Teaching English to Speakers of Other Languages
Master of Arts in Instruction Development
Major in TESOL*
*Teaching English to Speakers of Other Languages
DESCRIPTION
This M.A. program is offered in partnership between Southeast Asia Interdisciplinary Development Institute (SAIDI) School of Organization Development (OD) and HA Cervantes Institute of TESOL, Inc. (HACIT). SAIDI awards the degree of Master of Arts in Instruction Development Major in TESOL.
SAIDI was granted permit by the Philippines& Ministry of Education in 1975 to offer two master`s education program: one in Organization Development and the other in Instruction Development and Technology. Systems theory is used as the foundation principles of Instruction Development. It is the only institution in the Philippines with a graduate program that allows individuals to work towards a degree with minimal disruption in their professional lives.
In this partnership, HACIT handles the cognate modules on TESOL (Teaching English ot Speakers of Other Languages) and SAIDI delivers the core modules including research, thesis writing and the oral defense.
Entry Requirements
The applicant is required to obtain a TOEIC score of at least 905 but not less than TOEIC score of 725.
The institute will arrange the TOEIC testing of the students wherever they may be. Those who obtained a score lower than the requirement will be encouraged to undergo an intervention program to improve their English proficiency.
Students must also have a 4-year B.S. or A.B. degree.
The student should submit the following documents: certified copy of Transcript of Records of a B.S. or A.B. degree and 2 copies of his/her passport-sized picture.
Course Delivery
The TESOL Cognate Modules are delivered either by distance mode, with the guidance of a mentor, or by a face-to-face instruction, at the option of the students.
At the end of each module, students will do the self-correcting exercises and submit a terminal output. Continuing consultation with the mentor is provided to students as they accomplish the self-correcting exercises and the terminal output.
The terminal output demonstrates student`s ability to translate his/her gained knowledge to specific applications. The mentor will visit the self-correcting exercises, evaluate the terminal output and grade student&s work as `passed`. In the event that the mentor is not satisfied with the output, the mentor will guide the students until they are able to submit a satisfactory work.
The SAIDI School of OD Core Modules are delivered via blended mode: face-to-face or distance mode. The exceptions from this mode are the OPS Workshop and the Proposal Defense of his/her action research. The Oral Defense of the Final Research Report may be face-to-face or online.
Module Summary
|
PHASE I: TESOL Component |
Units
|
|
1. Second Language Learning Theories |
3 |
|
2. Language Systems |
2 |
|
3. Language Teaching and Learning Environment |
2 |
|
4. Language Teaching Approaches |
2 |
|
5. Integrated Approach in Teaching English |
2 |
|
6. Course Design |
3 |
|
7. Competency Demonstration |
1 |
Total - - - - - - - - - - - - - - - 15 Units
|
PHASE II: Instruction Development Component |
Units |
|
1. Philosophy of Instructional Development |
3 |
|
2. Instruction Development Models |
3 |
|
3. Instruction Development Strategies |
3 |
|
4. Research A - Research Methods and Statistics |
3 |
|
5. Research B - Writing a Research Proposals |
3 |
|
6. Research C - Conducting and Writing Thesis |
3 |
Total - - - - - - - - - - - - - - - 21 units
Module Description
Module 1. Second Language Learning Theories
This module reviews the different theories of second language learning and provides an update to the current state of Second Language Learning studies. The students will be able to submit their own insights on any of the theories covered and attempt to integrate theories in application to second language acquisition.
Module 2. Language Systems
This module provides a comprehensive overview of the nature of human language structure and its relation to first language acquisition and second language learning. This also includes new developments in linguistics and realted fields that will enable students to gain insight and understanding about linguistics issues concerning second language learning and second language acquisition. The students should be able to submit a contrastive analysis of their respective first language and English language under each of the language systems.
Module 3. Language Teaching and Learning Environment
This module deals with the traits/characteristics and learning styles of the learners. It gives a clear understanding and meaning of language teaching as a profession, the context within which it occurs, and what it means to be an active part of it. The module takes into consideration the current uses of language teaching methodologies from the viewpoint of student-learners. It also tackles the specific nature of the educational setting and the individual learners. the students should be able to create a motivation activity for each type of learner and submit a written presentation exemplifying each role of a teacher in the classroom.
Module 4. Language Teaching Approaches
This module provides a host of language teaching approaches and strategies complete with implementation guidelines, sample topics and useful materials. The choice rests upon the teachers who know the interests, abilities and needs of their students. The students should be able to create classroom activities for each teaching approach.
Module 5. Integrated Approach in Teaching English
This module introduces an innovative approach to teaching English integrating the four language domains of listening, reading, writing and speaking. Students should be able to formulate English syllabus that builds on the integrated skills so the learners will have general proficiency rather than an imbalanced ability to communicate in English. Students should be able to prepare a classroom activity that integrates the four major language skills.
Module 6. Course Design
This module teaches students in course design and curriculum planning in teaching English. Specifically, students will be able to formulate learning objectives, develop lesson and unit plans, and construct assessment and evaluation tools for learners.
Module 7. Competency Demonstration
The students will be granted with the TESOL Certification only after passing the Competency Demonstration Module. In this activity, the students should be able to deliver one lesson plan they have created in Module 6 and demonstrate their English language speaking fluency, and grammar and phonological accuracy. Likewise, students who obtained less than 905 TOEIC score on their enrollment should now meet this criterion, otherwise, TESOL Certification would not be issued.
2. Instruction Development Component
MID 1 - Philosophy of Instruction Development
Basic introduction to philosophy and heuristics of Instruction Development, impact of ID on curriculum development strategies and tactics used in ID values, limitations, personnel and other support services needed for effective instruction development.
MID 3 - ID Models
Literature and research about the critical components and applied usage of at least three ID models in designing instruction; focus on the emerging alternative forms of education and their consequent ID Models.
MID 5 - Instruction Development Strategies
A general outline of change theory and systematic strategy for planning and implementing change in curriculum; theory and method in applying the concept of systems to planned curriculum change; and processes for the design of instruction.
Research Seminar A - Research Methods and Statistics
Research designs to select from when faced with a particular set of research problems such as - descriptive survey, historical research, experimental designs and others.
Data gathering techniques such as the use of questionnaires, observation techniques, interview techniques and others.
Statistical tools to be used in analyzing and interpreting data. These will include the parametric and non-parametric statistics, descriptive and inferential statistics.
Research Seminar B - Writing a Research Proposal
- Define original research problems and areas for needed research within organization / instructional setting.
- Know where to find, how to evaluate and use primary and secondary sources of information. Define a population, select and apply appropriate sampling design.
- Select and implement a research design appropriate to objectives, hypotheses and questions on the study.
- Select and / or construct measuring instruments that are both reliable and valid.
- Select and use appropriate statistics to analyze research data.
Research Seminar C - Conducting Research and Writing Thesis
Schedule of Fees (SAIDI School of OD)
1. For Filipino Students
1.1 Upon enrollment - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Php 74,228.00
| 40% of Tuition Fee | Php 38,084.80 |
| OPS Workshop | Php 9,360.00 (Organizational Planning System) |
| Miscellaneous | Php 26,784.00 |
| Application Fee | Php 864.00 |
| Library Fee | Php 8,640.00 |
| Contribution to Development Fund | Php 17,280.00 |
1.2 Payable after 50% completion of the course - - - - - - - - - - - - Php 57,127.20
1.3 Other Fees
| Thesis Proposal |
Php 21,720.00 |
| 2 Panel Members |
Php 8,640.00 |
| Adviser |
Php 10,080.00 |
| Admin Cost |
Php 3,000.00 |
| Oral Defense |
Php 21,720.00 |
| 2 Panel Members |
Php 8,640.00 |
| Adviser |
Php 10,080.00 |
| Admin Cost |
Php 3,000.00 |
|
Diploma |
Php 4,320.00 |
2. For Foreign Students
| 2.1 Upon Enrollment | USD 3,200.00 |
| 2.2 Upon Completion of 50% of the Course |
USD 4,800.00 |
Date of Enrollment
Students who choose the distance mode may enroll and start their class anytime. Students who prefer for a face-to-face interaction with their mentor need to enroll on specified schedules. Classes for a face-to-face interaction with their mentor are held only on Saturdays.
Dormitory Facilities
For students coming from the provinces or oveseas who need to attend a face-to-face interaction, e.g., OPS Workshop, Research Proposal Defense, etc., dormitory facilities are available at SAIDI Formation Center at reasonable prices.
TESOL CERTIFICATION CREDITED
Students who have been awarded by HA Cervantes Institute of TESOL with a TESOL Certification and who decide to pursue M.A. in Instruction Development Major in TESOL will have to take up only the core modules and the research part with SAIDI.
Government Accreditation
The TESOL Certification Course is accredited by Philippines Technical Education and Skills Development Authority number NTR 0513040131 granted on June 20, 2006.
The Master of Arts in Instruction Development Major in TESOL is granted by Southeast Asia Interdisciplinary Development under the permit of the Philippines Commission on Higher Education.
Certified TOEFL-iBT and TOEIC Test Centers
HA Cervantes Institute of TESOL, Inc. is a certified test center for the TOEFL-iBT and the TOEIC test.
How To Contact
HA Cervantes Institute of TESOL, Inc.
| PASIG CITY | PASAY CITY |
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| 4th Flr. AB Sandoval Bldg. | 3rd Flr. THA Bldg. |
| Oranbo Drive, cor. Shaw Blvd. | Sen G. Puyat Ave., cor. Taft Ave. |
| Pasig City | Pasay City |
| Philippines | Philippines |
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| Tel. No.: (632) 6381243; 6337734 | Tel. No.: (632) 8329112 |
| Fax No.: (632) 9101091 | |
| Email: mentor@toeic.com.ph |