Trinity DipTESOL

Entry requirements

To successfully apply and participate you must be at least 18 years old and have:

• A minimum of two years of teaching experience.
• A minimum English language proficiency of CEFR level C1 or above.
• A copy of your most significant academic certificate/degree. Trinity CertTESOL or Cambridge CELTA is desirable but not essential.

Months of entry

June, September

Course content

Along with the Cambridge DELTA, the Trinity College London Diploma in TESOL is one of the two qualifications recognised on a world-wide basis by both employers and academic institutions. It is a course for experienced EFL teachers who are seeking a qualification that will help further their career in EFL / ESOL and enter more senior roles in the industry.

The DipTESOL is accredited as a Level 7 (MA level) qualification on the UK National Qualifications Framework.

The Oxford International Teacher Training team are dedicated education professionals passionate about languages and teaching. Our trainers are highly qualified experts in their field and have a wealth of experience teaching in face-to-face setting as well as online. They are here to guide you and help you with every step of the way.

What to expect from the course:

Online learning - Nine months of training, conducted online.

12 months - Complete an advanced teaching qualification in 12 months.

Level 7 qualification - MA level qualification, accredited by Trinity College London.

Experienced teachers - Learn alongside experienced teachers, both native and non-native English speakers.

Course content for Diploma in TESOL

The Trinity Diploma in TESOL consists of 9 months of asynchronous study via the online Moodle, which prepares students for assessment units 1 & 2. Units 3 & 4 completed in months 10-12 of the course.

Unit 1: Language, Teaching and Learning (Distance learning component)

This unit is completed in a virtual learning environment via Moodle. Over nine months you will need to complete a series of fortnightly workbooks, researching from key texts and websites while closely liaising with fellow course members. Unit 1 is assessed by a written exam, which is usually taken in months 10-12 of the course.

Unit 2: The Coursework Portfolio

This unit will generally be completed at your place of work, and runs parallel to or immediately after Unit 1. The portfolio consists of two written assignments based on a series of tasks in which you are asked to observe fellow teachers, and teach a set of lessons yourself. You are also required to reflect upon aspects of the teaching and learning that take place. You will also research and write an extended essay on a topic of interest to you. Our training team will help you to select appropriate topics and give advice on how they might best be developed.

Unit 3: Phonology in the Classroom

Unit 3 can be completed either at our Greenwich school while you are completing your Teaching Practice, or online. In both contexts, you will have a series of input sessions on this topic followed by a 30 minute formally assessed interview with a Trinity moderator in which you discuss issues relating to the theory and practice of phonology.

Unit 4: Teaching Practice

The Teaching Practice component is normally carried out within the two weeks online onsite. You will teach a set of five assessed lessons: four of these will be assessed by members of the Oxford International teacher training team, with the fifth being externally assessed by the Trinity moderator. You will also discuss your own reactions to the experience with the moderator.

Course outcomes for Diploma in TESOL

The course aims to provide the candidates with:

• An in-depth understanding of the grammatical and phonological systems of English.
• An ability to identify the needs and motivation of learners from a variety of backgrounds.
• Knowledge of the main theories of teaching and learning and how they relate to ELT.
• An awareness of the role of English in the world.
• A heightened awareness of how to reflect on one's own teaching.
• An ability to select and exploit materials according to learners' needs.
• A greater appreciation of how to approach the teaching of the four skills.
• An awareness of how to support colleagues, including new teachers, in the work environment.
• A knowledge of areas key to the teaching and classroom management of younger learners.

Fees and funding