The content of the Trinity TYLEC and The ELT Hub is organised according to the following key modules and their constituent components:

Unit 1: Teaching Skills, including input sessions focusing on the following aspects of ESOL teaching:

The Learning Environment

• Establishing rapport with learners from different backgrounds, and cultural sensitivity
• Classroom management: pairing and grouping students according to different teaching and learning objectives, use of space in the classroom: student and teacher positioning and movement in different lesson stages
• Use of common teaching resources, including paper resources, audiovisual, online resources, interactive whiteboards and powerpoint presentations for ESOL teaching
• Evaluation and use of coursebooks and other published teaching resources
• Teacher and student talk, including work with constructive and detrimental types of teacher talk, teacher questions, elicitation, giving instructions and error correction.

TESOL Methodology

• Common approaches, methods and activity types found in ESOL teaching
• Communicative approaches to language learning: encouraging active student participation
• Theories of child development and Second Language Acquisition
• Digital literacies and 21st century skills
• Adapting teaching according to different types of learner and motivational factors
• Awareness and use of a range of activity types, based on TESOL approaches to teaching and learning
• Use and adaptation of a range of paper-based and other materials
• Encouraging young learners to notice language
• Approaches and methods in vocabulary teaching
• Teaching phonemic awareness and oracy
• Testing, assessment and evaluation of learners.

Guided Observation

• Focused observation tasks relating to key areas of ESOL practice and language awareness for TEYL
• The creation of an observation record of teaching strengths, weaknesses and alternatives based on observed teaching
• The ability to adapt observed lessons to different teaching contexts
• Critical identification of processes that underlie successful learning and teaching.

Teaching Practice

• Lesson planning, staging and setting objectives for lessons effectively
• Self-reflection on trainees’ own teaching, and post-lesson reflection as a requirement of teaching practice
• Teacher roles and teaching as part of a team: professionalism and workplace expectations in a France context
• Guidance on, and completion of the Teaching Practice Journal assignment with developmental action plan
• Peer microteaching in both supervised and independent settings
• Guided observation of peers and trained and experienced ESOL teachers working with a range of lesson focuses.

Language Awareness & Skills, including input focusing on identification, description and analysis of the following language areas:

• Developing phonological competence in young learners
• Using stories, chants and rhymes to promote understanding of phonology, vocabulary and language structures
• Oracy as a language skill-set: speaking & listening skills and sub-skills
• Literacy as a language skill-set: writing & reading skills and sub-skills
• Integrating language skills, including approaches, methods and activity types used to incorporate varied language skills and sub-skills.

Unit 2: the Materials Assignment, including input which develops trainees’ critical abilities when selecting coursebook and other published materials for use in class, and the presentation of a rationale for their choice of materials

• The structure of the Materials Assignment Project
• Selecting and evaluating relevant materials
• Justifying choice of materials for specific groups of learners
• Adapting materials for different learner styles and levels of study.