Graduate Diploma in TESSOL

What? 

Graduate Diploma in TESSOL

So what? 

I did the following papers when I completed my studies in The Graduate Diploma in TESSOL:

• TESSOL: Language Learning Needs (EDPROFST 227) 

Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced.

• TESSOL: Language Learning through Tasks (EDPROFST 372)

Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences.

• TESSOL: Language Learning in the New Zealand Context (EDPROFST 373)

The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning.

• TESSOL: Language Focused Curriculum (EDPROFST 374)

Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching.

• Introduction to Bilingual Education (EDPROFST 226)

An introduction to bilingualism and bilingual education. Examines key principles of programme development and strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary.

• TESSOL Assessment (EDPROFST 375)

We analysed the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds.

• Bilingual Education: Curriculum and Pedagogy (EDPROFST 377)

Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre.

• Introduction to Samoan Language for Teaching (EDPROFST 220)

Focus on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language.

Now what?

I will use whatever I learnt in my studies to help me in teaching my emergent bilingual learners.