The program will be presented in the following format. 

The participants of the program do not need to have any teaching experience for the courses. Graduates of the course will be able to apply for teaching positions in private language schools or colleges. It is imperative to mention that each private language school or college might have its own recruitment criteria.

The admission requirements for the TEFL program include at least one of the following:

• English native speaker

• An IELTS Academic score of 8 and more

• Certificates from reputable language schools in Canada indicating an advanced level of language proficiency

Upon completion of this program the successful student will have reliably demonstrated the ability to:

• Teach different aspects of the English language (language skills and micro-skills) to non-native speakers of English

• Identify and use appropriate methods and techniques for teaching particular aspects of the English language (e.g., how to teach the difference between present perfect and present perfect continuous)

• Develop creative solutions for unexpected problems while teaching (e.g., what to do in case of the power cut)

• Develop class management skills (e.g., how to deal with troublemakers in class, how to deal with students who ask too many questions, how to deal with students who want to trap the teachers by asking tricky questions)

• Design and implement lesson plans

• Design and validate appropriate tests for different skills and micro-skills

• Score, evaluate, and provide feedback for students’ productive skills (i.e., writing and speaking)

• Provide suitable solutions for students’ problems (e.g., if a student would like to learn more slang expressions, if a student would like to improve a particular skill, if a student wants to attend an international exam, such as IELTS)

Evaluation is done throughout the course: class activity, homework and assignments, progress tests, and mid-term and final exams.

In order to get the report card for each term, students are required to attend 80% of all sessions. Besides, students must complete 75% of the course evaluation requirements (i.e., attendance, class activity score, progress test results, and final exam score). However, in order to get the certificate of competition for the whole program, they need to attend 80% of all sessions and get 80% of the test scores (Mid-term and Final Exams) of the courses.

The total number of hours for the TEFL program is 180, which is presented in the following formats:

• Part-time: 18 weeks (10 hours a week)

• Full-time: 9 weeks (20 hours a week)

• In-class instruction
• Distance education

RPI College uses has designed the “TEFL” program as two courses. None of the courses uses a particular textbook as the only course material. Houndouts will be prepared for each session. Therefore, pages, chapters, sections, or parts of the following textbooks will be used as the course materials.

“Introduction to TEFL: Theories and Methods”

1. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching (3rd Edition). Oxford University Press.

2. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Publications.

3. Yule, G. (2020). The study of Language (7th Edition). Cambridge University Press.

4. Roach, P. (2009). English Phonetics and Phonology: A Practical Course (4th Edition). Cambridge University Press.

5. Brown, J. D. (2005). Testing In Language Programs: A Comprehensive Guide To English Language Assessment. McGrow Hill.

“TEFL: Techniques and Principles”

1. Wilson, J. J. (2008). How to Teach Listening.

2. Thornbury, S. (2005). How to Teach Speaking. Pearson Education.

3. Harmer, J. (1998). How to Teach English. Pearson Education.

4. Harmer, J. (2004). How to Teach Writing. Pearson Education.

5. Kelly, G. (2000). How to Teach Pronunciation. Pearson Education.

6. Thornbury, S. (1999). How to Teach Grammar. Pearson Education.

7. Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education.

8. Scrivener, J. (2012). Classroom Management Techniques. Cambridge Handbooks for Language Teachers Series.

9. Nation, P., & Macalister, J. (2009). Language Curriculum Design. Routeledge Publications.

10. Hughes, A., & Hughes, J. (2020). Testing for Language Teachers (3rd Edition). Cambridge University Press.