Trinity Diploma in TESOL

Trinity Diploma in TESOL

Course duration: 40 weeks

Group size: 16 participants

Delivery: Online via our LMS (Learning Management System) and face to face in Beijing, Guangzhou, Shanghai and Shenzhen.

Cost: 17,000RMB

This course is highly recommended if you are an experienced teacher who wants to develop your professional knowledge and expertise, refine your practical teaching skills and receive an internationally recognized advanced teaching certification or become a trainer. As well as the written and practical components, you will learn about professional development issues and will conduct some classroom research.

What are the main benefits of taking the Trinity Diploma in TEFL?

This Diploma course is a masters degree-level ELT qualification, with a combination of academic and career-focused modules. It is open to those with two or more years’ ELT experience and relevant qualifications. We will be looking at current approaches to teaching, learning and language analysis and contrast these with more traditional approaches.

It can also be used as partial credit towards a Masters degree in Linguistics or TESOL in many universities.


  • Minimum two years’ TEFL experience;

  • CertTESOL (or equivalent required);

  • at least one of the following: EF Certificate in Teaching Phonology / Grammar / Lexis / Reflective Practice.


  • for teachers in EF English Centers for Adults - email your application form to Regional Education Manager

  • for teachers in Kids & Teens - email your application form to your production manager

  • for teachers in Franchise - email your application form to


Please be aware that the DipTESOL is a Masters degree level course (level 7 on the UK National Qualifications Framework).

As such, if an application isn’t successful, there is a minimum wait period of six months before the applicant can re-apply. This time should be used for preparation and practice.


The LTCL Diploma in TESOL consists of a series of 10 modules, each of which lasts for three weeks:

Classroom Practice

Aspects of classroom practice, including:

  • lesson planning

  • individual learner and class profiles

  • aspects of classroom planning related to the recognition of the value of procedural variety in language

  • teaching (e.g. skills-focused, use of games, songs, etc.)

  • classroom management

  • teaching techniques for analysing and developing communicative skills of learners of ESOL

  • teaching techniques for analysing and developing language learners’ needs, learning styles and strategies

  • ability to build on learners’ developing competence with appropriate attention to their strengths and weaknesses

  • teaching techniques for analysing and developing error and achievement

  • use of materials and aids

  • selection and exploitation of appropriate reference materials to inform classroom practice

  • an understanding of the main methods, materials and forms of assessment appropriate to young learners from Primary level upwards.

Uses of resources and technology:

  • including audiovisual, computer-assisted language learning and information and communication technology.

Portfolio Guidance

This module prepares you to complete the assessed projects for Unit 2: Portfolio, section 1, section 2 and section 3.

Language Awareness

Understanding of the following systems and language-related issues as commonly taught in beginner to advanced syllabuses should be developed:

  • the morphology of English and its lexical organisation (including word classes, word formation, collocational relationships)

  • the syntax of English (including sentence structure)

  • the discourse of English (including the patterns of discourse and text structure, grammar of language in use)

  • rhetorical and cultural conventions of English (including register, genre)

  • the semantics of English, including a consideration of the relationship between form and function

  • the grammar of English (e.g. tense, modality)

  • the pragmatics of English.


The phonology of English:

  • theoretical issues and their relevance to practical implementation

  • the sounds of English and how they are produced, with an emphasis on rhythm, stress and intonation, and their contribution to meaning

  • phonemic transcription; use of the subset of IPA symbols relevant to the description of any standard variety of English

  • teaching materials for aspects of phonology

  • teaching techniques for phonological development

  • English as an international language

  • integration of phonology with other course components.

This module will also prepare you for the Unit 3: Phonology Interview assessment.

Second Language Acquisition


  • the interface between language learning and psychology

  • issues relating to motivation

  • issues relating to second language acquisition theories.

English Language Teaching Theory

Understanding of current principles and practices of language learning and teaching, and an ability to demonstrate these in the classroom should be developed.

Aspects of the historical development of TESOL approaches and methodologies:

  • understanding of those currently in use and an evaluation of their suitability for particular groups of learners

  • aspects of the historical development of language learning theory applied to TESOL.

English as a Global Language

The role of cultural context:

  • at community, national and international level

  • the ways in which experience, conventions and assumptions influence the attitudes and behaviour of learners, teachers and trainers

  • learning and teaching in multicultural contexts

  • issues related to monolingualism, bilingualism and multilingualism.


  • issues relating to the social and cultural appropriacy of language

  • issues relating to dialect and accent

  • issues relating to language and gender.

English as a global language:

  • relevance of British Standard English and other standard and regional varieties of English: the variable status and changing roles of varieties of English to classroom teaching

  • an awareness and understanding of the changing roles and status of English in different regions of the world.

Syllabus Design

Course design including:

  • relating appropriately to short- and/or long-term objectives (including the principled planning of a coherent series of lessons, e.g. examination orientated classes, classes in English for Specific Purposes, short courses, mixed attainment groups, etc.)

  • syllabus and programme design as appropriate in the field of TESOL.

Teaching materials:

  • ability to select, use, adapt, evaluate and develop language teaching materials.

Language Assessment:


  • ability to assess and test learners’ knowledge of and skills in English on the basis of current assessment and testing theory and materials

  • basic principles of testing and assessment of learners’ proficiency at varying points in their development

  • ability to assess the effectiveness of the lesson aims

  • ability to assess the communication skills of learners of ESOL

  • language assessment procedures (including those for mixed level groups, monolingual and multicultural classes, and individuals).

Professional Development

A demonstrated knowledge of the principles and procedures facilitating personal and professional development, including:

  • reflection and self-monitoring with a view to personal development in the areas of classroom practice and management

  • familiarity with published and, where available, online reference and other professional materials which may foster personal and professional development

  • basic principles of mentoring and providing constructive support to less experienced teachers in the classroom

  • basic and appropriate research methodology for classroom-based research

  • basic principles of teacher education applied to TESOL (e.g. different models of teacher education such as apprenticeship model, reflective practitioner model)

  • aspects of educational and general management relevant to the development of good professional

  • relationships in the workplace

  • aspects of teacher training in terms of delivering programmes at initial level of training.


Am I eligible for the course?

  • Teaching Experience and Qualifications. In order to be eligible for the Diploma course you will normally have an initial TEFL/TESOL qualification and two year’s full-time teaching experience (a minimum of 960 hours teaching in total or 40 weeks @ 12 hours a week).

  • A BA/BSc degree (or equivalent) is helpful but not essential. We will discuss the aptitudes that you will need for this course at interview.

  • You need to declare any health problems or other conditions (e.g. dyslexia) that may affect your performance on this course. We will then discuss possible strategies at interview.

  • You need to have regular computer and internet access.

What examinations do I have to take?

The examination comes in four parts.

  • Part One is the written paper, consisting of one three-hour examination. It comprises a section requiring short answers on a range of language and teaching topics and more extensive questions on ‘teaching and learning’, ‘professional development’ and ‘language topics’. It is normally taken during the Friday before the practical block begins

  • Part Two is a three-part portfolio that you have to complete and submit by the end of the distance phase of he course. Essentially, this consists of a series of lesson observation notes, a ‘developmental record’ of your own teaching and a project such as course-book evaluation or devising a peer observation scheme. (Here are some samples; Part I, Part II, Part III.)

  • Part Three is an interview on the theory and practice of phonology. You have to prepare a short talk on a phonology topic related to classroom practice and answer some further theoretical and practical questions on phonetics, phonology, listening and speaking skills.

  • Part Four is an assessment of your classroom teaching. Five one hour lessons are assessed using a range of criteria. You also have to complete a set of assessed teaching journals. Here is a sample lesson plan.

What are the attendance requirements?

  • During the online phase, you must complete all the assigned tasks. Even though they don't count towards your final grade, non-completion will signal to your tutors that you may not be ready to sit the examinations.

  • During the online phase, you should allow at least ten hours a week for reading, research and online participation.


How much support will I get?

  • There will be regular tutor feedback on your tasks for every module, as well as scheduled tutorials.

  • As well as tutor support, there will be regular online gatherings such as conference calls on Skype, etc.

  • During the practical block, you will have individual feedback on each of the lessons that you teach, with clear goals set for the progress you need to make.

  • At other times, tutors will be available to answer queries by email or Skype