Annex 4 Course Info 2021 (all)

COURSE INFORMATION 2021

C111 Advanced Specialist Certificate in 19 Jan 2021 –
Teaching Listening and Speaking 5 Feb 2021

Course Overview

Rationale This course is intended to:
Duration
 Develop participants’ understanding of the theoretical bases for
the teaching of listening and speaking skills in an English as a
Second Language and/or Foreign Language (ESL/EFL)
classroom;

 Examine current approaches to teaching listening and speaking;
 Focus on the sub-skills and strategies involved in listening and

speaking and
 Examine issues and challenges involved in teaching listening

and speaking.

3 weeks (54 hours)

Aims By the end of the course, participants will be able to:

Components  Acquire an up-to-date knowledge of theories and principles of
Delivery teaching listening and speaking; and

 Discuss and develop lessons in teaching different listening and
speaking skills and sub-skills.

1. Teaching Listening
2. Teaching Speaking

Lectures, task-based workshops, discussions of prescribed
readings, and evaluative analysis conducted at RELC.

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Course Requirements

To complete the course successfully, a candidate must:

a) Satisfy class attendance requirements;
b) Attain a satisfactory standard in required course work; and
c) Complete all assignments and an exam.

A course participant whose progress has not been satisfactory may be required to terminate his/her
candidature.

Course Award

The course will lead to the award of an Advanced Specialist Certificate in Teaching Listening and
Speaking.

Entry Requirements

The requirements for admission to the course are:

a) An approved bachelor’s degree (or equivalent qualifications) in Linguistics, English
Language, TESOL or Education;

b) At least two years of full-time English language teaching experience or experience in
English language/curriculum planning and language development programmes; and

c) Candidates must meet the minimum language scores for any of the following:
o IELTS: 6.5;
o TOEFL: 550 paper-based; 213 computer-based; 79 internet based;
o GCE O Level English: B3 and above;
o GCE A Level General Paper: C6 and above; or
o Cambridge Advanced English (CAE): C and above
o SPM 1119 English: B and above (GPK/PNG 3.00 and above)/Kepujian Tinggi
and above
o STPM General Paper/English Literature: B- and above (CGPA/HGMP 2.67 and
above)
o Malaysian University English test (MUET): Band 4 and above
o CU TEP with a score of 65 (equivalent to IELTS 6.5) and above
o APTIS (all four macro skills) B2 and above

Note: Applicants who do not meet Criteria (c) are required to pass the RELC English selection
test.

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Application

Interested applicants must submit the following documents:

☐ Application Form (completed and endorsed)
☐ Medical Examination Form
☐ Officially certified copies of the applicant’s certificates of degrees/diplomas
☐ Officially certified copies of the applicant’s transcripts. Where a transcript is in a

language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)
☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)
☐ Officially certified copies of current/valid IELTS or official TOEFL results for applicants
from non-English medium education systems

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

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As at 10 Oct 2020

COURSE INFORMATION 2021

C112 Advanced Specialist Certificate in 19 Jan 2021 –

Teaching Reading and Writing 5 Feb 2021

Course Overview

Rationale  This course deals with the principles, design and procedures in
teaching reading and writing in ESL/EFL situations within a multimodal
world.

 The integration of theory and classroom practice will be achieved via
journal writing, sample lesson plans and micro-teaching sessions.

 Key theories of reading and writing and current approaches to
teaching reading and writing will be explored and discussed vis-à-vis
the course participants’ teaching and learning contexts.

 There will be a special focus on helping participants to make the
transition from using traditional print-based to multimodal materials.

Duration 3 weeks (54 hours)
Aims
Components By the end of the course, participants will be able to:
Delivery
 Acquire an up-to-date knowledge of theories, principles and
practices in the teaching of reading and writing; and

 Discuss and develop lessons in teaching different reading and writing
skills and sub-skills.

1. Teaching Reading
2. Teaching Writing

Lectures, task-based workshops, discussions of prescribed readings,
and evaluative analysis conducted at RELC.

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Course Requirements

To complete the course successfully, a candidate must:
a) Satisfy class attendance requirements;
b) Attain a satisfactory standard in required course work; and
c) Complete all assignments and an exam.

A course participant whose progress has not been satisfactory may be required to terminate his/her
candidature.

Course Award

The course will lead to the award of an Advanced Specialist Certificate in Teaching Reading and
Writing.

Entry Requirements

The requirements for admission to the course are:

a) An approved bachelor’s degree (or equivalent qualifications) in Linguistics, English
Language, TESOL or Education;

b) At least two years of full-time English language teaching experience or experience in
English language/curriculum planning and language development programmes; and

c) Candidates must meet the minimum language scores for any of the following:
o IELTS: 6.5;
o TOEFL: 550 paper-based; 213 computer-based; 79 internet based;
o GCE O Level English: B3 and above;
o GCE A Level General Paper: C6 and above; or
o Cambridge Advanced English (CAE): C and above
o SPM 1119 English: B and above (GPK/PNG 3.00 and above)/Kepujian Tinggi
and above
o STPM General Paper/English Literature: B- and above (CGPA/HGMP 2.67 and
above)
o Malaysian University English test (MUET): Band 4 and above
o CU TEP with a score of 65 (equivalent to IELTS 6.5) and above
o APTIS (all four macro skills) B2 and above

Note: Applicants who do not meet Criteria (c) are required to pass the RELC English selection
test.

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Application

Interested applicants must submit the following documents:

☐ Application Form (completed and endorsed)

☐ Medical Examination Form

☐ Copies of your certificates of degrees/diplomas, certified by your institution

☐ Copies of your transcripts, certified by your institution. Where a transcript is in a
language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)

☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)

☐ Copies of current/valid IELTS or official TOEFL results certified by your institution (for
applicants from non-English medium education systems)

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As at 10 Oct 2020

COURSE INFORMATION 2021

MA Master of Arts in Teaching 15 Feb 2021 –
TESOL English to Speakers of Other 11 Feb 2022
Languages

A one-year full-time programme jointly offered by the Victoria University of Wellington,
New Zealand and SEAMEO RELC

Programme Overview

Learning Outcomes Victoria University of Wellington’s MA TESOL attracts English
Duration language teachers from around the world who wish to upskill and
become more effective in classroom teaching, assessment and
curriculum design. By the end of the programme, graduates should
be able to:

 Prepare and critically assess teaching materials;
 Plan a programme of language study;
 Account for individual differences and difficulties in language

learning;
 Monitor and assess learners’ progress;
 Advise teachers on effective procedures and interventions;
 Read and evaluate research, theory and descriptions of

classroom practice in language teaching; and
 Plan and carry out their own small-scale research studies.

1 Year (3 trimesters)

Period and Nature of  The programme consists of three trimesters of full-time study
Study over one academic year.

 In 2021 the programme begins on 15 Feb with a two-day pre-
course orientation programme. It ends on 11 Feb 2022.

 In trimester 1 (15 Feb – 21 May 2021) and trimester 2 (5 Jul – 8
Oct 2021) course participants of the programme will study at a

compulsory residential school at SEAMEO RELC in Singapore
through a combination of face-to-face and blended (face-to-
face and on-line) courses.

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 In trimester 3 (8 Nov 2021 – 11 Feb 2022) the course
participants will continue their study on-line in their home
country.

In each trimester course participants enrol in four 15 point
courses. #

Details of the courses can be found on-line at

https://www.victoria.ac.nz/explore/postgraduate-
subjects/tesol/overview?international=true

Description of Courses

Course participants are required to complete twelve compulsory courses. However, course
participants with a Postgraduate Diploma in Applied Linguistics conferred by SEAMEO RELC or an
equivalent post-graduate qualification will be eligible for a four course exemption, i.e. 120 points
instead of 180 points. (See Admission Requirements below.)

Note: Courses are subject to change

COURSE CODE/ TITLE DESCRIPTION
LALS#510
Listening and Speaking in This course explores a range of principles and practices for
the Language Classroom the teaching and learning of listening and speaking skills in the
second/foreign language classroom. Drawing on evidence
LALS#511 from classroom research, the course explores evidence-based
Teaching Reading and proposals for addressing the practical issues that teachers
Writing face in planning and implementing instruction. Particular
LALS#519 emphasis is given to the design of classroom materials,
Special Topic: Teaching activities and lessons, and principles for managing classroom
English as an International learning.
Language
This course examines the principles behind the effective
teaching of reading and writing skills in another language and
the application of these principles in the preparation and use of
teaching materials.

The changing sociolinguistic landscape of English has led to a
paradigm shift in the Applied Linguistics discipline, calling for a
critical re-assessment of ELT assumptions and practices that
have been traditionally oriented toward native- English
speakers' linguistic norms and practices. This course engages
course participants in exploring the recent sociolinguistic
development of the English language in various international
contexts, and its implications for teaching English in today's
globalizing/globalized world.

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COURSE CODE/ TITLE DESCRIPTION
LALS#520
Learners and Second This course looks at the role of the learner and the effect of
Language Learning individual differences on second language learning. Issues
LALS#522 such as learner motivation, affect, aptitude and learner
Teaching and Learning response to feedback are explored.
Vocabulary
LALS#523 This course focuses second language vocabulary learning and
Language Assessment teaching, including factors that influence vocabulary learning,
the roles of incidental acquisition and deliberate learning, how
LALS#528 to select words for learning and how to assess vocabulary
Classroom-Based knowledge.
Research for Language
Teachers This course examines the theory and practice of language
assessment, with particular reference to classroom learning.
LALS#529 Both formal tests and a range of alternative procedures are
Task-Based Language covered, having consideration for the purpose of the
Teaching assessment and the requirements of the learning environment.

LALS#512 Teaching and This course focuses on the role of teachers as researchers
Learning Grammar who seek to improve their classroom teaching and learning
environment. It will cover the essentials of classroom research
LALS#525 Learner design, including establishing a research problem, writing
Autonomy and Learning research questions, selecting methods, writing a literature
Strategies review, and collecting and analysing data. Course participants
will have the opportunity to explore and write a proposal for a
small-scale classroom-based research problem in language
teaching, learning or assessment in the participants’ teaching
context. The course will also discuss practical issues on
research proposal, schedule, and ethics.

Task-based language teaching (TBLT) has been extensively
theorized and researched in recent decades and widely
adopted in language teaching and learning internationally.
Drawing on theoretical and classroom perspectives, this
course explores task-based course design, teaching and
assessment. It considers the practicalities of adopting TBLT in
contexts familiar to teachers on the course.

This course provides an analysis and evaluation of diverse
pedagogical interventions intended to facilitate grammar
acquisition, with a view to helping practitioners optimise their
design of course materials and classroom activities.

This course introduces the principles and practices associated
with learner autonomy and learner strategies in language
learning. A key emphasis will be placed on how the theories

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COURSE CODE/ TITLE DESCRIPTION

LALS#531 and research covered can be translated into classroom
Computer-assisted practice.
Language Learning
This course engages participants in a critical examination of
LALS#544 theoretical and practical issues in Computer-assisted
Discourse Analysis and Language Learning (CALL). Students will develop an
Language Teaching understanding about using, evaluating and designing digital
materials and tools for language learning and teaching.

Discourse is language in use. This course explores the
analysis of discourse structure in spoken and/or written text,
and considers applications in language teaching.

*Guidelines (e.g. topic, length, format, etc.) for the preparation of assignments will be provided by
the lecturers.

Programme Requirements

To complete the programme successfully, a candidate must:
a) Obtain a pass in all courses;
b) Satisfy class attendance requirements; and
c) Complete all on-line tasks, where applicable.

A programme participant whose progress has not been satisfactory may be required to terminate
his/her candidature.

Programme of Study

Programme participants must satisfactorily complete all courses as required. Programme details
are subject to change.

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Programme Award

The programme will lead to the award of a Master of Arts in Teaching English to Speakers of Other
Languages conferred by the Victoria University of Wellington, New Zealand.

Admission Requirements

The requirements for admission to the programme are:
a) Bachelor’s degree in Linguistics, English Language, Education or a language other
than English (or another relevant degree);
b) At least 2 years of professional experience in language education or other areas
of applied linguistics;
c) For students from non-English speaking backgrounds, an overall IELTS score of
6.5 with no sub-score below 6.0; or TOEFL internet-based test: 90 with a minimum
20 in writing; or Pearson Test of English: minimum score of 65 (with a
'Communicative' score of not less than 58) is required.

Applicants with a Postgraduate Diploma in Applied Linguistics conferred by SEAMEO RELC
or an equivalent post-graduate qualification will be eligible for a four-course exemption.

IT Requirements

As this is an online course, participants must ensure that they have the following minimum
requirements for the use of Learning Management System (LMS):

 Mozilla Firefox or Internet Explorer (IE) 8.0 internet browsers
 Desktop/Notebook PC minimum technical specifications:

o CPU: Intel Core i3 (minimum)
o Main memory: 2 GB (minimum)
o Hard disk: 320GB
o Webcam
 Internet speed: A minimum of 1 MB/sec
 Software specifications:
o Desktop/Notebook Operating System: Windows 7, Vista or XP SP3
o Adobe Flash Player 11 or later
o Adobe Shockwave Player 11.5 or later
o Sun Java TM 6 Update 23 or later
o Cookies (activated)
o Microsoft Office (2003 upwards) or Open Office

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Application

Interested applicants must submit the following documents:

☐ SEAMEO RELC Application Form (completed and endorsed)

☐ Victoria University of Wellington Application to Study as an International Student

☐ Medical Examination Form

☐ Copies of your certificates of degrees/diplomas, certified by your institution

☐ Copies of your transcripts, certified by your institution. Where a transcript is in a
language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)

☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)

☐ Curriculum Vitae

☐ Scanned copy of your passport

☐ Copies of current/valid IELTS or official TOEFL or Pearson Test of English results
certified by your institution (for applicants from non-English medium education
systems)

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

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As at 10 Oct 2020

COURSE INFORMATION 2021

C422 Specialist Certificate in Teaching 30 Mar 2021 –
English as an International 16 Apr 2021
Language

Course Overview

Rationale The status of an ‘international language’ given to English due to
its predominant use in a variety of international economic and
cultural arenas has led to a paradigm shift from TESL/TEFL to
TEIL (teaching English as an International Language).

As English is used as a lingua franca among speakers of
diverse languages and cultures in today’s globalised world,
there is a need to develop curriculum and pedagogical
strategies that engage students in learning how to
communicate across languages and cultures.

Based on the TEIL perspective, this specialist certificate course
engages course participants in learning how to use and teach
English across cultures.

Duration 3 weeks (54 hours)

Aims The course is intended for English language teachers with at
least two years of teaching experience in the classroom.

It aims to fulfil the following objectives:

 To raise participants’ language awareness for teaching
English as a lingua franca.

 To enhance participants’ language and communication
skills for multilingual and intercultural contexts.

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Components  To guide participants in learning how to develop and
Delivery teach materials/curriculum for teaching English as a
regional/global lingua franca.

 To profile pedagogical ideas that are informed by current
literature on TEIL.

3-week course on the principles and practices of teaching EIL

 Language Variation
 Intercultural Communication
 Principles of Teaching English as an International

Language (TEIL)
 EIL curriculum and syllabus materials development
 Teaching Macro-skills for Intercultural Communication
 Designing lessons and classroom activities based on the

principles of TEIL.

Two approaches will be used in this course to engage
participants in learning to be successful international/intercultural
users and teachers of English in a wide variety of institutional
settings and cultural contexts:

 The experiential learning approach: participants are
provided with an opportunity to experience using and
teaching English in multicultural contexts.

 The problem-based learning approach: participants are
engaged in learning to resolve a wide range of mis-
intercultural communication scenarios in both social and
professional contexts.

Outcomes and Deliverables

Upon completion of the programme, the participants will be able to:

1. Develop awareness and understanding of the current landscape of the English language in
the world and in the ASEAN region.

2. Demonstrate an understanding of the complex relationships between language and culture.
3. Use knowledge and skills to communicate and teach English across cultures.
4. Apply the pedagogical principles of teaching English as an International Language to various

classroom situations.
5. Demonstrate competency in teaching EIL by conducting oneself with sensitivity to, and

appreciation of, diverse student populations.

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Course Requirements

To complete the course successfully, a candidate must:

a) Satisfy class attendance requirements;
b) Attain a satisfactory standard in required course work; and
c) Complete all assignments.

Assessment

There will be four components of the course assessment:
a) Reflective Journal (20%)
b) Presentation (20%)
c) Lesson Plan (30%)
d) Microteaching (30%)

Course Award

The course will lead to the award of a Specialist Certificate in Teaching English as an International
Language.

Entry Requirements

The requirements for admission to the course are:

a) A minimum of 2 years study in an approved tertiary institution where English is the
medium of instruction (to be verified by the institution);

b) At least 2 years of experience teaching English in the classroom; and
c) Candidates must meet the minimum language scores for any of the following:

o IELTS: 6.5
o TOEFL: 550 paper-based; 213 computer-based; 79 internet based;
o GCE O Level English: B3 and above;
o GCE A Level General Paper: C6 and above; or
o Cambridge Advanced English (CAE): C and above
o SPM 1119 English: B and above (GPK/PNG 3.00 and above)/Kepujian Tinggi

and above
o STPM General Paper/English Literature: B- and above (CGPA/HGMP 2.67 and

above)
o Malaysian University English test (MUET): Band 4 and above
o CU TEP with a score of 65 (equivalent to 6.5) and above
o APTIS (all four macro skills) B2 and above

Note: Applicants who do not meet Criteria (c) are required to pass the RELC English selection
test.

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As at 10 Oct 2020

Application

Interested applicants must submit the following documents:

☐ Application Form (completed and endorsed)

☐ Medical Examination Form

☐ Copies of your certificates of degrees/diplomas, certified by your institution

☐ Copies of your transcripts, certified by your institution. Where a transcript is in a
language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the
degrees/academic qualifications achieved with a listing of subjects studied and
subject examination results is required.)

☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)

☐ Copies of current/valid IELTS or official TOEFL results certified by your institution (for
applicants from non-English medium education systems)

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

16 of 32

As at 10 Oct 2020

COURSE INFORMATION 2021

C113 Advanced Specialist Certificate 4 May 2021 –
in Language Assessment 21 May 2021

Course Overview

Rationale  This course is specifically designed for language instructors
Duration and assessors who are interested in understanding and
applying principles and practices of Assessment for Learning
(AfL) and Assessment of Learning (AoL) within the context of
their respective institutions. The course will focus on how to
integrate formative assessment within regular teaching
activities and how to construct and evaluate language tests.

 In AfL, course participants will be given ample hands-on
opportunities to demonstrate how AfL is integrated into
everyday English lessons, informing teachers as well as
learners of the learning development and process. The key
approaches towards implementing such formative assessment
involve relooking at the role of the teacher-as-assessor, the
nature of effective feedback, and how to create a classroom
culture of learner autonomy and collaboration. Issues
pertaining to school-based assessment that supports high-
quality learning will also be discussed.

 In AoL, course participants will be provided with an overview of
the principles of summative language testing. They will be
taught how to develop test specifications within the context of
an English syllabus. They will also be guided to assess
summatively the receptive, productive and integrated language
skills.

3 weeks (54 hours)

Aims By the end of the course, participants will be able to:

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Components  Understand the key concepts, principles and practices of
Delivery language assessment of learning and for learning;

 Identify and design test specifications for AoL and AfL in
alignment with specific language syllabuses/courses;

 Construct reliable, valid and practical types and modes of AoL
and AfL;

 Analyze, interpret and use data from and results of assessment
to provide informed and constructive feedback to help improve
students’ language learning; and

 Evaluate and appraise both AfL and AoL that are currently
used in their institution.

1. Assessment of Learning
2. Assessment for Learning

Lectures, task-based workshops, discussions of prescribed
readings, and evaluative analysis conducted at RELC. Webinars
may be delivered in lieu of in-person teaching should there be a
need for online teaching.

Course Requirements

To complete the course successfully, a candidate must:
a) Satisfy class attendance requirements;
b) Attain a satisfactory standard in required course work; and
c) Complete all assignments and an exam.

A course participant whose progress has not been satisfactory may be required to terminate his/her
candidature.

Course Award

The course will lead to the award of an Advanced Specialist Certificate in Language Assessment.

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Entry Requirements

The requirements for admission to the course are:

a) An approved bachelor’s degree (or equivalent qualifications) in Linguistics, English
Language, TESOL or Education;

b) At least two years of full-time English language teaching experience or experience in
English language/curriculum planning and language development programmes; and

c) Candidates must meet the minimum language scores for any of the following:
o IELTS: 6.5;
o TOEFL: 550 paper-based; 213 computer-based; 79 internet based;
o GCE O Level English: B3 and above;
o GCE A Level General Paper: C6 and above; or
o Cambridge Advanced English (CAE): C and above
o SPM 1119 English: B and above (GPK/PNG 3.00 and above)/Kepujian Tinggi
and above
o STPM General Paper/English Literature: B- and above (CGPA/HGMP 2.67 and
above)
o Malaysian University English test (MUET): B and 4 and above
o CU TEP with a score of 65 (equivalent to IELTS 6.5) and above
o APTIS (all four macro skills) B2 and above

Note: Applicants who do not meet Criteria (c) are required to pass the RELC English selection
test.

Application

Interested applicants must submit the following documents:

☐ Application Form (completed and endorsed)

☐ Medical Examination Form

☐ Copies of your certificates of degrees/diplomas, certified by your institution

☐ Copies of your transcripts, certified by your institution. Where a transcript is in a
language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)

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☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)

☐ Copies of current/valid IELTS or official TOEFL results certified by your institution (for
applicants from non-English medium education systems)

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

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COURSE INFORMATION 2021

C103 Blended Postgraduate Diploma in 6 Jul 2021 –
Applied Linguistics 18 Dec 2021

Course Overview

Rationale  Designed to enhance the theoretical understanding and practical
Duration teaching skills of English Language professionals in the Asia-
Pacific region who are interested in obtaining a postgraduate
qualification in teaching ESL/EFL.

24 Weeks (117 hours)

By the end of the course, participants will be able to:

Aims  Apply relevant and appropriate key theories in the field of
ELT/Applied Linguistics to their own teaching contexts;

 Discuss the main processes and issues involved in learning an
additional language in the era of globalization; and

 Demonstrate an understanding of the major teaching and
assessment approaches, methods, and techniques that have
been widely used and discussed in the field of ELT/Applied
Linguistics.

 The period of study is from 6 July to 18 December 2021 (24

weeks). Students are required to attend 10 weeks of compulsory

residential school:

o Weeks 1-6 (6 Jul – 14 Aug): Residential

Period and Nature of o Weeks 7-18 (16 Aug – 6 Nov): Online

Study o Weeks 19-20 (9 – 20 Nov): Break

o Weeks 21-24 (23 Nov – 18 Dec): Residential

(Note: Dates listed are tentative and subject to change.)

 Students will do three blended (on-line) modules in their home
country during weeks 7 – 18.

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Delivery  This course consists of six modules:
o Three are delivered in a blended mode, combining on-line
and face-to-face teaching; and
o Three are delivered face-to-face at RELC.

 Learner Training is provided to familiarize learners with the system

to be used for the online learning.

Description of Modules

Module Mode of delivery Mode of Assessment

a) Language Curriculum Design and Face-to-Face Continuous Assessment and Exam
Implementation Continuous Assessment and Exam
Continuous Assessment and Exam
b) Teaching Listening and Speaking Face-to-Face Continuous Assessment and Exam
Continuous Assessment and Exam
c) Teaching Reading and Writing Blended Continuous Assessment and Exam

d) Language Assessment Blended

e) Technology Enhanced Language Blended
Learning Face-to-Face

f) Principles and Practices of
Pedagogical Grammar

Modules and their mode of delivery offered are subject to change.

Broadly, the following topics will be covered in the six modules:

a) Language Curriculum Design and Implementation (Face-to-Face)
This module surveys issues and approaches in the design of language courses and
instructional materials. It provides an overview of current theory and practice in curriculum
and design. It also provides an opportunity for participants to develop some of the practical
skills involved in designing and evaluating curriculum, classroom materials and course
books.

b) Teaching Listening and Speaking (Face-to-Face)
This module is designed to develop course participants’ understanding of the theoretical
bases for teaching listening and speaking to English language learners. It focuses on the
teaching of sub-skills and strategies involved in listening and speaking. It also examines
current issues and challenges involved in teaching listening and speaking.

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c) Teaching Reading and Writing (Blended)
This module deals with the principles, design and procedures in teaching reading and
writing in ESL/EFL situations within a multimodal world. The integration of theory and
classroom practice will be achieved via journal writing, sample lesson plans and micro-
teaching sessions. Key theories of reading and writing and current approaches to teaching
reading and writing will be explored and discussed vis-à-vis the course participants’ teaching
and learning contexts. There will be a special focus on helping participants to make the
transition from using traditional print-based to multimodal materials. The teaching of new
literacies such as reading and viewing, and writing and visually representing will be
addressed.

d) Language Assessment (Blended)
This module introduces the basic theoretical principles related to language assessment.
Course participants will have the opportunity to reflect on their own language assessment
practice in relation to their teaching objectives. There will also be hands-on practice in the
planning, designing, and grading of assessment related to receptive, productive and
integrated language skills. Additionally, this module will explore the rationale for assessment
for Learning, and examine the key approaches in implementing such classroom-based
assessment.

e) Technology Enhanced Language Learning (Blended)
In today’s technologically driven society, learning languages has gone digital and
classrooms have become increasingly high tech. How should our English Language
teachers respond to the use of technology in their classrooms? What is the role of
technology in the teaching of the English Language? How do SLA concepts and methods be
made evident in the classrooms that use technology? These questions and issues will be
covered in this module. This module will familiarise participants with the current approaches,
concepts, principles and practices of the use of technology in teaching and learning of ESL
and EFL. Participants will have the opportunity to select, evaluate and curate digital learning
tools in their application of SLA concepts and methods in their own teaching contexts.

f) Principles and Practices for Teaching Grammar (Face-to-Face)
This module prepares course participants to teach grammar in a wide variety of
intra/international contexts. The status of English as a global language has prompted a shift
in the ways in which English grammar is conceptualised, learned, and taught. In addition to
introducing course participants to different conceptualisations of language/grammar, they
are engaged in critical discussions on a variety of pedagogical principles and practices for
teaching English language grammar. In light of these discussions, the module provides
participants with an opportunity to design their own lesson plans, and assessment tasks that
can potentially be implemented in their own teaching and learning contexts. The issues
surrounding teaching grammar and future directions for researching/teaching grammar are
also discussed.

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Course Requirements

To complete the course successfully, a candidate must:

a) Achieve a minimum cumulative average point of 3.0 (equivalent to B-) across all the six
modules;

b) Satisfy face-to-face class attendance requirements; and
c) Satisfy online mandatory course requirements in terms of the completion of forum postings,

quizzes and assignments.

A course participant whose progress has not been satisfactory may be required to terminate his/her
candidature.

Course Award

The course will lead to the award of a Blended Postgraduate Diploma in Applied Linguistics.

Admission Requirements

The requirements for admission to the programme are:

a) An approved bachelor’s degree (or equivalent qualifications) in Linguistics, English
Language, TESOL or Education;

b) At least two years of full-time English language teaching experience or experience in
English language/curriculum planning and language development programmes; and

c) Candidates must meet the minimum language scores for any of the following:
o IELTS: 6.5;
o TOEFL: 550 paper-based; 213 computer-based; 79 internet based;
o GCE O Level English: B3 and above;
o GCE A Level General Paper: C6 and above; or
o Cambridge Advanced English (CAE): C and above
o SPM 1119 English: B and above (GPK/PNG 3.00 and above)/Kepujian Tinggi
and above
o STPM General Paper/English Literature: B- and above (CGPA/HGMP 2.67 and
above)
o Malaysian University English test (MUET): Band 4 and above
o CU TEP with a score of 65 (equivalent to IELTS 6.5) and above
o APTIS (all four macro skills) B2 and above

Note: Applicants who do not meet Criteria (c) are required to pass the RELC English selection
test.

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Applicants with a minimum grade of B- in an Advanced Specialist Certificate for a particular
module conferred by RELC will be eligible for an exemption from the particular module offered in
the postgraduate diploma course.

IT Requirements

As this is an online course, participants must ensure that they have the following minimum
requirements for having access to a Learning Management System (LMS):

 Mozilla Firefox or Internet Explorer (IE) 8.0 internet browsers
 Desktop/Notebook PC minimum technical specifications:

o CPU: Intel Core i3 (minimum)
o Main memory: 2 GB (minimum)
o Hard disk: 320GB
o Webcam
 Internet speed: A minimum of 1 MB/sec
 Software specifications:
o Desktop/Notebook Operating System: Windows 7, Vista or XP SP3
o Adobe Flash Player 11 or later
o Adobe Shockwave Player 11.5 or later
o Sun Java TM 6 Update 23 or later
o Cookies (activated)
o Microsoft Office (2003 upwards) or Open Office

Application

Interested applicants must submit the following documents:

☐ SEAMEO RELC Application Form (completed and endorsed)
☐ Medical Examination Form
☐ Copies of your certificates of degrees/diplomas, certified by your institution
☐ Copies of your transcripts, certified by your institution. Where a transcript is in a

language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)
☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)
☐ Copies of current/valid IELTS or official TOEFL results certified by your institution (for
applicants from non-English medium education systems)

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

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COURSE INFORMATION 2021

CELT-S Cambridge Certificate in 2 Aug 2021 -
28 Feb 2022
English Language Teaching -
Secondary

Rationale CELT-S is a qualification designed for English language teachers working in
secondary education (ages 11-18).

Aims CELT-S aims to help participants improve the quality of their classroom practice

by:

 developing and extending teachers’ knowledge and skills;
 focusing on the strategies, methods and materials teachers need to teach

language effectively;
 helping teachers to manage and motivate large classes; and
 providing teachers with strategies to ensure that all learners achieve their

potential.

Duration CELT-S is a 150-hour blended learning course, comprising eight modules (see
Course Syllabus for details) and a practical component (comprising portfolio
tasks and teaching observations).

CELT-S will be conducted in four phases. They are:

 Phase 1: 2 August to 24 October 2021
12-week online learning phase (with at least 40 hours of online study)

 Phase 2: 25 October to 20 November 2021

4-week residential training in Singapore at SEAMEO RELC (with 84 hours of

Period and Nature face-to-face study, *TP1: 6 hours of micro-teaching and peer observation
of Study and TKT (Module 1) which will be taken on Fri, 19 Nov 2021 in Singapore.

 Phase 3: 29 November 2021 to 23 January 2022

8-week online learning phase (with at least 20 hours of online study)

 Phase 4: 24 January to 28 February 2021

1-week on-site visit and teaching observations (*TP2 & *TP3) by RELC
trainer (exact dates of site visit to be decided by the RELC lecturer in
consultation with the course participant)

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Course Syllabus

Module Content Phase / Mode

Module 1 - Managing the secondary classroom 1
Online
 Unit 1: Creating and maintaining a constructive learning environment
 Unit 2: Managing classroom activities effectively
 Unit 3: Managing differences in the classroom

Module 3 - Developing listening, speaking, reading and writing skills in 1
the secondary classroom Online

 Unit 1: Teaching listening and reading
 Unit 2: Teaching speaking
 Unit 3: Teaching writing

Module 5 - Developing language use in the secondary classroom 1
Online
 Unit 1: Teaching language
 Unit 2: Teaching vocabulary
 Unit 3: Teaching pronunciation

Module 2 - Language learning and the teenage learner 2
Face-to-face at
 Unit 1: Learning language in the secondary education sector
 Unit 2: Learning needs, styles, motivations and preferences RELC
 Unit 3: Encouraging and supporting active and independent learning

Module 4 - Language awareness for teaching 2
Face-to-face at
 Unit 1: Grammar
 Unit 2: Vocabulary RELC
 Unit 3: Pronunciation

Module 8 - Assessing language learning in the secondary context 2
Face-to-face at
 Unit 1: Principles and purposes of classroom-based assessment
 Unit 2: Classroom-based assessment tools RELC
 Unit 3: Formative and summative assessment

Module 6 - Planning language learning in the secondary context 3
Online
 Unit 1: Planning a lesson
 Unit 2: Writing lesson plans
 Unit 3: Planning a scheme of work

Module 7 - Resources for learning in the secondary classroom 3
Online
 Unit 1: Evaluating, selecting, using and adapting coursebook materials
 Unit 2: Evaluating, selecting and using supplementary materials
 Unit 3: Using teaching aids effectively, including technology

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Course Requirements

The course completion and assessment requirements are:

(1) Methodology
 Completion of the eight modules and progress tests
 A multiple-choice teaching knowledge test (TKT Module 1) to be taken at an authorized
test centre in Phase 2

(2) Teaching practice
 Completion of portfolio tasks

Teaching observations (to be conducted in Phase 4 on-site visit by RELC trainer)

Course Award

Course participants who complete all the modules and assessments will receive the CELT-S
qualification from Cambridge Assessment English and a Certificate for TKT (Module 1).

The CELT-S qualification is awarded at Pass or Pass with Merit level.

Admission Requirements

The requirements for admission to the programme are:

a) An approved bachelor’s degree (or equivalent qualifications) in Linguistics, English
Language, TESOL or Education;

b) At least two years of full-time English language teaching experience or experience in
English language/curriculum planning and language development programmes; and

c) Meeting the minimum language scores for any of the following:
o IELTS: 4.0 and above
o TOEFL: 57 and above (internet based); 437 and above (paper based); 140 and
above (computer); ITP: 490; iBT: 32
o APTIS (all four macro skills) B1 and above
o PTE: 40 and above
o CEFR: B1
o GCE O Level English: A1-C6
o GCE A Level General Paper: A1—D7
o Cambridge Advanced English (CAE): A—C
o SPM 1119 English: C and above (GPK/PNG 2.00 and above)/Kepujian Tinggi
and above
o STPM General Paper/English Literature: C and above (CGPA/NGMP 2.4 and
above)

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o Malaysian University English Test (MUET): Band 3,4,5 or 6
o CU TEP with a score of 40 (equivalent to IELTS 4.0) and above

Note: Applicants who do not meet Criteria (c) are required to pass the RELC English selection
test.

IT Requirements

As this is an online course, participants must ensure that they have the following minimum
requirements before they can use the LMS program:

 Mozilla Firefox or Internet Explorer (IE) 8.0 internet browsers
 Desktop/Notebook PC minimum technical specifications:

o CPU: Intel Core i3 (minimum)
o Main memory: 2 GB (minimum)
o Hard disk: 320GB
o Webcam
 Internet speed: A minimum of 1 MB/sec
 Software specifications:
o Desktop/Notebook Operating System: Windows 7, Vista or XP SP3
o Adobe Flash Player 11 or later
o Adobe Shockwave Player 11.5 or later
o Sun Java TM 6 Update 23 or later
o Cookies (activated)
o Microsoft Office (2003 upwards) or Open Office

Application

Interested applicants must submit the following documents:

☐ SEAMEO RELC Application Form (completed and endorsed)
☐ Medical Examination Form
☐ Copies of your certificates of degrees/diplomas, certified by your institution
☐ Copies of your transcripts, certified by your institution. Where a transcript is in a

language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)
☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)
☐ Copies of current/valid IELTS or official TOEFL results certified by your institution (for
applicants from non-English medium education systems)

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

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COURSE INFORMATION 2021

C419 Specialist Certificate in the 14 Sep 2021 –
Professional Development of 1 Oct 2021
Teacher Leaders / Supervisors

Course Overview

Rationale  In most educational contexts, teacher educators, supervisors and ELT
Duration Heads of Language Departments are often drawn from the ranks of
experienced teachers and thrust into the job of developing others with
themselves having little professional knowledge of how that professional
development and in-service teacher training should be managed.

 This course is designed for teacher leaders and supervisors who are
engaged in the planning of professional development programmes for in-
service teachers of English.

3 weeks (54 hours)

By the end of the course, participants will be able to:

Aims  gain an awareness of the different models and practices in the area of
Continuous Professional Development for language teachers;

 articulate the principles which underpin in-service training decisions for
language education;

 increase their awareness of best practices and key principles of training for
the purpose of professional development and training of in-service teachers
of English;

 design, plan and resource professional development programmes suited
for their teaching contexts; and

 gain the knowledge and skills required for classroom observation and pre-
and post-observation conferencing.

Components 1. Approaches to Language Teacher Education and Professional
Development (18 hours)
This component will examine approaches to professional development
for language teachers and explore models of in-service training. It will

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Delivery review factors affecting the design of language education courses and
look at contextualising Professional Development for language teachers
in different contexts.

2. Designing, Planning, Resourcing and Evaluating Language Training
(18 hours)
This component will examine the skills and qualities needed by teacher
leaders in carrying out their roles. Amongst the skills that will be reviewed
are facilitation and mentoring skills. Participants will also be introduced to
Training Methodology for language teacher education and how to use the
methodology in planning language training sessions and linking content
and process.

3. Observation and Feedback of Language Teaching-Learning (18
hours)
This component will examine the value of classroom observation and
conferencing. It will review models of teaching supervision and evaluate
their suitability to the language classroom. It will look at the skills needed
for effective supervision of language teachers. Amongst the skills that will
be reviewed are feedback skills and skills in managing conflict.

The training strategies used in this course are highly interactive. They include
lectures, task-based workshops, role plays and discussions.

Course Requirements

To complete the course successfully, a candidate must:
a) Satisfy class attendance requirements;
b) Attain a satisfactory standard in required course work; and
c) Complete all assignments.

Course Award

The course will lead to the award of a Specialist Certificate in the Professional Development of
Teacher Leaders/Supervisors.

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Entry Requirements

The course accepts a wide range of qualifications for entry into the programme. The requirements
for admission to the course are:

a) A bachelor’s degree (or equivalent qualifications) in Linguistics, English Language,
TESOL, or Education;

b) At least 2 years of teaching experience; preference will be given to candidates who are
teacher leaders (i.e. senior teachers/master teachers) or supervisors or heads of
department and

c) Candidates must meet the minimum language scores for any of the following:
o IELTS: 6.5;
o TOEFL: 550 paper-based; 213 computer-based; 79 internet based;
o GCE O Level English: B3 and above;
o GCE A Level General Paper: C6 and above; or
o Cambridge Advanced English (CAE): C and above
o SPM 1119 English: B and above (GPK/PNG 3.00 and above)/Kepujian Tinggi
and above
o STPM General Paper/English Literature: B- and above (CGPA/HGMP 2.67 and
above)
o Malaysian University English test (MUET): Band 4 and above
o CU TEP with a score of 65 (equivalent to IELTS 6.5) and above
o APTIS (all four macro skills) B2 and above

Application

Interested applicants must submit the following documents:

☐ Application Form (completed and endorsed)
☐ Medical Examination Form
☐ Copies of your certificates of degrees/diplomas, certified by your institution
☐ Copies of your transcripts, certified by your institution. Where a transcript is in a

language other than English, it should be accompanied by a certified translation into
English. (In the absence of a transcript, a certified statement on the degrees/academic
qualifications achieved with a listing of subjects studied and subject examination
results is required.)
☐ Reference letters (The two reference letters can be from an academic staff who has
supervised you or a current/previous employer.)
☐ Copies of current/valid IELTS or official TOEFL results certified by your institution (for
applicants from non-English medium education systems)

30 Orange Grove Road Singapore 258352 | Tel: (65) 6885 7883 | Fax: (65) 6734 2753

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