What is the Trinity College London TYLEC (Teaching Young Learners Extension Certificate)?

The Trinity College London Teaching Young Learners Extension Certificate (Trinity TYLEC) is an internationally accepted teaching qualification to prepare teachers to teach children from 6-16 years anywhere in the world. It is appropriate for teachers who already hold a certificate level qualification, such as the Certificate in Teaching English to Speakers of Other Languages or equivalent, as well as those with some prior teaching experience of six months or more, preferably with young learners. The Trinity TYLEC is an in-service qualification designed to equip English language teachers and teachers of other subjects with the knowledge and skills they need to teach children aged 6–16 years anywhere in the world.

The Trinity TYLEC course is crafted to cultivate expertise, insight, and self-assurance across domains like resource utilization, classroom administration, and lesson design. Furthermore, it promotes comprehension of the contextual and theoretical aspects of language instruction for young learners and teenagers. By enhancing pedagogical and practical proficiencies, the course provides participants with a robust framework for self-assessment and ongoing professional advancement. The TYLEC is accepted by both the British Council and other international teaching organisations around the world as a specialist certification for teaching children and adolescents.

TRINITY TYLEC ENTRY REQUIREMENTS

TYLEC entry requirements include:

• Minimum age: 21 years
• 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 CEFR C1. All applicants are assessed on their language skills at interview equally.
• Should be able to demonstrate an ability to learn how to explain the relevant features of English to young 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.

As the TYLEC is an in-service, developmental teaching qualification, it is also necessary for prospective course participants to have:

• An initial teacher education qualification, a Trinity CertTESOL / CELTA or equivalent, or local state sector qualifications, and ideally a minimum of 6 months teaching experience, some of which should be in a young learner context. OR
• Teaching experience (preferably least one year), some of which should ideally be in a young learner context.

TRINITY TYLEC COURSE CONTENT

There are two main units:

• Unit 1. Observed Teaching: Course tutors observe the candidates teaching at 2 different learning levels and age groups over a minimum of 4 Teaching Practice lessons. They will work with increasing autonomy in planning and creating materials for these groups and will reflect on their teaching and taking on board feedback from tutors and peers. Tutors support candidates in developing lesson plans, observe their lessons and mark them after observation.
• Unit 2. Materials assignment: This is designed to develop trainees’ critical abilities when selecting coursebooks and other published or authentic materials for use in class, and the presentation of a rationale for their choice of materials:
  • By selecting and evaluating relevant materials
  • By justifying choice of materials for specific groups of learners
  • By learning to adapt materials for learners at different developmental levels
  Candidates are supported by tutors and given relevant input about the project but the assignment is marked by the Trinity College moderator, after reading the material presented and interviewing the candidate. This adds an objective layer to the evaluation process, ensuring alignment with course objectives and maintaining assessment quality. This comprehensive process culminates in a thorough evaluation of the two units at the end of each course, safeguarding assessment standards and upholding the credibility of certifications awarded upon course completion.

Units	Assessment	Description
Pre-course Assignments / Orientation Course	Not Assessed	These include a range of readings and exercises/assignments aimed at introducing participants to basic concepts in grammar, phonology, materials creation, and teaching methodology, in preparation for the course.
Unit 1 – Teaching Skills	Internally Assessed- 4 observed lessons and also includes: a Teaching Practice Journal (Lesson Plans and reflections) a Guided Observation Journal (Experienced teachers and Peers) a Developmental Action Points Journal.	This unit introduces participants to contemporary practical teaching skills and methodologies. It includes guided observations of experienced teachers, with one diagnostic lesson plus a minimum of four hours of observed teaching practice, where trainees are given the opportunity to practically apply what they have discussed during classroom input. Featuring feedback and reflection, the unit gives new teachers both teaching knowledge and practical classroom experience.
Unit 2 – Materials Assignment	Externally Assessed - graded A, B, C or fail based on express criteria.	This unit looks at classroom materials and supports teachers’ ability to use, adapt, produce and evaluate materials in a classroom setting. Participants are required to create one classroom activity with a rationale in mind, use it in a classroom session and then reflect upon its practicality, merits, shortcomings, etc.

Trainees enrolled in the TYLEC course are expected to adhere to the following guidelines:

• Sensitivity to Colleagues' Needs: A successful trainee should demonstrate an understanding of the challenges and requirements faced by their fellow team members, encompassing both teaching and non-teaching staff. Recognizing and accommodating their perspectives fosters better collaboration and cultivates a harmonious work environment.
• Embracing Mutual Support: Acknowledging the significance of mutual support within the educational setting is paramount. Trainees should actively contribute to a culture of support and collaboration, thereby enhancing team effectiveness and enriching the learning journey for students or fellow trainees.
• Commitment to Professional Development: Professional advancement is an ongoing endeavour. Trainees should value continuous learning and growth, staying abreast of the latest educational methodologies, technologies, and research, and seizing opportunities for further education and training.
• Engagement with Training Input: Trainees should actively participate in and respond to the training they receive, displaying a readiness to learn and improve. Constructively applying feedback from tutors and peers is key to refining teaching or training techniques. Reflective Practice: Regular self-reflection is fundamental to professional growth. Trainees should routinely evaluate their teaching or training experiences, pinpointing areas for enhancement and devising strategies for improvement.
• Networking: Establishing a robust professional network is indispensable for continual development. Trainees should actively seek opportunities to connect with educators and professionals in their field, locally and globally, fostering knowledge exchange and collaborative learning.
• Adaptability: Given the dynamic nature of education and training, adaptability is indispensable. Trainees should remain receptive to new approaches, technologies, and pedagogical methods, adapting to meet the evolving needs of learners.
• Leadership Development: As trainees progress in their careers, cultivating leadership skills becomes imperative. These skills enable them to mentor and support newer colleagues, fostering a culture of continuous improvement within the educational institution.
• Ethical Standards: Upholding high ethical standards is fundamental. Trainees should demonstrate integrity and professionalism in their interactions with colleagues, students, and the broader educational community.
• Safeguarding: The course prioritizes safeguarding young learners. Trainees must develop a strong awareness of the physical and psychological vulnerabilities of young learners, ensuring their safety and well-being.

The Structure of the Trinity TYLEC course

The Trinity TYLEC course is delivered online over 12 weeks. Each week includes 6 hours of live, interactive input sessions on Tuesdays and Thursdays (3 hours per day from 5:00 PM to 8:00 PM IST), supplemented with essential practical activities such as guided observations. On Teaching Practice (TP) days, participants will conduct observed teaching sessions on Tuesdays and Thursdays from 3:30 PM to 4:30 PM IST. Participants will either teach their own students or those provided by CILA, with the sessions being observed online by course tutors.

Each week there will be homework assignments such as completion of Teaching Practice Journal, including Teaching Practice lesson plans, Self-evaluations, Tutor Feedback reports, an overview of ages and levels taught in their Teaching Practice and a summary of your teaching skills experience and progress.

Trainees need to complete a Development Action Points Log identifying at least 10 development points and a rational as their relevance and/or importance.

They need to complete a Guided Observation Journal linking to input sessions including a log and a summary of teaching processes and learning outcomes observed.

There will be a Materials Assignment moderated by a Trinity college moderator on the last day of the course. Trainees will create one item of material to use in a lesson and analyse its effectiveness with a rationale and summary.

The total course will be 108 hours including all input sessions and required activities.

TRINITY TYLEC COURSE FEE

Cochin International Language Academy charges Rs.75000/- (£750) fee for the Trinity TYLEC course. Candidates should pay Rs.25000/- (£250) on acceptance of an offer to join the course. This is a non-refundable deposit. The balance Rs.50000/- (£500) is payable on or before the start date of the course. Candidates are responsible for their examination fees and this fee payable to Trinity will be charged to every trainee in addition to the course fee. Currently the online TYLEC moderation fee is Rs.18000/- (£172). Should a candidate need to re-sit any examinations, they will be liable to pay the cost of those fees as set by Trinity College London at the time (currently £55).

Trinity TYLEC Course Dates

I would like to apply… where do I turn in my application? – Right here!