by Adrienne Johnson
Editor’s Note: This article is intended to help guide teachers who are trying to decide on a TESOL training program, as well as to help administrators evaluate the quality of training that potential hires might have. Part 1 addressed various teaching contexts while Part 2 focuses on factors to evaluate a program.
What is important to you?
In addition to identifying your goals, you will need to balance a number of other important factors in your choice of a training option, including the quality of the program, cost, flexibility, and timeline for completion.
But….What exactly is a “TESOL certificate”?
Before discussing each of the factors to consider when choosing a program, it is important to note that there are numerous TESOL “certification” programs available, but no consistent definition of what is considered a “certification.”
Some programs will issue a “certificate” after a certain number of hours of independent modules completed (i.e. 150 hours), while others may issue a certificate after completing a series of tasks or passing one or more exams. Programs that are associated with an institution of higher education (i.e. universities or colleges) might offer a “graduate certificate” which is granted after completing a certain number of graduate courses (i.e. 5 three credit hour courses, or 15 graduate credit hours).
Each of these above options is different than preK-12 EL “state teacher certification” which is typically much more rigorous and requires a full degree program at the university level.
Factors to consider when evaluating a TESOL program
Quality
You may be wasting your time and money if you choose a training program that gives you a piece of paper, but not the knowledge you need to be successful or to get a job. When you are considering a training program, pay attention to the following factors:
- The quality of the instructors – What are their qualifications? What experiences do they have teaching ELs? How much experience do they have teaching future teachers? What is their professional and academic expertise? This information should be easily accessible to potential students and, if it is not, reputable institutions should be happy to provide you with this information.
- The quality of the coursework – There are guidelines published by reputable professional organizations such as TESOL International, which provide a comprehensive list of the skills and knowledge an effective EL educator should possess. Additionally, states publish guidelines which highlight the skills and knowledge they think are important for EL educators to have. Coursework in a high quality program will mirror such guidelines.
When determining quality, you can also ask whether the program is accredited by state or national accrediting bodies (i.e. TESOL, CAEP, etc.), whether the focus of the program is on adult, university or K-12 students, how many hours are required for completion (a good baseline for a non-degree seeking program is 120 hours), and whether credits will transfer to other degree programs may also give you additional information to consider.
One important factor to consider is how the coursework provides opportunities to practice and apply knowledge through fieldwork or practicum experiences, with feedback from trained EL educators. There is no better training than on-the-job training!
- Hiring potential – This may be a little hard to determine and can be challenging for institutions to track accurately, but you can learn a lot by talking to people in the organizations where you are seeking a job. If you find a training program with a positive reputation within the organization, this is a good sign!
Be careful about who you ask and what their goal was in completing the training, though. A person who was hired after they completed a program has shown the hiring potential of the program (as opposed to, for instance, someone who sought a certificate for the purpose of a pay raise within the organization).
There may also be smaller programs that are high quality and have exceptional placement rates, but because of the small number of graduates they may not be as well-known – the number of graduates is not a reliable measure of quality.
Cost
An important factor to consider when searching for a TESOL training program is cost. Be sure to calculate full costs, including any fees that may not be calculated into published tuition costs. Materials, books, childcare, and transportation are other expenses to consider depending on the program you choose. Be sure to inquire about cohort discounts, rate reductions, and financial aid opportunities including state and federal grants. There are often grant opportunities associated with working in high-need areas in PK-12 education.
It is important to note that you cannot determine the quality of the program based on cost alone or the quality of the program’s marketing materials. Do not be afraid to ask questions, schedule a visit, or ask for more information.
Flexibility
An important consideration for many future EL educators is the trade-off between the flexibility of online programs and the personal touch of face-to-face classes. You will need to consider the benefits and challenges of each type of program.
- Online – While fully online programs may eliminate barriers to scheduling around other life obligations, some students can feel disconnected from their classmates and instructor. It is important to ask about how the program builds community and provides opportunities to interact with peers.
- Face-to-Face – With fully face-to-face courses, be sure to think about issues such as commuting time, travel expenses, and what is required outside of class. Be sure to ask about what happens if you need to miss one (or more) classes, as well.
- Blended – One option to consider if you crave flexibility AND face-to-face interaction is a blended online program with integrated video-conferencing sessions, where classmates meet in real-time, virtually a few times during the semester.
Time to completion
One last factor to consider is your timeline, based on your goals. By when do you need to complete your training? Some programs may allow you to complete an intensive set of courses in a very short time-frame, while others may only offer courses once per year. It is important to create a plan for program completion early in your program to avoid surprises later on.
Be sure to consider how much time you have to devote to training, how you will balance other life obligations, and how your timeline will help you meet your long-term goals. If you are actively searching for a job, ask the program whether you can continue the training if you start a new position or move to a different location.
A word of caution – It is nearly impossible to teach the same amount of material in super-intensive courses as is taught in standard semester-long courses. Because deeper level concepts require more processing (thinking) time, programs may find it necessary to limit the amount of material or the depth of knowledge they include in order to limit student stress levels. This could ultimately impact your preparation level, depending on what the program decides to eliminate. You will need to balance this consideration with your other goals and program factors.
Final thoughts to consider
This article examines training and degree program considerations, but your professional development training is only one part of becoming a successful EL educator. Experience, as well as professional dispositions such as flexibility and openness to different cultures, are also critical factors for success.
Your training alone will not be sufficient for success as an EL educator; be sure to pursue every opportunity to learn FROM English learners, their community, and other educators in the field. The more you practice and improve your skills as an educator, the more successful you will be!
Dr. Adrienne Johnson is an Assistant Professor in the Department of Education at Missouri Western State University, preparing both undergraduate and graduate teachers to teach English language learners. Adrienne earned her Ph.D. in Linguistics (Second Language Acquisition) from the University of Kansas following 8 years teaching K-12 English language learners in rural and inner-city public schools in South Korea, Chicago, and Michigan. She has taught in EFL, ESL, bilingual, sheltered, and dual language environments and is always learning. Originally from Colorado, when she is not teaching, you can find her running, biking, swimming, playing with her kids, and just enjoying being active outdoors.
