Woodsworth College

The curriculum of the certificate in Teaching English to Speakers of Other Languages is reviewed yearly and revisions, additions and/or deletions may occur. Students in the program are required to follow the curriculum outlined in the calendar of the year of their admission, unless otherwise informed by the Professional & International Programs Office. The TESOL Calendar is published every June and is applicable to the upcoming Summer Session and the following Fall/Winter Session. Woodsworth College reserves the right to change course offerings.

The TESOL Certificate Program consists of 8 semester-length courses. This will involve over 300 lecture hours, with 20 hours of practice teaching and 30 hours of observing.  During the Fall and Winter terms, courses are offered in the morning, afternoon and evening.

For students starting the program in May or September, the TESOL Certificate can be completed in eight months of full-time study, or over a few years of part-time study (maximum 6 years from date of admission). Space in individual courses is limited and therefore completion in eight months cannot be guaranteed. Students registered in 8 courses (4.0 full credits) over the Fall and Winter sessions combined, are considered full-time. Students registered in 7 courses or less (3.5 full credits or less) over the combined Fall and Winter sessions are considered part-time. During the summer sessions, students registered in 4 courses (2.0 full credits) are considered full time. Students registered in 3 courses or less (1.5 or less credits) during the summer sessions are considered part-time during the summer. Courses are offered during the day or evening.

Students should refer to the Certificate Timetable and Instructions for further information on timetabling and registration procedures.

Students are advised to register as early as possible (see your registration instructions) to ensure the best access to courses. Detailed descriptions of the following courses are listed in alphabetical order on pages 10-11.

Courses: (8 semester-length courses, 4 full credits)

H = half-course, for which one half-credit is given.

Group A courses:     

LIN200H1                 Introduction to Language

TSL560H1                  TESOL Methodology 1

TSL561H1                  Theoretical Issues in Second Language Teaching and Learning

TSL562H1                  Introduction to the Practicum

 

Group B courses:

TSL563H1                  Pedagogical Grammar

TSL564H1                  TESOL Methodology 2

TSL565H1                  Planning ESOL Courses

TSL566H1                  TESOL Practicum*

 

Additional notes and guidelines: it is recommended that students take Group A courses before Group B courses. However, it is acceptable to take TSL563H and TSL565H earlier in your program if you wish.  TSL564H1 and TSL566H1 have pre-requisites; refer to the course descriptions for details.

The TSL courses were designed specifically for the Certificate Program and are not transferable to an Arts and Science degree program at the University of Toronto. LIN200H1 is a University of Toronto degree credit course and may be transferable to a degree program.

Requirements for Completion of the Certificate

A Certificate in Teaching English to Speakers of Other Languages will be awarded upon successful completion of all eight of the required courses (see above) with a cumulative Grade Point Average of 1.50 or more. The Certificate must be completed within six years of admission. Students who fail the same required course twice will be refused further registration in the Program.

In addition to completing the certificate requirements, students must use the Student Web Service to request graduation or notify the Professional & International Programs Office in writing when they plan to complete the requirements of their program. Check the Sessional Dates section of this Calendar for deadlines.

COURSE DESCRIPTIONS

Students must refer to the Certificate Timetable in order to determine the scheduling of courses during the academic session on the St. George campus. Textbooks and reading packages for all courses can be purchased at the University of Toronto bookstore located at 214 College Street (corner of St. George and College Street).

Exclusion:  Students may not enrol in a course that is listed as an exclusion of a course that they are taking or in which they have already obtained a pass standing. Students will be required to withdraw from the course if discovered during the session of enrolment and will be refused credit if the excluded course is discovered at any time in a subsequent session.

Prerequisite:  A course required as preparation for entry to another course. Students are responsible for fulfilling course prerequisites; students enrolled in courses for which they do not have the published prerequisites may have their registration in those courses cancelled at any time without warning. Students must also observe exclusions. Failure to meet these requirements may also result in academic difficulties.

Recommended Preparation:  Background material or courses that may enhance a student’s understanding of a course.

 

LIN200H1                 Introduction to Language

A general-interest course on language. Possible topics include: the structure of language; how language changes over time, the social and psychological aspects of language, language and culture, the origin of language, writing systems, and language acquisition. Exclusion: LIN100Y1

 

TSL560H1                 TESOL Methodology 1

Taking a skills-based approach to language learning and teaching, the four language skills (listening, speaking [including pronunciation], reading and writing) are studied in terms of what both teachers and learners need to know.  We start with how to approach the “absolute beginner” class, continue through all the skills, and end with the identification of several curricular models, focusing most particularly on an integrated-skills model.  Exclusion: TSL530H1, TSL534H1

 

TSL561H1                 Theoretical Issues in Second Language Teaching and Learning

This course examines current theoretical research that has bearing on how adults learn English as a new language.   We explore the nature of  language, of language learning, and of language teaching; we also define the concept of communicative competence.  After comparing first and second language acquisition and different theories of second language acquisition, we focus on the cognitive and socio-cultural factors that most affect adult language learners and the resultant implications for the classroom. Exclusion: TSL531H1

 

TSL562H1                 Introduction to the Practicum

This introductory course exposes students to ESOL learners and actual classrooms and provides an opportunity to both practice and begin teaching.  Lectures and workshops provide a forum to discuss student expectations, activity design and socio-cultural issues.   Students should expect to spend six to twelve hours in the field.  Graded on an Honours/Pass/Fail basis. Exclusion: TSL545H1

 

TSL563H1                 Pedagogical Grammar

This course will outline the steps involved in teaching grammar: presentation, isolation, explanation, focused practice, and communicative practice.  It will highlight differences in teaching written versus spoken grammar.  The main focus is, however, on the pedagogically most suitable explanation of grammar points to second language learners of English.  Key areas in the verb system, the noun system, and sentence structure will be discussed to show how they can be explained through meaning, transformation, structure, function, or discourse.  Since the grammar points included cover the range from the elementary level to the advanced level of proficiency, ordering teaching points and the curriculum design will also be discussed. Students enrolling in this course will be expected to be proficient in various English grammar rules and terminology. Exclusion: TSL532H1

 

TSL564H1                 TESOL Methodology 2

This course emphasizes the critical examination and development of classroom materials and tasks in both local and international settings.   The course reinforces the integration of skills in a theme-/content-/task-based approach, and looks at materials (including technologies) and tasks appropriate for early, mid and advanced learners as well as for particularly challenging multi-level or literacy classes.  Both authentic and textbook materials are critiqued with an eye to adapting them to specific classroom settings.  In addition, we examine the needs of different language learning contexts:  general ESL  (Canadian Language Benchmarks), academic English, English for specific purposes, English for standardized test preparation, and English as a foreign language. Prerequisite: TSL560H1

 

TSL565H1                 Planning ESOL Courses

This course takes a broader view of teaching ESOL.  We start by exploring different curricular models and approaches (both historic and contemporary) and move into syllabus planning for different contexts such as programs for immigrants and refugees, programs for international students, and EFL programs.  From syllabus planning, we shift to the principles of lesson planning.  We examine the role of needs analyses and student input in planning syllabi and lessons.  Finally, we review approaches to error correction, feedback, assessment and testing and the implications of these for classroom teaching. Exclusion: TSL533H1

 

TSL566H1                 TESOL Practicum

Students complete supervised practice teaching and classroom observation with a teacher trainer in the Adult ESL Program at the Toronto Catholic District School Board.  In-class workshops provide an opportunity to explore classroom management issues.  Panel discussions and lectures help start you on your job search.  Students can expect to spend eighty percent of their time in the field.  Graded on an Honours/Pass/Fail basis. Prerequisites: TSL560H and TSL562H1  Exclusion: TSL545H1

Additional notes about the Practicum component:

1. All students enrolled in the Practicum must complete a criminal background check at least 6 - 8 weeks before the start of the course. This is the policy of the Toronto District Catholic School Board, the board in which our students do their practicum placements. More information will be provided to current students in the Fall/Winter timetable and instructions.

2. Applying for Partial Exemption from the Practicum Component: All students in the program are required to do both TSL562H Introduction to the Practicum and TSL566H TESOL Practicum. A student may be eligible to receive transfer credit (exemption) for TSL562H only. No exemption or transfer credit will be granted for TSL566H.  To obtain transfer credit for TSL562H a student must, within the past 5 years:

a) have taught a minimum of 500 hours in a Canadian ESL classroom.  A signed letter from their employer(s) on letterhead confirming the total number of teaching hours, number of hours of teaching per week, and giving details of their teaching assignment (e.g., LINC, ESL Intermediate, English for business) must be submitted. 

or

b) have taught EFL for a minimum of 500 hours.  A signed letter from their employer(s) on letterhead confirming the total number of teaching hours, number of hours of teaching per week,  and giving details of their teaching assignment (e.g., EFL Intermediate, English for business) must be submitted.  In addition, the submission must include a 500-word (maximum) report on federally and provincially funded ESL in Ontario.

A student wishing to apply for transfer credit for TSL562H must submit their request in writing along with supporting documentation to the Professional & International Programs office. They will typically receive a decision in writing within 4 weeks.

3.  Spaces in the TESOL Practicum (TSL566H) are not allotted on a first-come, first-served basis. Rather, preference will be given to those students who are closest to completing the  certificate. Students who are not in (or very close to) their final term in the program risk being removed from the course. If any spaces are available after all students in their final term have been enrolled in the course, remaining spaces will be allotted on a first-come, first-served basis.

 

CRIMINAL BACKGROUND CHECK REQUIRED for TESOL Practicum Placement

All students enrolled in the Practicum must complete a criminal background check at least 6 - 8 weeks before the start of the course. This is the policy of the Toronto District Catholic School Board, the board in which our students do their practicum placements. More information will be provided to current students in the Fall/Winter timetable and instructions.