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In Part c, candidates comment on key assumptions about language learning and skills development that are evident in some or all of the activities and stages. Task 3 (40 marks) contains ELT-related input, e.g. from a methodology / resource book, lesson plan extract, transcript of teachers discussing a lesson, tutor feedback.
It is also taken by candidates with some teaching experience who have received little practical teacher training or who wish to gain internationally recognised qualification. Candidates should have English language skills equivalent to at least C1 of the Common European Framework of Reference for Languages (CEFR) or an IELTS score of 7. [4] [5]
Private language schools are likely to require at least a certificate for the successful completion of a course with a minimum of 100 hours. Programs such as EPIK will offer a higher salary to teachers who have completed any TEFL course, on- or offline, if the course meets the 100-hour-minimum requirement. [ 26 ]
In ISO 15504 a capability level 3 would, for instance, require the definition of competence criteria per role. Combining this approach with the learning organisation related approach leads to a framework where it becomes extremely important to think in terms of job role-based qualification and skills.
You don’t need to have prior counseling experience to apply: The Trevor Project provides extensive training in the form of a 40-hour, 10-week course to ensure that volunteers have all the crisis ...
In the case of ALTs from private language teaching companies, further requirements may include items such as TEFL certification, Japanese language ability (at least spoken) at a communicative level, teaching experience (both within Japan and in other countries) and other specialized skills (foreign languages other than English, IT, etc ...