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TEFL TRAINING MEXICO

Address:
Federico del Toro 266
Cd. Guzman, Jalisco,
México.

Telephone:
+(52) 341 4128090

Fax:
+(52) 341 4127809

Contact:
[email protected]

Contact us Now!

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The Via Lingua TEFL Course

In this section we have tried to summarize the most important aspects of the Via Lingua TEFL course so that you may get an idea of just how comprehensive our course is, as well as understand a bit more what sets us apart from other many of the other, non-accredited TEFL/TESOL/TESL courses.  All of our courses are subject to strict international standards that guarantee that all graduates will be 100% competent to teach in any setting, anywhere in the world. In addition, all graduates of our courses automatically receive master’s credits towards a Masters in Education in TEFL from Nova Southeastern University. This means as center directors and trainers, we make sure that all of our trainees receive a masters’ quality training.

Below you will find some of the standards that mark our promise of quality and make us among one of the best TEFL/TESL/TESOL courses available.

PRINCIPLES OF TRAINING

The pedagogical approach promoted by Via Lingua is best characterized by the following criteria:

An appreciation of group dynamics
The trainer is aware of how groups work and the stages that they need to go through in order to work effectively. This is a very important factor in determining how successful individual trainees will eventually be on the course. Effective groups do not happen by chance; the style and process which are utilized by the trainer directly influence success.

Interactive learning
Training sessions are managed in such a way that you will be required to take an active part in your own education. Sessions are characterized by a high percentage of interactive activities where you will be required to consider situations / concepts / questions through performing a set of tasks. The cycle of "doing", "reflecting", "hypothesizing" and "testing" is employed in all aspects of the course. Throughout this process, you will be encouraged to make reference to the pre-course experiences of yourself and others in the group.

Academic rigor
The trainers recognize that the ideas and concepts which are explored with trainees should be firmly grounded in an awareness of established pedagogical research and practice. Reference will be made during the sessions and in recommended reading tasks to the theoretical base underpinning the content of input sessions.

Pragmatism
Trainers are fully aware of the limitations of a short intensive course and are, therefore, conscious of the need to provide you with practical guidelines, tips, strategies, materials and models which they can utilize in the classroom.

Modelling
Whenever practical, trainers model teaching approaches and activities which you will be able to replicate in the TEFL classroom. This may be in the form of instruction giving, the use of pairs and small groups, the management of feed-back sessions or strategies for introducing and exploring areas of grammar.

Opportunities for practice
Almost all of the input sessions will provide you with the opportunity to test out new ideas and insights through peer teaching activities.

COURSE OUTLINE

The course is made up of the following three components:

  1. Teaching Skills and Classroom Management
  2. Language Awareness
  3. Personal Skills and Qualities

1. TEACHING SKILLS AND CLASSROOM MANAGEMENT

1.1. Training Sessions
You are required to attend all input sessions. These are facilitated by Via Lingua trainers, who are also in addition to being trainers, practicing experienced EFL teachers. Input sessions are compulsory and cover issues which will be helpful in relation to work in the classroom. The sessions are conducted in a way which promotes active learning and encourages you to reflect on your past and current experiences, your progress on the course, established literature and relevant research findings.

1.2. The Observation of Experienced Teachers
At the beginning of, and throughout the course, you will have the opportunity to observe several (a minimum of three) lessons taught by qualified and experienced teachers. You will be required to make notes on the lessons and will be provided with a series of questions to guide your observations. Additional opportunities to observe experienced teachers may be provided at later stages of the course.

1.3. The Observation of Peers
Trainees normally teach in pairs, sharing a ninety-minute lesson. Each trainee teaches for 45 minutes and observes his / her teaching partner for 45 minutes. The trainee observer is required to make brief notes about the teaching partner and offer insights during the post-lesson feedback session.

1.4. Teaching Practice with Groups
During the first week of the course you will be required to teach at least one forty-five-minute lesson. Thereafter, you will teach between three and four forty-five-minute lessons in weeks two and three of the course. During week four your will teach at least one final 90 minute class from start to finish as the capstone of your learning experience. You will teach a minimum of ten lessons with groups of students from at least three different levels of competence in English. It may be possible for you to teach additional lessons or for some of the lessons to be sixty minutes in length. The trainers will advise you on the materials you will use and will ensure that there is a balance of lesson types, levels and sources of material (both commercially produced and authentic materials).

All teaching practices with classes will be observed by trained and well-qualified staff and you will receive group or individual feedback from them at the end of the lesson. The first two teaching practices with groups will not be graded. Thereafter, this type of lesson will be graded. All training staff are required to work to the same principles with regard to language teaching. However, the practical advice you receive may differ from trainer to trainer because individual members of staff will each have their our own preferred style of working. The diversity of ideas from the various observers is a real bonus of our course as it allows trainees to learn from different styles of teaching and find their own, personal teaching style.

1.5. Guided Lesson Preparation Time
The training team will offer you extensive support during guided lesson preparation time. As the course progresses, you will be expected to become less dependent on the support of the training staff and to demonstrate your ability to work more independently.

1.6. Unknown Language Study
You are required to attend at least one, one-hour session where you will learn a previously unknown language. The lessons enable you to experience the emotions felt by students of English as a Foreign Language and to be introduced to techniques for working with beginners.

2. LANGUAGE AWARENESS

2.1. Analyzing Communication
You are required to attend training sessions which considers the issues relating to effective communication.

2.2. Grammar Awareness
You are required to attend training sessions which focus on developing your awareness of English Grammar. A variety of basic topics are covered and this provides you with a solid foundation in relation to grammar awareness. The sessions are facilitated in such a way that you will develop skills in relation to the analysis of language as well as enhancing your knowledge base. Opportunities are provided to review appropriate teaching materials and activities and to reflect on the common errors which students make. You will also be provided with opportunities to engage in peer teaching activities in order to experiment with strategies for teaching grammar.

2.3. Phonology
You are required to attend training sessions which focus on developing your awareness of the phonology of English. This is linked closely to the teaching of pronunciation.

Your development in this component is assessed in a number of ways, including the use of a final test.

3. PERSONAL SKILLS AND QUALITIES

3.1. Observation of and interaction with trainees
This is an area in which potential employers are frequently interested. Not only are they seeking well-qualified teachers, but employees who exhibit a range of personal skills and qualities. They are looking for well-motivated teachers who are intelligent, hard-working, punctual, aware of student needs, good at working both independently and cooperatively, well-organized, able to meet deadlines and trustworthy. The ability to communicate effectively, engage in self-reflection and establish good rapport with students is of equal importance. During the course, trainers seek to demonstrate and encourage the development of these personal skills and qualities and to identify and record evidence of the trainees' accomplishments.

3.2. Individual Progress Sessions
You will meet with a trainer on a number of occasions during the course in order to discuss your progress.

3.3. Group Project
You will be required to participate in a group project that addresses a relevant language – culture issue of your choosing. Details about the group project will be given during the first week of the course and will represents the main body of evidence which trainers can draw upon when assessing your grade for the Personal Skills and Qualities component.

3.4. The Trainee Portfolio
You are required to maintain a Portfolio which acts as a record of your development on the course. Clear guidelines in relation to the content of the portfolio are provided on the first day of the course and the portfolio represents the main body of evidence which trainers can draw upon when assessing your overall final grade.


REQUIRED TIME COMMITMENT BY TRAINEES

During the four weeks of the course trainees will be required to attend a total  of 75 hours of in-put sessions over the course of the four weeks. In addition to the morning in-put sessions, trainees will be expected to spend about 35 hours on lesson preparation, and 10 hours in group teaching practices.  Approximately 15 hours will also be needed to spend time working on the group project, the final Portfolio, and individual meetings with course mentors. This totals 135 hours, estimated, that trainees will need to dedicated to the course during the fours weeks they are with us.

It is anticipated that, including  addition to the 130 hours outlined above, you will need to allocate approximately 20 hours of additional time during the course for private study.

ASSESSMENT

1. Principles underpinning the assessment process:

While our approach to assessment is undoubtedly rigorous, it is also supportive and conducted in such a way that judgments are based on a very broad base of evidence.

Informal assessment plays a part in your level of achievement on the course. We expect you to be punctual, well prepared, professional and actively committed to all aspects of the course. In addition, we expect you to be willing to work co-operatively and collaboratively with others on the course and to show respect for fellow course members and training staff.

Trainers seek to gather as much evidence as possible in support of their final decisions regarding grades and to award grades which reflect the best aspects of a trainee's performance. Reference is made to the level descriptors linked to each of the three course components.

When we are assessing trainees, it is our intention to ensure that:

  • our approach to assessment is understood clearly by all those involved in the process (trainers, observers, trainees, the management of the company and potential employers of successful trainees)
  • people involved in the assessment of trainees are appropriately trained and supervised.
  • the process supports the development of trainees by providing them with insights into their progress, strengths and weaknesses.
  • the process provides guidance as to the next steps which need to be taken by the trainee in order to further develop his/her competence.
  • the assessment process makes use of self-assessment, peer assessment, trainer assessment and observer assessment.
  • assessment reflects a balance between achievement in the theoretical aspects of teaching as well as the practical application of theory.
  • assessments are made through reference to agreed criteria.
  • assessments are based on recorded evidence.
  • the process is applied consistently and objectively.
  • the grades given for each of the course components are consistent within the cohort and between cohorts (within an individual centre as well as between centers)
  • assessment procedures are underpinned by regular moderation meetings (both internal and external) to ensure that there is consistency and fairness.
  • there are agreed procedures for monitoring and evaluating the assessment process itself.

2. People involved in the assessment process

Trainees are assessed by the main trainers as well as by other trainers and observers. The trainers and observers spend a lot of time in discussion in order to ensure that assessments are consistent. However, it should be pointed out that although those people involved in the assessment process all work to the same principles, on occasions their comments and advice may vary. This should be seen as an advantage rather than a potential problem.
In addition to these forms of assessment, trainees are constantly encouraged to engage in self-assessment and peer assessment.

Trainees will meet with a trainer/observer on a number of occasions for a detailed tutorial session when all aspects of the trainee's progress will be discussed and the trainee will be informed as to the current level of her / his performance. If a trainee is in danger of failing the course, he/she will be informed about this at the earliest possible time and every effort will be made to support him/her so that he/she has every chance of succeeding.

3. Areas to be assessed and strategies for assessment

Teaching Skills and Classroom Management

Assessment Tools:

  • The Trainee Portfolio
  • Observation of Teaching Practices
  • Discussions with trainee after Teaching Practices
  • Observation of trainee participation in training sessions
  • Observation of trainee during guided lesson-planning time
  • Discussions with trainee during lesson feed-back session

Language Awareness

Assessment Tools:

  • End of Course Test
  • The Trainee Portfolio
  • Observation of trainee participation in training sessions
  • Observation and discussion with trainees during guided lesson planning time
  • Observation of trainee during teaching practices

Personal Skills and Qualities

Assessment tools:

  • The Trainee Portfolio
  • Discussions during Individual Progress Sessions
  • The Group Project
  • Observation of trainee participation in training sessions
  • Observation of trainee during guided lesson-planning time

For more details on the Via Lingua TEFL course, please see the Via Lingua Organization's main webpage: http://www.vialingua.org/fulltime.asp

Contact

TEFL TRAINING MEXICO

Address:
Federico del Toro 266
Cd. Guzman, Jalisco,
México.

Telephone:
+(52) 341 4128090

Fax:
+(52) 341 4127809

Contact:
[email protected]

Contact us Now!

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