phd tesol canada

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Western Education's MPEd | Field of Teaching English to Speakers of Other Languages (TESOL)

The Master of Professional Education in the field of Teaching English to Speakers of Other Languages (TESOL) is a dynamic course-based program that helps students develop the required competencies to become effective teachers of English. This program was originally designed for international candidates who wish to enhance their skills in teaching English as a foreign language, but it also attracts domestic students.  

 This  is an exclusively onsite graduate degree program.

Improve your teaching skills

Learn about classroom research

What I like about my MPEd program is that it is incredibly rewarding to be involved in the field of equity, diversity and social justice. The course has such meaningful and applicable content which is so relevant in today's world!

This program has helped me realize the strengths of a diverse society, and how we must seek to find balance in our lives. It has helped me be more aware of difference and similarities that unite us all.

-Katherine Laid, Graduated 2020

Beyond the program details

• A four-year degree (20 full courses or equivalent) from an accredited university.
• Minimum "B" standing (70%) or equivalent in the final two years of study.
• IELTS 6.5/9 overall with no individual score less than 6.0.

Recommended:

• Prior language teaching experience.
• Previous degree from an area with connections to TESOL (e.g., Linguistics, Communication).

Exceptions to the above requirements:

• Bachelor of Education and Additional Qualification course grades are not used in calculating admission averages.
• Applicants with 3-year degrees will be considered on a case-by-case basis. Experience as an educator in a professional setting may be taken into account as will additional relevant qualifications.

Probationary Status: If applicants do not meet all requirements, they may be offered admission as a Probationary Student, on condition that they maintain a 75% average in each of the courses.

Please visit this link for Admission Requirements.

Tuition amounts are set each year by Senate and then published on the Office of the Registrar's  Fees Schedules  web page. Fees are assessed once each term (Fall, Winter, Summer).

Current students can access fee information by logging into the  Student Centre  (use your Western email log in and password). Students are notified each term once fee amounts have been posted in the Student Centre; it is each student's responsibility to log into the Student Centre and pay fees by the due date indicated. Failure to do so may result in a late payment fee or deregistration.

For questions about fees, including how to pay fees and the methods of payment that are accepted, students should go to the  Student Financial Services  pages of the Office of the Registrar's web site or contact Student Financial Services (Office of the Registrar) at 519-661-2100.

The Faculty of Education recognizes the financial commitment required to pursue professional graduate studies.

As the majority of our programs are fully online, we offer students flexible learning that allows them to fund their education by remaining in their current employment. Some employers offer subsidization or time release opportunities for the professional learning of their employees. As a result, internal funding is not available for these programs.

There are also many external funding opportunities for competitive candidates in our professional programs.  Download this PDF file  for an additional list of over 30 external awards (see more information below). Also, visit online sites that contain numerous award opportunities.

• https://www.yconic.com/iefa.org
• ScholarshipsCanada.com

Please note that students must apply for these awards individually.  Read the qualifications carefully, and contact the award provider for more criteria and award information.  Some application support is available from the Research Office for research-based awards only.

Many private financial institutions offer financing options (with particular rates and payment plans) to full-time students. Please contact a representative of your preferred financial institution for more information.

Provincial governments offer a variety of loan programs to help students finance their studies. Ontario residents may be eligible to apply for OSAP.

The Government of Canada's  CanLearn website  provides a listing of contact information for the offices of all government student financial assistance programs. Please visit CanLearn to find your province or territory listing. The Government of Canada implemented the Lifelong Learning Plan (LLP) to encourage higher education and training. The LLP allows you to withdraw up to $10,000 a year from your registered retirement savings plan (RRSPs) to finance training or education for you or your spouse or common-law partner. For further information on this plan, visit the government's website at  www.ccra.gc.ca.

While this is an onsite program and computer labs will be available to students, we recommend that students bring their own laptops for study, project, and roaming purposes.

Program information

Description.

The Master of Professional Education in the field of Teaching English to Speakers of Other Languages (TESOL) is a course-based program that helps students to develop the required competencies to become effective teachers of English. This program can be completed in one year. It was originally designed for international candidates who wish to enhance their skills in teaching English as a foreign language, but it also attracts domestic students.  

Benefits of Studying in Ontario, Canada at Western University

Canadian universities provide the best value among US, UK, and Australian universities

• Western University has many social and professional development events for graduate students.

Learn more about the international graduate student experience at Western University by visiting the following websites:

• English Language Centre
• International and Exchange Student Centre
• Graduate and Postdoctoral Studies for International Students

Graduate Studies for International Students at Western University

Western is committed to providing culturally sensitive and inclusive services to all students, faculty and staff, while embracing the multiculturalism which defines our campus body. 

There are many opportunities to get involved with international activities on campus, including joining clubs and campus projects, to volunteering with Western's international community and attending seasonal events:

• Western International

Important Notes

• The successful completion of a Master of Professional Education degree does not amount to certification with the Ontario College of Teachers (OCT).
• This program familiarizes students with the latest research in the field of language education, but it is not a research-intensive program with a thesis component. It provides excellent preparation to students who wish to apply for admission into a research-intensive Masters (M.A.) program but may not be considered sufficient preparation for direct admission into a Doctoral (PhD) program.

The objective of the MPEd, TESOL is to provide learners with a systematic understanding of knowledge and a critical awareness of current problems and/or new insights that is informed by literature in the fields of TESOL and Applied Linguistics.

At the end of the program, students will demonstrate a conceptual understanding of research and pedagogical competence that enables:

• a working comprehension of how research has been conducted to inform TESOL practice;
• a critical evaluation of the research literature in the disciplines or TESOL and Applied Linguistics; and
• the ability to critically analyze and evaluate complex pedagogical problems of practice based on established and/or innovative principles and techniques in TESOL.
• Awareness and understanding of TESOL literature and pedagogy. The ability to apply the existing body of knowledge to critical analysis of questions and issues relevant to the practice of TESOL in varied settings.
• the exercise of initiative and of personal responsibility and accountability;
• decision-making in a variety of TESOL situations;
• The intellectual independence required for continuing professional development;
• The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible classroom conduct; and
• The ability to appreciate the broader implications of applying knowledge to particular contexts.
• The ability to effectively communicate ideas, concepts, issues, and arguments about TESOL using the most appropriate genres and modes.
• Demonstrated cognizance of the scope and complexity of TESOL literature and practice, including the potential contributions of other interpretations, methods, and disciplines.

Timing/delivery

Full-time students:

Students are required to take 8 courses for successful program completion.

This is a complete listing of the courses that are approved to be offered. Each year will include eight of the following courses required for successful program completion.

Please note : students are required to take 8 courses

ED 9300 Understanding Second Language Learning and Teaching

This course examines various factors and concepts related to the acquisition/learning of an additional language. Topics such as competence and performance, formal and informal learning, first and second language acquisition, models of second language acquisition, learning styles and strategies, and factors affecting language learning will be discussed in this course.

ED 9301 Social Approaches to Language Learning and Teaching

This course looks at sociolinguistic issues that are central to second language learning and teaching. It examines factors such as language attitudes and motivations, variations in language, language policies and their applications to TESOL.

ED 9302 Teaching and Learning Vocabulary

The aim of this course is to develop the knowledge necessary to comment critically on vocabulary research and practice, and create an effective plan for vocabulary learning within a course. Issues that teachers must consider when planning for vocabulary will be examined and applied to a teaching and learning program.

ED 9303 Computer-Assisted Language Learning (CALL)

This course looks at theoretical and practical issues in Computer-Assisted Language Learning (CALL). Students will examine the different CALL resources and be involved in using, evaluating and designing digital tools for language learning and teaching. 

ED 9305 Discourse Analysis and Language Teaching

Discourse analysis involves the investigation of language in use. This course examines the analysis of spoken and written discourse structure, and discusses its applications to language teaching.

ED 9306 Syllabus and Materials Design

This course explores and evaluates various approaches and theories relating to syllabus and materials design in the English language classroom. A primary objective is to help students to improve upon their abilities to create and assess materials and syllabi for use in their own teaching.

ED 9307 Language Teacher Education

This course critically examines current approaches to second language teacher education and looks at the development of strategies for critical self-awareness and self-evaluation.

ED 9308 Teaching & Learning Grammar

This course involves the analysis and evaluation of different pedagogical interventions that are intended to promote the learning of grammar. The course is designed with a view to helping teachers to improve their design of course materials and classroom activities.

ED 9309 Second Language Assessment

This course involves the study of the theory and practice of language assessment, with a particular focus on classroom learning. Both formal tests and a range of alternative forms of assessment are covered.

ED 9311 Teaching Reading and Writing Skills

This course discusses methods to help students develop and improve their reading and writing skills in the second language. It examines relevant research and applies research-informed principles to the design of reading and writing activities inside and outside the language classroom. Due attention is also given to feedback strategies.

ED 9312 Teaching Listening and Speaking Skills

This course discusses methods to help students develop and improve their listening and speaking skills in the second language. Due attention is given to the teaching of pronunciation (including prosody). Research-informed principles are applied to the design of instructional materials and classroom activities.

Program Coordinator

Frank Boers 

Farahnaz Faez 

Shelley Taylor 

Stuart Webb 

Ruslan Suvorov

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• Doctor of Philosophy in Language and Literacy Education (PhD)
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Canadian Immigration Updates

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

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Doctoral students focus on critical and contemporary issues at the intersections of language and literacy learning and cultural and societal transformation. Students in our programs are teachers and other professional educators who engage in courses, conversations and research addressing a broad range of issues and contexts – in and out of schools, nationally and internationally, and across the lifespan.

Students will gain expertise in topics such as identity and language/literacy, cultural literacy and language practices, interculturality, Indigenous languages and literacies, family and community literacy practices, literature and new media, digital cultures, poetry, literacy in global contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on literature and cultural texts for children and youth, EAL (English as an additional language) literacy, assessment, teacher education. drama and theatre education, creative/arts-based approaches to literacy learning, and communication ecologies/studies. Students with a specific interest in language education will engage with topics in applied linguistics and critical applied linguistics, second/additional language theory and practice, bi-/multilingual pedagogies, second language acquisition and reading/writing/vocabulary learning, language socialization, technology integration in language education language policy and planning, assessment of second language learning as well as related research methods.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Literacy studies [MEK1] [WM2] have expanded dramatically in recent years and our internationally known Faculty draw on many disciplines, knowledge systems and worldviews that inform the study of language and literacy education, including Indigenous, cognitive, linguistic, anthropological, cultural, literary, critical and post-structural perspectives and drawing on First Peoples Principles of Learning, sociolinguistics, linguistic anthropology, social psychology, cultural studies, and other related fields. In our courses we invite students to reflect critically on contemporary language and literacy practices in and out of schools, spanning Indigenous, local, national and global contexts.

Most universities in Canada don’t have the presence and physical spaces dedicated to Indigenous gathering and representation that I found at UBC

Jade LaFontaine

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Prior degree requirements.

Master’s degree with high standing in a relevant educational discipline

Document Requirements

- Master’s degree with high standing in a relevant educational discipline,

- Sample of work demonstrating an ability to undertake research and scholarly writing (max. 30 pages),

- CV or resume outlining work experience and academic history.

- Well-written 500 word (maximum) Statement of Intent to describe your proposed doctoral research.  Be sure to indicate how your previous education, professional experience, and research have prepared you to undertake your proposed research, and note which people in the department have expertise in your intended area of study.

- The support of three referees including an assessment by at least two university instructors, preferably one of whom is the supervisor of the masters thesis.

- Scanned copies all official transcripts (including a key to transcript grades and symbols) and degree certificates from all post-secondary institutions attended outside UB

Other Requirements

Awards; fellowships; scholarships; and distinctions.

Relevant professional and academic experience including conference presentations, professional workshops, and publications.

At least two years of successful teaching experience or equivalent.

Applicants who received a degree from a North American university are not required to submit their English test scores. Similarly, applicants who completed their degree outside North America from an institution in which English was the primary language of instruction of the entire university (not just a program) are not required to provide English test scores as part of their application.

Please note that we can only accept your English test scores if the test has been taken within the last 24 months at the time of submission of the application. An official test score report ordered from the testing agency has to be sent to UBC. Acceptable English language proficiency tests for applicants to UBC Grad School are:

TOEFL – Test of English as a Foreign Language, minimum score 580 (paper-based) or 237 (computer based), or new minimum TOEFL score of 92 (with a minimum of 22 for each component).

MELAB – Michigan English Language Assessment Battery. Minimum overall score 85.

IELTS – International English Language Testing System – Academic. Minimum overall band score 7, with no component less than 6.5.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Language and Literacy Education (PhD)

There is no need to find a supervisor prior to applying for the program. If you are successful in the application process, you will be assigned a pro-tem supervisor whose research is closest to your area of interest. However, if you are interested in working with a particular faculty member, you can indicate it in your statement of interest or in the application form.

Citizenship Verification

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Research Information

Research highlights.

The Department takes a critical and social justice approach to theory and research. Faculty members in the Literacy program have expertise in the following areas:

Indigenous languages and literacies

Literature and cultural texts for children and youth

Drama and theatre education in schools and communities

Literary and literacy practices in families, schools, and communities

Digital cultures, multimodality, and communication ecologies/studies

Research Focus

Students in our program engage with critical societal issues that impact topics such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy. The Department takes a critical and social justice approach to theory and research. Faculty members in the Literacy program have expertise in the following areas:

Program Components

The program consists of 18 to 24 credits of course work (including the LLED 601 and 602 Doctoral Seminars), comprehensive exam followed by an oral examination, a dissertation proposal, and a doctoral dissertation.

Geographic Restrictions

The program accepts well-qualified students from around the globe into a richly international and multicultural academic community.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

All full-time students who begin a UBC-Vancouver PhD program in September 2024 will be provided with a funding package of $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

Average Funding

• 6 students received Teaching Assistantships. Average TA funding based on 6 students was $10,773.
• 15 students received Research Assistantships. Average RA funding based on 15 students was $7,496.
• 10 students received Academic Assistantships. Average AA funding based on 10 students was $5,614.
• 26 students received internal awards. Average internal award funding based on 26 students was $23,428.
• 3 students received external awards. Average external award funding based on 3 students was $20,000.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

14 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 0 we have no data (based on research conducted between Feb-May 2016). For the remaining 13 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Our programs in Language and Literacy Education engage teachers and other professional educators in the study of rich language and literacy practices from early childhood through adolescence and adulthood. Our focus is on the many rich, multiethnic and multilingual contexts of language and literacy learning in our schools and communities.

Alumni on Success

Brigid Goitse Conteh

Job Title Lecturer

Employer University of Botswana

Lucía Terra

Job Title Owner

Employer Language and Communication Services

Lauryn Oates

Job Title Consultant - Education

Employer Self-employed

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Language and Literacy Education (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

• Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Ahmed, Anwar (Languages and literature)
• Belliveau, George (Art education, drama education, pedagogy, teacher research)
• Bryson, Mary (technology, media, cultural studies, gender, queer theory, deviance studies, post-colonial pedagogies, Sociology, Women's Studies, Education, media and gender, media and education)
• Corella Morales, Meghan (Other languages and literature; Academic Discourse; Children and youth; Discourse Analysis; Language ideology; Sociolinguistics)
• Darvin, Ron (development of diverse digital practices for learners of unequal resources)
• Dobson, Teresa (Media and communications; Literary Education; Digital Literacy; Digital Humanities; Text Visualization)
• Galla, Candace (what types of technology initiatives (low-, mid-, or high) Indigenous language communities are using to revitalize, maintain, and promote their language)
• Gladwin, Derek (Other languages and literature; Cultural Studies; Digital & Media Literacy; Environmental & Energy Literacy; Environmental Humanities; Food Literacy; Literary Education; Sustainability Education; Writing & Rhetoric)
• Gunderson, Lee Paul (Languages and literature; reading-research; immigrant-achievement; home literacy environment)
• Hare, Jan (Aboriginal youth mobility, Aboriginal family and community perspectives on early literacy, literature, identity construction and urban Aboriginal youth, Cultural studies, early childhood, first nations education)
• Jenson, Jennifer (Other languages and literature; Digital Cultures and Education; Digital Games; Game-based Learning; Gender; Online Learning; technology; Technology Implementation and integration)
• Kendrick, Maureen (literacy, digital literacy, Children and youth, ESL, international perspectives)
• Kumpulainen, Kristiina (Languages and literature; Critical literacies/pedagogies; Digital Literacies; identity; Multiliteracy and multimodality; Place-based literacies; Storytelling/narrative inquiry)
• Li, Guofang (longitudinal studies of immigrant children)
• Rajagopal, Harini (Multiliteracy and multimodality; Bilingual/Multilingual education; Decolonizing pedagogies and knowledges)
• Rogers, Theresa (Children's literatures; Other languages and literature; Children's and Adolescent Literature; Digital Literacies; Education; Educational Approaches; Literacy; Youth Studies)

Doctoral Citations

Sample thesis submissions.

• Red tears of pearl : making space for Afghan-Canadian Muslim diasporas in postcolonial literature
• Pray where waters meet : land-based métissage, ethical relationality and reconciliation
• Living with violence on social media : an exploration of Colombian young adults’ encounters with online harms
• Illuminating (dis)enlightenment : critical media literacy and/or conspiracy theories?
• Digital multimodal composing with youth from refugee and immigrant backgrounds in a Metro Vancouver secondary school
• Reading the South in the North : a study of Latin American literature in Vancouver teaching contexts
• Poetic inquiry : current approaches and future applications
• New hierarchies, new middle class : a critical ethnography of English as a medium of instruction policy in Nepal’s public schools
• Exploring adolescents' development of intercultural competence through the Canadian interprovincial student exchange

Related Programs

Same academic unit.

• Doctor of Philosophy in Teaching English as a Second Language (PhD)
• Master of Arts in Literacy Education (MA)
• Master of Arts in Modern Languages Education (MA)
• Master of Arts in Teaching English as a Second Language (MA)
• Master of Education in Literacy Education (MEd)
• Master of Education in Modern Languages Education (MEd)
• Master of Education in Teaching English as a Second Language (MEd)

Further Information

Specialization.

Language and Literacy Education focuses on critical and contemporary issues at the intersections of literacy learning and cultural and societal transformation. It covers topics such as identity and literacy, cultural literacy practices, Indigenous literacies, family literacy, literature and new media, digital literacies, poetry, literacy in developing contexts, literacy development across the lifespan, educational linguistics, discourse and multimodal analysis, critical perspectives on children’s and young adult literature, EAL (English as an additional language) literacy, assessment, teacher education and creative/arts-based approaches to literacy learning.

Students engage with critical societal issues that impact these topics, such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy.

UBC Calendar

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Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Laura Brass

I decided to study at UBC because of its locally and internationally top rankings in terms of its contribution to teaching, learning, and research. Significantly, the scholarships, fellowships, research opportunities, and wide range of courses available, along with leading scholars and experts in...

For me, The University of British Columbia is one of the most prestigious and high-caliber post-secondary institutions globally. I am deeply fascinated by the beautiful campus landscape and impressed by the well-equipped instructional, research, and learning facilities the university provides to...

Esteban Morales

Even from Colombia, my home country, I have heard from UBC as one of the best universities in the world. After I came to Vancouver to complete my MA at Simon Fraser University, I decided that UBC was the best choice for my doctoral program, offering interesting coursework led by amazing faculty....

Curious about life in Vancouver?

Find out how Vancouver enhances your graduate student experience—from the beautiful mountains and city landscapes, to the arts and culture scene, we have it all. Study-life balance at its best!

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Teaching English to Speakers of Other Languages

Program Highlights

A graduate program in Teaching English to Speakers of Other Languages (TESOL) will prepare you with the skills to facilitate the learning and teaching of English as an additional language. The field of TESOL is as diverse as are the students who come to study with us, and our six graduate TESOL programs are designed to meet their wide range of needs.

In total, there are six graduate TESOL programs to choose from with two master’s programs, two diploma programs, and two certificate programs.

Professional Skills

Our graduate programs are focused on meeting the needs of various student groups to become a more effective educator. Whether you’re an Canadian public school teacher, an individual hoping to work in adult immigration setting or language schools, a graduate degree, diploma or certificate in TESOL can help you to advance your career and to improve the quality of education that your students receive.

A Flexible Learning Environment

At the Mount, we are committed to providing our students with flexible and accessible learning options. We understand that you may be working, studying full-time, or balancing the demands of your family, your career, and your education, and we’re ready to help you succeed. We welcome both full-time and part-time students, and we offer several electives via online learning.

As a full-time student, you can complete the graduate program requirements in as little as one year. Part-time students generally finish their studies in two years, but if you need a little more time, you can take up to five years to earn your graduate degree in our on-campus programs.

Are you ready to get started? Apply now »

Frequently Asked Questions

Can you look over my transcripts to see if i would get in.

Applying to any of the above programs is a competitive process, with the acceptance of students being based on the spots available, and as such, we cannot comment on the likelihood that you will be accepted into any one program. Our best advice is to apply and see if you get in.

What is the difference between the master's programs and the diploma and certificate programs?

The most obvious difference is the number of courses needed to complete the programs. The diploma programs are 3.0 credits, the certificate programs are 2.0 credits and the master’s programs are 5.0 credits. The less obvious, but more substantial difference, is the diploma and certificate programs are an introduction into the field of TESOL, while the master’s programs offer students the opportunity to explore the field of TESOL with some more depth and also tailor their program through elective options.

How long do the programs take to complete?

All of the required courses for the master’s, diploma and certificate programs are offered at least once a year. So, it could take a year or more to complete the programs depending on when the courses are offered, and how many courses you take in a term.

What is the tuition?

Please see our Financial Services pages for more information about tuition and fees for the program.

Will I be able to use the courses towards a future master’s program?

Yes, the credits obtained through the diploma or certificate programs could be used towards a future MSVU Faculty of Education master’s program depending on the requirements and your acceptance into the program.

If want to learn more about how TESOL can help you to address English language learners’ needs, contact our office [email protected]

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Our TESL program offers TESL Certificate, TESL Diploma, and graduate (Master’s and PhD) studies. TESL Certificate program has two options: TESL Coursework Certificate (12 credits) and TESL Certificate with Practicum (15 credits). They are designed for pre- and in-service teachers and those who are interested in teaching local and international students in Canada or overseas. TESL Diploma program (30 credits) is offered for teachers interested in teaching ESL in BC schools or other settings. The TESL graduate program offers MEd, MA, and PhD degrees. We also offer On-Campus or Fully Online options for the MEd TESL program. Integrating research and practice, our TESL programs offer professional development to teachers of ESL and prepare researchers and leaders in this field.

TESL Certificate and Diploma students gain experience and understanding in such areas as: instructional methodology, curriculum design, second language assessment, second language acquisition, language socialization, and intercultural communication. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice, second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.

We also offer a fully online MEd program designed to develop outstanding professionals in the field of TESL. Learn more about the program here.

Teaching in B.C. Schools: Students who wish to teach English to ESL students in the public school system (K-12) must hold a BC Teaching Certificate.

• TESL Certificate
• TESL Diploma
• TESL Graduate Programs
• TESL Graduate Courses

Certificate in TESL

There are two types of TESL certificates: the  TESL Coursework Certificate  and the  TESL Certificate with Practicum.

To receive the 12-credit TESL Coursework Certificate from the Department of Language and Literacy Education, a student must complete LLED 489 (6 credits) and LLED 478 (6 credits).

To receive the 15-credit TESL Certificate with Practicum , a student must complete LLED 489 (6 credits), LLED 478 (6 credits) and LLED 399 (3 credits).

Note that we offer LLED 489A (3 credits), LLED 489B (3 credits), LLED 489C (6 credits; a combination of LLED 489A and LLED 489B), LLED 478A (3 credits), LLED 478B (3 credits) and LLED 478C (6 credits; a combination of LLED 478A and LLED 478B). Students are recommended to take LLED 489 prior to taking LLED 478. They are also recommended to take LLED 489A prior to LLED 489B. To take LLED 399, students must have completed six credits of LLED 478 or have completed 3 credits of LLED 478A and be taking LLED 478B as a corequisite. Note that LLED 399 (optional practicum) is only available in Winter Session Term 2 from January to April.

The target learners include the following groups:

• School teachers who want to be certified to teach ESL
• Education students in the process of getting their bachelor degree
• Students in their third or fourth year of university study
• Other unclassified local or international students who wish to teach in colleges or private language schools in Canada or overseas

Student Admission Criteria

• Students who wish to enroll in the certificate program must have obtained their first degree or must currently be in their official third or fourth year of university study.
• Applicants who speak English as a second language and have not previously been enrolled at UBC or another Canadian university must demonstrate English language proficiency to meet UBC’s English language requirement ( UBC’s English Proficiency Requirements ). Please consult with the admissions office .
• All students, especially those without ESL/EFL teaching experience, are strongly advised to volunteer in an ESL setting prior to enrollment.

Application

Admissions for Diplomas and Certificate programs are handled by the Professional Development and Community Engagement office. See the PDCE website for application procedures. For program advice and other questions, please consult with the admissions office .

Application deadline: Applications are accepted throughout the year. It is recommended that students submit their application at least one month prior to their anticipated start date. Please refer to the application form for the deadlines to apply.

Certificate Requests

The TESL Certificate Program with Practicum offers professional training and development to teachers of ESL and prepares them for graduate studies. To receive the certificate for this 15-credit program, a student must complete: LLED 489 (6 credits), LLED 478 (6 credits), and LLED 399 (3 credits).

Both LLED 489 and LLED 478 are also taken as part of the Diploma Program in Education or the Bachelor of Education degree. A TESL Coursework Certificate is issued to students who take LLED 489 (6 credits) and LLED 478 (6 credits).

If you enrolled in a Certificate program before September 2019 , upon successful completion of all required courses, you apply for your Certificate by filling out the Certificate of Completion Request Form .

If you enrolled in a Certificate program in September 2019 or later , you must make a formal application for graduation, as with Diploma students. For important application information, dates, and deadlines, please see the SSC website: students.ubc.ca/enrolment/graduation .

Course Offerings

See course offerings below. Note that LLED 399 (optional) is only available in Winter Session Term 2 from January to April. To take LLED 399, students must have completed six credits of LLED 478C or have completed 3 credits of LLED 478A and be taking LLED 478B as a corequisite.

Note: Course offerings are subject to enrollment

Practicum (LLED 399)

LLED 399 comprises 39 hours of teaching, learning, and reflection. The practicum itself involves 10 hours of observation time and 10 hours of teaching. For each student, there will be a 4-hour pre-practicum orientation with the advisor/instructor and the sponsor teacher. The associated campus-based classes will comprise 9 hours of pre-practicum workshops and 6 hours of post-practicum workshops.

Criminal Record Checks for Students Engaging in Practicum

The Criminal Records Review Act (“CRRA”) requires that UBC conduct a CRRA criminal record check (“CRRA Check”) of all students who work with children (19 years or under) as part of their practica. Students who wish to take LLED 399 and do a practicum in schools with children rather than in colleges with adults should perform CRRA checks before taking the relevant practicum.

To get CRRA checks done, students need to

• Verify your identity in person with two pieces of ID, and at least one being government issued and shows the student’s name, date of birth, signature and photo (Driver’s License preferred). Fill out Driver’s License number on the consent form if that is what is used for ID.
• Complete and sign a “Consent to the Criminal Record Check” form .
• Forward a copy to the CRRP with appropriate payment.

More information regarding payment options and application processes is available at Ministry of Justice Website

The CRRP will determine whether a student poses a risk and will advise UBC of its decision.

Teaching in B.C. Schools

Students who wish to teach English to ESL students in the public school system (K-12 or adult education) must hold a B.C. Teaching Certificate. A teaching certificate is usually not necessary for those who wish to teach adults in the private sector (i.e. community centres, private businesses, etc.).

Both LLED 478 and LLED 489 are distinguished into the A, B and C sessions. While the C sessions are 6 credit courses, the A and B sessions are 3 credit courses. The A session covers the first half and the B session covers the second half of the C session. Students are recommended to take LLED 489 before LLED 478 and to take LLED 478A before LLED 478B.

Description

LLED 399 is required of all students wishing to gain the TESL Certificate with Practicum. Excellent oral proficiency in English is required for the teaching practicum. It requires:

• To complete a 20-hour practicum (10 hours of observation and 10 hours of practice teaching) in classes of ESL children or adults under qualified supervision.
• To attend a pre-practicum orientation with the advisor/instructor and the sponsor teacher (about 4 hours).
• To prepare for the practicum in campus-based pre-practicum workshops (3 hours a week in the first 3 weeks).
• To reflect on the practicum experiences in campus-based post-practicum workshops (3 hours a week in the last 2 weeks).

Assessment in LLED 399 (pass/fail) is based on a combination of a successful completion of the practicum and a comprehensive portfolio of experiences, both in school and in workshops, prepared by individual students.

LLED 478A aims to apply linguistic insights to effective lesson/unit planning in teaching English as a second/foreign language.

Students will:

• Demonstrate knowledge of phonology, syntax, meaning, and discourse in their application to the ESL classroom.
• Demonstrate a range of techniques related to the skills of listening, speaking, reading and writing which promote language learning
• Promote communicative competence by contextualizing teaching points
• Prepare lesson and unit plans for a particular class that will show focus, variety, integration, expansion and balance
• Relate the main current methods of language teaching to their underlying assumptions and to instructional choices
• Introduction/Teaching a Lesson: Learner profiles; needs assessment and lesson planning for increasing communication and interaction
• Curriculum and Unit Planning: Models and approaches; language and content learning; using the environment to augment learning; assessing and adapting materials
• Teaching Communication Skills: The Multi-level classroom; teaching reading, writing, listening and speaking, vocabulary and grammar; integrating skills

Teaching Experience

All students, especially those without ESL/EFL teaching experience, are strongly advised to volunteer in an ESL setting prior to enrolling in LLED 478A.

LLED 478B expands application of linguistic insights to effective assessment and cultural understanding in teaching English as a second/foreign language.

• Gain understanding of the principles and issues of second language assessment and testing
• Assess ESL student performance goals and needs in the four skills
• Demonstrate an awareness of ESL students' level of understanding, competence, and motivation and respond and teach appropriately
• Show an understanding of the problems that may arise as a result of cultural differences; identify areas of cultural contrast (e.g. role differences); be able to describe or produce classroom materials and activities that would promote cross-cultural insights
• Assess the ESL course and ESL materials and understand the main issues: selection; organization; presentation; application; evaluation
• Classroom assessment and evaluation
• Language and Culture: Cultural self awareness and cross-cultural communication; the multi-cultural classroom; culture shock and its implications for teaching/learning
• Professional Development: Evaluating goals and objectives; professional concerns; classroom research.

LLED 478C is a combination of LLED 478A and LLED 478B. See the above information for these courses.

LLED 489A explores basic theories of linguistics and their application to classroom practice. As an introduction to the linguistic foundations of first and second language teaching, the course will assist teachers in making linguistically informed decisions about teaching. The course is not a comprehensive survey of Linguistics, but restricts its topics to those generally agreed to have relevance to language teaching and learning. Serves as one of several alternative prerequisites to LLED 478A. Students are directed also to LLED 489B (3 credits), which deals with topics in second language learning in relation to society and education in more detail.

Representative Course Topics

Linguistic Foundations of Language Teaching:

• Functions of language: pragmatics, discourse and language teaching
• Pronunciation and its relation to spelling and reading
• Semantics and word study, lexicography and dictionary work
• Linguistic foundations of alphabetic writing
• Comparative studies of writing systems
• Classification of world languages
• Linguistic foundations of the reading process
• Syntactic analysis of written composition, assessment of syntactic maturity
• Educational aims in the teaching of grammar

LLED 489B further explores basic theories of linguistics and their application to classroom practice. The course is not a comprehensive survey of Linguistics, but restricts its topics to those generally agreed to have relevance to language teaching and learning. Serves as one of several alternative prerequisites to LLED 478A.

First and Second Language Learning:

• Recent theory and research in first language acquisition
• Implications of acquisition studies for curriculum and instruction
• Recent theory and research in second language acquisition
• Linguistic foundations of major approaches to second language instruction
• Relationships amongst language, learning and thinking

Language, Society and Education:

• Classroom language and educational success
• Race, gender and social groups as factors in educational success: the mediating role of language
• Intercultural communication
• Aboriginal languages in Canada, aboriginal learners and classroom discourse

LLED 489C is a combination of LLED 489A and LLED 489B. See the above information for these courses.

Diploma in TESL

The Diploma in Education (TESL) is for teachers interested in teaching English to speakers of other languages in B.C. schools (if candidates already possess a valid B.C. teaching certificate), in adult community or academic settings, or overseas. The program requires 30 credits of approved core and elective courses. Core courses consist of:

• LLED 478A and 478B (3 credits each) or LLED 478C (6 credits), a combination of LLED 478A and 478B
• LLED 489A and 489B (3 credits each) or LLED 489C (6 credits), a combination of LLED 489A and 489B

Note: It is generally possible to complete LLED 478 (6 credits) and credit it later (within 5 years) to the Diploma in the TESL Program. Students are recommended to take LLED 489 prior to taking LLED 478. They are also recommended to take LLED 489A prior to LLED 489B and LLED 478A prior to LLED 478B.

Admission Requirements

• Students who wish to enroll in the Diploma in Education (TESL) must have obtained their first degree of university study.
• They must have a minimum of one year’s teaching experience.
• Applicants who speak English as a second language and have not previously been enrolled at UBC or another Canadian university must demonstrate English language proficiency to meet UBC’s English language requirement ( UBC’s English Proficiency Requirements ) Please consult with the admissions office .

Elective courses (12-18 credits)

Any 300- or 400- level courses in the Department of Language and Literacy Education (except Teacher Librarianship). In addition, courses may be selected from the following:

• Adult Education ADHE 327, 330, 412
• Anthropology ANTH 317, 407, 408, 417
• Computing Studies Education EDCP 422, 424
• Early Childhood Education ECED 405, 415, 433, 438, 443
• Education EDUC 342, 432
• Educational Studies EDST 425
• Linguistics LING any 300- or 400-level courses
• Psychology PSYC 308
• Sociology SOCI 302, 382, 466

Integrating research and practice, the graduate programs in Teaching English as a Second Language (TESL) offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.

The TESL/TEFL program accepts well-qualified students from around the globe into a richly international and multicultural academic community.

Admission requirement

The Masters programs develop an awareness of current thought and practice in TESL education. The MA program has a research emphasis and includes a thesis, whereas the MEd program has a professional emphasis and includes the option of a capstone project. Each program requires a minimum of 30 credits of approved graduate work, at least 24 of which must be numbered 500 or above.

In addition to the On-Campus MEd program, we also offer a fully online option for the MEd program in TESL. More information regarding the online program can be found on the Professional Development & Community Engagement website. For complete application details, please refer to How to Apply on the PDCE website.

Faculty members in the TESL group:

MEd in TESL

The TESL MEd program requires 30 credits. A minimum of 24 credits must be in graduate-level courses (including 3 credits for the optional graduating paper completed as part of LLED 590). A maximum of 6 credits at the undergraduate level in courses numbered 300 to 499 (e.g., TESL Certificate Courses) may be counted toward the requirements of an MEd degree. All master’s students in LLED must take EDUC 500 as a basic research methods requirement.

Learn more about our fully online MEd TESL program

The TESL MA program requires 30 credits. A minimum of 24 credits must be in graduate-level courses (including 9 credits for the required MA Thesis competed as part of LLED 599). A maximum of 6 credits at the undergraduate level in courses numbered 300 to 499 (e.g., TESL Certificate Courses) may be counted toward the requirements of an MA degree. All master’s students in LLED must take EDUC 500 as a basic research methods requirement.

PhD in TESL

PhD students take the required PhD seminars and elective courses from the following list as well as others relevant to their doctoral research. The number of courses each doctoral student takes is based on individual needs, prior coursework and preparation, and a consultation with individual supervisors. Our current PhD students take on average 7 courses or 21 credits. UBC’s Faculty of Graduate and Postdoctoral Studies (G+PS) recommends a total of 18-24 credits.

The timely completion of all program requirements is very important for PhD students. PhD program coursework is typically completed within the second year of a student’s program. By the end of their third year, students are required by G+PS to have completed their comprehensive examination and their thesis proposal. After the exam and proposal have been approved by the doctoral supervisory committee, the student will have advanced to PhD candidacy. After that, many students take another two years to complete the program. Although the maximum allowable time period, according to G+PS, is six years from the point students entered the PhD program, scholarships such as SSHRC (Social Sciences and Humanities of Canada) and UGF (University Graduate Fellowships) only fund up to 4 years in the doctoral program.

The purpose of the course is to explore current debates in the field of language education that address language as a social practice. Students will investigate the way language constructs and is constructed by a wide variety of social relationships, including those between writer and reader, teacher and student, classroom and community, test maker and test taker, researcher and researched. Students will consider how gendered/raced/classed identities are negotiated within such social relationships. They will also explore how social relations of power can both constrain and enable the range of educational possibilities available to both learners and teachers.

In education, intercultural understanding has been defined as navigating cultural differences or mélanges, as involving specific kinds of knowledge or savoirs, as developing the capacity for empathy, perspective taking, and adaptability, or as acquired dispositions for engaging with otherness. This course considers interculturality as a means of examining differences of understanding with others, across multiple frames of reference that engage diverse beliefs, values, assumptions, and actions to construct meaning within varying relations of power. The principal aim of the course is to provide teachers and teacher educators with resources to investigate, interrogate, and productively integrate ways of interpreting intercultural processes in their classrooms and beyond. Course content attends to theoretical conceptions of culture and language, historical beginnings of intercultural research, critical and non-Western orientations, and discourse approaches to interculturality. Intercultural learning, teaching, and assessment are considered in classroom and community contexts and digital environments. In keeping with the critical orientation of the course, readings and discussions are supported with examples from the local context with an emphasis on Indigenous knowledges and perspectives.

This graduate seminar critically analyzes education research on the political motivations for and the success of bilingual language planning and programs in Canada and select situations in Africa, Asia, Europe and the Middle East. Topics such as the recent retreat from post-colonial indigenous language planning in a world where the majority of English speakers are EOL and unilingual speakers are a minority are considered from the perspectives of global bilingualism.

This course will discuss the main conceptual and empirical approaches in second language assessment. It will explore these approaches (various tests and assessment methods) to second language assessment as they relate to various constructs of language ability, language learning/acquisition theories, and context of use of second language. Basic elements of language tests such as authenticity, interactiveness, practicality, impact, as well as construct validity and reliability will be presented and discussed through examples of first and second language tests. Issues to be discussed include, test taker's characteristics and rater's bias, relation between language acquisition and language testing research, decontextualisation of language in tests, the importance of correspondences between language use and language test tasks as well as technology in testing. After this course, students will be ready to explore more in depth philosophical or technical aspects of second language assessment (i.e., psychometrics and creation of tests).

The focus of this graduate course is theory, research, and practice in teaching of reading to K-12 and adult non-native speakers of English in diverse settings including English as a second language (ESL) and English as a foreign language (EFL) contexts. The different theories and models related to reading instruction in ESL and EFL contexts will be described and explored. Students will learn about the major models ranging from bottom-up to critical pedagogy formulations related to literacy instruction. Topics of the course include: 1) models of reading; 2) theoretical issues in first and second language reading; 3) methodologies of teaching reading in ESL/EFL contexts; 4) ESL/EFL reading standards and assessments; 5) digital literacies and ESL/EFL reading; and 6) critical literacy and multiple literacies.

This course examines current issues in theory and research in English language education, with a particular focus on English for Academic Purposes (EAP). The course will discuss relevant theories of discourse and social context and will emphasize analysis and presentation of academic discourse, relative to the context in which class members are likely to work. The course seeks to bridge the gap between theory and practice in EAP, whether the context is higher education or K-12 school settings. Key course aims are to provide students with a firm understanding about and expertise in: integrating language and content; approaching and analyzing academic language from a functional perspective; and exploring how as educators, we might draw on and utilize the ways of meaning-making that learners bring to the classroom.

This course critically examines various issues in teaching English as a second language (ESL) in the post-method era, such as a modern approach to curriculum design, lesson planning, and materials development, the role of textbooks in language classrooms, content-based language instruction, and English for specific purposes (ESP). The course focuses on current approaches to teaching second language listening, speaking, reading, writing, vocabulary, and grammar. Students will construct well-articulated personal viewpoints on current topics in second language teaching and demonstrate creative ways of applying theoretical concepts to learning task design and materials development.

This course examines linguistic, cognitive, psychological, affective, sociolinguistic, and sociocultural foundations of second language (L2) development and the implications of theory and research in this area for the teaching and learning of additional languages. The primary focus of the course is oral language development; literacy development is dealt with in other courses to a greater extent.

This course focuses on topics of interest in second language (L2) writing such as teacher responses to students’ writing, peer review, cultural backgrounds and L2 writing, academic writing and L2 writers, teaching English as a Foreign Language (EFL) writing, and early L2 writing. Students will analyze, compare, contrast, and critique recent research on L2 writing, gain insights into writing processes by reflecting on their own and/or their students’ writing experiences, and develop research proposals in the area of L2 writing.

This course provides an overview of current issues on culture and politics in second language education. Topics include language policies, issues of diversity related to language and language speakers, linguistic imperialism, politics of culture and cultural difference, racialization, and marginalized identities. Students gain knowledge about major arguments on these topics and explore how theories, concepts, and arguments are used and constructed in addressing issues. Students also explore how various theories and perspectives can be incorporated in their own research and practice.

Teaching English to Speakers of other Languages (TESOL)

Equip yourself to teach english around the world.

Accredited by TESL Canada, the Providence TESOL program will provide you with the necessary training to teach English as an additional language in settings right here in Manitoba, throughout Canada and around the world. Whether you pursue a Bachelor of Arts degree in TESOL or an undergraduate TESOL certificate you will be able to demonstrate an understanding of the close relationship between language and culture as well as the basic elements of the English language and of English teaching.

*TESOL courses are accredited by TESL Canada.

I love the TESOL program at Providence because it’s an interactive and hands-on classroom experience. It’s a very close-knit group with fantastic professors who really invest in the success of their students.

Grad, Certificate of TESOL

Major Options

Program details, for entrance into the tesol program.

The prerequisite for entry into the TESOL major is a grade of “C” or better in any TESOL course. For students who have taken additional courses toward the major, a minimum GPA of 2.00 is required on all courses, excluding failed courses.

Descriptions of Major Options

Undergraduate Certificate

A 30-credit hour program, the Providence TESOL certificate will demonstrate that students understand language theory and teaching methodology. Accredited by TESL Canada, it can also be combined with a major as part of broader university study.

Associate of Arts in TESOL

This program is a good choice for those who are interested in receiving training as an educational assistant (EA) as it focuses on applied linguistics, second language acquisition and pedagogy study. Learning is enhanced with opportunities to explore cross-cultural contexts and to apply Christian principles to the discipline.

Bachelor of Arts in TESOL

This degree program fulfills the TESL Canada requirements and equips students to meet the large and growing demand for teachers of English to speakers of other languages. Graduates will have a strong academic foundation in language learning theory and teaching methodology, bolstered by practicum experience in a cross-cultural setting.

Graduate Certificate

This program is designed to equip those who wish to meet the large and growing need in North America and around the world for teachers of English as an additional language.

Master of Arts in TESOL

This graduate-level program includes 36 credit hours of study and a thesis or project. You will receive training in linguistic theory and pedagogy as well as experience in teaching English to speakers of other languages. The thesis or project will allow you to demonstrate mastery of the discipline

Master of Education in TESOL

This graduate-level program comprises 36 credit hours of study as well as a thesis or project. It presumes a level of competence in linguistic theory gained at undergraduate level and concentrates on pedagogical concerns. The thesis or project will allow you to demonstrate mastery of the discipline

Summer TESOL

Do you want to finish your TESOL training as quickly as possible? Our Summer TESOL program offers seven courses during a six-week period and will help get you into a workplace setting sooner rather than later. All of our TESOL courses meet the TESL Canada requirements, and Providence TESOL graduates are employed in more than 60 countries around the world.

IMPORTANT NOTE: Please look to the Academic Calendar for full information and course lists. If there are discrepancies between the information listed here and in the Academic Calendar, the Academic Calendar is definitive.

Range of Courses

• Applied Linguistics
• Second Language Acquisition
• Material and Methodology
• Current Issues in TESOL
• Cultural Anthropology

Summer TESOL Courses include:

• Field Education

Catherine Rust-Akinbolaji, M.A. (Program Coordinator) UC Dean; Assistant Professor of TESOL; MLI Director

Elfrieda Lepp-Kaethler, Ph.D. Associate Professor of TESOL

Debra Maertins Instructor of TESOL

Career Options

Graduates build careers as English teachers and educational assistants. Some work in global missions or in adult language learning. Others pursue graduate studies.

Questions? Contact Us

Email: [email protected] Phone: 1-800-668-7768 Request Info

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Ontario College Graduate Certificate

Teaching english to speakers of other languages (tesol plus).

Hazel McCallion Campus

( Mississauga )

Admission Requirements

• Fees & Financial Aid

Learning Outcomes

Start your new adventure teaching english to second-language learners., program overview, celta, tesl canada and tesl ontario: three certifications, one program.

What’s the “Plus” in TESOL Plus? In one program, you’ll be able to earn three certifications — CELTA, TESL Canada and TESL Ontario. Employers look for these qualifications. If you want to teach ESL learners in Ontario, across Canada or abroad, these highly-respected certifications will qualify you to teach anywhere.

Teach English abroad with CELTA certification

If you want to teach English abroad, the Certificate in English Language Teaching to Adults (CELTA) may be your ticket. CELTA is known around the world, and many employers ask for it by name. Sheridan is an official CELTA Centre, accredited by the University of Cambridge. You’ll get the practical training that meets Cambridge’s high CELTA standards—and be certified when you graduate.

Teach in Canada with TESL Canada or Ontario with TESL Ontario

TESL Ontario sets the standards for ESL teachers in the government-sponsored sector and is perfect for those who want to teach in Ontario.  If you want to teach anywhere in Canada, you’ll need qualification from TESL Canada. When you successfully complete Sheridan’s program, you may apply for both your TESL Canada (Standard 2) certification and your TESL Ontario certification.

Teach English while you study

Get the practical skills to teach English to a range of ESL learners. In this program, you’ll observe experienced instructors, while learning current methodologies and developing your teaching skills and techniques in authentic ESL classrooms. You’ll also have a dedicated practicum course in both terms, where you may work with ESL students at Sheridan, newcomers to Canada through our Language Instruction for Newcomers to Canada (LINC) program or students off-campus.

In your first term practicum, you’ll have an instructor for a maximum of 6 students, and in your second term practicum, you’ll have a mentor to guide and support you throughout your teaching.

Build an e-portfolio and gain PBLA (Portfolio-based Language Assessment) instruction

Sheridan's TESOL Plus program gives you the opportunity to create an electronic portfolio containing your assignments, lesson plans and other resources. You will also receive valuable instruction in PBLA, key content for school board and LINC employment which can put you ahead of the game for employment in all sectors. Upon graduation, you can show your e-portfolio, complete with PBLA content, to potential employers to highlight your skills and make yourself more marketable.

Have questions? We'd be happy to answer them! Just email us at [email protected]

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Spring Open House events

Saturday, March 23, 2024 Brampton and Mississauga

Sunday, March 24, 2024 Oakville

Come get a feel for your future.

Creative, innovative learning is at the core of all Sheridan’s courses. Here are the courses you’ll take in this program.

Electives — choose one of the following:

Courses subject to change.

Current students should refer to their ⁠ Academic Requirements in myStudentCentre to track their academic progress and outstanding course requirements.

Program Eligibility

• Undergraduate degree from an accredited college or university. Provide Canadian equivalency report if applicable.
• English language proficiency required for those applicants whose mother tongue is not English.

Applicant Selection

Eligible applicants will be selected on the basis of:

• previous academic achievement
• English language proficiency
• pre-interview tasks
• interview performance

Domestic applicants with education outside of Canada must have their transcripts assessed for equivalency through ICAS or WES.  A general (document-by-document) or a comprehensive (course-by-course) assessment is required.

Applicants who do not meet the admission requirements for this program may be advised individually regarding other related programs.

English Language Proficiency

Applicants whose mother tongue is not English will also have to meet language proficiency criteria through one of the following:

• TOEFL iBT — Listening: 24; Reading: 24; Writing: 27; Speaking: 27
• IELTS–Academic — Listening: 7; Reading: 7; Writing: 7; Speaking: 7

Tests must have been completed within the past two years. No other tests can be accepted.

Career Opportunities

Here are some jobs you might find:

• College ESL/EFL instructor
• Private language school instructor
• LINC instructor
• ESL administrator
• Curriculum developer

Degree Completion

Advanced entry challenge exams, get credit for what you know.

Sheridan recognizes and appreciates that advanced learning doesn’t always require standard classroom instruction, and that opportunities to advance skills and learn new technologies are everywhere.

If you have significant knowledge and experience in programming, web development, database and/or networking, you may choose to complete Advanced Entry Prior Learning Assessment and Recognition (AEPLAR) Challenge Exams for academic credit towards your Sheridan Computer Systems Technology advanced diploma.

How do Challenge Exams work?

AEPLAR Challenge Exams are administered by and through the Sheridan College Assessment Centre or through an approved Test Centre. There are fees to write each exam (an Assessment Centre fee and a Challenge Exam fee).

Your completed Challenge Exam(s) will be evaluated to determine whether you’re eligible for credit in one or more courses within the identified program streams.

Prior Learning Assessment and Recognition (PLAR) and Advanced Standing credits are subject to Sheridan’s policies and procedures. Learn more about Sheridan’s Credit Transfer policies and procedures .

I have previous postsecondary education. Should I write a Challenge Exam?

No. Challenge Exams are designed for applicants with knowledge and experience gained outside of formal education. If you have previous postsecondary education, we encourage you to apply for Advanced Standing instead — you may be eligible to apply your previously earned credits towards your new program at Sheridan .

What subjects can I complete Challenge Exams for?

Challenge Exams for applicants to the Computer Systems Technology – Software Development and Network Engineering program are designed to test skills in specific knowledge streams within this program:

• Programming – Introductory
• Programming – .NET
• Programming – Advanced Java
• Web Development
• Operating Systems
• Software Design
• Mobile App Development – Android
• Mobile App Development – iOS
• Game Development – UNITY

You can also choose to complete Challenge Exams for specific individual courses within the Computer Systems Technology program.

Complete a free self-assessment test to help you determine whether Challenge Exams are a good option for you.

How do I apply to complete a Challenge Exam?

Step 1: make sure you meet the program admission requirements.

You must meet the program admission requirements to be eligible for admission and PLAR.

Step 2: Complete a free self-assessment

Complete a free self-assessment test for each knowledge stream you wish to challenge. This will help you determine whether your current skills will enable you to succeed in the Challenge Exam(s).

Step 3: Apply to Sheridan's Computer Systems Technology advanced diploma program

Apply to the Computer Systems Technology – Software Development and Network Engineering program .

To be eligible to complete Challenge Exams for this program, you must select "Advanced Entry" as the level of the program on your application.

Step 4: Follow the instructions to complete your Challenge Exam(s)

Once Sheridan receives your application, we’ll send you an email with instructions on how to register and pay for your Challenge Exam(s). Follow those instructions.

Once you’ve completed your Challenge Exam(s), subject matter experts in Sheridan’s Faculty of Applied Science and Technology will evaluate them within 10 business days. The Faculty will forward your results to the Office of the Registrar, and any approved credit transfers will be posted in your Credit Transfer centre. Exam feedback will not be provided.

Step 5: Accept your offer of admission and pay your program fees

If you receive an offer of admission to Sheridan, please follow the instructions to confirm your offer and pay your fees by the due dates indicated in order to reserve your spot in the program.

We wish you success in this process and look forward to seeing you at Sheridan!

Program Fees

Fees shown here are estimates only. Fees are in Canadian dollars and include tuition, health insurance and ancillary charges.

The fees shown here are for the 2023–2024 academic year, and are subject to change. The fees displayed are for the first two (2) academic terms of study at Sheridan unless otherwise noted; fees for subsequent terms are not reflected on this website.

Fees for Canadian students

Fees for international students, financial aid & awards.

Your education is a big investment, and we're here to help! Keep an eye on our Financial Aid & Awards page for regular updates, and check out these important links:

• Ontario Student Assistance Program (OSAP)
• Scholarships, awards and bursaries
• Work Study Assistance Program

International Entrance Scholarship

All new international students* beginning their full-time postsecondary studies (Year 1, Semester 1) in Spring 2024, Fall 2024 or Winter 2025 semesters will receive an entrance scholarship ranging from $1,000 to $3,000.

*ESL and programs with tuition reduction are excluded

• Select effective teaching methods and materials in the system areas of grammar, pronunciation and lexis using ESOL (English for Speakers of Other Languages) principles.
• Develop a teaching philosophy and pedagogical framework based on current and historical ESOL approaches and methods and that is adaptable to learner needs.
• Construct ESOL lessons that incorporate a variety of teaching approaches, respond to diverse learning needs and promote student engagement.
• Facilitate ESOL student learning by employing a variety of teaching methods that account for diverse learning needs, promote student engagement and model effective classroom management techniques.
• Devise appropriate teaching strategies based on identification and analysis of socio-cultural factors and diverse teaching, learning and contextual influences.
• Evaluate language proficiency and progress based on knowledge of assessment principles and testing tools.
• Deliver logically sequenced ESOL teaching of language skills and systems using communicative methodologies.
• Engage in reflective practice through self-evaluation and peer/teacher feedback in order to identify and address potential and actual areas for improvement.
• Incorporate the use of digital technologies in classroom and online environments based on current ESOL principles of learning and teaching.
• Investigate the ELT (English Language Training) employment market, professional development opportunities and research forums by means of reliable resources.
• Create documentary evidence of theoretical and practical learning, reflective practice, inquiry skills and ongoing professional development through the compilation of an e-portfolio.

Frequently Asked Questions

Labs & technology, financial planning certification, professional sales certificate, program transition, earn your masters degree, transfer opportunities, clinical placements, articulation agreements, educational philosophy.

Sheridan's Honours Bachelor of Interior Design curriculum and its delivery are designed to address current social issues pertinent to the design industry. This enables students to broaden their understanding of their place within the world.

Fundamental to the vision of the program is the balance of creative and conceptual thinking with the technical and business aspects of the profession. Courses follow a logical sequence with the degree of difficulty building vertically from first year to fourth year.

The various streams provide a range of design problems building in size and scope, from simple to complex in various design sectors. The curriculum builds on fundamental introductions that ensures a strong foundation for students to apply additional more complex learning and skills developed later in the program.

Studio projects are designed to mimic professional practice and require applied theory, creativity and strong technical knowledge. Curriculum is also connected horizontally across each semester to help support the learning in courses happening simultaneously. This demonstrates the inter-connected knowledge and skills required to practice in the industry.

The program provides many opportunities that expose students to practicing professionals and professional practice. Industry leaders and representatives from professional associations like ARIDO and IDC are invited into the classroom as jurors and guest speakers throughout the four years. The internship also provides professional design work experience for students before they enter their final year of study.

The curriculum is student-centric and designed to equip students with the skills that are required for entry-level design positions and advanced study. Manual skills such as drafting, drawing and model making are developed alongside digital skills using current software. Students are also well-versed in the applicable building codes and regulations required to practice in Ontario. Students are exposed to valuable research skills and encouraged to continue their learning past graduation.

Program goals

Sheridan's Honours Bachelor of Interior Design program aspires to:

• Develop confident, creative and critical thinkers that can solve a variety of problems thoughtfully, improving the quality of the built environment and protecting the health, safety and welfare of the public.
• Equip students with the tools to think independently and ethically to ensure technically, environmentally, and socially responsible decision-making.
• Deliver current and relevant curriculum that incorporates equity, diversity and inclusion. This encourages students to create spaces that foster inclusivity and look at design from various perspectives within diverse communities, involving numerous stakeholders.
• Inform students regarding the various facets of the profession, engaging them with designers and industry affiliates.
• Encourage continuous professional and personal growth, instilling a desire to contribute to the profession and society at large. The program encourages students to become active participants in the design community, become members of their local Association, write their NCIDQ exams, give back to the community and become progressive leaders in the profession.
• Prepare graduates for entry-level design positions, equipped with the required knowledge and skills for employment in the diverse design industry, ensuring they possess the body of knowledge necessary to respond to social and environmental issues, while designing interior spaces that are technically proficient, code-compliant, conceptually strong, sustainable and all-inclusive.
• Provide enhanced opportunities for students to pursue post-graduate studies, employment, research and/or further their academic studies and/or credentials.

Pathways from Athletic Therapy and Kinesiology

If you've graduated from a health-science degree other than athletic therapy or kinesiology, your application will be assessed on an individual basis.

Get your Osteopathy degree in less time

If you're a graduate of Sheridan's Athletic Therapy or Kinesiology degree program, you may be eligible to start in the second year of this program after completing three bridging courses.

This bridging program will be available in Spring/Summer 2024.

How to apply: Submit an application using the program code PBHSB .

Bridging courses (Spring/Summer Semester)

• OSTP 17927D: The Science of Osteopathy (3 credits)
• OSTP 14859: Theoretical Pathways to Osteopathy (5 credits)
• OSTP 16333: Practical Pathways to Osteopathy (1 credit)

Course exceptions

After successfully completing the assigned bridging courses, you'll be admitted into Year 2 (Semester 3) of our Osteopathy degree. In order to earn your Osteopathy degree, you'll need to complete all courses in the remaining three years of the program , with the following exceptions.

You will additionally take:

• Year 2: OSTP 11271D: Clinical Methodology (3 credits)
• Year 2: SCIE 22437D: Human Physiology for Allied Health (2 credits)
• Year 3: SCIE 31116D: Pathophysiology for Allied Health (3 credits)

You will not need to take:*

• SCIE 26661D: Pathophysiology 1 (3 credits)
• OSTP 24645D: Structure & Function 2 – Lower Cervicals, Thorax & Upper Extremity (3 credits)
• OSTP 22482D: Applied Clinical Practice 2 (1 credit)
• FLPL 21839D: Internship Prep (1 credit)
• SCIE 39622D: Pathophysiology 2 – Systemic Interactions (3 credits)
• RESE 37626D: Statistical Methods in Health Sciences (3 credits)
• RESE 42279D: Applied Research Methods for Health Sciences (3 credits)
• BUSM 44956D: Business Entrepreneurship for Clinical Practitioners (3 credits)
• 6 Degree Breadth Electives (3 credits each)

*Athletic Therapy graduates are also exempt from the following course:

• OSTP 20782D: Clinical Experience 2 (0.5 credits)

Program Mission

Our mission is to utilize harmonious, comprehensive and specialized training to empower our learners with the knowledge, skills and attitude required to demonstrate the Professional Competencies for Canadian Pharmacy Technicians at Entry to Practice.

Program Vision

Our vision is to graduate highly-skilled life-long learners who uphold professional integrity and promote quality and safety in practice.

Critical Performance Statement

Upon graduation, students in Sheridan’s Pharmacy Technician diploma program will have demonstrated the ability to pursue the career of pharmacy technician and to practice safely in a community or hospital while adhering to the scope of practice for pharmacy technicians.

Field Placements

Writer-in-residence program.

Each year, Sheridan’s Honours Bachelor of Creative Writing & Publishing (CW&P) program hosts a Writer-in-Residence. The 8-month residency is awarded to a writer who embodies the distinctiveness and dynamism of the & in our program name.

In addition to working on at least one specific writing project of their own during their tenure, the Writer-in-Residence is responsible for creative leadership, mentoring and public outreach in the area of creative writing and/or publishing.

How our Writer-in-Residence supports Sheridan students

Students in our CW&P program benefit from the work and mentorship of our Writer-in-Residence, who:

• shares their expertise and experience as a creative professional and working writer;
• performs public readings from their recently published work and/or current work-in-progress;
• organizes public lectures and/or workshops; and
• works with faculty to augment existing curriculum in the area of creative writing, publishing and/or creativity.

2023–24 Writer-in-Residence

Award-winning fiction writer, playwright and poet Kate Cayley is joining Sheridan as the 2023–24 CW&P Writer-in-Residence.

Cayley has published two short story collections and three collections of poetry, and her plays have been performed in Canada, the U.S. and the UK. She has won the Trillium Book Award, an O. Henry Prize and the Mitchell Prize for Poetry, and been a finalist for the Governor General’s Award for Fiction, the Firecracker Award for Fiction, the ReLit Award for both fiction and poetry, and the K.M. Hunter Award for Fiction.

Her writing has appeared in such literary publications as Brick , Electric Literature , Joyland , Best Canadian Poetry and Best Canadian Stories , and she has been a writer-in-residence at McMaster University and the Toronto Public Library.

"Kate’s diverse work plumbs meaning, strangeness and beauty from the spaces we inhabit, even in our domestic lives, while tackling some of the big philosophical questions we all face," says Dr. Genevieve Amaral, Associate Dean, School of Humanities and Creativity. "Our Sheridan community welcomes her capacious intellect, limpid style and wonderful mentorship with full hearts, open ears, and pens, paper and keyboards at the ready!"

From ideas to impact: a masterclass in applied creativity and innovation

Are you a business lead who's looking to level up your company's culture of creativity and entrepreneurship?

Sheridan offers FREE, one-hour masterclasses on topics such as:

• Creative Strategies for an EDI-driven World
• The Science of Creativity and Innovation
• Intra- and Entrepreneurial Thinking, and
• Creative Team Leadership

These masterclasses will catalyze your climate of innovation and give your team an exclusive look into Sheridan’s one-of-a-kind graduate certificate in Applied Creativity and Innovation.*

Register your team for a FREE online one-hour masterclass!

*Advance further with our Applied Creativity and Innovation graduate certificate

Our new graduate certificate in Applied Creativity and Innovation is a great professional development (PD) opportunity for many company teams. The program teaches complex problem-solving, creativity, innovation and negotiation skills — competencies that make companies  more resilient and adaptable as they face the unique challenges presented by the future of work.

Why this program is a great choice for PD:

• Flexible hours — your employees can complete their graduate certificate online, at their own pace.
• Relevant coursework – they can choose electives that are most applicable to their position at your company.
• Award-winning faculty – they’ll learn from instructors who are on the cutting-edge of creativity and innovation research.
• Practicum project – they’ll work alongside our team of experts to resolve an issue that your business is facing today — whether it’s how to leverage artificial intelligence technology, advance your sustainability efforts, update your marketing strategies, address supply chain inefficiencies or another challenge.

This new graduate certificate is currently accepting applications for Fall 2023.

Apprenticeship Exemption Test

The Apprenticeship Exemption Test (AET) provides a chance for students who are learning a skilled trade to bypass in-class studies.

In most cases, you need to score 70% or higher to pass the AET. If you score lower than 70%, you'll need to wait three months before you can try again (with some exceptions for certain exams).

Apprenticeship Exemption Tests are administered at the Hazel McCallion Campus in Mississauga, through Sheridan's Assessment Centre.

Learn more about the AET, including eligibility criteria, available tests and how to register.

Sheridan is a Ministry-approved Apprenticeship Exemption Test centre, authorized through the Ministry of Labour, Immigration, Training & Skills Development (MLITSD), for both apprentices and non-apprentices.

Program availability

Full-time 1 year Program code: PTESL

Learning to teach

Students enrolled in the TESOL Plus program explain how Sheridan can prepare you to teach English in Canada and abroad.

Explore your future campus with a 360° virtual tour

Get to know the places and spaces that are part of the Sheridan experience.

Get a feel for your future

Find your fit and choose with confidence. Choosing the right education is a big decision. At Sheridan we’re committed to providing you with the learning, support and services you need to achieve your goals and reach your full potential. Take a look around, and please connect with us if you have any questions!

Check out our Digital Viewbook 2024–25

Learn about Sheridan’s campuses, programs, support services, alumni and more.

Sign up for a webinar

Join us for a webinar and get answers to those questions on your list.

Book a Campus Tour

In-person tours are offered at all three of Sheridan's campuses. Book your campus tour today!

Have a question? Contact us.

We’re happy to help with any questions you may have. Give us a call at any of these numbers and select Option 4 after the prompt, or simply fill out the contact form and we’ll get back to you as soon as possible.

905-845-9430 (Oakville/Mississauga) 905-459-7533 (Brampton)

Contact Centre hours of operation:

Monday–Thursday, 8:30 a.m.–5 p.m. Friday, 8:30 a.m.–4:30 p.m.

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Contact Sheridan

PhD programs

Take a deep dive into the topic you love with a phd, at the university of ottawa, you can:.

• Join a select community of researchers and work in state-of-the-art labs – uOttawa is ranked among the top 10 research universities in Canada.
• Study in the heart of the nation’s capital, a bilingual and multicultural setting where networks of senior stakeholders take action on major issues and influence decisions.
• Receive considerable financial support.

“One of the reasons I chose the University of Ottawa is for its multidisciplinary or multi-university thesis committees available to students in their first year of doctoral studies.”

Valérie Costanzo, LL.B., LL.M., lawyer, PhD candidate

Explore ways to finance your doctoral studies

The University of Ottawa has many scholarships or financial support options available to you. As a doctoral candidate, there is also the option to earn money while gaining valuable experience through teaching and research assistantships.

“Supervising doctoral students is a privilege: it allows for the discovery of new research challenges and for the development of sustainable relationships.”

Emmanuelle Bernheim, LL.D., PhD, Full professor, Faculty of Law, Civil Law Section

Take the next step

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• Tesol (Teaching English To Speakers Of Other Languages)

5 Universities in Canada offering Tesol (Teaching English To Speakers of Other Languages) degrees and courses

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Are you looking for Tesol (Teaching English To Speakers of Other Languages) courses? Here you can find course providers offering full-time, part-time, online or distance learning options.

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Thompson Rivers University

Fanshawe college, greystone college.

Sheridan College (Ontario)

Trinity Western University

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TESOL Canada

Students     teachers     schools .

Official Canadian TESOL Standards For International TESOL and ESL Education

Teach One of 14 Languages in Canada or Overseas

Certification Programs

TESOL Teaching English to

Speakers of Other Languages,

And Teaching French TFSOL ,

Spanish TSSOL , Chinese TCSOL

Portuguese TPSOL , Italian TISOL

Arabic TASOL , Japanese TJSOL

Korean TKSOL , German TGSOL

Turkish TTSOL & Russian TRSOL

Certificate Programs

Membership & Accreditations

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TESOL Instructor Accreditation

TESOL Instructor Certification

TESOL Graduates Accreditations

TESOL Students Membership

TFSOL Graduates Accreditation

TSSOL Graduates Accreditation

Become a Member

Postgraduate Specializations

TEC Teaching English to Children

TBE Teaching Business English

TAE Teaching Academic English

TFC Teaching French to Children

TSC Teaching Spanish to Children

TCC Teaching Chinese to Children

TAC Teaching Arabic to Children

CIT Certified International Translation Register to Specialize

Become a teacher by enrolling in one of our accredited colleges.

Make your selection below..

TESOL Canada is a membership-based TESOL standards accreditation organization in Canada.

TESOL Scholarship Join Our Courses

Accredited schools accredited teachers, jobs & careers testimonials, list of our cities become a teacher.

TESOL Québec        TESOL Ontario       TESOL B.C.      TESOL USA

OUR CITIES : Montréal, Québec City, Toronto, Ottawa, Vancouver, Calgary, Edmonton, Halifax, Los Angeles, New York, Chicago, Miami, Dallas, Mexico City, Monterrey, Karachi, Kolkata, Tehran, Shenyang, Beijing, Tokyo, Kyoto, Seoul, Istanbul, Antalya, Dubai, Doha, Barcelona, Madrid,          Paris and London

Copy Ri ghts Reserved : All text, logo, abbreviations and terms except the word "TESOL" on this site are properties of TESOL Canada and are protected by Canada, U.S., U.K, Madrid, and International copyright and trademark laws. Under copyright laws the text, resources, books, brochures, PDF files of this website may not be copied, translated or distributed in any manner (electronic, web, or printed) without the prior written consent of TESOL Canada.

Trade marked terms: tfsol, delfi, tssol, tesol board exam, tesol canada board exam, tpsol, tisol, tjsol, tcsol, tksol, tasol, tgsol, trsol, ttsol, tec, tfc, tsc, tbe, tae, tce, cit, mini mba seminars, tesol leadership and the usage of term "  tesol canada  " and its logo used on this page are all trade marked under tesol canada rights and may not be used in any manner without the written consent of tesol canada., copyright © 2015- 2023 tesol can ada - all rights reserved  .

ELC College is now an accredited member of TESOL Canada (Teaching English of Speakers of Other Languages – Canada) which is the Canada’s largest recognized “Online TESOL Centre” and the Only Official Centre to provide standards and accreditations to Teachers of English TESOL, French TFSOL and Spanish TSSOL across Canada and worldwide.

We offer The TESOL (English) and TFSOL (French) programs thatprepare candidates with both the theory knowledge and thepractical skills to become qualified Second Language Teachers.When graduated, our students will find interesting job positions inprivate language schools across North America and the rest of theworld.

TESOL and TFSOL Foundation Program.

Program develops professional Teaching skills of trainees in Teaching English and Conversation (Listening and Speaking) and Correspondence (Reading and Writing) from Beginners to Advanced.

Teaching 4 - Skills and Communication to Adults.

Price: $2,350 CAD + $300 (Registration Fee)

Duration: 150 hours

TESOL Foundation Certificate Program develops professional Teaching skills of trainees in Teaching English and Conversation (Listening and Speaking) and Correspondence (Reading and Writing) from Beginners to Advanced. It emphasizes accent correction, pronunciation, listening and reading comprehension, as well as emails and writing correspondences.

TEC - Teaching English to Children

Many overseas teaching positions involve teaching to youngsters, an exceptionalexperience that is both fulfilling and challenging.

Compared to adults, children are more energetic, have shorter attention spans and learn languages according to specific stages of development that may present particular challenges to their teachers. The key to teaching languages to children is to understand the principles of language acquisition and apply them in ways that would motivate kids to learn.

CIT – Certified International Translation Program

Designed to provide students with fundamentals of translation & interpretation

Price: $2,950 CAD + $300 (Registration Fee)

Designed to provide students with fundamentals of translation & interpretation CIT is theory & project based covering a broad range of Interpretation Skills, Official Documents, Interactive Media with News & Journals Translation. When enrolling to this program, teachers become translators who may work internationally in Business Meetings, Seminars, Movies and Documented and Official Governmental Conferences. CIT is a United Nations approved program designed for Language Professionals and Teachers.

Advanced TESOL and TFSOL Program

Option A. Academic & Professional Specialist. "Foundation + IELTS-TOEFL-TAE- TBE"

Option B. Children Education Specialist. "Foundation + TEC Teaching English/French to Children"

e-TESOL MOOC Certification

As the world is changing, teaching online has become a more common activity for teachers to master.

Price: $1,850 CAD + $300 (Registration Fee)

This course allows trainees to create their own online courses and make an interesting income out of it.

TBE - Teaching Business English

TBE covers correspondences, emails, memos & lexical business terminologies in Management, Finance, Marketing, and Accounting.

Price: $1,500 CAD + $300 (Registration Fee)

This course is tailored to those candidates who want to gain a theoretical and practical overview of how to teach business English in the classroom; a better understanding of business topics to discuss in an ESL classroom, as well as where to find teaching resources and materials.

HYBRID TESOL - ONLINE & IN-CLASS PROGRAM

This program provides the necessary tools and teaching skills -combining theory and practice-for trainees who want to become a TESOL Canada Certified Tutor/Teacher.

Price: $3,550 CAD + $300 (Registration Fee)

TAE – Teaching Academic English

TAE covers Academic Communication, Essays, & college tests such as IELTS and TOEFL.

WHY STUDY WITH US?

Educators with TESOL training are very marketable, especially in a multilingual, multicultural environment as diverse as Canada. Training in TESOL is also valuable for overseas teaching and an excellent preparation for missions and cross-cultural work.

ELC College offers highly trained and experienced professional teachers who deliver the course and are readily available to offer support and guidance. TESOL Programs areclearly defined and organized courses that include all the materials and step by stepguidance to complete the course.

Students at ELC College would be training in a friendly and welcoming atmosphere in a school that is committed to excellence in Second Language Teaching. Our small second language classes allow trainees to learn how to teach with the minimum of stress, thus maximizing your learning and classroom performance.

Taking into consideration that candidates might have a busy agenda, most of TESOL programs and certificates consider both online and in site training. ELC College offers morning and evening sessions to cover all availabilities. ELC College can also refer you to other different courses in various languages.

WHO ARE THESE PROGRAMS FOR?

1   Post-degree students who have completed a bachelor's degree and would like to add a TESOL certificate.

2   Pre-degree students who may or may not wish to apply the credits toward a bachelor's degree.

3   Current students wishing to pursue a TESOL emphasis in their undergraduate program.

4   Current teachers in the public or private education field who wish to add a TESOL specialization.

5   International students or teachers who have met the languagerequirements.

SCHOLARSHIP APPLICATION

You might be a candidate to be granted a scholarship in specific dates of the year. If interested, please apply through TESOL Canada: www.tesolcanada.org