Certificate in Teaching English to Speakers of Other Languages (CertTESOL)

The Trinity Certificate in Teaching English to Speakers of Other Languages (CertTESOL) is a TESOL or TEFL (Teaching English as a Foreign Language) certificate designed for people with little or no experience of teaching English, and for those with experience who require an internationally recognised initial teacher education qualification.Preparing for the Trinity CertTESOL English language teaching certificate equips trainees with the basic skills and knowledge needed to take up their first post as an ESOL teacher. It gives an introduction to the theory and practice of English teaching and an insight into the challenges facing the learner and the role of the teacher.The CertTESOL is rated at Level 5 on Ofqual’s Regulated Qualifications Framework, a comparable level to the second year of an undergraduate degree, and comprises a minimum of 130 hours, with an expected minimum of 70 hours further study required (Total Qualification Time: 200 hours).

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Shady Abuyusuf

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English

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Wed, 05-Mar-2025

Course Description

The Certificate in Teaching English to Speakers of Other Languages (CertTESOL) is an internationally recognized qualification awarded by Trinity College London. Designed for those who wish to teach English as a foreign language (TEFL) or English as a second language (TESOL), this course provides the foundational knowledge, practical skills, and confidence necessary to teach English to non-native speakers worldwide. It is regulated at Level 5 on the Regulated Qualifications Framework (RQF), making it equivalent to other internationally recognized TEFL qualifications, such as CELTA.

Who is the Course for?

The CertTESOL is ideal for:

• Aspiring teachers who have little or no prior teaching experience.

• Current English language teachers looking to gain an accredited, internationally recognized qualification.

• Professionals seeking a career change into English language teaching.

• Non-native English speakers with strong English proficiency (CEFR C1 or above) who want to teach English in various contexts.

Course Structure

The CertTESOL course is 130 hours long and is delivered through intensive (full-time, typically 4-5 weeks) or part-time (spread over several months) study modes. It consists of five mandatory units covering essential teaching methodology, language awareness, and practical teaching skills.

Course Units

Unit 1: Teaching Skills

• Understanding different teaching methodologies and techniques.

• Lesson planning and classroom management.

• Adapting teaching to learners’ needs.

• Observed teaching practice with real students (minimum 6 hours).

• Receiving feedback and developing reflective teaching practices.

Unit 2: Language Awareness & Phonology

• Key concepts in grammar, vocabulary, and pronunciation.

• How to teach English grammar and lexis effectively.

• Phonological features such as stress, rhythm, and intonation.

• Using phonetics to help learners improve their pronunciation.

Unit 3: Learner Profile

• Conducting a case study of a real English learner.

• Identifying their needs, challenges, and language level.

• Designing and delivering a personalized lesson for them.

• Writing a reflective report on their progress and learning needs.

Unit 4: Materials Assignment

• Evaluating, adapting, and creating teaching materials.

• Using authentic and digital resources in lessons.

• Justifying the use of materials based on learner needs and teaching objectives.

Unit 5: Unknown Language Experience

• Experiencing the challenges of learning an unfamiliar language.

• Understanding how students feel in the classroom.

• Reflecting on effective teaching methods for beginner learners.

Teaching Practice

A key component of the CertTESOL is a minimum of 6 hours of observed teaching practice with actual English language learners. Participants receive detailed feedback from experienced tutors, helping them refine their teaching techniques.

Assessment

Assessment is continuous and portfolio-based, ensuring trainees demonstrate their learning throughout the course. The final evaluation includes:

• Observed teaching practice (graded against Trinity’s assessment criteria).

• A written learner profile and materials assignment.

• Reflection on the unknown language experience.

• External moderation by a Trinity-appointed assessor.

Why Choose the Trinity CertTESOL?

• Internationally recognized and Ofqual-regulated (RQF Level 5).

• Practical and interactive course with real teaching experience.

• Expert training and support from experienced, qualified tutors.

• Moderated by Trinity College London, ensuring high academic standards.

• Opens doors to global teaching jobs and career advancement opportunities.

What will I learn?

  • Develop effective teaching strategies for diverse learners.
  • Create engaging and dynamic lesson plans.
  • Master language analysis and grammar teaching techniques.
  • Utilise various teaching resources and technology effectively.
  • Demonstrate proficiency in classroom management.
  • Receive personalised feedback to enhance teaching skills.
  • Cultivate reflective teaching practices.
  • Attain internationally recognised certification.

Requirements

  • minimum age: 18 although some course providers specify 20 or 21.
  • educational background and qualifications: enough to allow trainees to enter higher education in their own countries.
  • excellent competence in spoken and written English. Speakers of English as a second or additional language should have a minimum overall ability at C1 (CEFR). All applicants are assessed on their language skills at interview equally.
  • demonstrate an ability to learn how to explain the relevant features of English to learners and teach these in a communicative context.
  • willingness to work cooperatively as a member of the training group and respond constructively to feedback on personal performance.
  • demonstrate the potential for combined study, including language analysis and also rigorous practical training.

Frequently-asked Questions

You may have come across a number of different acronyms when researching English language teaching courses, and these can all be very confusing. The terms TEFL (Teaching English as a Foreign Language) and TESOL (Teaching English to Speakers of Other Languages) are often used as umbrella terms to talk about the industry as a whole (e.g. ‘He’s a TEFL/TESOL teacher’). These terms are often used interchangeably, although TESOL sometimes refers specifically to teaching learners who are living in an English-speaking country and need to improve their English help them to integrate. CertTESOL (Trinity) and CELTA (Cambridge) are both TEFL/TESOL qualifications that you can work towards if you would like to become an English language teacher. The only real difference between them is that they are run by different examining boards. They are both level 5 qualifications, they both have the same focus on lesson planning, pronunciation, and teaching skills (and much more!) and they both include 6 hours of observed teaching practice. This observed teaching practice is a requirement for anybody who wants to go on to look for work with an accredited language school in the UK, and it’s something that cheaper, shorter courses don’t tend to include. You can find out more about the CertTESOL qualification on Trinity’s website here and about the Lewis School’s CertTESOL course here.

English language teaching courses always used to be associated with gap-year students who wanted to travel and teach at the same time. Although we do still have university graduates sign up, there is a much broader demographic these days, with trainees coming from a range of backgrounds and with a range of motivations. This includes retirees wanting to do some voluntary work in their free time, former military personnel who are retraining to find civilian work, state school teachers who are thinking about branching out into a different type of teaching, and some people just looking for a career change. This diversity collectively brings a great amount of life experience and skills to the course, where everyone has something to learn and something to contribute.

Absolutely! You do not need to be a native speaker of English to join this course, but you do need to have a C1 level of English in reading, writing, speaking and listening. We often have a mix of native and non-native speakers, and while the non-native speakers tend to worry about their own level of English, they often have a great grasp of grammar, having studied it for many years themselves. On the other hand, the native speakers usually have an instinctive understanding of what is ‘right or wrong’ but are unable to explain why. The key thing is that you have an interest in language and a curiosity to learn more about it!

CertTESOL is an initial qualification course, which means that you don’t need to have had any teaching experience prior. There is in-depth focus on how to plan a lesson from scratch, how to create engaging materials and activities, and teaching techniques that ensure your classes are student-centred and your learners are actively involved. There are also plenty of opportunities to practise these techniques with your peers, with your ‘guinea pig students’ and with support and feedback from your tutors. Even those who do have prior teaching experience find there is a lot to learn on this course, especially if they haven’t taught in an EFL context before.

As well as the contact hours with your tutors, there is a lot of written work, research and lesson planning to do in your own time. On a part-time course, you can expect an average of 9 hours of individual study each week, so time management skills are essential in order to attend the live sessions and complete the written assignments whilst keeping up with your day-to-day responsibilities. All deadlines are communicated at the start of the course, and if you’re prepared to put the time and work in, then it is achievable, but it takes commitment! You can find out more about the course assessment on our website here.

The thorough interview process means that trainees are only offered a place on the course if we think they have the potential to pass. The programme is very intensive and the volume of work to complete is high, so it’s important that trainees know what to expect and are able to set a good amount of time aside each week to focus on lesson planning and writing assignments. However, sometimes there are factors out of our control – like illness or family emergencies – and in this instance, if not all of the work has been completed to a passable standard, there is a referral process. This is basically a short, extended period of time to work on any assignments that need to be improved upon in order to pass. If that doesn’t seem achievable, then a trainee might withdraw from the course. However, with tutor support, the majority of our trainees go on to pass (our current pass rate is 90%). You might want to watch the video below, where some of our graduates talk about what it feels like to pass the course!

Although we don’t actively help graduates apply for jobs, we do include a course session which focuses on careers, where to look for work and how to prepare for the job interview process. We also like to stay in touch with our trainees beyond the course itself, and offer advice and support whenever we can. Many of our graduates have also gone on to work with us here at Lewis School of English.

Shady Abuyusuf

Lead Teacher Trainer

In my professional journey, I've had the privilege of founding and leading Britishey Training Centre as its CEO, named Shady. My involvement in English Language Teaching began humbly in 2001, right after graduating from Damietta University. Since then, I've remained dedicated to learning and growth in this field.Expanding my horizons, I pursued a Foundation Certificate in Translation from the American University of Cairo in 2010, which laid the groundwork for my commitment to excellence in language studies. Subsequently, I furthered my expertise with a Diploma in English Language Teaching for Adults, the prestigious Cambridge DELTA, through English Language Assessment, which is part of Cambridge University.Fuelled by a genuine passion for empowering educators, I engaged in rigorous Teacher Educator Training with the esteemed TESOL International Association in 2015. This led me to a transformative journey in Barcelona, Spain, where I received training on how to become a CertTESOL tutor.In 2016, I took a significant step forward by establishing a CELTA center at Future University in Egypt, aiming to elevate the standard of ELT training. Concurrently, I refined my skills as a CELTA tutor through Cambridge University's trainer-in-training program.My pursuit of mastery also led me to obtain a certificate of proficiency in Received Pronunciation from the renowned dialect coach, Paul Meier, in 2016. This milestone reinforced my dedication to fostering linguistic excellence.Attaining the status of a certified CELTA tutor from Cambridge Assessment English in 2017 solidified my reputation as a proficient ELT educator. This dedication to academic excellence culminated in my graduation from the University of Leicester's MA in TESOL & Applied Linguistics program in 2018, underscoring my unwavering commitment to scholarly pursuits.The year 2022 marked a pivotal milestone as Britishey Training Centre received accreditation as a course-validated provider by Trinity College London, opening doors for me to serve as an assessor for the Trinity Certificate for Practising Teachers (CertPT).In 2023, I achieved a significant milestone by establishing Britishey Training Centre as a distinguished CELTA and CertTESOL center, offering top-notch training both online and at our premier facilities in Cairo and Damietta, Egypt. Furthermore, I spearheaded the establishment of Britishey Training Centre as the first international TQUK center in Africa and the Middle East, pioneering a new era of educational excellence.Throughout my career, I've had the honour of imparting knowledge and expertise through a diverse array of seminars for educators across the globe. From the United Arab Emirates to South Africa, and from France to Egypt, my journey underscores the profound impact of education in shaping lives and futures.
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Ismail Noeman

CELTA/CertTESOL Tutor

Ismail Gamal Ismail Noaman is an accomplished educator and teacher trainer with a wealth of experience in English language education. Born and raised in Egypt, he has dedicated his career to advancing English language learning and teaching methodologies both in academic settings and through professional training courses.Ismail's journey in the field of education began with his Bachelor's degree in English Language Education and Literature from the Faculty of Education in Damietta, Egypt, which he completed in September 2009. Building upon this foundation, he pursued further qualifications and certifications to enhance his teaching skills. In January 2015, he achieved the prestigious Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) with a Pass A grade, demonstrating his commitment to excellence in language teaching.Continuing his professional development, Ismail embarked on a series of advanced training programs, including the Cambridge DELTA (Diploma in Teaching English to Speakers of Other Languages) Modules One and Two in 2018 and 2019 respectively. These certifications further solidified his expertise in language teaching methodologies and assessment practices.With a passion for teacher training and development, Ismail has played key roles in various educational institutions and training centers. He has served as a tutor and assessor for Cambridge Assessment English courses, including the CELTA and CertPT programs. His responsibilities have encompassed delivering input sessions, assessing teaching practice, evaluating assignments, and providing comprehensive feedback to candidates.Throughout his career, Ismail has held teaching positions in prestigious institutions such as the Arab Academy for Science and Technology, the Future University in Egypt, and the British University in Egypt, where he taught a range of English language courses and coordinated exam preparation classes.Notably, Ismail has made significant contributions to the field of teacher training through his extensive experience as an assistant course tutor for various TEFL and TESOL courses offered by the London Teacher Training College and Cambridge Assessment English. His role involved conducting input sessions, facilitating teaching practice, and mentoring both graduate and in-service teachers to enhance their pedagogical skills.Ismail's dedication to English language education extends beyond the classroom as he actively engages in curriculum development, materials adaptation, and ongoing evaluation of language courses to meet the evolving needs of students and stakeholders.His expertise, professionalism, and commitment to excellence have earned him recognition as a leading educator and trainer in the field of English language teaching in Egypt. Ismail Noaman continues to inspire and empower educators to excel in their profession and make a positive impact on English language learning worldwide.
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Amanda Gamble

CELTA Tutor & Assessor / TEFL Tutor

Amanda Gamble is a dedicated educator and teacher trainer with extensive experience in language education and professional development. Born on September 20th, 1971, Amanda has dedicated her career to enhancing language teaching methodologies and supporting educators worldwide.Amanda's academic journey began with a Bachelor of Arts with Education (QTS) from the University of Durham, where she graduated with a Class 2.1 degree. Building upon this foundation, she pursued further qualifications, including a Diploma in TESOL from Language 2 Associates, UK, where she achieved a Grade A.Continuing her professional development, Amanda obtained a Master's in Professional Development in Language Education from International House, London, where she graduated with Distinction. Her master's program included modules in Materials Development for Language Teaching and Trainer Development, both of which she excelled in with Grade A. Her dissertation focused on the impact of a self-assessment tool on Egyptian teachers' ability to reflect on their practice, earning her another Grade A.Amanda's commitment to education and training is evident in her extensive list of qualifications and certifications. She holds diplomas and certificates from prestigious institutions such as International House in London, Istanbul, and Wroclaw, as well as certifications from University of Cambridge and Trinity College London.Throughout her career, Amanda has held various teaching and training positions across different countries. She has worked as a teacher trainer, teacher mentor, director of studies, and teacher trainer manager in institutions such as the British Council in Cairo, International House in Izmir and Istanbul, and The English Academy in Dublin, among others.Amanda's expertise extends beyond teaching and training to include materials development, proofreading, and materials reviewing. She has contributed to projects such as the 'English Together' initiative by the British Council, Ministry of National Education, and Sabanci Foundation in Turkey, where she supported teachers to be facilitators of Professional Development Communities.Amanda's dedication to language education and teacher development is further demonstrated through her involvement in short teacher training courses, proofreading projects, materials reviewing, materials writing, and articles on methodology for teachers.With her wealth of experience, Amanda continues to make significant contributions to the field of language education and teacher training, inspiring educators and empowering them to excel in their profession.
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