expert
*Zoom link for Synchronous sessions
Courses and the Specific Course Descriptions
120-hour TESOL Certification Course
| Courses | Course Descriptions |
| Second Language Acquisition and Learning Principles (SLA) (SLE) | This course focuses on the teaching of English as a second language by applying the principles of second language acquisition and learning, which were developed from insights in psychology, theoretical linguistics of how adults learn additional languages, and how these theories are applied to language teaching. |
| Methodologies and Strategies of Teaching in ESL/ EFL Context | This course points out the different methodologies in teaching English to speakers of other languages. Participants discuss the advantages and disadvantages of each methodology; compare task-based language teaching to the other given methodologies; and share their experiences using the various methodologies and Strategies in ESL/ EFL Contexts. |
| Teaching Reading and Writing | The course examines the two macro skills components – Reading and Writing – as applied to the teaching practice. The participants state some challenges of learning to read and write in a second language; determine the instructional principles and background to the teaching of reading and writing; give sample reading activities that reflect the principles of teaching reading; discuss the role of reading and writing concepts and activities in communicative and task-based language learning and teaching contexts; demonstrate reading and writing instruction in the ESL or EFL class; use the process approach techniques in teaching writing to ESL and EFL students; design suitable assessment tools for written outputs, and for the process of writing itself. |
| Teaching Listening and Speaking | The course concentrates on two macro skills components – Listening and Speaking. Participants explain the top-down and bottom-up processing; teach the different listening types such as specific information, gist/global listening, and inference; modify different listening tasks to provide different types of practice; identify the levels of spoken language and explain their relationships; explain the main differences between the audio-lingual method and communicative language teaching; engage in task-based collaborative speaking activities; deliver a listening lesson that leads to a speaking lesson; integrate the principles of teaching speaking into the lesson using pre-selected materials for input; discuss the role of speaking concepts and activities in communicative and task-based language learning and teaching contexts. |
| Pronunciation Training and Teaching | This course tackles the importance of acquiring a good voice, enunciation, confidence, and their use in the teaching practice. The participants learn ways to take care of their voice; pronounce vowel and consonant sounds properly through drills and collaborative activities; practice the rhythm of English through pronunciation and intonation tasks; articulate some commonly mispronounced words in English; share their insights on the idea of “intelligibility” with other participants; compare “intelligibility” to accent reduction; discuss the role of pronunciation in communicative and task-based language learning and teaching contexts; identify the seven essential concepts in teaching pronunciation (Gilbert, 2008). |
| Teaching Communicative Grammar | This course describes the steps in teaching grammar based on Nunan (2003), Harmer;(1987), Celce-Murcia (1988), and Rinvolucri (1985) in communicative and task-based language learning and teaching contexts. The participants differentiate between inductive and deductive grammar teaching. They demonstrate practical classroom techniques: substitution drills, input enhancement, grammar dictation, garden path, and other communicative strategies in teaching grammar. |
| Task-Based Learning and Teaching (TBLT) in ESL/EFL lesson plans or syllabi | This course delves into how the factors “Engage, Study, and Activate” can be applied in planning ESL/EFL lessons by using the behavioral verbs in Bloom’s taxonomy for the cognitive domain, Krathwohl’s for the affective domain, and Harrow and Mulan’s for the psychomotor domain. The participants give examples of tasks that ESL and EFL students can do to meet the objectives under Bloom’s “Digital Taxonomy” as revised by Lori Anderson; align the different parts of a lesson plan and integrate task-based elements in ESL/EFL lesson plans; discuss characteristics of task-based language teaching based on Ellis (2003); compare task-based teaching approaches by Long (1996), Skehan (1998), and Ellis (2003); determine the salient points in Ellis’ lecture on misunderstandings regarding TBLT; share their insights on how TBLT can be applied in teaching ESL/EFL in different cultures and contexts; highlight TBLT features in sample lesson plans and worksheets. |
| Teaching English to Young Learning | This course introduces the theory and practice of teaching English as a foreign language (EFL) to young learners 3-10 years old. The participants explore fun and engaging approaches to teaching English to children; demonstrate techniques for teaching new vocabulary, grammar, and macro skills to young EFL learners; develop a lesson for young EFL learners in a meaningful context; and apply best practices for TEYL through a classroom observation of a peer. |
150-Hour Advanced TESOL Certification Course (Ladderized program)
| Courses (Additional) | |
| Curriculum Development and Materials Preparation and Delivery: In-class, Online, and Blended | This course emphasizes the design of a language lesson plan or syllabus, and the preparation and delivery of teaching materials for a particular level and group of students; The participants prepare modules with lessons; prepare materials for online/blended teaching; demonstrate best practices in classroom, online and blended delivery of lessons. |
| Science of Happiness, Neuro-ELT, Mind, Brain, and Education (MBE) Science and English Language Teaching | This course introduces the Science of Happiness, Neuro-ELT, and MBE to English Language Teaching to the participants. In this course, the participants set circumstances and intentional activities for English language teaching; differentiate positive psychology from traditional psychology; point out the link between educational psychology and English language teaching; integrate concepts in positive psychology into activities that work on specific language points (grammar, functions, topics, and vocabulary) (Helgesen, 2011); integrate the “science of happiness” concepts and activities into communicative and task-based language learning and teaching contexts; analyze how established concepts in MBE can be applied in the language classroom; suggest ways to apply in the classroom the neuroscience concept “Collaboration boosts levels of cognition;” and cite possible research topics and undertakings related to MBE or NeuroELT and ways to conduct them in research. |
| Practitioner or Action Research | This course walks through the process of writing the proposal for action research. The participants explain the benefits of doing second language research in their own context; identify the research questions (RQs); review at least five (5) second language research studies related to the chosen topic; identify appropriate second language research methods; outline a second language research proposal; revise research proposal based on consultant’s comments; present a second language research proposal. (Optional)-The participants may proceed to the completion of the action research in collaboration with other participants, up to the presentation and publication of the research output with the guidance of the GEO consultant/trainer. |