TESOL 130 Online

(Teaching English as a Second Language)

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Brief of TESOL 130 Online Program

The TESOL 130 Online Program is designed for people wishing to pursue a career in teaching English as a Second Language (ESL) to non-native speakers in Canada or anywhere around the world. The program consists of modular online work equivalent to 110 hours in the classroom plus a 20-hour practicum in which experienced, working ESL teachers are observed and actual English learners are taught. Trainees learn the most accepted and successful language teaching method currently in use, Communicative Language Teaching. Online module work covers topics such as: presenting language forms and functions, the integration of language skills, pronunciation, lesson planning and classroom management. Once finished their online course work, trainees participate in a teaching practicum where they are able to prepare and present their own lessons to real English learners under the mentorship of an experienced and supportive sponsor teacher.

This course is a time commitment of 130 hours total (distance + practicum) over a maximum of eight calendar months. Students unable to complete in the allotted time may apply for a two-month extension on two occasions, up to a maximum of twelve months total course time.


  • Completion of Canadian senior matriculation (Secondary School Grade 12) or equivalent
  • All applicants must present proof of English proficiency

One of the following English proficiency standards must be met:

  • TOEFL iBT: a score of 101 overall with a minimum of 23 in listening, 24 in reading, and 27 in each of reading and writing
  • IELTS: 7 overall with a minimum score of 7 in each skill area
  • MELAB: 85, with a speaking test score of 4
  • Cambridge: CAE, CPE or BEC Higher certificates
  • Cantest: Listening, Reading, Writing 5 and Speaking 4.5
  • CAEL: Band 60 overall, with minimum of 60 in each of the writing and speaking subtests
  • Canadian Language Benchmarks Placement Test: CLB 9 in each area
  • Common European Framework: C1
  • Oscar International College English Proficiency Exam: Level 6 (Advanced 1)
  • Graduation from a high school in Canada with a grade of at least 70% in English 12
  • Completion of an undergraduate degree from an English-speaking university
  • Exam scores presented as proof of English proficiency must have been earned no more than one calendar year before application to the TESOL program
  • Original documents must be provided as proof of graduation or English proficiency.

In order to graduate from the Oscar International College TESOL 130 Online Program, students must achieve a grade of 64%, or C+, in the course.

The required text book for the Oscar International College TESOL 130 Online Program is:

  • Teaching by Principles, 4th Ed.
    Pearson, 2015
    by H. Douglas Brown and Heekyeong Lee

The book is supplied to you by the college.

There is also a module Study Guide in PDF format and a module Assignment File in Word format for each module, which is emailed to learners by the online course instructor and is also available for download online.

The Final Grade for the course is determined on the following basis:

Online Course Work Assignments 10 X 5% ea. = 50%
Observation Assignments 5 X 5% ea. = 25%
Practice Teaching Assignments 5 X 5% ea. = 25%
TOTAL: 100%

Students receive a study guide for each module plus an assignment file which must be submitted to the instructor online. Each module assignment file is graded out of five.

Oscar International College uses the following grading system:

A+ 90 – 100%
A (Excellent) 85 – 89%
A- 80 – 84%
B+ 76 – 79%
B (Good) 72 – 75%
B- 68 – 71%
C+ 64 – 67%
C (Average) 60 – 63%
C- 55 – 59%
D 50 – 54%
F (Fail) 0 – 49%
W (Withdrawal)
I (Incomplete)

This program includes a 20-hour practicum which must be done on-campus at Oscar International College or at an established ESL school or language program for immigrants which caters to adult students (18+ in age). The practicum includes:

  • 10 hours of Directed Observations of an experienced ESL instructor
  • 10 hours of Supervised Practice Teaching of a class of ESL learners
  • Lesson preparation
  • Feedback and critique of your lessons by your sponsor teacher

(Practicum Only) Students are expected to dress in a professional manner, as if they are already working teachers while on-site during their practicum. Jeans, running shoes and tattered clothing are discouraged.

The content of this course outline is accurate at the time of publication. Revision & updating is performed on an ongoing basis to ensure the material remains relevant and up to date and the instructor will inform students regarding any changes.

  • Describe the historical development of English as a World Language
  • Select the features of historical language teaching methodologies that are still useful today
  • Explain the differences between a teacher-fronted language class and a communicative one
  • Define Communicative Competence, its differences from Linguistic Competence, and why the former is important to Communicative Language Teaching
  • Plan lessons with activities catering to different Leaning, Cognitive and Personality styles
  • Be able to find, assess and apply learning materials suitable to the needs of each lesson and the need of the learners
  • Describe why the unique aspects of adult learners make Andragogy different from Pedagogy
  • Describe and demonstrate the elements of good classroom management
  • Plan a Listening lesson
  • Plan a Reading lesson
  • Plan a discussion Speaking lesson
  • Plan a Writing lesson (based on a short written item like a recipe or postcard)
  • Plan a PPP lesson based on a piece of Target Language (grammatical or lexical)
  • Plan a PPP lesson based on a Functional Item using a Functional Dialogue

This program is delivered by distance education – administered from the Oscar International College Surrey location, #207 – 9250, 120th Street Surrey, BC, V3W 4B7.

The distance delivery for the program utilizes a range of methods. Instructors will be available by:

  • Telephone contact
  • Email communication
  • Virtual office hours (net meeting)
  • Synchronous online group discussion (audio, video and text) via net meeting

Students and teachers interact with each other via online forums, threaded discussions, and videoconferencing, as well as emails and chats. These tools serve several functions including course documentation, administration, and evaluation.

Online instructional methods include but are not limited to:

  • Required course readings and online videos
  • Written assignments
  • Case studies
  • Course-related questions on an online discussion board
  • Lesson plan modeling and emulation
  • Inquiry-based learning
Module Material Covered
Module 1:
Methodologies, Classroom Principles and Learner Agency
(Chapters 1–5)
15 Hours
  • Comparing and contrasting two communicative lessons
  • History of language teaching
  • The post-method era
  • Teaching by principles
  • Learner Agency
  • Assignment #1 + Feedback
Module 2:
Learner Variables & Cultural, Sociopolitical and Institutional Contexts
(Chapters 6-8)
10 Hours
  • Teaching across age levels: The characteristics of adult, teen and child learners
  • andragogy vs. pedagogy
  • Teaching across proficiency levels
  • Intercultural education and intercultural factors in the ESL classroom
  • Enhancing intercultural communication
  • Cultural, sociopolitical and institutional contexts
  • Sociolinguistics
  • Assignment #2 + Feedback
Module 3:
Curriculum and Course Design, Lesson Planning, Techniques, textbooks and Materials, Technology in Language Learning and Teaching
(Chapter 9 – 12)
15 Hours
  • Basics of designing curriculum
  • How to plan a lesson
  • Analyzing the different components of a lesson
  • Create a lesson plan
  • Techniques and materials in the classroom
  • Taboo topics in the ESL class
  • SRAS (Supplement, Reject, Adapt and Supplement)
  • Analyzing textbooks
  • Assessing non-textbook teaching materials
  • Technology and digital resources
  • Developing digital and non-digital teaching materials
  • Assignment #3 + Feedback
Module 4:
Creating an Interactive Classroom
(Chapter 13)
5 Hours
  • Interactive principles
  • The interactive teacher and learner
  • Questioning strategies to promote interaction
  • Individual, pair and group work
  • Assignment #4 + Feedback
Module 5:
Classroom Management
(Chapter 14)
10 Hours
  • Classroom management
  • Voice and body language
  • Unplanned teaching and teaching under adverse circumstances
  • Teacher roles and styles
  • Creating a positive classroom climate
  • Assignment #5 + Feedback
Module 6:
Teaching Listening & Reading
(Chapters 15 & 17)
10 Hours
  • Listening comprehension in pedagogical research
  • An interactive model of listening comprehension
  • Listening assignment
  • Micro- and Macro-skills of reading comprehension
  • Teaching reading; the three stages of a reading lesson
  • Analyzing sample reading lessons
  • Create an original reading lesson plan
  • Assignment #6 + Feedback
Module 7:
Teaching Speaking & Writing
(Chapters 16 & 18)
10 Hours
  • Teaching speaking
  • What makes speaking difficult
  • Analyzing sample speaking lessons
  • Discourse organization, functional language and speech
  • Conversation analysis
  • The phonological system of English
  • Segmental vs. suprasegmental aspects of English phonology
  • Connected speech
  • Teaching pronunciation
  • Organization and genres of writing
  • Teaching writing
  • Assignment #7 + Feedback<
Module 8:
Teaching Grammar and Vocabulary
(Chapter 19)
15 Hours
  • Language organization from the lexical (vocabulary) level to the grammatical and syntactical level to the level of discourse organization
  • Form-focused instruction
  • The lexical system of English
  • Lexical morphology, word families, word classes and phrasal lexical items
  • Teaching vocabulary
  • The grammatical system of English
  • Teaching grammar
  • Analyze sample form-focused instruction lessons
  • Design 2 grammar focused lessons
  • Assignment #8 + Feedback
Module 9:
Learner Assessment and Evaluation
(Chapters 21–22)
10 hours
  • Language Assessment – principles and issues
  • Formative vs. summative assessment
  • Classroom-based assessment
  • Test and question types
  • Standardized exams and international proficiency exams
  • Validity, practicality and reliability
  • Innovative assessment models
  • Assignment #9 + Feedback
Module 10:
Employment & Professional Development
(Chapters 22, 23, Appendix)
10 Hours
  • Professional development and collaboration
  • Reflective practice
  • Teachers for social responsibility
  • Making job application documents
  • Going to a job interview
  • Assignment #10 + Feedback
  • Final Review Quiz
20 Hours
  • Guided observation of an experienced ESL teacher (10 hours)
  • Lesson planning for, and practice teaching of, am ESL class under the supervision of an experienced ESL teacher (10 hours)

  • Sorrentino S. A., Remmert, L., Wilk M. J., & R. Newmaster. Mosby's Canadian Textbook for the Support Worker. 3rd Canadian Edition. Elseivier/Mosby Inc, 2013.
    Type: Textbook, ISBN: 978-1-926648-39-2
  • Sorrentino S. A., Remmert, L., Kelly, R.T., Wilk M. J., & Schuh, D. Workbook to accompany Mosby's Canadian Textbook for the Support Worker. 3rd Canadian Edition. Elseivier/Mosby Inc, 2013.
    Type: Workbook, ISBN: 978-1-927406-58-8
  • Mosby Inc. Mosby's Nursing Assistant Video Skills. 4th Edition. Elseivier/Mosby Inc, 2014.
    Type: DVD, ISBN: 978-0-323-22244-0
    Package ISBN: 9781771720199
  • Integrating a Palliative Approach: Essentials for Personal Support Workers.
    ISBN: 9781926923048
  • Integrating a Palliative Approach: Essentials for Personal Support Workers.
    Type: Workbook, ISBN: 9781926923055