:: Preparatory Program Instructor Course Assignment Policy ::
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Policy Title :
Preparatory Program Instructor Course Assignment Policy
Policy Number :
II – C.24
Responsible Party :
Academic Affairs
Effective Date :
04/03/2020
Revised Date :
13/09/2020

Purpose

To ensure desirable student learning outcomes, faculty must be assigned appropriately to teach courses and levels, according to their degrees and qualifications, as defined by professional, internationally recognized standards. This policy states the procedures to assign faculty appropriately.

Statement :

o   Formal education, incorporating up-to-date research findings, is the foundation of faculty preparation. All Preparatory Program instructors need education, including in-depth coursework, in teaching English as a foreign or second language as well as training in current teaching methods.  

o   PMU’s hiring requirements include at least two years teaching experience, preferably at the university level. Previous experience is desirable and assumed.  However, experience may be uneven; research-based knowledge and skills gained in professionally accredited university EFL/ESL programs and training courses provide the foundation for successful instruction. 

o   Following CEA accreditation standards, college preparatory courses, such as PMU’s advanced-level courses which directly prepare students for Core, must be taught by instructors holding a Ph.D. (or) Master’s degree in ESL/EFL/TESOL/TEFL.

o   Instructors having master’s degrees in other areas (see details below in “procedure”) must have the appropriate and demonstrable knowledge and skills base to be effective instructors of ESL/EFL, including coursework in:

§  Language teaching methodologies

§  The nature of language/languages (e.g. introduction to linguistics)

§  The structure of English (e.g. syntax, phonology, morphology, discourse)

§  Second language acquisition

§  Intercultural communication (e.g. sociolinguistics, cross-cultural studies)

§  Practicum experience (supervised teaching)

These six areas are adequately covered in 120-hour, including supervised student teaching, CELTA certificates (and equivalent TEFL, TESOL International Core certificates). See full details below in “procedure”.

Ideally, all EFL courses should be taught by instructors fully qualified with EFL/ESL master’s degrees.  Pre-beginner, beginner, and intermediate level courses providing students with a foundation in general and academic English may be taught by instructors holding master’s degrees in other subjects provided they have or are in the process of acquiring the knowledge and skills base above or by instructors holding bachelor’s degrees in ESL/EFL or in other areas who are in the process of acquiring the additional knowledge and skills base above. In both cases, they should be assigned an experienced, fully qualified mentor instructor and/or supervised by level coordinators and Chairs to ensure students receive a high- quality language learning experience.  See full details below.

Procedure :

 

1.      Instructors will be assigned to advanced-level courses (preparation for university Core courses) based on the following degree qualifications: 

a)  First priority:   instructors having a Ph.D. in EFL/ESL/TESOL/TEFL.

b) Second priority:   instructors having a master’s degree in EFL/ESL/TESOL/TEFL. 

c)  Third priority:  instructors having other master’s degrees in areas of English language, linguistics, or language teaching, such as in English literature or language, applied linguistics, reading, teaching of other languages, and second language acquisition.  In addition,  instructors must have a demonstrable knowledge base and skill set; for example, the Cambridge CELTA (or an equivalent of CELTA such as TEFL from Trinity College London or International House), or the TESOL International Core certification, or completed or on-going course work in the following areas:

  • language teaching methodologies
  • the nature of language/languages (e.g., introduction to linguistics)
  • the structure of English (e.g., syntax, phonology, morphology, discourse)
  • second language acquisition
  • intercultural communication (e.g., sociolinguistics, cross-cultural studies)
  • practicum experience (supervised teaching)

d)  Fourth priority:  instructors having a master’s degree in other relevant subject areas and a demonstrable knowledge base and skill set, for example the Cambridge CELTA (or an equivalent of CELTA such as TEFL from Trinity College London or International House), or the TESOL International Core certification, or completed or on-going course work in the following areas:

  • language teaching methodologies
  • the nature of language/languages (e.g., introduction to linguistics)
  • the structure of English (e.g., syntax, phonology, morphology, discourse)
  • second language acquisition
  • intercultural communication (e.g., sociolinguistics, cross-cultural studies)
  • practicum experience (supervised teaching)  

2.      Instructors will be assigned to pre-beginner, beginner, and intermediate-level courses (foundation in general and academic English) based on the following degree qualifications: 

a) First priority:   instructors having a Ph.D. in EFL/ESL/TESOL/TEFL.

b) Second priority:   instructors having a master’s degree in EFL/ESL/TESOL/TEFL. 

c) Third priority:  instructors having other master’s degrees in areas of English language, linguistics, or language teaching, such as in English literature or language, applied linguistics, reading, teaching of other languages, and second language acquisition.  In addition, instructors must have a demonstrable knowledge base and skill set; for example, the Cambridge CELTA (or an equivalent of CELTA such as TEFL from Trinity College London or International House), or the TESOL International Core certification, or completed or on-going course work in the following areas:

  • language teaching methodologies
  • the nature of language/languages (e.g., introduction to linguistics)
  • the structure of English (e.g., syntax, phonology, morphology, discourse)
  • second language acquisition
  • intercultural communication (e.g., sociolinguistics, cross-cultural studies)
  • practicum experience (supervised teaching)

d) Fourth priority:  instructors having a master’s degree in other relevant subject areas and a demonstrable knowledge base and skill set, for example the Cambridge CELTA (or an equivalent of CELTA such as TEFL from Trinity College London or International House), or the TESOL International Core certification, or completed or on-going course work in the following areas:

  • language teaching methodologies
  • the nature of language/languages (e.g., introduction to linguistics)
  • the structure of English (e.g., syntax, phonology, morphology, discourse)
  • second language acquisition
  • intercultural communication (e.g., sociolinguistics, cross-cultural studies)
  • practicum experience (supervised teaching)

3)  Study Skills I:  instructors will be assigned to Theories and Applications of Learning I courses based on the following degree qualifications: 

a) First priority:  fully qualified EFL instructors (with master’s degrees in ESL/EFL as above), who have satisfactorily completed the probationary period, with previous experience in teaching study skills, developmental courses for at-risk students, and/or education and previous work experience in counselling, psychology, and/or general education. 

b) Second priority:  partially qualified EFL instructors (with master’s degrees in other relevant subject area who have completed, or who are in the process of completing coursework and training), who have satisfactorily completed the probationary period, with previous experience in teaching study skills, developmental courses for at-risk students, and/or education and previous work experience in counselling, psychology, and/or general education. 

c) Third priority:  any EFL instructor supported by a mentor teacher/Study Skills coordinator and/or supervised by the Chair.

4)  Study Skills II

a)   First priority:  fully qualified EFL instructors (with master’s degrees in ESL/EFL as above), who have satisfactorily completed the probationary period, who have verifiable competence in the use of Microsoft Word apps or other apps used in Study Skills II and/or previous experience teaching a similar course at another university or at PMU.  Education and teaching experience in general IT skills, counselling, inter-cultural relations, communication, diversity, psychology are also desirable.   

b) Second priority:   instructors with a minimum of a Master’s in some subject and some EFL qualifications, who have satisfactorily completed the probationary period, who have verifiable competence in the use of Microsoft Word apps or other apps used in Study Skills II and/or previous experience teaching a similar course at another university or at PMU.  Education and teaching experience in general IT skills, counselling, inter-cultural relations, communication, diversity, psychology are also desirable.

c) Third priority:  lab instructors with the minimum of a Master’s degree and substantial educational background/certificates in IT, who have satisfactorily completed the probationary period, who have verifiable competence in the use of educational technologies and related softwares in Study Skills II and/or previous experience teaching a similar course at another university or at PMU.  Education and teaching experience in general IT skills, counselling, inter-cultural relations, communication, diversity, psychology are also desirable.