Document Type
Article
Publication Date
11-2017
Abstract
Certificate programs such as Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language (TESL) and Teaching English as a Foreign Language (TEFL) have burgeoned in our globalized world. They are usually offered and/or accredited by reputable educational institutions, such as University of Cambridge, University College London, Michigan University, as well as sanctioned by government bodies (e.g., TESL Ontario and TESL Canada in Canada, National ELT Accreditation Scheme (NEAS) in Australia, New Zealand Qualification Authorities (NZQA) in New Zealand, & Accreditation UK in the United Kingdom). These accredited programs vary enormously in their design, ranging from short certificate courses to higher education degrees. The former have historically been known as teacher training courses, with the British ELT industry as a pioneer in the field, qualifying English language teachers for more than 50 years (Freitas, 2013). They generally seek to provide their student-teachers with essential knowledge and practical skills for the teaching of the English language. The latter have been typically offered by higher education institutions in the format of bachelor’s, master’s and doctoral degrees focusing on academic disciplines. However, what the ELT field has considered to be the content (knowledge base) of these programs as well as how this content should be taught has significantly changed through the years
Faculty
Faculty of Humanities and Social Sciences
Journal
TESL Ontario Contact Magazine
Issue
November early view 2017
First Page
12
Last Page
18
Version
Pre-print
Copyright
© Freitas, 2017
Terms of Use
Terms of Use for Works posted in SOURCE.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Original Publication Citation
Frietas, D. (2017, November). Overcoming the Theory and Practice Divide : a Perspective From the TESOL Plus Program. Contact. Retrieved from http://contact.teslontario.org/wp-content/uploads/2017/10/10Freitas-TESOLPlus.pdf
SOURCE Citation
Freitas, Danielle, "Overcoming the Theory and Practice Divide : a Perspective From the TESOL Plus Program" (2017). Publications and Scholarship. 21.
https://source.sheridancollege.ca/fhass_publications/21
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