Teaching English as a Foreign Language (TEFL)
Σημείωση: Το παρόν πρόγραμμα προσφέρεται εξ ολοκλήρου στα αγγλικά.
ACT offers intensive TEFL courses at an Introductory and Advanced level. The introductory program is open to beginners with little formal teacher training, proficiency certificate holders and university students or graduates, while the advanced level course is aimed at relatively experienced teachers. The programs offer participants a solid grounding in current approaches to teaching English as a foreign language, with an emphasis on practical applications in classroom settings.
Next TEFL session: Advanced TEFL Program
Starting May 8th, 2019
A total of 50 hours. Meeting times are morning hours, Wednesday to Saturday, over three weeks.
Please find the Advanced Program Description in detail below.
Participants in the programs will have the opportunity to:
- Observe English classes being taught at Anatolia High School and Anatolia Elementary School
- Practice teaching at Anatolia College
Upon completion of the course participants receive a Certificate of Completion issued by the ACT Lifelong Learning Center.
€550 for the Advanced TEFL Program
Early Bird price: -10% for registration by April 30
Anatolia High School or ACT alumni: -10%
Group discount for 2 or more applicants from the same company: -20%
Cumulative discount can reach a max total of -20%, provided the above conditions are met.
Advanced TEFL Certificate Program
The TEFL Advanced Methodology Program currently offered at ACT is an intensive 50-hour course aimed at teachers with some classroom experience who wish to enhance their teaching effectiveness.
The sessions offer teachers a well-balanced mix of theoretical background and practical advice and ideas. In addition, the program includes an observational and teaching practicum component complementing instruction with invaluable hands-on experience in real classroom settings at the Anatolia schools.
Introductory Module: A Historical Overview of Methodologies in EFL/ESL
Participants are introduced to the principles and theories that underlie teaching methodologies both past and present in the field of EFL/ESL. The differences between approach, method and technique are examined and participants also explore both contemporary and traditional teaching methods. The module focuses on ways of implementing cooperative learning, task-based learning, project-based learning in the language classroom and the essential principles of content-based instruction.
MODULE 1: Writing Skills, Error Analysis and Vocabulary Instruction
Theory into practice is the pillar of this module as participants both learn about and apply second language acquisition theoretical framework to the teaching of writing and vocabulary. The aim of the module is to enrich already existing knowledge of how to teach writing and vocabulary and to introduce and apply innovative ideas and strategies in the classroom. Consequently, an integral part of this module is the analysis, development, presentation and assessment of tasks and activities. Interactive learning within a workshop environment will be created as to aid understanding of the elements of writing and vocabulary that need to be presented to and practiced by ESL/EFL students.
MODULE 2: Reading Skills
The Reading module provides both a theoretical framework and application of the basic principles of teaching reading in the language classroom. The main objective of the specific module is to develop candidates‘ ability to observe and reflect on teaching, as well as planning reading lessons at different levels.
MODULE 3: Listening and Speaking Skills
This module focuses on teaching listening and speaking skills at all levels. It includes the principles of speaking and listening theory, the teaching of pronunciation and techniques on how we can help our EFL students become more effective listeners.
MODULE 4 : Grammar Techniques and Strategies
This module provides essential theoretical and practical framework needed regarding the teaching of grammar in the language classroom. Participants examine the role of the teacher and learner in traditional grammar sequences such as PPP whilst also becoming acquainted with a variety of other teaching techniques that can be implemented within a syllabus and/or curriculum.
MODULE 5 : Teaching English through Literature
The aim of the module is to build a strong foundation of what is needed to teach English writing, reading, speaking and listening skills by applying effective literary strategies and using textual examples. Participants are asked to create and present activities exemplifying the practical application of the basic principles of teaching English through literature.
MODULE 6: Teaching English through Performance Drama
In this module participants are introduced to a range of drama exercises and activities that can be used to facilitate the teaching of English as a Foreign Language. Through participation in practical workshop sessions, participants are encouraged to reflect upon the possibilities inherent in the use of such exercises/activities in the EFL classroom, critically considering the learning objectives.
MODULE 7: ExamTechniques and Strategies
This module focuses on essential skills that students need to pass any EFL exam. Participants explore on all four skills: reading, writing, listening and speaking. The module focuses on evaluating marking criteria across all exam boards at various levels and how we can teach students to maximize their exam scores. Participants are introduced to the essential skills that EFL students need so as to tackle exam task types common to all exam boards.
MODULE 8: Educational Technology
The module balances theory and practice by exploring the uses of educational technology in language learning and the language theories that underlie them. Participants will be expected to critically evaluate the use of various applications and design their own technology-enhanced lessons. They will be exposed to a wide range of applications that can be used to develop the productive and receptive skills of language learners.
MODULE 9: Teaching practicum
This module provides participants with the unique opportunity to observe and teach at the Anatolia Schools. Participants observe different levels and ages of EFL students followed by hands-on experience in real classroom settings. Participants are required to create their own lesson plans for the teaching practicum in coordination with the TEFL Instructors.
On completion of the program, participants are required to develop a portfolio of detailed lesson plans applying the principles and theories of teaching EFL/ESL students. Each instructor will provide specific guidelines in accordance with the module taught. If participants are successful in all components of the program (including the practicum), they are then awarded a certificate.
Dr. Emily Bakola, BA, MA, PhD English, Cultural Studies
Her teaching career began at Stony Brook University in New York, where she also completed her Ph.D. in Comparative Literary and Cultural Studies with an emphasis on film theory and visual culture. While at Stony Brook, she taught a variety of courses ranging from Comparative Literature, Academic Writing, Film Theory as well as many interdisciplinary courses such as Image/Text/Culture. In 2008 she began teaching in the International Baccalaureate program at Anatolia College, while at the same time she collaborated with Aristotle University teaching courses in Visual Theory as well as a graduate seminar in Visual media. In 2014 she began teaching at ACT as an adjunct instructor. Her areas of expertise are Film Theory/History, Visual Culture, Postmodern Literature and Theater and Psychoanalysis.
Ms. Julie Carter, BA in Modern Languages, University of Wolverhampton, UK - MA in Applied Linguistics & TESOL, University of Leicester, UK
Julie Carter has been teaching English for almost 30 years both in Greece and in the UK. She has taught all levels and ages and has served both as a teacher and as a manager in a number of schools. She has also worked in the publishing side of ELT, where she held a management position, and she is also extensively involved in examining and examiner training for Cambridge ESOL and IELTS. Julie is also a teacher trainer, having co-owned a teacher training centre in Thessaloniki for several years. She has collaborated with a major publishing house and exam providers to deliver training seminars for teachers in both the public and private sectors on a variety of subjects. She has worked on the bilingual program run by Anatolia College and is currently teaching English and Business English as an adjunct instructor at ACT.
Ms. Fiona Cornes, BA, MA English, Contemporary Theatre Practice
Fiona Cornes has spent the major part of her life living, and later working, in different countries around the world. After receiving her BA, she spent eight months travelling the African continent leading to her MA in Contemporary Theatre Practice with a research focus upon African Theatre. Before moving to Greece, she spent two years working in Ethiopia teaching Theatre Arts courses at Addis Ababa University and five years in Zimbabwe running drama workshops, facilitating community performance projects and working with streetchildren. In Thessaloniki she teaches undergraduate English and Theatre courses, English A: Literature and Theory of Knowledge at the Anatolia International Baccalaureate Diploma programme and coordinates International Baccalaureate and Greek Lykeion High School students’ applications for undergraduate study in the UK. She is also teaching literature courses at ACT. She has supervised a student drama group and co-facilitated a primary school theatre-in-education project concerned with cultural diversity and integration. She is also an English Literature examiner for the International Baccalaureate Organisation. Her areas of expertise are African theatre, theatre for development, international-mindedness, creativity in the classroom.
Ms. Nicola Kondoyiannis, BA, MA, TESL (USA)
Nicola Kondoyiannis is currently an English Instructor at the American College of Thessaloniki. Born and raised in London, England she completed her B.A studies in languages at the University of London, Goldsmiths College before going on to the U.S.A where she gained her Masters in Teaching English as a Foreign Language(distinction) from St Michaels College , Vermont. She first taught English to Foreign students in Language schools in and around London as well as being a teacher trainer for the RSA/Cambridge TEFL cert. For the past twelve years she has been running her own Foreign Language institute. She lives in Thessaloniki with her husband and two sons.
Dr. Yvonne Kosma, BA, MA, Ph.D. Cultural Sociology
Yvonne Kosma holds a Ph.D. in Sociology of Culture from the University of Athens. Her doctoral thesis is about representations of gender in popular Greek cinema of the 1960s. She teaches media, communication and literary theory at the American College of Thessaloniki (ACT), as well as sociology of culture and aesthetics at the University of Athens. She is co-author of the book Ag(r)ia Paidia: Oriothetiseis tis Paidikis Ilikias sto Logo [Savage/Saintly children: The discursive limits of childhood], Thessaloniki: Epikentro, which is is a critique of classical structuralist socialization theories through representations of childhood in literature. She also co-edited the book Theoria tou Logou: Dimiourgikes Efarmoges [Discourse Theory: Creative Applications]Athens: Dardanos-Gutenberg. She is a reviewer of Journal of Youth Studies and Gender and Education. Her research interests include cultural studies, sociology, film and literary theory, popular cultures and gender.
Ms. Georgia Nenopoulou, BA, MA, TESL (USA)
Mrs. Georgia Nenopoulou is an instructor of English at the American College of Thessaloniki. She teaches academic writing and is especially interested in content-based instruction of language learning. She has received her BA degree in English and French literature at Simmons College in Boston and an MATESL degree at Saint Michael’s College in Vermont. In addition to teaching ESL for 23 years, she has been involved in teacher training and materials development.
Dr. Haido Samaras, BSc Mathematics, BA English, MIS, PhD Multimedia Learning
Haido Samaras has been a Computer Instructor at Anatolia College for 28 years. She has taught all levels of Computer Science and is a ‘Code Girls’ instructor, teaching girls across Greece how to code. She has been involved with the creation of web sites and has published widely on E-learning and Multimedia Learning Environments in journals and conferences. She served as Deputy Dean and as Director of Instructional Design & Development at Anatolia College, organizing the Teach conference for the teaching community of Northern Greece and offering professional development workshops on educational technology to over 500 teachers. In 2011 she launched ACSTAC, an annual science & tech conference and the Math & Logic Competition, an exciting puzzle-based competition for secondary school students at Anatolia College. Since 2013 she has worked for the Center for Talented Youth (CTY Greece) as an instructor, academic dean and site director.
Ms. Elisavet Tsakiroglou, BA, MSc, Secondary PGCE (UK)
Elisavet Tsakiroglou completed her BA degree in English Literature with Spanish at the University of Hertfordshire and continued her studies with an MSc in TESOL and CALL at the University of Stirling. The following year, she attended a Secondary PGCE in English at the Institute of Education, University of London. During that course she had been teaching English Literature and Poetry to Year 7 to Year 12 pupils of Chafford School in Essex and Hampstead School in London. Additionally, she was an active member of the EMA Department of Hampstead School and provided in class support to bilingual and refugee pupils in mainstream classes, and taught English as an additional language in withdrawal groups. The same year, she was awarded with QTS (Qualified Teacher Status) by TTA (Teacher Training Agency). Prior to joining the faculty at ACT, Elisavet was the Director of the English Language Support Unit of City College (International Faculty of the University of Sheffield).
For more information
Lifelong Learning Center