The Hampshire TESOL Certificate course provides an introduction to methods of teaching English as a second/foreign language that can be used to design lessons appropriate for various student ages, English abilities, and backgrounds. The course presents a comprehensive overview of the history and development of methods for Teaching English to Speakers of Other Languages (TESOL) along with a critical examination of the underlying principles of these various methodologies.
Included is an examination of the theory and practice of teaching the four skills (reading, writing, listening, and speaking) along with grammar, vocabulary, and pronunciation. Attention will focus on how various approaches and techniques can be realized in practice, in a range of contexts or educational settings, and for a variety of different learners. Throughout the course, we will be looking at examples of different teaching methods in classrooms, both on video and in your live observations of your peers. In addition, participants in the class will demonstrate the use of specific methods, which will be analyzed and discussed.
Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a second or foreign language (4th ed.). Boston, MA: Heinle Cengage/National Geographic Learning.
Swan, M. (2005). Practical English usage (3rd ed.). Oxford, UK: Oxford University Press.
Schmitt, N., & Marsden, R. (2006). Why is English like that? Historical answers to hard ELT questions. Ann Arbor, MI: University of Michigan.
Requirements and Expectations
What goes on in the course is crucial for understanding the content of this course. Because of the intense nature and breadth of this course, it is recommended that you attend each class and that you are on time. In the event that you cannot come to class, it is your responsibility to communicate with the trainer or TA. If you miss more than two days of class you will be ineligible for a TESOL Certificate.
Participants are expected to participate actively in class discussions and activities. Participants are also required to complete all assignments either before or by their scheduled due date.
In your final narrative evaluation, your trainer will be commenting on the following: participation, your reflective writing, action research, lesson planning, teaching practice, literature review, final essay, and review of fnal learner/teacher portfolios.
Your final portfolio should include the following:
The ultimate goal of this course is for participants to be prepared for actual teaching situations and to be confident as TESOL instructors/tutors.
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