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Option One: Extending practice and English language teaching specialism. This focuses on needs analysis, syllabus design, course planning and assessment in the context of a selected specialism (e.g. English for academic purposes, teaching exam classes, young learners, one-to-one teaching). Option Two: English language teaching management.
Above 90% of courses in this department are taught in English. [ 3 ] As of 2021, there are 200 Taiwanese students enrolled in the program and 97 international students from over 10 different countries.
A certificate course for the teaching of English as a foreign language (TEFL) originated in International House London in 1962 [10] and was run from the 1970s until 1988 by the Royal Society of Arts (RSA).
The Commission on English Language Program Accreditation (CEA) is a specialized accrediting agency that accredits post-secondary English language training programs. CEA states that its purpose is to provide a systematic approach by which programs and institutions can demonstrate their compliance with accepted standards, pursue continuous improvement, and be recognized for doing so. [1]
In the United Kingdom, this often means endeavoring to help students get a score of 6 or above in the IELTS (International English Language Testing System) examination.In the US, this can mean helping students attain a score of 80 or greater on the TOEFL (Test of English as a Foreign Language) or more than 4 on the ITEP (International Test of English Proficiency).
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TEFL refers to English-language programs conducted in countries where English is not the primary language, and may be taught at a language school or by a tutor. For some jobs, the minimum TEFL requirement is a 100-hour course; the 120-hour course is recommended, however, since it may lead to higher-paid teaching positions. [ 3 ]
An intergovernmental symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the Swiss municipality of Rüschlikon found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate.