Trinity DipTESOL

The morphology of English (i.e. word formation); The syntax of English; The discourse of English; Rhetorical and cultural conventions of English; The semantics of English; An in-depth* understanding of the grammar of English; The use of pragmatics in English; The segmental and suprasegmental sounds of English and their impact on meaning; Phonemics: Making use of a relevant subset of IPA symbols to describe a candidate-relevant variety of English; Implications of English as a global language and the resulting changes in usage of points 1-9 above

A practical and critical understanding of relevant current and historical TESOL approaches and methods; An awareness of contemporary TESOL pedagogic developments in approaches, methods and contextual appropriacy; Knowledge of how TESOL approaches and methods can be facilitated through a range of contemporary delivery modes

Consideration of learner educational and cultural background, i.e. the learner profile; Setting aims and objectives relevant to learner need; Planning appropriate learning procedures to meet stated aims and objectives; Selection of resources appropriate to learner need; Classroom management techniques appropriate to cohort; Using teaching techniques to meet learner need; Formative assessment appropriate to learning; Facilitating learner self-evaluation, as appropriate, to support individual development

Develop an ability to select, use, adapt, evaluate language teaching materials from a range of sources; Demonstrate a practical awareness of current and emerging technologies; Impact of intrinsic, extrinsic, positive and negative motivation; Relevance of a learner's educational and cultural background and how this can influence effective learning; Awareness of, and support for, a learner's individual learning preferences

The impact of different modes of teaching, e.g. in-person, blended and/or online learning on pedagogical approach; The relevance of cohort constituency on planning, e.g. the age of learners, the number of learners, learners Lx; The relevance of learning environment on pedagogic planning, e.g. type of learning institution, resource access, attendance requirements; Awareness of constructive alignment in the planning of a coherent series of lessons relevant to a learning cohort

The purposes and principles of contemporary testing and assessment of language proficiency as relevant to CEFR A1-C2 learners, including assessment validity, reliability and practicality; The ability to assess and evaluate learners' knowledge and skills in English using relevant assessment practices

Professional development activities, including evidence-based reflective practice; Practices for classroom-based research, including, identifying areas for research, conducting literature reviews, data collection and data analysis; Principles of effective communication with peers for the purpose of in-service teacher development; Awareness of the principles of constructive alignment in the planning of short courses

Choose three different learner groups; analyse and give key information for one; grammatical concept; lexical concept; language function; Accuracy and completeness of grammatical analysis; Accuracy and completeness of lexical analysis; Accuracy and completeness of functional analysis; Appropriate range of issues for 'Learner Group 1' for the grammatical concept

critically evaluate one piece of learning material (one piece for each language area); give the rationale for its design, focusing on how the material meets identified learner(s) need(s); suggest adaptation(s) to the original material, giving a rationale for adaptations; Critical evaluation: Material A; Rationale for adaptations/design to meet learner needs: Material A

design a realistic and implementable teacher CPD project; contextualises the personal and the organisational CPD needs, giving detail of the target educational situation; identifies how personal professional development will result from the CPD project; includes a summary outline of the project; explains how the project and its anticipated outcomes will be evaluated

Candidates must submit an introductory statement of no more than 300 words; three, equally weighted research tasks; Introductory statement

Part 1: Literature review; Part 2: Research project and pilot; Context of teaching and learning is clearly described with reference to overall aim, focus and scope of the topic of the IRP; Research design is evaluated through results of the pilot study and revised where appropriate

provide a rationale for the design content of an initial observation instrument (e.g. checklist, set of qualitative guidance questions); trial, review and adapt the instrument based on evidence from the first [set of] observation[s], justifying revisions; trial the final version of the instrument; evaluate the final version giving commentary and analysis; give implications for their immediate and longer-term practice

give a rationale for their choice, making reference to the literature; set themselves between one and three specific developmental objectives; present a developmental log of reflection that is focused on their objectives; conclude with an overall evaluative summary which identifies their professional learning from the experience and implications for future practice

prepares and delivers a five-minute presentation to the examiner on a phonological activity, technique or procedure; engages in a five-minute discussion with the examiner

submits, and answers questions about, a short transcription of their own teacher talk; Accuracy of transcription, with segmental and suprasegmental features

engages in a 15-minute discussion with the examiner, focusing on the theory and practice of teaching phonology; Demonstrates an understanding of key concepts across a broad range of phonological topics; Uses phonological terminology accurately

five teaching observations (one unassessed diagnostic lesson and four assessed lessons); Classes should have a minimum of five language learners; the final lesson is assessed by a Trinity examiner; The Teaching Practice Journal (TPJ) is assessed by centre teams and moderated by Trinity

Aims and intended learning outcomes; Assessment of aims and outcome; The learners; Language focus and rationale; The procedure; a phonological aim/outcome, as appropriate to the lesson aim/outcome; differentiated tasks that reflect abilities within the class

Learner progress; Learning environment; Responding to learners' needs; Learner-centred classroom; Time and resource utilisation; candidates deliver a 60-minute lesson to a minimum of five learners

Assessment of lesson; Adaptations; Materials/Individual tasks; Learners; Development; candidates engage in a post-lesson discussion with their tutor/the Trinity examiner about their lesson

Candidates complete four teaching practice journal entries; Candidates reflect on TP1; Candidates reflect on TP2; Candidates reflect on TP3; Approx. 500-750 words

To develop an in-depth knowledge of language skills and systems; To enhance candidates' knowledge of; a range of language learning theories; non-linguistic factors relating to the learning of English for speakers of other languages; To refine and extend candidates' ability to employ a variety of practical teaching skills in the learning environment; To refine and extend candidates' ability to employ a variety of resources appropriate for the learning of English; To demonstrate a thorough, contextual knowledge of phonology and associated prosodic features; To build candidate's awareness of assessment literacy; To enhance candidates' ability to make informed choices for their future professional learning and development; To enhance candidates' knowledge and skills that would enable them to act in a leadership role