| Term |
Online Registration |
Courses Begin |
Courses End |
| Fall 2011: |
[closed] |
September 26, 2011 |
December 02, 2011 |
| Winter 2012: |
[closed] |
January 09, 2012 |
March 16, 2012 |
| Spring 2012: |
[closed] |
April 09, 2012 |
June 15, 2012 |
| Summer 2012: |
May 01-30, 2012 |
June 25, 2012 |
August 31, 2012 |
| Fall 2012: |
August 01-30, 2012 |
October 01, 2012 |
December 07, 2012 |
Actual course start/finish dates may vary slightly from course-to-course, per above table, but all courses run 10 weeks.
Cost and Payment Deadline
The cost is $1,100 (USD) per participant per course. This includes materials (all in digital format), certificates, grade reports and all other course tools and content. Payment must be received in full before the start of the course.
Registration
Registration Information is available for online courses.
AEI Faculty are also available for teacher training lectures and workshops delivered via digital videoconferencing (DVC). Costs vary, depending on the number of sessions and other factors. For more information on registration or special group options, please contact:
Dr. Leslie Opp-Beckman, AEI Director of Distance Education, leslieob@uoregon.edu.
This page contains additional information below for:
Course Topics || Course Requirements || Costs & Other FAQs || Contact Us
Online ESOL Teacher Training Course Topics
- Shaping the Way We Teach English, Best Practices Around the World
Description: This is an instructor-led, video-based EFL teacher training course using the "Shaping" materials, which were authored and produced at University of Oregon through funding from the U.S. Department of State ECA/A/L. It is a survey course with a range of topics, including but not necessarily limited to: Contextualizing Language, Building Language Awareness, Individual Learner Differences, Critical & Creative Thinking Skills, Learning Strategies, Integrating Skills, Pair and Group Work, Authentic Materials, Learner Feedback, Alternative Assessment, and Managing Large Classes.
More information: Overview and copies of the "Shaping" materials.
- Integrating Critical Thinking Skills into the EFL Language Classroom
Description: This is an instructor-led EFL teacher training course on the theory and application of the effective integration of critical thinking skills in the language classroom. Participants use their local curriculum and resources as a foundation for improving practices and student learning outcomes. It is designed to deepen participants’ understanding of the theory and applied use of Critical Thinking principles and practices in the EFL classroom by engaging in the following types of activities:
(1) read and discuss professional information and articles to develop a deeper understanding of current topics in language pedagogy as they relate to general critical thinking skills,
(2) identify, evaluate, and select web-based materials and tools for use in the classroom,
(3) interact with colleagues regionally and internationally who share similar pedagogical interests,
(4) create classroom materials and projects that demonstrate an understanding of course topics, and
(5) adapt and enhance existing materials so that they are culturally and age appropriate for their schools’ local curriculum.
Example course description: Published through the E-Teacher Scholarship Program.
- English for Specific Purposes (ESP), Best Practices
Description: This is an instructor-led, EFL teacher training course on the theory and practice of ESP as it applies across all fields and domains (Business, Law, Engineering, etc.). It is designed to develop participants’ knowledge, skills and attitudes toward designing, implementing and evaluating ESP (English for Specific Purposes) courses based on best practices in the field. Because the foundation of this course is in best practices, new and experienced ESP practitioners are welcome from all areas of the field. Teachers could be addressing the needs of pre-experience learners (preparing to enter a specific discourse community) who need English for Specific Academic Purposes (ESAP) at universities, or who need Vocational English for Specific Purposes (VESP) at vocational and technical secondary schools. Other teachers/trainers at private language schools or in university ESP departments may be targeting English for Occupational Purposes (EOP) courses in the business sector, intended for experienced learners already in the workplace who need English as a tool for their job. The course will address the need for training in English for Specific Purposes to promote education and economic development at the local and national levels.
Example course description: Published through the E-Teacher Scholarship Program.
- Building Teaching Skills Through the Interactive Web
Description: This is an instructor-led, EFL teacher training course designed to deepen participants’ understanding of the theory and applied use of CALL (computer assisted language learning) principles in the EFL classroom. This course strives to (1) model innovative online teaching practices, (2) improve understanding of and actively engage in the analysis and systematic adoption of innovative materials and tools for ELT (English Language Teaching), (3) offer opportunities for EFL educators to observe and analyze real-world application of such new materials and practices, (4) provide educators with support and problem-solving mechanisms as they implement new materials and practices in their teaching, and (5) act as a train-the-trainer model so that participants can move forward with concrete dissemination plans.
Example course descriptions: Fall 2009 and Winter 2010 courses.
- Individualized Learning Styles & Strategies in the EFL Classroom
Description: This is an instructor-led, EFL teacher training course on the topic of individualization in learning. Participants will examine answers to questions such as: What is your own learning style? How is this related to your teaching style? Working closely with the instructor, participants explore emergent theory and practices through readings, discussions, and online inventories (surveys) about Multiple Intelligences and Learning Styles. Participants identify a lesson plan topic or theme from one of their courses to use as a basis for a course project. They then evaluate (deconstruct) and expand on their lesson plans so that they further accommodate learning differences in their educational settings.
Examples course description: Winter 2010 course.
- Developing EFL Literacy Through Project-Based Learning
Description: This is an instructor-led, EFL teacher training course on the theory and practice of using constructivist principles in a Project-Based Learning (PBL) approach to help develop literacy in EFL learners. Using a "reality TV-style? modified case studies approach, participants will observe one or more real world language classes at regular intervals over an extended period of time. Participants will have opportunities to develop PBL activities and associated assessment tools for their local settings.
Example course description: Published through the E-Teacher Scholarship Program.
- Special Education in the TEFL Classroom
Description: This instructor-led, EFL teacher training course offers an introductory overview of Special Education concepts in a Teaching English as a Foreign Language (TEFL) context. Course topics may include, but are not limited to:
- Defining "special needs" and related terms.
- Best practices working as part of a special education team.
- Pedagogical approaches and practices (e.g., direct instruction, differentiated instruction, emergent literacy, project-based learning).
- Assessment tools and practices.
- Home-school-community-vocational connections.
The course is designed to give teacher-participants opportunities to learn new information about working with individuals with special needs, and to apply the information meaningfully to their individual work settings. The instructor works with course participants to help them better understand what disabilities are/look like in the EFL classroom, and to develop strategies for helping all students find success. She keeps the focus on best practices and materials that are readily accessible to all teachers. A professional forum for the exchange of ideas helps facilitate the development of deeper insight into course topics and current best practices along with local innovation in teaching strategies. As part of the course requirements, participants must complete a project and timeline for implementation in their local educational settings.
- Other Courses and Single or Short Lecture/Workshop Series: Information Available upon Request
Duration: Negotiable.
Description: AEI can also offer training online and/or in-country on topics such as Alternative Assessment Practice, Content-based Instruction in the Language Classroom, Advanced Applications of Web Skills, or other TESOL topics of choice.
Examples: AEI Online Courses from 1996 - Present.
Course Requirements
Course Delivery
Participants live in time zones and locations all around the world. Therefore, all UO AEI courses are delivered in asynchronous mode (not in real-time). Participants should plan to be online on a daily basis in order to complete assignments and contribute to discussion threads. However, so long as they meet weekly deadlines, they can do their online work any time and any place at their convenience.
Course Workload
Participants should expect to spend on average 4-6 hours per week in course work. Factors which may add more time to course work include slow Internet connectivity locally, a level of English language proficiency which not adequate to handle university-level work, or other local factors related to teaching, family, etc.
File Management
We welcome individuals who are new to online learning! However, course participants should be familiar, at a minimum, with: Web browsing, email, word processing, and basic file management (creating, saving, backing up, etc.).
Access
Regular access (once a day is ideal but 4-5 times a week can work, if need be) to a computer with an Internet connection.
Web Browser
There are many options for web browsers (Internet Explorer, Safari, Firefox, etc.). See UO Blackboard Browser Set Up for more details on making sure your web browser software meets basic specifications.
Email
A working email account with an Internet Service Provider (ISP)--such as your local institution, Gmail or Yahoo--is acceptable for the registration process. Please be sure to check your spam or junk folder if you think we have not responded to you, as some email services automatically deliver unknown mail in this way.
Language Proficiency
There is no formal language testing requirement for non-native English speaking participants. However, participants are advised that they will need to be able to handle graduate-level readings and communication at a TOEFL level of approximately 525 or higher.
Plagiarism
There is zero tolerance for plagiarized (copied) work of any kind. Participants will not receive credit toward passing the course on work which has been plagiarized. This includes discussion postings as well. For information on acceptable quotation practices, see Quotations, Paraphrases and Summaries from The OWL at Purdue (OWL = Online Writing Lab).
Costs and Other Frequently Asked Questions (FAQs)
Cost and Payment Deadline
$1,100 (USD) per participant through Summer 2012.
$1,200 (USD) per participant beginning Fall 2012.
Payment must be received in full before the start of the course.
Certificates
Individuals receive certificates of participation upon successful completion of each course at a passing rate of 70% or higher.
Local Credit or Continuing Education Units (CEUs)
Upon request, AEI can work with individuals' local institutions or governing agencies to offer additional credits and/or continuing education units (CEUs).
Registration
Registrations are accepted on a first-come, first-served basis.
Registration Deadline
Registration is open until three weeks before a course begins, or until the course is full (maximum 25 participants per course), whichever comes first.
Refund Policy
Requests for refunds MUST be received by email or FAX 10 (ten) calendar days before the start date of the course. AEI reserves the right to retain a $25 USD administrative processing fee for each refund.
Instructors
AEI instructors are highly qualified professionals with M.A. and/or Ph.D. degrees in Applied Linguistics/TESOL or a closely related field. CV's are available upon request. AEI reserves the right to substitute course instructors in the unlikely event that instructors listed cannot conduct the courses. Substitution of course instructors is not a cause for refund.
Language
All courses are conducted in English. Participants should be able to handle academic level reading, writing, and communication. For samples, see this List of Readings and some examples of Action Plan Projects from participants in a previous course.
Course Cancellation
AEI reserves the right to cancel any course because of low registration or events not within AEI's control. In the unlikely event of cancellation, registrants will be notified and offered the option to switch to a different course or receive a full refund.
Accreditation
University of Oregon (UO) is a fully accredited public university located in Eugene, Oregon, USA. The American English Institute (AEI) is a part of the Linguistics Department at UO. The AEI is fully accredited by the Commission on English Language Program Accreditation (CEA) and agrees to uphold the CEA Standards for English Language Programs and Institutions. CEA is recognized by the U.S. Secretary of Education as a reliable authority concerning the quality of education or training offered by the English language institutions and programs it accredits. AEI is also a member of the American Association of Intensive English Programs (AAIEP) and University and College Intensive English Programs (UCIEP).
Contact Us
For more information on program options and costs, please contact:
Dr. Leslie Opp-Beckman, AEI Director of Distance Education
Email: leslieob@uoregon.edu or Web Contact Form
+1 (541) 346-3917, FAX
+1 (541) 346-3945, Office
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