Course Outline


The principal aims of Via Lingua are

  • To produce well trained teachers who will have the necessary skills and confidence to take up a teaching position anywhere in the world.
  • To raise the standards of English language teaching worldwide.
  • To increase international understanding through education.

Our 4 week, 120hr intensive course, with minimum 10hrs observed teaching practice prepares candidates for the practicalities of the classroom.

On successful completion of the course, graduates receive lifelong job placement counseling.


The main features of the course include | Principles of Training | The Pedagogy Theory component | The Language Awareness component | Phonology | Introduction to a foreign language | Teaching Practice | Required Time Commitment by Trainees


The main features of the course include

  • 4 week intensive course, 120+ hours
  • Course materials (included in the course price)
  • Internationally experienced trainers
  • High practical content (10+ hours of observed teaching practice)
  • High proportion of guided lesson preparation
  • Internationally recognized certification
  • Extensive teaching practice with different levels of English language students
  • Job Placement Facility
  • Accommodation provided (if required)
  • Airport greeting and transfer (if required)

Principles of Training

The Via Lingua TEFL Certificate Course is based on a clear set of pedagogical criteria, which can be characterized by the following criteria:

Training sessions are managed in such a way that the trainee is required to take an active part in his / her own education. Sessions are characterized by a high percentage of interactive activities where trainees are 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, trainees are encouraged to make reference to the pre-course experiences of themselves and others in the group. The ideas and concepts which are explored with trainees are firmly grounded in an awareness of established pedagogical research and practice.

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

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

Many of the input sessions will provide trainees with the opportunity to test out new ideas and insights through peer teaching activities.

The Pedagogy Theory component

Our aims, in relation to Pedagogy Theory component of the course include:

  • to prepare trainees for the opportunities and challenges of the T.E.F.L. classroom.
  • to develop trainee awareness of classroom management techniques.
  • to develop teaching skills with trainees which will enable them to be effective classroom practitioners

In order to achieve these aims, the course provides opportunities for trainees:

  • to reflect on their own experiences as language learners.
  • to observe the techniques used by trainers during the input sessions.
  • to develop an awareness of theories relating to the acquisition of first and additional languages.
  • to develop an awareness of current teaching approaches and methodologies.
  • to gain insights into the effective management of the learning environment.
  • to consider basic models for developing language skills and planning lessons / activities.
  • to identify relevant activities and materials which could be used with students in the classroom.

Input sessions are facilitated in a way which promotes experiential learning and a deductive approach to the study of language teaching. Furthermore, the sessions are characterised by a pragmatic, practical and creative approach which makes them accessible even for those trainees who come to the course with little or no background knowledge of teaching.

The Language Awareness component

Our aims, in relation to the language awareness component of the course, are threefold:

  • to explore the significance of grammar awareness in a language-teaching programme
  • to raise the awareness of trainees in relation to the nature and key features of English grammar
  • to offer strategies for the development of language awareness with students of English as a foreign language.

In order to achieve these aims, the course provides opportunities for trainees:

  • to consider the relationship between grammar awareness and successful language acquisition.
  • to explore techniques for presenting and exploring grammar within meaningful contexts.
  • to observe the techniques used by trainers during the input sessions in relation to the analysis of language
  • to study key features of English grammar as part of scheduled input sessions
  • to study additional aspects of English grammar as part of the teaching-practice programme
  • to identify relevant activities and materials which could be used with students in order to promote language awareness
  • to develop an understanding of why students make errors and mistakes in relation to grammar
  • to explore strategies for responding to student errors and mistakes

Input sessions are facilitated in a way which promotes experiential learning and a deductive approach to the study of English grammar. Furthermore, the sessions are characterised by a pragmatic, practical and creative approach which makes them accessible even for those trainees who come to the course with little background knowledge of English grammar.

In spite of popular myths to the contrary, grammar awareness sessions can be fun!

Phonology

This area of study will provide you with information about the sounds of the English language and offer you insights and teaching ideas which support the teaching of good pronunciation.

Introduction to a foreign language

The purpose of the foreign language component is two-fold. You will probably study the local language where you are taking your course and this will help you to settle into your temporary home. However, the main purpose of learning the foreign language on the course is for you to experience how it feels to be a student rather than a teacher. During these classes, the teacher will model many of the language teaching techniques introduced in the main input sessions. Please note that the language to be taught in these sessions is selected on the basis of the information provided by the applicants concerning languages they have learnt or speak.

Teaching Practice

At the beginning of the course, you will observe a minimum of two lessons taught by qualified and experienced teachers.

During the first week of the course you will be required to teach at least one lesson of between 30 and 45 minutes in length. Thereafter, you will be teaching lessons of between 45 and 90 minutes. In total, you will teach ten 45 minute lessons with groups of students.

We will advise you on the materials you will use and 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 our staff and to demonstrate your ability to work independently.

In addition to the classes you teach, you will also be required to work with an individual student for two 60 minute lessons.

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. Your work with an individual student will not be observed but you will be required to produce a comprehensive report on the sessions before the end of the course.

Required Time Commitment by Trainees

Pedagogy Theory (26 hours)

  • Teaching and learning a foreign language
  • Language teaching methodologies
  • The syllabus
  • The effective teacher
  • Classroom management skills
  • Language teaching materials
  • Lesson planning
  • Teaching receptive skills
  • Teaching productive skills (speaking)
  • Teaching vocabulary
  • Teaching pronunciation
  • Teaching grammar
  • Responding to mistakes and errors
  • Language games
  • The assessment of language learners

Language Awareness (26 hours)

  • The purpose and nature of communication
  • Word classes
  • Verb types and verb forms
  • The tense system
  • The present simple tense and the present continuous tense
  • The past simple tense, the past continuous tense, the past perfect tense (simple and continuous)
  • The present perfect tense (simple and continuous
  • Expressing the future
  • Conditional sentences
  • The passive voice
  • Gerunds and infinitives
  • Modal auxiliary verbs
  • Multi-word verbs
  • Phonology

Teaching Skills (38 hours)

  • Six hours of observing experienced teachers
  • Eight hours of assessed teaching practice (groups and or individual students)
  • Sixteen hours of supported lesson preparation time
  • Eight hours of post-lesson discussions

Cultural Awareness (14 hours)

  • The cross-cultural dimension of language teaching
  • The Group Project

Life Skills (16 hours)

  • Interpersonal skills
  • Communication skills
  • Decision-making skills
  • Organizational skills
  • Financial awareness skills
  • Employment awareness skills
  • Legal awareness skills
  • Personal welfare skills