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Graduate Certificate in TESOL (GC-TESOL)

Graduate CertificateYear: 2019 Delivered: On Campus (Parkville)

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Overview

Award titleGraduate Certificate in TESOL
Year & campus2019 — Parkville
CRICOS code095993A
Fees informationSubject EFTSL, level, discipline and census date
Study level & typeGraduate Coursework
AQF level 8
Credit points50 credit points
Duration6 months full time or 12 months part time

The Graduate Certificate in TESOL is designed for VIT eligible teachers wishing to add English as an Additional Language as a specialist area. It focuses on the curriculum, pedagogy, and language as they apply to classroom instruction and the provision of TESOL within school systems. In combination with an approved initial teaching qualification, the Graduate Certificate in TESOL is recognised as an approved course of study for appointment and promotion to tagged positions within registered schools.

Entry requirements

1. In order to be considered for entry, applicants must have completed:

  • a four-year education degree, or equivalent; or
  • an undergraduate degree in any discipline and at least 100 credit points, or equivalent, of graduate study in education.

AND

  • be eligible for registration with the Victorian Institute of Teaching.

Meeting these entry requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

  • prior academic performance.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.

Note:
a) Graduates of the Graduate Certificate in TESOL will be eligible to apply for entry to the Master of TESOL with 50 credit points of advanced standing for the ’EAL Teaching’ specialisation.

b) Successful completion of a major in English language is a requirement for TESOL teacher accreditation in Victoria.

Core participation requirements

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.

The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

In courses requiring students to undertake practicum placements

4. The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Disability Liaison http://services.unimelb.edu.au/disability

Professional accreditation

Graduates with VIT registration will be recognised as accredited TESOL teachers within Victorian schools.

Intended learning outcomes

Graduates of the Graduate Certificate in TESOL will be able to:
KNOWLEDGE
1. Analyse and communicate an understanding of the nature and form of language as a system
2. Critically appraise and explain the application of current methodologies for teaching English as an additional language
SKILLS
3. Critique and manage language curricular and resources which are culturally and linguistically appropriate
APPLICATION OF KNOWLEDGE AND SKILLS
4. Identify and explain implications of the second language acquisition process for learning and teaching

Generic skills

Graduates of the Graduate Certificate in TESOL will develop the following set of generic skills:
• Critical reasoning and thinking
• Problem solving
• Communication
• Evidence based decision making
• Creativity and innovation
• Teamwork and professional collaboration
• Self-reflection, career awareness and lifelong learning
• Active and participatory citizenship.

Graduate attributes

Graduates of the Graduate Certificate in TESOL will have the necessary attributes to:

  • evaluate contemporary educational issues in TESOL and approaches from a range of disciplinary perspectives, including sociological, economical, psychological and pedagogical perspectives (academic distinction)
  • contribute to discussions and debates associated with the role of TESOL education in addressing contemporary local, national and global issues (global citizenship)
  • promote social justice, employability, career awareness, wellbeing and citizenship through educational policy and practice (integrity and self awareness)
  • be creative, innovative, self directed and lifelong learners, able to link theory and practice and respond to the changing educational landscape (integrity and self awareness)

Course structure

Students complete four compulsory subjects.

Subject options

Code Name Study period Credit Points
EDUC90050 Supervised Teaching (Second Language)
March
Year Long
Semester 2
12.5
EDUC90587 Grammar for Language Teachers
March
August
12.5
EDUC90048 Second Language Teaching Methodology
March
July
12.5
EDUC90631 Second Language Acquisition and Teaching
March
August
12.5

Further study

Graduates may progress to a range of other graduate coursework programs including the Master of TESOL.

Last updated: 14 October 2019