Postgraduate Diploma in Teaching English as a Foreign Language

Purpose

The purpose of the Postgraduate Diploma in Teaching English as a Foreign Language is to professionalise English as a Foreign Language (EFL) by deepening their knowledge and practice of second language acquisition in postcolonial contexts. The qualification will provide a high level of theoretical engagement and intellectual independence by exposing learners to contemporary theory and practices in English Language teaching, including local and international trends and research.

The qualification will afford working professional educators the opportunity to involve themselves in advanced reflection and development by engaging learners in critical reflection of their classroom practice considering second language acquisition theory, and the need to critically account for English's colonial legacy, as well as its position as a lingua franca. Participants are expected to consider these demands of teaching and learning English within the wider context of South Africa and the Global South to engage with how a critically responsible practice of English Language Teaching can be fostered in their classroom.

Upon successful completion of the qualification, graduates will demonstrate the ability to

• Display a sound knowledge of the intricacies and diversity of the English Language as a World Language.
• Critically and reflexively consider their own teaching practice in the light of second language acquisition theory and contemporary critical perspectives of English language teaching in postcolonial territories.
• Effectively use and evaluate second language acquisition theory and research.
• Design lessons, courses and/or curricula which account for the placement of English and educational landscape within postcolonial contexts, such as South Africa.
• Apply a range of conceptual tools and technologies for English language teaching.
• Demonstrate understanding of the area of Teaching English as a Foreign Language at a high level of theoretical engagement and intellectual independence.
• Collect, analyse, organize and critically evaluate information and research.
• Communicate effectively in the modes of oral/written presentation.

Rationale

There is a growing need to support English as a Foreign Language (EFL) teachers to develop not only the pedagogical practice but also the critical awareness of the changing role of English language teaching in an increasingly globalised and technology-dependent world. Nationally, private English language teachers who work within the language-travel industry and teach English to adult foreign nationals have no specific professional pathways in higher education. The qualification will provide holistic support to second/foreign language teachers in their professional, pedagogical and theoretical development.

This lack of additional professional enrichment has negative consequences for EFL teachers and learners in South Africa. Many EFL teachers have an entry-level qualification such as a Teaching English as Foreign Language (TEFL) Certificate or Cambridge Certificate in English Language Teaching for Adults (CELTA). These qualifications often ignore the unique pedagogical, assessment, curricular and theoretical concerns involved in second language acquisition within a postcolonial context. This means that for educators, who want to further their career opportunities, their only recourse is internationally-based distance qualifications that are often very expensive and contextually irrelevant to the South African teaching and learning environment. Moreover, these international qualifications often increase the emphasis on the privileged position of English without considering the problematic aspects of this privileged position within a postcolonial context like South Africa.

An added consequence of the scarcity of specialised development is the restricted prospects for growth within the private education sector for language educators. EFL teachers in other language-travel markets, like the United Kingdom or Asia, have several professional and academic pathways available to them to boost professionalism and raise the standing of the language-teaching market they work in. Consequently, the markets where these educators work are alleged to offer better language instruction as the teachers are more qualified, and there are concerted research efforts into sustained developing language education. In turn, the marketability and quality of EFL courses and trained educators are seen to remain outside of South Africa, further constricting the South African language travel industry and work opportunities for EFL educators.

If teachers within the private language education sector in South Africa are to truly become empowered and further professionalised, more qualifications that cater to their needs should be provided in higher education. A new generation of language teachers who are sensitive to the necessitated change in language education and have the pedagogical skills with which to facilitate these changes in the 21st-century South African EFL classroom, can be cultivated.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify.

The institution's RPL consists of multiple forms and sites of academic practice. RPL practices for specific qualifications are context-sensitive and framed to suit those differing contexts where RPL is deemed appropriate. RPL is based on a developmental model, not a deficit model of adult learning; it builds on knowledge and skills that adults have already acquired.

RPL for access

• Candidates not meeting the admission requirement can apply through the Recognised Prior Learning (RPL) route.
• Applicants are required to furnish a comprehensive portfolio documenting their achievements and associated learnings to date including at least five years of relevant teaching and a TEFL certificate.
• Due to accreditation criteria, no more than 10% of a cohort may be admitted based on RPL.

Applicants will also be subject to an assessment. The applicant will be required to demonstrate NQF Level 7 competencies in the assessment. The choice and use of a given set of RPL methodologies are consistent with the institution's principles of assessment more generally. RPL practices should meet key criteria for validating assessment practices, and in particular: transparency, fairness, legitimacy, attention to unintended negative consequences, and feasibility.

The RPL application will be reviewed by an RPL Assessor and an academic Faculty member in accordance with the institution's RPL policy. The academic will decide on the most appropriate methods and approaches for the assessment of prior learning in their field. The assessment of the RPL candidate and the decisions concerning their admission are the ultimate responsibility of the Dean in consultation with the head of the department supported by the expertise of staff within the Centre for Higher Education Development (CHED). The outcome of the RPL process, including a written report by the assessor(s) detailing the basis on which the recommendation is made, will be forwarded to the Head of Department.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Language Practice, NQF Level 7.

Or

• Bachelor of Arts in Contemporary English and Multilingual Studies, NQF Level 7.

Or

• Bachelor of Arts in Foreign Languages, NQF Level 7.

Or

Bachelor of Arts in Language and Literary Studies, NQF Level 7.

Or

Bachelor of Arts in Language Studies, NQF Level 7.

And

• Have at least 2 years experience in Teaching English as a Foreign Language.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Second Language Acquisition Theory and Pedagogy, 30 Credits.
• Teaching English as a Foreign Language, 30 Credits.
• Critical Issues in Teaching English as a Foreign Language, 30 Credits.
• Critically Teaching English as a Foreign Language Pedagogy, 30 Credits.

Exit Level Outcomes

1. Display a sound knowledge of the intricacies and diversity of the English Language as a World Language.
2. Demonstrate the ability to critically and reflexively consider own teaching practice in the light of second language acquisition theory and contemporary critical perspectives of English language teaching in postcolonial territories.
3. Demonstrate the ability to effectively use and evaluate second language acquisition theory and research.
4. Demonstrate design lessons, courses and/or curricula which account for the placement of English and educational landscape within postcolonial contexts, such as South Africa.
5. Demonstrate the ability to apply a range of conceptual tools and technologies for English language teaching.
6. Demonstrate understanding of Teaching English as a Foreign Language at a high level of theoretical engagement and intellectual independence.
7. Demonstrate the ability to collect, analyse, organize and critically evaluate information and research.
8. Demonstrate the ability to communicate effectively in the modes of oral/written presentation.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss and apply general learning theories, key language learning concepts, approaches and methods for language teaching.
• Examine English language theories and concepts in relation to student learning and reflect on the developed personal theories by observing learners in the classroom.
• Consistently use strategies to effectively check and develop own language awareness.
• Correctly analyse all language points, consistently provide accurate models for all language points, and accurately, confidently and comprehensively answer all learner questions with minimal use of reference materials.
• Use appropriate terminology for describing language.
• Apply a high level of knowledge and accurately use key terms for describing language.
• Identify and review available reference materials.

Associated Assessment Criteria for Exit Level Outcome 2

• Discuss theories and concepts in relation to student learning in lesson plans and classroom practice.
• Develop professional values.
• Appreciate the importance of classroom observation and receiving feedback.
• Demonstrate commitment to self-improvement.
• Use teaching feedback and respond constructively after being observed.
• Regularly re-assesses own strengths and weaknesses as a teacher.
• Formally participate in the development of other teachers through workshops, observations and/or career guidance.
• Discuss the importance of reflection on the teaching.
• Demonstrate an awareness of your own beliefs about teaching, learning and strengths and weaknesses as a teacher.
• Consistently and critically reflect on teaching and observation.
• Analyse theories of first and second language learning concepts to classroom SLA research findings.
• Regularly use key terms in English teaching and learning.
• Examine concepts, intercultural learning styles, multiple intelligences and learning strategies.
• Accommodate learners with special needs and differences in learners and teaching contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Evaluate and apply concepts and theories of first- and second-language learning in key language teaching.
• Apply theories and concepts to student learning.
• Analyse and apply assessment principles and types of assessment.
• Examine the role of external exams in the wider world.
• Discuss the role of assessment in learning and the importance of learning-oriented assessment.
• Assess learning and apply knowledge gained to set priorities for individuals and the class.
• Regularly and consistently provide clear and detailed individualised feedback to learners on their strengths and weaknesses.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan, present, evaluate and cultivate an effective second language learning environment.
• Apply key principles of lesson planning to detailed and sophisticated systems, and skills and integrate lessons often unconsciously without the need for excessively detailed plans.
• Internalise sufficient routines and resources for planning.
• Develop a clear rationale for planning the English language lesson.
• Indicate how learners with special needs (LSEN) will be accommodated in the lesson.
• Integrate activities across several lessons to support LSEN in their learning.
• Adapt the lesson plan where necessary.
• Appropriately, confidently and automatically respond to all unforeseen classroom events.
• Develop a relationship between planning, teaching choices and subsequently student learning.
• Select, adapt, supplement and use English teaching and learning materials.
• Select, adapt and exploit the coursebook and supplementary materials.
• Identify and engage with teaching and learning materials, including web-based suitable for classroom practice.
• Consistently improvise and supplement the teaching and learning aids to accommodate learners' needs.
• Discuss the key techniques for using teaching and learning aids.
• Create and maintain a constructive learning environment.
• Apply classroom management techniques to create and maintain a constructive learning environment and motivate/engage learners.
• Consistently maintain a balance between teacher-centred and learner-centred activities and effectively apply classroom management techniques to keep learners on task whilst maintaining discipline.
• Set up and manage classroom activities.
• Apply different techniques for setting up, managing classroom activities, and supporting groups and individuals at different levels within the class.
• Monitor learner performance and encourage interaction between learners.
• Use a wide range of techniques for responding to learners.
• Apply various techniques to effectively respond to learner differences in classroom practice.
• Provide feedback on learner language.
• Identify and use key techniques to provide clear and accurate feedback on learners' written and spoken language.
• Use the feedback to further consolidate classroom learning of learner differences.
• Apply key principles and various techniques/strategies for teaching vocabulary to encourage learner autonomy.
• Use key principles and different techniques for teaching and learning grammar to support learners.
• Evaluate principles and techniques suitable for teaching and learning phonology and use the phonemic script as a learning tool.
• Consistently use different techniques for teaching sounds, word/sentence stress, connected speech and intonation through isolated and integrated phonology activities.
• Apply principles and techniques suitable for teaching listening and reading.
• Explore principles and techniques appropriate for teaching writing and speaking.
• Consistently apply various techniques for developing writing and speaking skills using different stages according to learner needs and frequently integrate with other skills.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply assessment principles and various assessment types at different levels.
• Select appropriate and engaging materials, including web-based materials, improvise and supplement considering learners' needs.
• Consistently and effectively use a wide range of teaching aids to motivate and engage learners using digital teaching aids.
• Apply key concepts of digital teaching/learning.
• Use digital resources, where available to integrate them effectively and appropriately into day-to-day teaching, as well as confident improvisation when necessary.
• Design oral and written tests to consistently and regularly assess learners' progress at all levels.
• Regularly provide clear and detailed individualised feedback to learners on their strengths and weaknesses, both assessing learning in class and after more formal assessment, and use the knowledge gained to set priorities for individuals and the class.
• Creatively use a wide range of materials.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply Communicative Language Teaching (CLT) to promote interaction as the primary means of language learning and encourage learners to use language in real-life situations.
• Participate in teamwork and discuss the importance of teamwork.
• Facilitate, collaborate with teams, lead teams, and provide support/guidance for less experienced colleagues when needed.
• Discuss professional roles and responsibilities in a teamwork environment.
• Consistently demonstrate good professional conduct.
• Effectively assume different roles and responsibilities within the place of work.
• Actively contribute to the institution and the wider profession.

Associated Assessment Criteria for Exit Level Outcome 7

• Conduct different types of teacher research to improve own teaching and that of colleagues, and the profession.
• Use evidence-based principles and practices to identify, conceptualise, design, and implement research methods to address specific problems in the TEFL context.
• Plan and carry out informed classroom interventions to solve a specific learning/teaching problem, improve the learning/teaching situation, and respond to the outcomes of those interventions.
• Conduct research on a specific TEFL topic to promote awareness of ethics and social responsibility.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain various methods for conducting informal classroom research and share the findings with colleagues and engage in more formal research as part of an academic qualification.
• Use oral and written modes of communication that reflect high-level academic discourse to substantiate ideas/arguments/solutions related to applied linguistics and ESOL, second language acquisition, the teaching of reading and writing, assessment, and evaluation practices, ESOL course/syllabus/materials design, observing/presenting ESOL classes, and completing the mini dissertation.
• Identify and critically evaluate linguistic as well as psychological theories that have informed second language acquisition theories in a research paper that reflects the elements of academic writing.

INTEGRATED ASSESSMENT

All modules are assessed either through written assignments (amounting to 6000 words per theoretical course), teaching practicals or research projects (practical modules). Assessment topics are designed to enable advanced reflection on research and practice.

Two modules will have assessments directed towards education practice in TEFL such as Teaching English as a Foreign Language and Critically Teaching English as a Foreign Language Pedagogy. The two theoretical modules such as Second Language Acquisition Theory and Pedagogy and Critical Issues in Teaching English as a Foreign will cover the deeper theoretical and critical concerns of English Language teaching in 2, 3000 words essays.

The design of each of these summative assessments emphasises learners looking at the meeting between theory and practice regarding their practice of foreign language instruction and how they can move towards enhancing it.

Second Language Acquisition Theory and Pedagogy

• Essay One (50% of Final Mark).
• Midterm assessment.
• Learners will choose from two possible essay questions focusing on the first 6 weeks of lecture content.
• Example: 3000-word essay of a review of approach and its application in language classrooms.
• Essay Two (50% of Final Mark):
• Final assessment.
• Learners will choose from two possible essay questions focusing on the last 6 weeks of lecture content.
• Example: 3000-word essay detailing what a contemporary approach to language teaching should be in the context of a South African Foreign/ Second Language classroom.

Teaching English as a Foreign Language

• Overview of WIL-Assessed Teaching Practicals.
• Every week in WIL-Assessed Teaching Practicals, learners are expected to record the integration of course theory and teaching methodology in their lessons.
• Four (4) lessons will be observed and assessed by a lecturer/ tutor/ mentor.
• Each assessed lesson counts 25% of the final mark.
• Each assessed lesson covers a specific area of expertise the teacher should demonstrate.

Assessment areas of WIL-Assessed Teaching Practicals

• Detailed lesson plan developed by the student (10% of each lesson).
• Classroom practice/ Enactment of the lesson plan (10% of each lesson).
• Student reflection on lesson's achievement following assessed teaching practical (5% of each lesson).

Focus Area of WIL-Assessed Teaching Practicals

• Assessed Teaching Practical One (25% of Final Grade).
• Teaching Grammar and Lexis.

Assessed Teaching Practical Two (25% of Final Grade).

• Teaching Receptive Skills (Reading and Listening).

Assessed Teaching Practical Three (25% of Final Grade)

• Teaching Productive Skills (Writing and Speaking).

Assessed Teaching Practical Four (25% of Final Grade)

• Communicative Language Teaching OR Task Based Teaching.

Critical Issues in Teaching English as a Foreign Language

Essay One: Critical Discourse Analysis Assignment (50% of Final Mark).

• Midterm assessment.
• Learners will choose problematic textbook material and analyse using Critical Discourse Analysis (CDA).
• Based on their CDA analysis, learners will describe how they will re-work the material into a critical consciousness raising in the foreign language classroom.

Essay Two (50% of Final Mark)

• Final assessment.
• Learners will discuss the theory and pedagogy of critical language education and how it can be enacted within the classroom.

Critically Teaching English as a Foreign Language Pedagogy

Overview of WIL-Assessed Teaching Practicals

• Every week in WIL-Assessed Teaching Practicals, learners are expected to record their integration of course theory and teaching methodology in their lessons.
• Two (2) lessons will be observed and assessed by a lecturer/ tutor/ mentor.
• Each assessed lesson counts for 25% of the final mark.
• Each assessed lesson covers a specific area of expertise the teacher should demonstrate.

Assessment areas of WIL-Assessed Teaching Practicals

• Detailed lesson plan developed by the student (10% of each lesson).
• Classroom practice/ Enactment of the lesson plan (10% of each lesson).
• Student reflection on lesson's achievement following assessed teaching practical (5% of each lesson).

Focus Area of WIL-Assessed Teaching Practicals

• Assessed Teaching Practical One (25% of Final Grade).
• Key focus of Assessment: Using technology for foreign language instruction.

Assessed Teaching Practical Two (25% of Final Grade)

• Key focus of Assessment: A critical approach to foreign language instruction.

Overview of Action Research Project and Teacher Development Plan

• Capstone Project.
• The first part aimed at developing the educator's practice in response to the need for more critical foreign language pedagogies covered over the course.
• The second part aimed at developing educators' ability to transform their organisation based on their findings and understandings from the course.

Part 1: Action Research Project Task (25% of Final Grade)

• Learners are to research their own classroom practices for an area of their language instruction which needs to be further developed.
• Using their findings, understandings of theory and teaching experience, learners will develop and implement a new approach in their classroom.
• For assessment, learners submit an action research project that details their inquiry, findings, and how they implemented the new approach in their classroom (video, images, materials developed, lesson plans).

Part 2: Teacher Development Plan (25% of Final Grade)

• Handed in at the end of the module.
• Based on their research project and what they have learned over the duration of the course, learners will develop a workshop series.
• Learners hand in the rationale for their workshop series, including plans and materials.