The following descriptions represent the information available at the time of publication. Refer to the TESOL Program Calendar and the Timetable and Instructions for up-to-date information.
When considering prerequisites, co-requisites and exclusions, note that the comma (,) the semi-colon (;) the ampersand (&) or the plus sign (+) mean AND; the solidus symbol (/) means OR.
It is the responsibility of each student to ensure they meet the prerequisites for courses where applicable prior to registering.
TSL560H1 – TESOL Methodology: Teaching Listening and Speaking
This course will examine current ESOL teaching practice in the skills of speaking, listening & pronunciation which can be put into immediate use with adult learners. To provide a framework for this practice, we will examine specific learner needs and context considerations for LINC/ESL (community-based) and ESP (English for Specific Purposes, including internationally-trained immigrants), with a focus on tailoring the teaching of speaking/listening/pronunciation skills to these contexts. The course will also provide practice in evaluating and adapting commercial and online materials for these skills to meet the needs of students in these contexts.
TSL561H1 – Theoretical Issues in Second Language Teaching and Learning
This course examines current theoretical research that has a bearing on how adult speakers of other languages learn English. We first examine theories of adult learning and models of language performance. We then discuss the theories informing communicative language teaching (CLT), including the concept of communicative competence. For the remainder of the course, we explore the research base around topics relevant to second language learning and teaching and the implications for the classroom.
TSL562H1 – Transition to the Classroom
This introductory course exposes students to ESOL learners, instructors and classrooms through observations (onsite and online) and goes on to explore the principles and best practices of adult language learning and teaching in the context of discussion, reflection, peer teaching and volunteer teaching. We identify key resources in the field: online, text, realia and institutional. Throughout the course, we explore career options, particularly in terms of what you bring to the field, or directions you can take. You will complete the course with a beginning inventory of personal teaching strengths, preferred resources, and career and related networking possibilities. Students should expect to spend four to fifteen hours in the field (time can be negotiated). Graded on an Honours/Pass/Fail basis.
TSL563H1 – Pedagogical Grammar
This course provides you with the basic knowledge of grammatical structures of the English language and techniques for teaching them. During the classes we will examine various functions of grammatical forms, discuss how they can be addressed in learner-centred ESL classrooms, and explore what potential difficulties they can cause for learners. Emphasis will be given to the specific steps involved in teaching grammar (presentation, explanation, focused and communicative practice) at different proficiency levels, from beginner to advanced. We will also examine and evaluate available grammar resources. The three-hour classes will be a combination of presentations/discussions and practical activities.
Recommended Preparation: Students enrolling in this course will be expected to be proficient in various English grammar rules and terminology.
TSL564H1 – TESOL Methodology: Teaching Reading and Writing
This course will examine current ESOL teaching practice in the skills of reading, writing & vocabulary which can be put into immediate use with adult learners. To provide a framework for this practice, we will examine specific learner needs and context considerations for EIL (English as an International Language) and EAP (English for Academic Purposes), including internationally-trained immigrants and international students, with a focus on tailoring the teaching of reading/writing/vocabulary skills to these contexts. The course will also provide practice in applying the principles and processes of effective materials creation and using online resources to meet the needs of students in these contexts.
TSL565H1 – Planning ESOL Courses
This course takes a broader view of teaching ESOL. We start by exploring different curricular models and approaches (both historic and contemporary) and move into syllabus planning for different contexts such as programs for immigrants and refugees, programs for international students, and EFL programs. From syllabus planning, we shift to the principles of lesson planning. We examine the role of needs analyses and student input in planning syllabi and lessons. Finally, we review approaches to error correction, feedback, assessment and testing and the implications of these for classroom teaching.
TSL566H1 – TESOL Practicum
Students complete 30 hours of classroom observation and 20 hours of supervised teaching with a qualified teacher trainer in the Adult ESOL Program. Our Practicum partner is the Toronto Catholic District School Board. In-class workshops provide an opportunity to explore best practices and classroom management issues. As well, expect to plan activities based on CLB curriculum guidelines and to discover the advantages of “no-prep activities.” Panel discussions and presentations help start you on your job search. Students can expect to spend eighty percent of their time in the field. Graded on an Honours/Pass/Fail basis.
Prerequisites: TSL562H1, TSL563H1 and one of TSL560H1 OR TSL564H1
NOTE: All students enrolled in the Practicum must complete a criminal background check at least 6 – 8 weeks before the start of the course.
TSL567H1 – Linguistics for Teaching ESOL*
This course introduces basic concepts of linguistics used in ESOL teaching for describing language and language use. Topics include the English sound system, the principles of both word and sentence systems and formations, the study of meaning, the use of language in context and the role of language in society.
Exclusion: LIN100Y1, LIN200H1
* This course is being introduced September 2017 and replaces LIN200H1 Introduction to Language
If you have taken courses similar to those offered in the program, you may request transfer credit. Indicate which course you wish assessed on the application. Course descriptions must be provided. Please note that no more than one half transfer credit per student will be granted (0.5 credit). You may contact our office at 416-978-8713 if you require further information.