Overview - 2019/2020
This program is available to international students only for Fall 2019.
For intakes for both Canadian and international students in September 2020 and later, please see Teaching English to Speakers of Other Languages and Intercultural Competence, TES2.
This graduate certificate program is designed to prepare students to teach English as a Second (or Foreign) Language in Canada and/or overseas.
The program covers topics integrating theoretical, pedagogical and practical applications for teaching English as a second or foreign language, meeting educational standards set by TESL Ontario.
Additionally, this program includes courses to enhance professional and intercultural communication skills, knowledge and experience.
Admission Requirements - 2019/2020
Acceptable combination of related work experience and post-secondary education as judged by the College to be equivalent to the above*
*Applicants may be required to submit a resume and cover letter that includes details of work experience.
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 570 for the paper-based test (PBT), or 88 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.5 with no score less than 6.5 in any of the four bands, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with an overall score of 70 with no score less than 60 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 59, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 176 with no language skill less than 169, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 75% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 9 or 75% in ESL4/GAP5 Level 10
Recommended Personal Preparation
Traveling, working, or studying abroad provides opportunities to understand the challenges of functioning in other cultures. This experience helps those wanting to become teachers of English to speakers of other languages to relate to their students empathetically. Additionally, previous experience in teaching or training environments will be useful in the development of one's own teaching philosophy and practice.
Applicant Selection CriteriaWhere the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
Teaching Engl to Speakers of Other Lang & Intercultural Comp-2019/2020
|This course provides a theoretical foundation in syntax, morphology, phonology/phonetics, sociolinguistics, intercultural communication, and pragmatics of English. Standard English and World English varieties will be covered. Students will also be introduced to the dominance/hegemony of English as a global lingua franca and critical pedagogy. Students will learn to apply theory learned to the development of curriculum, lessons, and assessment for adult second language learners across a variety of levels and contexts.|
|This course enables students to explore what it means to interact successfully with those from different cultures, by understanding the components of intercultural competence and reflecting on their own intercultural competence development. The course will facilitate students' acquisition of the knowledge, skills and attitudes required to produce effective and appropriate communication and behaviour in an intercultural classroom.|
|EDUC-6041||Language Learning & Teaching||5|
|This course provides an overview of key theoretical and practical issues in language learning, including first and second language acquisition; learner and cultural diversity; and characteristics of adult learners. A review of the history of language teaching methods is included. Students will learn how to plan outcomes, and develop learning activities and assessments for diverse learners in diverse settings using Canadian Language Benchmarks and the CEFR, including a focus on portfolio-based language assessment (PBLA) practices.|
|Students will observe 20 hours and teach 6 hours under supervision in an adult second language context in Canada. They will reflect on aspects of observed classroom methods and experiences.|
|Would you like to improve your basic understanding of the French Language? Or become comfortable socializing and conversing in Canada's second official language? This course provides students with a hands- on approach to learning and speaking conversational French through role-playing real-life situations in authentic contemporary contexts. This course combines various oral and written learning activities to enhance students' understanding and appreciation for the French Language. Moreover, students will use unique adaptive learning software to personalize the skill-building process in grammar, vocabulary and pronunciation. Students will also be required to research and share with classmates a final project on an aspect of francophone culture.|
|This course is designed for students who have little or no background in Spanish. It will concentrate primarily on developing the students oral skills, but will also deal with some of the fundamentals of grammar and writing. It will also aid students in acquiring sufficient vocabulary to be able to communicate with some ease in a variety of everyday contexts. Students, through the study of the language, will also get an overview of the cultures and customs of various Spanish-speaking countries.|
|COMM-6019||Advanced Professional Communication||3|
|This course focuses on refining and advancing students workplace communication abilities. The advanced communication documents and strategies covered include presentation skills, research skills, business document writing, meeting and management team strategies, business etiquette, and advanced employment communications. Additionally, students learn about interpersonal and intercultural communication (high/low and monochromic/polychromic context) concepts and strategies.|
|EDUC-6042||Teaching Grammar & Vocabulary||5|
|This course introduces students to the grammatical structures and vocabulary of English taught and assessed at beginner, intermediate, and advanced proficiency levels. Topics include the tense system; English sentences and part; techniques for presentation and practice of grammar points and vocabulary; inductive and deductive approaches; and contrastive analysis.|
|EDUC-6043||Teaching the Four Skills||5|
|This course is divided into four skill sections: speaking, listening, writing and reading. Students will be presented with major theoretical and practical issues for teaching and assessing each skill. They will apply this theory to develop lesson plans for each skill at two different levels of proficiency for two different language learning contexts.|
|In consultation with the professor, students will produce a reflective capstone project, applying theory from previous TESOL program courses and incorporating independent academic research (secondary only) to analyze one of their experiences from Level One: language learning or advanced communication coursework.|
|Students will observe 10 hours in a Canadian adult language learning context different from their Practicum: Observation, and teach 14 hours in that context. Students will reflect on their experience and incorporate prior learning in the development of a personal teaching philosophy.|
|INFO-6083||Computer Assisted Language Learning||2|
|This course details current research, debates, tools, and applications of technology in language classrooms. Students will use multiple technology resources and also incorporate technology into language learning activities.|
|This course will develop advanced presentation skills (including cultivating influence, personal impact, authority and natural presence), and will improve students' verbal and non-verbal presentation skills in a variety of contexts. Students will structure and deliver professional presentations, both formal and informal, and will prepare appropriate accompanying visual aids; furthermore, strategies for handling questions, generating buy-in, and scripting effective narrative arcs will be covered. The course will also examine the ethical use of copyrighted materials in presentations within both corporate and not-for-profit contexts.|
|COMM-6034||Reading, Writing & Audience Analysis-Adv||4|
|This course provides students with strong knowledge of the principles of clear, concise and correct communication. Students will analyze examples of written, visual and oral communication for their structure, style, tone, and rhetorical strategies, and will consider the relationship of the writer to his/her audience and purpose. Additionally, students will develop an appreciation of the stylistic and rhetorical conventions in specific professional fields (e.g. business, health sciences, technology, etc.). Finally, students will learn to apply these concepts to their own writing, and to construct well-structured and grammatically correct texts that fulfill audience needs and expectations.|
Careers - 2019/2020
There are a variety of programs that teach English to adult speakers of other languages in Ontario, in both the private and public sectors. Successful graduates of this program, if they meet all other criteria, will be eligible to apply for certification by TESL Ontario, a necessary credential for teaching in government-funded programs. There are also many opportunities abroad for employment, especially when a teacher has completed a college graduate certificate training program in Canada.
In addition, the intercultural competence component of this program will equip graduates for employment possibilities in organizations that work with newcomers to Canada, such as settlement agencies, or to work abroad helping prepare people for intercultural experiences.
More Information - 2019/2020
Campus Code: LC (LC - London)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
ContactEnglish Language Institute: 519-452-4430 ext. 4358
Program DescriptionThis graduate certificate program is designed to prepare students to teach English as a Second (or Foreign) Language in Canada and/or overseas. The program covers topics integrating theoretical, pedagogical, and practical applications for teaching English as a second or foreign language, meeting educational standards set by TESL Ontario. Additionally, this program includes courses to enhance professional and intercultural communication skills, knowledge, and experience.
Program PathwaysFor information about Program Pathways visit www.fanshawec.ca/programpathways
Program DetailsMore details
- Fanshawe College will defer all in-person classes scheduled for the summer semester and intends to offer a blended delivery of programs in the fall.
- In 2018, Ayden Miller (keyboard/synthesizer), Stefan Boulineau (lead vocals) and Cole Wilson (lead guitar) formed their band New Friends while working together in the studio of Fanshawe Music Industry Arts program.