The INTESOL Diploma in TESOL is ideal if you are an experienced teacher and Cert. TESOL/TEFL certificate holder that wants to further your career.
advance to the
next level
Why study the Diploma in TESOL?
As an INTESOL Diploma in TESOL graduate you may access higher-level positions such as Lead Teacher, Assistant Director of Studies, Director of Studies and Teacher Trainer.
The overall aim of the INTESOL Diploma in TESOL is to provide a sound coverage of the theory and derived practice of teaching English to speakers of other languages within a variety of different social contexts and with reference to modern communicative methodologies.
This course is targeted at practising teachers who wish to gain an advanced level qualification following their Certificate in TESOL. Please contact
to check if you are unsure of your eligibility.
NCFE Accreditation
Accreditation is recognition from an external body that an organisation and/or Certificate course meets a particular standard.
The Awarding Body which accredits your TESOL qualification is of paramount importance, consider it carefully.
INTESOL has attained the NCFE Investing in Quality Licence (IIQ) which means our courses have been independently accredited by NCFE.
If you wish to confirm our status under the IIQ accreditation scheme you can do so by emailing info@ncfe.org.uk.
Ofqual Regulation
NCFE is regulated by Ofqual (Office of the Qualifications and Examinations Regulator).
If the accrediting body which accredits your course is UK based and is not on the Register of Regulated Qualifications it is not government regulated.
Knowing that the TESOL/TEFL qualification you seek to obtain will be internationally recognised is important. Before deciding on the TEFL/TESOL course you will study it is essential that the course provider can satisfy you with answers to the following questions:
Is the course provider independently accredited and inspected?
Can potential employers check directly with the independent authority responsible for accreditation?
Is a contact address, name, phone and contact email address provided?
Does the advertising and promotional material give a clear and truthful account of the courses offered, especially regarding level? Can the level be verified?
Is a course syllabus available?
Is tutor support of high quality and consistent throughout the provision and do all the tutors have appropriate qualifications and experience?
Is the prospective learner made aware, prior to enrolment, of all the terms and conditions of the course?
Can prospective learners talk to a responsible person at the provider institution and ask any questions they wish?
Is there adequate course documentation describing the goals, scope, nature and procedures of the course to enable participants to make informed decisions about enrolment?
Is assessment linked to accreditation by nationally recognised bodies?
Studying an NCFE accredited qualification with INTESOL. What This Means to You, the Student!
It means your training is of the highest quality.
It means your qualification fits into the National Qualifications Framework (NQF), a requirement often asked for by potential employers worldwide.
It means your course is moderated and the procedures are checked by an external body.
It means you will receive 2 certificates, one from INTESOL and one from NCFE with no extra expense to you.
It means you will receive a Accreditation Confirmation Report (Course Transcript) from NCFE showing what you have studied.
It means that employers worldwide will know that your course is of a high academic standard.
It means your course provider is inspected annually.
It means your course provider and your accrediting body are investing in quality and will give excellent service.
It means we don’t just pay an annual fee to an association so we can put their logo on our website – we take accreditation seriously – so should you!
The course consists of 10 units (a total of 18 modules). Each module consists of course notes; a variety of self-check exercises and tasks for submission as part of continual assessment. Your personal trainer marks each module as it is submitted and returns your work with comments, guidance and a module grade so you will be able to monitor your progress. There are no final written examinations.
Course materials are delivered online in downloadable format.
The length of time it takes to complete this course depends on your other commitments. There are approximately 390 hours of work in the course. As a general guideline most students complete the course in a period of 6 - 12 months, but we understand that some people will need less time, and if more time is needed that is also not a problem.
Unit 1: Being an Efficient Distance Learner
- study skills - managing your time efficiently - organising your schedule - note-taking - overcoming the loneliness of the distance learner - how this course works
Unit 2: Semantics/Language Awareness
Module 1 - form and function - lexical meaning: denotation, connotation, synonyms, antonyms, hyponyms, polysemes, homonyms - the importance of collocation - time and tense - presents - past tenses - futurity - conditionals and hypothetical meaning
Module 2 - progressive and perfect aspects: form and meaning - the progressive aspect and stative verbs - form and meaning of the perfect aspect - sentence structure: units of language; sentence elements
Module 3 - negatives: types of negation - questions: question types - modality - word classes and phrases - adjectives and adverbs - determiners
Module 4 - prepositions and multi-word verbs - word formation: morphemes
Unit 3: Phonology and Phonetics
Module 1 - attitudes to pronunciation teaching - terminology in phonology and phonetics - organs of speech - phonemes - the phonemic chart - consonants: description and practical applications - vowels - cardinal vowels chart - diphthongs - place of articulation - research based project - materials evaluation
Module 2 - the syllable - consonant clusters - strong and weak syllables - word and sentence stress - the 'schwa' sound - marking stress - primary and secondary stress - tendencies in word stress - research based project - weak forms - English as a time-stressed language - Features of connected speech - Materials evaluation
Module 3 - spoken and written forms - intonation - tone units - the tonic syllable - pitch movement - intonation and discourse - teaching and learning intonation - research based project - pronunciation and 'which' English - are native speakers the best ESOL teachers? - Strategies for personal development in the teaching of pronunciation
Unit 4: Psycholinguistics
Module 1 - attitudes toward language teaching - good language learners: characteristics and strategies - the teacher's influence on learner strategies - cognitive strategies - metacognitive strategies - communication strategies - social strategies - learner training - learner training materials evaluation - research based project - observation task
Module 2 - motivation - motivational factors - the teacher's influence - motivational differences - learner styles - Multiple Intelligence Theory - research based project
Module 3 - first language acquisition: behaviourism, innatism, interactionism - second language acquisition: behaviourism, innatism (a.ka. cognitivism), information processing, interactionism.
Unit 5: Discourse Analysis
Module 1 - brief history of Discourse Analysis: structuralism, sociolinguistics, post-modernist - coherence in language - cognitive interpretation of language: Schema Theory - social context of language - political context of language - approaches to encourage coherence in discourse (practical case) - discourse communicative methodology and student centredness
Module 2 - teacher talk in the ESOL class - turn-taking research - text structure: cohesive devices (lexical cohesion, tense concordance, pronoun referencing, article referencing, conjunctions, ellipsis, substitution, parallelism) - cohesive devices in the classroom - a practical case - differences between written and spoken language - discourse intonation - teaching discourse intonation in the ESOL classroom - transcribing spoken language
Unit 6: Syllabus Design
Module 1 - pros and cons of a syllabus - types of syllabus - needs analysis - planning the syllabus - action research project
Unit 7: Materials Design and Exploitation
Module 1 - evaluating course books - exploiting published materials - resources and technology - using the internet - adapting authentic materials - action research project
Unit 8: Methodology
Module 1 - Second Language Acquisition Theory - Behaviourism versus cognitivism - The natural approach - The lexical approach - More recent approaches and views on the teaching-learning relationship
Unit 9: Teacher Development
Module 1 - factors that contribute to teacher demotivation - a basis for professional progress - peer training - sources of valuable feedback - meetings as a forum for sharing reflections and further development - practical ideas for moving forward as a teacher - practical case
Unit 10: English as a World Language
Module 1 - English as an international language - English in the country you wish to teach and research project - standard English and varieties of English - teaching language and culture - teaching in monolingual and multilingual classes - implications for teaching: practical cases.
Unit 11: Teaching Practice
Observation sessions
Unit 12: Teaching Practice
Lesson Planning
Unit 13: Teaching Practice
Observed, assessed teaching & feedback sessions
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Accreditation is recognition from an external body that an organisation and/or Certificate course meets a particular standard.
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