TEFL-YL (CAMBRIDGE CELT-P) COURSE SYLLABUS Fall 2016

TEFL-YL (Cambridge CELT-P) Course: Fall 2016

Contents of TEFL-YL (Cambridge CELT-P) Course Syllabus Course Description .................................................................................. 2 Course Organisation ................................................................................ 2 Teaching Practice .................................................................................... 2 Course Prerequisites ................................................................................ 3 Course Content ....................................................................................... 3 Course Attendance .................................................................................. 4 Student Teacher Warnings and Academic Notices ........................................ 4 Reading Days .......................................................................................... 5 Course Texts........................................................................................... 5 Course Assessment.................................................................................. 6 Cambridge English Certificate in English Language Teaching – Primary (CELT-P) .......................................................................................... 8 Appendix 1: Teaching Practice Assessment ................................................. 9 Figure 1.2 Sample Teaching Practice Assessment Form .............................. 10 Appendix 2: Sample Timetables .............................................................. 11 Appendix 3: TEFL Intermediate Course Fall 2016 Course Timetable………………12 Appendix 4: Cambridge English CELT-P Syllabus…………………………………………….29

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016

TEFL-YL (Cambridge CELT-P) Course Syllabus Course Description The TEFL-YL (Cambridge CELT-P) course is an intensive TEFL (Teaching English as a Foreign Language) course which includes a minimum of 29 hours of observed teaching, a 120-hour CELTP Certificate as well as preparation for all five modules of the Cambridge TKT certification. This is not an entry-level certificate. This course provides intermediate-level teachers ample opportunity to put theory into practice while teaching and observing fellow student teachers and more experienced teachers teaching in Austrian state schools. The course has a special emphasis on cutting-edge communicative language teaching (CLT) methodologies and is separated into practical and theoretical modules. In the practical module, student teachers review communicative language teaching methodology and the ESL teaching program used by the organisation in Austrian schools which primarily focuses on improving learners’ speaking and listening competences. Student teachers are taught new skills specific to communicative language teaching, project work, task-based learning and the young learner age group. Student teachers are introduced to advanced aspects of communicative language teaching methodology and opportunities to test these new classroom skills. Working with young learners poses several unique challenges, and it is essential that practical techniques for the young learner classroom are mastered before moving on to the second more theoretical module. This second module of the course integrates the Cambridge English CELT-P into the College’s TKT preparation course. The CELT-P is a 120-hour blended learning course divided into nine online modules and a practical module which helps student teachers build on their teaching knowledge and skills while creating strategies for the key challenges of teaching English as a foreign language (TEFL), such as developing learners’ listening and speaking abilities in large classes. The examination from this module is externally invigilated by Cambridge English, a part of the University of Cambridge. In this theoretical module, student teachers complete a series of written assignments, classroom observation tasks and practical and theoretical workshops. Student teachers learn about the pedagogy of English language teaching and second language acquisition and learn how to plan and implement their own communicative language lessons. This module is designed to prepare student teachers to achieve the highest band possible on the Cambridge Teaching Knowledge Tests (Core modules 1, 2, 3, Content and Language Integrated Learning (CLIL) and Young Learners (YL)). The third module introduces different continued professional development methodologies such as micro-teaching, lesson plan design, as well as individualized careers counselling with the College’s job placement program. After passing a final observation, successful student teachers are awarded a TEFL certificate including the Cambridge CELT-P and Red Cross First Aid certificates.

Course Organisation The course takes place within the framework of a 14-week to 18-week intensive ESL teaching placement, giving student teachers extensive practical teaching experience in Austrian schools to complement the theoretical seminars and workshops. The placement also consists of training in the use of a Virtual Learning Environment (VLE) and provides regular opportunities to put theory into practice in the College’s own VLE. Please note that the official add/drop deadline for late arrivals from the waiting list is day one of week three of the course.

Teaching Practice Teaching practice is an integral module of teacher training. It grants student teachers experience in the actual teaching and learning environment. The College works with national, state and local Austrian education authorities to provide teaching practice sessions with authentic Austrian students in real Austrian classrooms, while our ABCi community outreach programme simultaneously helps implement part of the Austrian national curriculum. The College's scholarship program is structured in such a way so as to ensure that the costs of running the courses are partially subsidized by the work of the college’s ABCi Initiative and helps ensure that student teachers are granted a place based solely on their academic merit. Please note that

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016 while suggested programming is provided for each session of teaching practice (both observed and unobserved), as the student teacher becomes comfortable with communicative teaching methods, the College encourages students on the intermediate course to implement some of their own original lesson planning and/or to experiment with modifications to existing activities to foster greater professional development. During observed sessions, successfully implemented original activities and innovative techniques will be assessed favourably. The only requirement is that the activities still broadly stay in the same category as suggested (ice-breaker, lead-ins, CLIL, sports, language-intensive, songs, and drama) and focus primary on speaking and listening competences. All courses include the opportunity to teach learners from ten to fourteen years of age and most courses include the opportunity to also teach learners from as young as eight through to adults. Once Student Teachers pass the first module (which has a greater emphasis on observing more experienced teachers and peers), formal observations occur in specified lessons, please see appendix three for more details.

Course Prerequisites Candidates for this course must be at least 21 years old, hold a university-level degree and be able to speak English at a native-speaking level. Student teachers also need to have completed a previous TEFL qualification (or equivalent training) and have had experience teaching ESL. An ideal candidate would have a bachelor’s degree in education, a CertTESOL/CELTA or equivalent qualification and experience working with young learners (particularly experience in nontraditional teaching environments, such as summer camps, youth groups or outdoor education). Due to the intensive nature of the course, prospective Student Teachers need to be motivated and have a strong drive to continue their professional development in the ESL industry as a teacher. Successful Student Teachers must also show a constructive response to training input and feedback from tutors and peers.

Course Content Practical Module: Young Learners and Project Work (Weeks 1 – 4)            

How to Conduct an Observation Seminar and Workshop Advanced Communicative Language Teaching Skills and non-verbal communication Administration and Paperwork Classroom Management Technology and English: Using a Virtual Learning Environment (VLE) Advanced topics in Error Correction The Teacher as Input: Using the target language to create an immersion environment Review of Language Skills: Speaking, Reading, Writing, Listening Songs in the EFL Classroom The physical (bodily-kinaesthetic) learning style Project Teaching (task-based learning) Literature Review and Group Discussions

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           

Basic Communicative Language Teaching Skills Young Learners (A1) Unknown Foreign Language Professionalism in the Workplace and Teacher Etiquette Young Learner Behaviour Management Seminar on increasing pupil talk-time and decreasing teacher talk-time Materials Seminar Using the Blackboard Effectively CEFR Seminar Language Awareness Group Discussions Using Worksheets to Elicit Spoken Production CLT Seminar Differentiation of teacher language in the TEFL classroom Austrian Schools and Students

TEFL-YL (Cambridge CELT-P) Course: Fall 2016 Theoretical Module: Cambridge CELT-P and preparation for the TKT (Weeks 5 – 15)           

Language awareness for teaching: Grammar, Vocabulary, Pronunciation Developing reading and writing skills in the primary classroom Managing the primary classroom Language learning and the primary learner Assessing language learning in the primary context Literature Review and Group Discussions Grammatical terms Phonemic Symbols Language and Background to Language Learning Managing the Teaching and Learning Process Young Leaners

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Developing listening and speaking skills Resources for learning in the primary classroom Developing language use in the primary classroom Planning language learning in the primary context Language Awareness Group Discussions Lexical terms Reading Functions of adverbs; Functional Language Lesson Planning and Use of Resources for Language Teaching Content and Language Integrated Learning

Professional Development Module: (CPD) in the EFL/ESL Sector (weeks 16-17)    

Micro-teaching Planning lessons for others One-on-one teaching Skills coaching Teaching Portfolio

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Job placement program: CV, Portfolio, Application and Careers counselling Careers in EFL

Course Attendance Attendance is expected at all course events. Student teacher success on the course is dependent on their participation level. Missing course seminars, workshops, teaching practice or other scheduled course events without submitting a request form for an excused absence in advance with supporting documentation will result in a lowering of the student teacher’s final grade and each absence is reported on the student teacher’s final TEFL-YL certificate. If a student teacher misses more than 25% of course time for any reason, this includes reading days (see below) and days absent due to illness or other reasons), they automatically fail the course. Student teachers must complete the entire course to be eligible to receive all certificates and certifications.

Student Teacher Warnings and Academic Notices The English Teacher Training College has a clear warning system in place to ensure the professionalism of its Student Teachers and the integrity of its TEFL courses and community outreach programme, ABCi. Student teachers will automatically be asked to leave the course if three Student Teacher Warnings are issued. Student teacher Warnings can be issued as a result of non-course-related inappropriate behaviour (see the Student teacher Handbook for examples), and/or repeated “Below Standard” academic performance. NOTE: Three Student Teacher Warnings break the Student Teacher contract. If the Student Teacher contract is broken, Student Teachers must immediately leave the course. Student Teachers will be given time to collect their belongings and driven to the nearest train station. An Academic Notice is used by a course tutor to highlight any concerns regarding either the academic standard at which student teachers are performing or a student teacher’s ability to make use of constructive criticism and feedback from observations to improve their teaching. Academic Notices can result in Warnings, please see below: Two Academic Notices in one rotation = Student Teacher Warning.

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016 3rd Academic Notice overall = Student Teacher Warning and Student Teacher must discuss progress with DOS. 4th Academic Notice overall = Student Teacher Warning and Student Teacher automatically fails the course.

Reading Days Student Teachers are allocated reading days as per the logistical considerations surrounding teaching practice sessions and are expected to use these reading days to complete course work and prepare for upcoming lessons. On a reading day, it is the student teacher’s responsibility to: • Make sure they have the relevant course material (requested from the Senior Teacher or Course Coordinator the day before). • Review the suggested lesson plans for their upcoming teaching practice. • When scheduled, conduct lessons once a month on the VLE. • When scheduled, teach an evening class with adult learners.

Course Texts Compulsory readings are listed by week in the online course classroom. These readings are to be completed in a timely manner to ensure Student Teachers stay up-to-date with the theoretical content of the course. Student teachers are required to bring the following books with them:  Scrivener, J. (1994) Learning Teaching. A guidebook for English language teachers. Oxford: The Bath Press.  Lightbrown, P. and Spada, N. (2013). How Languages are Learned 4th edition. Oxford: University Press. Recommended reading: • Austrian Department of Education (2015), Overview of the English Syllabus. • Bonwell, Charles C., and James A. Eison (1991). Active Learning; Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University, School of Education and Human Development. • Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 31. • Defeng, L. (1998). It's Always More Difficult Than You Plan and Imagine: Teachers' Perceived Difficulties in Introducing the Communicative Approach in South Korea. TESOL Quarterly, Vol. 32 (No. 4), pp 677-703. • Lewis, G. and Bedson, G. (1999). Games for Children. Oxford: Oxford University Press. • Mahmoud, A.A., Tanni, Z.A. (2012). Using games to promote students' motivation towards learning English. Al-Quds Open University Journal for Educational & Psychological Research & Studies, Vol. 2 (No. 5). • Marland, M. (1975). The Craft of the Classroom. London: Heinemann • Murphy, R. (2007). Essential Grammar in Use. Cambridge: Cambridge University Press • Murphy, R. (2012). English Grammar in Use. Cambridge: Cambridge University Press • Phillips, S. (1993). Projects with Young Learners. Oxford: Oxford University Press. • Sakui, K. (2007). Classroom management in Japanese EFL classrooms. Japanese Association for Language Teaching Journal, Vol. 29(No. 1), pp 41-58 • Scrivener, J. (1994). Learning Teaching. A guidebook for English language teachers. Oxford: The Bath Press. • Swan, M. and Smith, B. (eds) (2001). Learner English. (2nd ed.) Cambridge: Cambridge University Press. • Underhill, A. (2005). Sound Foundations. Macmillan, pp 7-13

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016

Course Assessment Student teacher performance throughout the entire course will be indicated on the back of their final certificate. Please note that due dates are subject to change and student teachers are communicated this via the online course calendar.   

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Observed Teaching Practice 25% o (5%) 1st Module (average of all TP observations) o (20%) 2nd Module (average of all TP observations) Observation Tasks 25% o (5%) 1st Module (average of all observation tasks) o (20%) 2nd Module (average of all observation tasks) Teaching Portfolio 15% o (1%) 13 Original Lesson Plan o (5%) 13 Observations of lesson plan by an experienced teacher o (3%) 13 Materials Rationale o (3%) 13 Reflections o (3%) 13 Final grades given by Course coordinator Learner Profile pass/fail Short Answer Essays 10% o (1%) Short Answer Essay 1 o (1%) Short Answer Essay 2 o (1%) Short Answer Essay 3 o (1%) Short Answer Essay 4 o (2%) Short Answer Essay 5 o (2%) Short Answer Essay 6 o (2%) Short Answer Essay 7 Final Cambridge CELT-P Observation by Director of Studies 25%

Teaching Practice assessments: By the end of the course, student teachers will have had a minimum of twenty-nine (29) hours of documented observation. These observation hours are divided into the following: • Type 1: Observation of a more experienced teacher* • Type 2: Peer observation* • Type 3: Observed by a more experienced teacher • Type 4: Microteaching *NB: It is each student teacher’s responsibility to have these feedback forms with them at all times. A pass is a “To Standard” grade (either an A, B or a C). A “Below Standard” grade is a D or an E. If a Student Teacher is not present, they are automatically awarded an E and fail that observed lesson. If a Student Teacher receives a “Below Standard” grade the following procedure begins: 1. 2. 3. 4.

First “Below Standard” = first Academic Notice. Second “Below Standard” = second Academic Notice. Student teacher must also re-do the teaching practice lesson to pass this unit of assessment. Third “Below Standard” = third Academic Notice. Student teacher must also re-do the teaching practice lesson to pass this unit of assessment. Fourth “Below Standard” = fourth Academic Notice and third and final Student Teacher Warning.

“Below Standard” lessons may only be re-done once. See figure 1.1 in Appendix 1 for a set of grading descriptors. At the end of each module, course tutors send the Director of Studies a student teacher teaching practice assessment which counts towards their overall grade for this

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016 unit of assessment. See figure 1.2 in Appendix 1 for a sample teaching practice assessment form. Assessment results are published at the College at the end of each module. Micro-teaching is a teacher training technique in which the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique. Micro-teaching was invented in the mid-1960s at Stanford University by Dr. Dwight W. Allen, and has since been used to develop educators in all forms of education. After the lesson, the teacher, teaching colleagues, and a senior teacher view the video and comment on what they see, referencing the teacher's learning objectives. Viewing the video and getting comments from colleagues and students provides teachers with an often intense "under the microscope" view of their teaching. Observation Tasks: The observation tasks are to be completed and uploaded to the online course classroom by the due deadline listed in the appendix at the end of this syllabus. In order for a student teacher to pass this module, all module assignments must be passed, either during the module or as a result of a resubmission of the assignment to the required standard. Assignments not submitted by the due date are automatically awarded an “E” grade. The maximum grade for resubmitted assignments is “C”. Teaching Portfolio: A teaching portfolio is a collection of documents that together provide a record of the ideas and objectives that inform your teaching, the lessons or courses you teach or are prepared to teach, the methods you use, and your effectiveness as a teacher. Every Student Teacher is encouraged and guided in the creation of their own portfolio. The teaching portfolio consists of past lesson plans, materials rationale and post-lesson reflections. In order for a Student Teacher to pass this module, all module assignments must be passed, either during the module or as a result of a resubmission of the assignment to the required standard. Assignments not submitted by the due date are automatically awarded an “E” grade. The maximum grade for resubmitted assignments is “C”. Learner Profile: The learner profile allows Student Teachers to draw up a simple linguistic profile/analysis and needs analysis for one learner of English on the basis of an interview and a sample of the learner’s written work, which may include diagnostic tests. Student Teachers then prepare and teach (unobserved) one lesson of 45 minutes. Afterwards Student Teachers prepare a number of broad recommendations for the learner’s study programme in at least one area of each of the four main skills, including grammar and phonology. Short Answer Essays: The written assignments are to be completed with a word count of between 400-500 words. This means Student Teachers must read broadly but write concisely. In order for a Student Teacher to pass this module, all module assignments must be passed, either during the module or as a result of a resubmission of the assignment to the required standard. Assignments not submitted by the due date are automatically awarded an “E” grade. The maximum grade for resubmitted assignments is “C”. The essays to be completed are: 1. 2. 3. 4. 5. 6.

Approaches to Language Teaching Strategies for Language Learning Resources for Language Teaching Teacher Feedback Content and Language Integrated Learning Types of Assessment

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016 7. Young Learner Needs and Characteristics Resubmission: If a student teacher’s assignment is not “To Standard”, the student teacher will be notified within a week of the assignment’s due date. The student teacher has one week to resubmit the assignment. The maximum grade awarded for a resubmitted assignment is a “C”. An assignment can only be resubmitted once. If an assignment is not “To Standard” after being resubmitted an Emergency Tutorial will be arranged to discuss possible options. Cambridge TKT-Preparation The intermediate course includes preparation for the Cambridge English TKT Certification. The TKT is a series of comprehensive exams offered by Cambridge English (a part of the University of Cambridge) that provide candidates with an internationally recognised certification of their content knowledge of English language teaching at an intermediate or “developing” level. Cambridge English states that, by testing into the highest band on the TKT examination, a candidate will demonstrate to employers a greater depth and range of knowledge than someone who has completed a CertTESOL, CELTA or other entry-level qualification ("Developing" as opposed to "Foundational" according to the Cambridge English Teacher Development framework). The course provides student teachers with the necessary resources, such as specialised teaching practice, classroom tasks, observation tasks and theoretical input sessions to complement practice test papers for each module. As an official Cambridge English Exam Preparation Centre, the College’s Intermediate TEFL course is designed to prepare student teachers for the highest band possible on the TKT. Only the TKT-YL is included in the course fee as part of the CELT-P. Student Teachers are strongly encouraged to organise and sit all exam modules either on the TKT-YL exam day or at a time and place convenient to them after the course.

Cambridge English Certificate in English Language Teaching – Primary (CELT-P) The intermediate course includes the Cambridge University's CELT-P, which is a 120-hour course divided into nine modules and a practical module. The CELT-P is integrated into the College's intermediate TEFL certificate and combines independent study and teaching practice covering the following content areas: Language and Skills in the Primary Classroom; Resources in the Primary Context Classroom; and Planning and Assessment in the Primary Classroom. Participants who actively participate in the course and complete all assessments will gain the CELT–P qualification. The qualification is awarded at Pass or Pass with Merit. Final Cambridge CELT-P Observation by Director of Studies The assessment of the final observation is based on Student Teacher performance in a fiftyminute lesson and is assessed by the Director of Studies. The same assessment form and descriptors are used for this final observation as the previous teaching practice observations. Student teachers will be notified via the online course calendar as to the date and time of their final observation.

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016

Appendix 1: Teaching Practice Assessment Figure 1.1 Teaching Practice Grading Descriptors OBSERVED LESSON Identifies the degree to which lesson aims/learning outcomes were/were not achieved Identifies the perceived reasons for the above

Suggests adaptations of methods or materials for a future class/learners Assesses the overall strengths and weaknesses of the lesson

Assesses the feasibility of lesson aims

Prioritises aspects of teaching to focus on in future lessons

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A All lesson aims/learning outcomes clearly identified with thorough evaluation of their realization.

To Standard B Lesson aims/learning outcomes generally identified with clear corresponding evaluation of their success.

Clearly identifies the perceived reasons for the above. Reasons are fully supported by examples.

Shows good understanding of perceived reasons of the above, reasons usually supported by examples.

C Several lesson aims/learning outcomes remain unidentified or unclear and are not always evaluated.

Generally identifies a basic understanding of the reasons, though sometimes lacking in supportive examples. Full insight into Provides some Suggests basic possible adaptations and adaptations of adaptations of sometimes gives methods or methods or future examples of materials though materials with use. not clearly several future Occasionally uses. offers examples. Assesses the Makes some good Makes some overall strengths assessments of the assessments but and weaknesses strengths and has few of the lesson very weaknesses and examples. clearly with usually includes examples for examples. each strength and weakness. Expresses the feasibility of the lesson aims very clearly with examples for support. Prioritisation is very astute and shows a clear understanding of achievable goals for target group.

Below Standard D E Lesson Fails to aims/learning satisfy the outcomes basically course unidentified with requirement very little attempt completely. to assess why/why not they were achieved. Fails to identify any As above. clear understanding of the reasons with no supported examples.

Suggests few adaptations and gives no examples of use for future learners.

As above.

Few assessments are made and no examples are given.

As above.

Assessment is made well and most points are backed by examples.

Assessment is basically clear, but several points lack clear examples.

Assessment is very As above. difficult to follow and no examples are given.

Aspects of teaching to prioritise for future lessons are made clearly and most have examples.

The aspects of teaching to focus on have been expressed but not clearly and with few examples.

Few aspects are provided, none of which are supported by examples.

TEFL-YL (Cambridge CELT-P) Course: Fall 2016

Figure 1.2 Sample Teaching Practice Assessment Form

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TEFL-YL (Cambridge CELT-P) Course: Fall 2016

Appendix 2: Sample Timetables NB: Exact times may change due to travel times. The calendar, “Staff and Student Teacher Logistics”, provides Student Teachers with accurate information during the course. TEACHING PRACTICE DAY: Mondays-Thursdays 06:30-07:30 Travel 07:30-13:30 Teaching Practice 13:30-14:30 One-on-one coaching / supervised lesson planning / group feedback / input / micro-teaching 14:30-15:30 Travel/Lunch 15:30-16:30 Unsupervised lesson planning and study time Fridays 06:30-07:30 Travel 07:30-12:30 Teaching Practice 12:30-13:30 Afternoon Circle 13:30-14:30 Travel 14:30-16:30 Unsupervised lesson planning and study time READING DAY: Mondays-Thursdays 08:00-10:00 Morning VLE 10:00-13:30 Reading / Prep Time 13:30-15:30 Afternoon VLE 15:30-16:30 Input Fridays 08:00-10:00 Morning VLE 10:00-13:30 Reading / Prep Time 13:30-15:30 Unsupervised lesson planning and study time

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