APEC TESOL Courses

Introduction
Welcome to APEC’s Faculty of Education dedicated to our community of staff and students. APEC’s Faculty of Education is the largest faculty with staff and students drawn from more than 25 countries and covering aspects of Teaching English to Students of Other Languages (TESOL) teacher education and training.

Our aim is to provide education programs and courses that are international and contemporary in focus with an emphasis on teacher training for Job hiring. The Faculty encompasses many courses responsible for educating teachers to work in overseas countries. Courses include teacher training for kindergarten, secondary and advanced education.

The Faculty’s professorial appointments ensure strong academic leadership in each of the fields of training and research. In support of its responsibility to teach advance knowledge in education and training APEC provides both undergraduate and postgraduate courses of quality to those who: -

• Teach or intend to teach in pre-schools, schools, post-school institutions and other educational agencies.
• Contribute to the design, development, administration or policy formulation of education and training programs and institutions.
• Are involved in care education, training or development of children, youth and adults.

APEC’s intention is that you find your course useful and informative as you move through your time with the Faculty.

APEC is committed to support and assist students by making them feel valued members of our community. The Faculty has access to a comprehensive network within the wider education community in including school principals, teachers, school course advisors, educational organisations, government bodies and other educational institutions within Thailand and internationally, all established and maintained to enhance the currency of graduates.

We wish you an enjoyable and productive time in your studies or work at APEC.

Course overview
The APEC Teaching English to Students of Other Languages (TESOL) courses are accented on the practical, every-day aspects of the reality of teaching English as a second language to students from Non-English Speaking Backgrounds (NESB).

Course Codes

• CertTESOL(QST) – Teachers and other qualified people seeking a top-up qualification, including cross-cultural learning aspects as a preparation to teaching in an overseas ESL classroom. 60-hour course.
• CertTESOL - Teaching English to Secondary and Adult students. A complete skills transfer and cultural component course comprising theory, and supervised practical teaching, observation, assistance, and delivery, homework, lesson to Thai students in their school class environment.145-hour course.
• CertTESYL - Certificate in Teaching English to Young Learners and Primary students. Streams students in the CertTESOL towards teaching kindergarten and primary school students.
• DipTESOL - Diploma in Teaching English to Speakers of Other Languages for TESOL Certified teachers seeking a Supervisory role in a Foreign Languages Department. Workshop series.
• MaTESOL

CertTESOL
The courses are designed for people wishing to upgrade their skills while gaining an internationally recognised qualification preparatory to teaching in an overseas ESL classroom. Comprising English as a Second Language (ESL) teaching theory. ESL teachers have the option of completing their course in Thailand and teaching to Thai students in their school class environment. Overseas class sizes can regularly hold more than over 40 students. Course materials include activities for classroom management, discipline, and lessons curricula. The course practical training is undertaken in Bangkok, Thailand in Thai government, and private schools.

The Courses are recommended to those people who can speak English as a first or second language, and are interested in travelling and working overseas: -

• Travellers, Backpackers seeing the world and seeking to gain a qualification to learn and earn while travelling while closely interacting with local people in a positive way.
• Semi and Retired people preparing to enter TESOL as an alternative career move.
• Any qualified person interested in gaining a qualifying certificate to finance an above average income in a non-English speaking country.
• Qualified teachers looking for practical strategies and techniques and reflective teaching skills.

Aim
The CertTESOL courses aim is to teach people entering the teaching profession how to succeed in teaching practical, every-day English, as a second language to NESB students in a contemporary ESL classroom.

Objectives
The APEC CertTESOL qualified teacher will be able to demonstrate on completion of the course: -

a. Knowledge of the main features of contemporary English.

b. Awareness of the learning needs of individual or groups of learners, and of the motivation of learners in a different culture and environment.

c. Ability to establish rapport and create and maintain learners’ interest.

d. Ability to draw up, or adapt, a range of lesson plans with clear and achievable aims, using appropriate methods for learners with various needs.

e. Ability to manage and stimulate active participation among a class of learners and provide a relevant learning context and learning opportunities in relation to their learning objectives.

f. Ability to evaluate, use and adapt published material and create simple teaching material, which may include visual aids, audio, video and information/communication technology.

g. Broad understanding of the main advantages and disadvantages of various language teaching approaches.

h. Ability to evaluate their own effectiveness as teachers and to work co-operatively as members of a teaching team or group.

i. Awareness of the need to continue their development as TESOL teachers through their future employment, through private study, further training and participation in professional networking events.

j. Awareness of the means of identifying a TESOL post after training, including using the media and professional associations, and of the main issues relevant to employment in this area that may affect their future security and further professional development.

Entrance Requirements
Applicants to be eligible for entry require: -

• Minimum age: trainees to be a minimum of eighteen years old at the time of entry to the course. APEC does not specify an upper age limit.
• Educational background / qualifications: trainees to have at least qualifications for entry to higher education (tertiary level) in the United Kingdom, or Australia, USA, Canada, or New Zealand, or in the trainees’ home country or the equivalent in terms of demonstrated academic and study potential. Proof of qualifications is required.
• Level of competence in spoken and written English: assessed at interview and have: -
  • A general awareness of the structure and functions of English in teaching the language.
  • A willingness to work cooperatively as a member of the training group and respond constructively to feedback on personal performance.
  • The potential for combined study including both language and practical training. And
  • Applicants are required to submit their curriculum vitae with their application.

Training Facilities
The course is conducted at APEC University Campus and in International schools. Assistance is available with accommodation, travel, airport meeting and transfer.

The Course Curricula
There are two curricula: -

1. The main course curriculum is, 'Teaching English as a Second Language’, for all TESOL Student Teachers. The material includes: -

• Unit 1: Teaching skills, including methodology, teaching skills, teaching practices course book and materials, and methods of assessment and testing in the classroom.
• Unit 2: Language awareness.
• Unit 3: The learner profile.
• Unit 4: The materials assignment.
• Unit 5: Unknown language – including 4 hours of tuition in “Survivor Thai”, with a ‘Native Speaker’.

2. The ESL curriculum, “Talking English – A Core Curriculum for NESB Learners”, in 2 volumes: Stage 1 and Stages 2 & 3. Structured around internationally recognised TESOL principles, and expressed by the Department of Education, Queensland, Australia, and comprising 113 sequentially develop Teaching Units as Lesson Plans, from ‘Identifying Self’, to “Giving Instructions”.

In summary, the components within the Teaching Units make up the core curriculum to reflect a view of the English language based on: -

• Language consists of three elements: context, meanings and forms.
• These elements are independent and occur during every genuine use of language.
• Skills relating to and combining these elements are necessary for meaningful language use.

Special needs
Trainees must make clear to APEC at the time of interview their / any special needs arrangements for training / teaching.

Equal opportunity
APEC’s supports equal opportunity in relation to gender, ethnicity, religion and beliefs.

Course Timetable
The APEC courses are timetabled over four weeks full-time, or on a part-time basis over a longer period. Timetables for all course sessions including teaching practice and feedback, and guided observation are available at enrolment: -

• Periods for each course topic, including any pre?-course study phase.
• Details of each tutor on the timetable.
• Dates for completion of and handing in of all assignments.
• Details of breaks (e.g. morning, lunch, afternoon).
• Details of tutorials.

NB We ask that Trainees appreciate that the draft timetable may be subject to some changes

The size of the Training Group
The size of the group may fluctuate according to numbers enrolling however; the class size shall not exceed more than 20 members.

Pre-course readings
Applicants may be asked to complete any pre-course reading.

Training Sequence
Course material is designed for trainees to logically progress through the course topics. For example, the “Survivor: Thai Language Lesson” is best placed near the beginning of the program. Additionally, class observation of an ESL teacher at the start of the first week gives trainees a good basis for their work in the classroom and other observation activities.

Course units
APEC’s CertTESOL is designed around five units, which incorporate all the required learning components, plus a holistic factor of professional awareness, and development to comply with the standards set in the UK by the Qualifications and Curriculum Authority. Teachers are certificated on the successful completion of the whole programme. The weighting for the relative coverage of each unit is as follows:

Unit 1: Teaching skills (including methodology, teaching skills,
teaching practice and related journal, guided observation
and related journal, course book and materials evaluation,
and methods of assessment and testing in the classroom 57%

Unit 2: Language awareness (grammar and phonology) 13%

Unit 3: The learner profile 11%

Unit 4: The materials assignment 11%

Unit 5: Unknown language 8%

Teaching observation and practice
Trainees complete approximately up to 60-hours teaching practice with genuine English language learners. The classes are with students of different levels of

Journal
All Trainees complete their Teaching practices log or journal to include: -

a. All formats used and completed for lesson planning, self- and tutor-evaluation.
b. Lesson plans for all lessons observed and assessed, and including as a minimum brief references. Teachers are not expected to teach advanced examination level immediately on graduation.

Pass requirements
To be awarded the APEC CertTESOL, all five-course units must be passed either during the course or as a result of referral and subsequent completion of work to the required standard, normally within two months.

Trainees must attend the training sessions and complete all assignments, projects and tests to the standard set by APEC. Absences due to illness, bereavement, accident or other extenuating circumstances must be agreed with APEC.

Self-evaluation is developed throughout training so that trainees learn: -

• To discriminate between their own and others’ strengths and weaknesses, and
• To adopt a constructive self-appraising approach in order to become relatively self-reliant and self-confident.

Assessment Procedures
Students are required to attain an average of at least 75% in their coursework. If this score is not attained, progress will be assessed on an individual subject basis.

In summary, they will have demonstrated the necessary knowledge, skills and approach to individual work and teamwork to allow them to take a responsible and professionally competent role as a teacher in a range of generally predictable teaching situations.

CertTESOYL Summary
The CertTESYL lays emphasis on the learning process for NESB learners and teaching methods, materials and assessment procedures relevant to their particular needs through theory and practical teaching settings. However, it is recognised that the majority of ESL teachers will at some stage in their careers teach young learners. The flexibility of the APEC CertTESOL streaming allows trainees to add a component specific to young learners by including young learners’ specific requirements in the teaching practice schedule.

DipTESOL

DipTESOL - Diploma in Teaching English to Speakers of Other Languages emphasises leadership in ESL teacher mentoring, student assessment, and curriculum design and implementation. CertTESOL Certification, or equivalent is required. The DipTESOL graduate is qualified to lead in the role of Assistant to The Head of English/Director of Department position. The course is based on a series of lectures and Workshops conducted on a 2-week full time or 7 week part-time basis.

Master of TESOL

Overview
The APEC Master of TESOL course is designed to provide specialist TESOL teacher training for tenure in overseas countries, where a Master's level qualification is the preferred requirement for employment. The course has: -

• Stream 500A – a one-year thesis and coursework stream. Stream 500A is research and coursework - classified.
• Eligibility for entry depends on the level of the applicant's previous qualifications and teaching experience.

Graduates of stream 500A may be eligible for entry into Ph.D or Dip.Ed programs.

Course Code
500A MaTESOL, Stream 500A.

Course Objectives
Students who have completed the Masters of TESOL course should: -

• Demonstrate a high level of competence in the management and teaching of English to speakers of other languages.
• Demonstrate a superior knowledge and understanding of the theory and practice of TESOL.
• Have an understanding of the theory and practice of research in TESOL.
• Make effective use of the findings of educational writings and research in addressing TESOL-related professional problems.
• Have the depth of knowledge and understanding that will enable them to be a resource for colleagues in TESOL-related professional situations.

Entrance Requirements for Stream 500A
An applicant may be eligible for entry into the Master of TESOL, Stream 500A if the applicant has: -

• An appropriate four-year degree and / or Post graduate Certificate in TESOL equivalent; or
• An appropriate four-year degree, comprising TESOL methodology studies, and at one year of documented relevant professional experience; or
• Three-year degree and, or Graduate Diploma in Education, comprising TESOL methodology studies, and at least one year of documented relevant professional experience.
• Mature age entry, including appropriate life experience, and/or course work-studies, and held career positions of responsibility.

Applicants for Stream 500A are required to submit their curriculum vitae with their application.

Students enrolled in Stream 500A are required to attain an average of at least 75 in their coursework component before

commencing their thesis. If this score is not attained, progress will be assessed on an individual basis.

Course Structure and Credits
Stream 500A: Coursework and a Research Thesis of at least 1200 words (500AT). Students are required to undertake 150 points of study, consisting of a research thesis of at least 1200 words with a research methodology component (50 points) and 100 points of coursework from the list below. Students must publicly present a research paper in the last six months of their candidature. Students seeking to undertake subjects in external online mode of delivery are to discuss these with their course supervisor.
Students should choose an elective from below that relates to the area of TESOL research to be undertaken for the thesis.

Compulsory subjects
500-888 METHODOLOGIES AND CURRICULUM DESIGN: TESOL
Available in these courses MaTESOL
Offered Online or in Bangkok, Semester 1 or 2
Credit points 12.5
Description A study of the nature of the TESOL methodology and curriculum design and evaluation in both child and adult English language learning contexts.
Subject Objectives On completion of this subject, students should be able to: -

• Identify the principles and approaches to teaching and learning English as a second language (TESOL).
• Understand and apply current TESOL methodologies.
• Apply strategies for recognising students requiring TESOL tuition and analyse their learning needs.
• Demonstrate competence in the development of units of work and resources that are culturally and linguistically appropriate.

Generic Skills On completion of this subject students should be able to: -
Evaluate and synthesise the research and professional literature in TESOL methodology and curriculum design. Articulate their knowledge and understanding in oral and written presentations. Develop an understanding of the significance and value of their knowledge to the wider community.
Assessment Assignment.

500-830 PROFESSIONAL PRACTICES: TESOL
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 12.5
Contact 20 days supervised/journalised teaching practice and observation
Description Students undertake at least 20 days journalised, and supervised teaching practice and observation in an appropriate TESOL setting.
Subject Objectives On completion of this subject students’ should be able to: -

• Provide a reliable model of the target language, both spoken and written, and use this in ways appropriate to the classroom and to students’ level of proficiency.
• Plan, implement and evaluate appropriate lessons with little or no guidance.
• Adapt existing materials and develop original work to meet student needs and interests.
• Evaluate and assist in the development of appropriate specialist programs, including needs analysis, syllabus design, program organization and evaluation.
• Monitor, document and report on students’ language development.
• Monitor, describe and critically evaluate their teaching.
• Interact with colleagues and learn how to act as a specialist resource person within the wider school community.

Generic Skills On completion of this subject students should be able to: -

• Articulate their knowledge and understanding of TESOL methodology by using it in actual teaching situations.
• Develop an understanding of the significance and value to the wider community of their knowledge about TESOL.

Assessment Successful completion of at least 20 days of supervised school practices and assessment of their Teaching Journal (100 per cent).

500-829 LANGUAGES AND LANGUAGE ACQUISITION
Available in these courses MaTESOL
Offered On line, or in Bangkok, Semester 1 or 2
Credit points 25
Description A study of the nature of the language-learning L1 and L2, including discussing ‘Do children have to be “taught” how to speak? Do children generate creative utterances? How long does it take a child to become “fluent” in his native language? How a communicative approach to second language teaching is designed to move you along the “bilingual continuum’.

Assessment Assignment.

500-603 FRAMING A PROFESIONAL LEARNING CULTURE: A Case Study
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1
Credit points 25
Description A case study on the major keys to improved classrooms and schools is the recognition that the individual school is the focus for effective change, and that the individual teacher is the focal point for classroom improvement (Cohen, 1992, p.15). In a context of ever diminishing resources, the initiatives outlined are providing a range of professional development opportunities while improving student-learning outcomes in literacy.

Prescribed text Framing a Professional Learning Culture: A Case Study. Robyn Ewing and David. L. Smith. University of Sydney Paper presented at Australian Curriculum Studies Conference Perth, September 1999.

Assessment A paper comparing and critically evaluating professional development opportunities for improving student learning outcomes in literacy (40 per cent); a second paper discussing the mentor’s credibility for development of a non-threatening and co-learning approach as an academic and classroom teacher in the school community, including conclusions and recommendations for change (60 per cent).

500-606 LANGUAGE TEACHING AND CULTURE
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 12.5
Special requirement Some experience in language teaching is required
Description A lesson learning aspects of Thai language for ‘getting’ around Bangkok taught by a native speaker. Study of the notion of culture, its relationship to linguistic and interactional meaning, and of the inherently bicultural nature of the language classroom. The subject develops understanding of the language learner's task to integrate the intercultural and the linguistic, and of the consequent demands on the learning environment and processes for it to be successful. A range of strategies for achieving integrated linguistic and cultural learning in classrooms is to be examined.

Assessment Assignment.

500-620 SECOND LANGUAGE ASSESSMENT
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 12.5
Description A study of the theory and practice of classroom-based language assessment. Topics include: the purposes of language assessment, models of communicative language ability and their implications for assessment, the design of assessment instruments, assessing speaking, listening, reading and writing skills, self and peer assessment, establishing criteria for the evaluation of assessment instruments, current trends and ethics in language assessment.
Assessment Description and evaluation of an existing language assessment instrument (40 per cent); and a theoretically oriented paper on a current issue or trend in language assessment (60 per cent).

Elective subjects (select any two of the following): -

500-604 NONVERBAL COMMUNICATION IN L2 LEARNING
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 25
Special requirements Students must have access to the required computing and Internet facilities.
Description Speaking is a unified human activity 'involving voice, hands, arms, face, eyes or body as the method by which one person means something to someone else’ (Clark, 1996). These various systems of signalling are not isolated, but are used and interpreted in spoken interaction in relation to one another.

Assessment Assignment.

500-605 DESIGNING AND EVALUATING THE ESL CURRICULUM
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 25
Special requirement External students must have access to the required computing and Internet facilities.
Description A study of the development, implementation and evaluation of the ESL curriculum with specific options available for different curriculum contexts. Topics include different models and approaches to the ESL curriculum, needs and analysis, syllabus design, task selection and materials development, methodology, assessment and evaluation and program support, including teacher development.

Assessment Assignment.

500-626 LANGUAGE EDUCATION: FUNCTIONAL GRAMMAR
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 25
Description A study of systemic functional linguistic approaches to the study of English grammar and discourse, as these are relevant to the development of an educational linguistics.
Assessment An analysis of two sample texts, demonstrating familiarity with the principles of linguistic analysis taught (30 per cent); and a substantial assignment involving both detailed analysis and interpretation of a sample of texts, spoken and written, and an evaluation of the relevance of the analysis and interpretation for educational purposes (70 per cent).

500-636 TEACHING ENGLISH IN THE INTERNATIONAL CONTEXT
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 25
Special requirement Experience in language teaching is required
Description The subject examines the international debate on the nature and role of English in the world over the past 25 years. Issues of naming and variety are considered and the politics and economics of the spread of English are examined, as well as charges of linguistic imperialism and hegemony. Students need to demonstrate understanding of the issues presented and be able to assess a given context of English teaching with respect to the issues and propose ethical, linguistically and interculturally sound procedures for policy development and teaching practices.

Assessment Assignment.

500-641 ENGLISH FOR SPECIFIC PURPOSES
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 25
Description A study of the theory and practice of teaching English for Specific Purposes. Building on general TESOL methodology and curriculum design principles, topics in this subject will include definitions and the history of ESP, English for academic purposes, English for occupational purposes, language and skills development, needs analysis, course design, materials development, classroom practice, assessment and evaluation.
Assessment A paper critically examining a key issue in TESOL (40 per cent); a second paper describing the design of a TESOL program for a particular audience and context (60 per cent).

500-654 BILINGUAL EDUCATION
Available in these courses MaTESOL
Offered Online, or in Bangkok, Semester 1 or 2
Credit points 25
Description The term 'bilingual education' is used to refer to a number of different contexts-ESL children in mainstream classrooms, bilingual programs for maintenance of a heritage language, or immersion programs where majority language children are educated in an additional language. In this subject, these different contexts will be explored in terms of theories of language acquisition, curriculum, methodology, program models, outcomes and socio-political issues..
Generic skills At the completion of the subject, students should have: -

• An ability to read critically and present material concisely and coherently in an oral presentation.
• Skills in observation and recording findings of observations.
• Writing skills appropriate for presenting results of reading and observation

Assessment 1 x 40 minute class presentation of a bilingual program; and an essay on an aspect of bilingual education, incorporating observations from a bilingual educational setting.

Thesis Provisions

General Requirements and Thesis Supervision
Applicants for Stream 500A are required to write a preliminary thesis proposal and present it to their supervisor as part of the application process during the period of Compulsory Subject study. The supervisor must sign the thesis proposal. Students in Stream 500A should present their thesis proposal to their supervisor shortly after admission to the course.

All students enrolled in Stream 500A streams should finalise the topic of their thesis with their supervisor as early as possible.

The thesis permits the student to draw on the themes discussed in the various subjects undertaken, and to apply them to an area of particular interest. Although this work may rely to some extent on the work of others, it should be a new presentation which involves the writer in demonstrating research and writing skills, and also in collecting primary data from the field, or in building some new construct from available materials. The result should give clear evidence of research skills and critical judgment.

The thesis should demonstrate the student's ability to handle research and to present the outcomes in a disciplined way that conforms to normal scholarly conventions.

The thesis should be a minimum of 12,000 words in length, excluding appendices. Two appropriate academic examiners will examine the thesis. The thesis should not, as a general rule, take a part-time student more than twelve months to complete.

Period of Candidature
After being admitted to Stream 500A of the course, students are required to pursue studies for up to one academic year and not more than two academic years.

Thesis Information Guide for Research
All students refer to their Supervisor.