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TESOL
Distance Learning versus Full-Time Study

Those seeking an international recognised professional TESOL qualification are faced with a variety of decisions. Which courses are formally accredited? What type of course will be best? Full-time study or distance-training?

It's possible to make a number of comparisons between full-time study (usually a 120- hour 4-week intensive residential block) and TESOL distance-training. Full-time study generally offers three main advantages. A four-week intensive course, for example, is normally undertaken without job distractions. There is immediate access to resources, human as well as library, such as journals, specialist publications and articles, and support from other members of the course.

For students who are not resident in the UK or Europe, distance-training is a viable alternative to face-to-face residential blocks.

Distance-training
There are two types of TESOL distance-training course: 'free-standing programmes', where the whole course is carried out at a distance, and 'hybrid courses', where there is an additional element of face-to-face study including teaching practice.

Some might perhaps imagine that a distance course is in some way inferior to a presence-taught course, but this is most definitely not the case. Distance learning can prove extremely advantageous. There are many reasons for choosing a distance programme, but let me list just eight.

  1. The opportunity to follow a very substantial course of professional training at a fee usually lower than normal.
  2. The possibility to work from home at your own pace during the course. This is particularly useful for those in employment who seek a course of professional enrichment, but cannot afford a period away from their regular employment.
  3. The opportunity to continue working and earning whilst following a distance-training programme.
  4. Adequate time to fully cover and absorb the wide range of material essential to a quality course of professional training.
  5. The very considerable saving, in terms of both time and money, as a result of not having to travel to a place of study, and not having to meet the residential costs often involved.
  6. Confidence, through the acquisition of substantial subject knowledge, prior to any teaching practice element.
  7. Distance-training enables teachers to plan their study programme to fit their work pattern. One studies at one's own pace, in one's own time. Apart from a small number of set books, a good distance provider will supply all study material, tutorial support and continuous assessment.
  8. Students are usually able to start a distance course whenever they wish, able to begin as soon as they enrol. In the case of hybrid programmes, students can start as early as they wish, and in the case of free-standing distance programmes they should, within reason, be able to take as long as they need.

Distance students are not looking for some 'second best' or concessionary qualification. Most want a qualification as worthwhile as those obtained by people who have studied in a more conventional way.

Academic Quality Assurance in TESOL Distance Programmes
Most people in the world of English Language Teaching (ELT) have heard of UCLES and Trinity College London, both concerned with 120-hour presence-taught courses. The major examining body responsible for validating TESOL distance-training, both free-standing and hybrid programmes, is the College of Teachers (formerly the College of Preceptors). Under the terms of its Chartered of 1849 and 1998, the College is empowered to provide professional qualifications for teachers in the UK and overseas. The status of the qualifications awarded under the terms of these charters is the same as that of qualifications awarded by British Universities. The College offers eight types of qualification, ranging from a Certificate of Educational Studies (COES) to the Masters' degree-level Fellowship award (FCoT).

The other body concerned with academic quality assurance in TESOL distance programmes is ACTDEC - the Accreditation Body for TESOL Distance Education Courses, a non-profit making independent body governed by officers and Council, established 'to advance professionalism by maintaining and also improving on standards of distance programmes at four separate levels graded from introductory to advanced.' Institutions providing accredited courses are required to adhere to a rigorous code of practice governing areas ranging from publicity to course structure and content, administration, course evaluation and quality assurance. ACTDEC-accredited courses are regularly audited to ensure quality expectations are being met.

It is important to choose your course carefully and invest wisely. Whether you select a four-week presence-taught course or a distance programme, make sure it's formally accredited by a recognised external examining body.

Teaching Practice
There is, of course, no substitute for teaching practice, and in the case of experienced practising teachers, it is not always necessary. At Certificate level, however, affordability is often the deciding factor when it comes to students selecting a programme. The foremost initial European qualification is the Advanced Certificate in TESOL, awarded by the College of Teachers following a 325-hour hybrid programme, comprising 250 hours of distance-training followed by a 75-hour intensive two-week practical TP block. Cost, however, often puts a residential course with teaching practice out of reach for so many.

It is perfectly possible for anyone without teaching experience to undertake a three-month teaching practice. Distance-trained candidates who are qualified Associate Teachers, ie holders of the Certificate of Educational Studies in TESOL, an ACTDEC level 2 qualification, but without teaching practice experience are provided with a TP-portfolio. Schools willing to offer supervised teaching practice, under the scheme, work with associate or accredited teachers to complete the portfolio record of achievement.

A copy of the ACTDEC Code of Practice, Information and list of members can be obtained from The Secretary - ACTDEC, 21 Wessex Gardens, Dore, Sheffield S17 3PQ. Fax: +44 (0)114 236 0774. E-mail: t-link@vip.solis.co.uk

Further information regarding the College of Teachers can be obtained from:
Professor Ray Page
Academic Registrar and Chief Executive
The College of Teachers
TESOL Department
Coppice Row, Theydon Bois
Epping, Essex Cm16 7DN United Kingdom

Tel: +44 (0)1992 812727
Fax: +44 (0)1992 814690
e-mail: collegeofteachers@mailbox.ulcc.ac.uk
The College Web Site can be accessed either directly or via the British Council site:
http://www.collegeofteachers.ac.uk


Author
Brian Winn-Smith
Director of the Eurolink Group
TESOL distance-course providers validated by the College of Teachers and accredited by ACTDEC.