Graduate Certificate of TESOL
TESO18CTV1
| Minimum number of credit points | 16 |
| Minimum number of credit points at 600 level | 8 |
| Minimum number of credit points at 800 level or above | 8 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
600 level
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Certificate |
| CRICOS Code | 083010M |
| Overview and Aims of the Program | The Graduate Certificate of TESOL is a course designed for prospective teachers of English for speakers of other languages who wish to teach in one or more of a variety of contexts in Australia and overseas. The course integrates current theory and practice of TESOL, including teaching methodologies, programming and planning, and linguistics for language teaching. It also includes an integrated professional experience unit involving teaching practice in a school. Course units other than the professional experience unit may be taken in on-campus blended mode and/or online mode. The course prepares teachers to practice TESOL with students of all ages from a variety of social and cultural backgrounds. Teachers qualified to teach in Australian schools are able to specialise in ESL after graduation. The course provides a pathway to further study in Applied Linguistics and TESOL. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. apply specialised knowledge of a) language teaching methodology and b) linguistics to language teaching and learning programs in a variety of TESOL contexts (K, P, E, J) 2. analyse and critically evaluate language learning contexts and apply appropriate teaching methodology to suit the range of contextual factors, including sociocultural, institutional and individual learner characteristics (T, K, P, E, J) 3. use appropriate communication strategies to guide learners of varying language proficiency in language learning activities (C, T, J) 4. analyse and assess language produced by learners in order to inform future learning and to report learner progress (K, T, P, J) 5. apply a range of strategies to communicate knowledge about language to learners (C, K, T) 6. undertake programming for language learning over a series of lessons (K, T, P, E, J) 7. plan language learning activity to take account of individual language learners within defined groups of learning and implement differentiated instructional techniques (K, T, P, E, J) 8. critically engage with peers and senior colleagues in observing, reflecting upon and improving each other's teaching practice (K, P, E, J) 9. critically reflect on your own practice and identify aspects that lead to successful language learning, and factors that require adjustments in order to improve their impact on learners (K, P, E, J). |
| Learning and Teaching Methods | You will be supported in a variety of ways throughout this program to develop your knowledge and understanding of key areas of the practice of English language teaching to speakers of other languages. Methods for making this information available to you include face to face seminars, recorded mini lectures, lecture notes, textbooks, research articles and web-based materials. Teaching and learning activities include small group discussions aimed at problem solving and collaborating with fellow students to develop practical language teaching applications. They also include online discussions, in-class simulations of second language teaching, analysing language learners' speaking and writing in order to develop strategies for assisting them with their language learning, and analysing video recordings of language lessons. A unique aspect of the program is a structured Practicum, where you will be placed in a school or college environment. During this practical experience component, you will observe experienced language teachers working with language learners, and you will be supervised during a series of practice teaching sessions with these or similar learners. You will complete a comprehensive portfolio of work from this Practicum that will be a useful document to show potential employers. |
| Assessment | Assessment of learning outcomes through: • formative (developmental) feedback as students develop practical applications of theoretical TESOL principles during workshops and seminars (e.g. peer teaching of a specific language skill; analysis of a language learners' written text) • formative and summative (evaluation) assessment as students apply principles of English language teaching and learning to practical, real-world situations. For example developing learning and teaching materials and lesson plans, planning ways to provide feedback to language learners in a specific language learning situation. • formative and summative assessment as students analyse the language produced by language learners (both speaking and writing), and plan how to engage with the language learner to improve their spoken and written ability. Main types are: • seminar discussions, both face-to-face and online • group and individual development and submission of lesson and unit plans with accompanying essays, justifying planning decisions • group and individual text analyses with accompanying reports • group and individual design of learning and teaching materials with accompanying mini-essays justifying the design decisions • an individual program of a series of practicum-based teaching experiences accompanied by a teaching portfolio showcasing the practicum experience. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. Ongoing liaison with the National English Language Teaching Accreditation Scheme (NEAS) ensures the program meets the requirements of the English Language Courses for Overseas Students (ELICOS) sector and the Australian Migrant English Program (AMEP). Liaison with the Board of Studies, Teaching and Educational Standards (BOSTES) ensures the program meets the requirements of the NSW public schools sector. |
| Graduate Destinations and Employability | Graduates will be able to teach in a variety of Australian and overseas English language teaching contexts, including: • Australian Migrant English Program (AMEP) • English Language Intensive Course for Overseas Students (ELICOS) • Primary and Secondary schools ESL programs (for qualified school teachers) • Overseas language colleges for young, adolescent and adult learners • Overseas schools as teacher assistants (requirements will vary by country) • In private companies as language tutors in English for Specific Purposes programs. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements