SQA PDA in TESOL level 9 Scoping Study

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SQA PDA in TESOL level 9Scoping Study

• This strategy aspires to a fully professional
  workforce with recognised career structures.
  ESOL practitioners need to show knowledge,
  technical competence, and expertise at a level
  consistent with effective programme delivery.
  Each teacher should have a relevant specialist
  qualification in the teaching of ESOL.
• Adult ESOL Strategy for Scotland
• 3 strands
• Desk research
• Online practitioner survey
• Practitioner focus groups

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Current TESOL Qualifications
Cambridge ESOL- CELTA (Certificate in English
Language Teaching to Adults) Trinity College
London - Cert TESOL (Certificate in Teaching
English for Speakers of Other Languages) NQF
level 4 SCQF 7/8
PDA in ESOL Literacies Teaching Adults Reading,
Writing and Numeracy Designed for practising
ESOL teachers wishing to broaden skills base in
field of ESOL literacy. Candidates require
initial ESOL qualification such as CELTA. SCQF
level 8 (Validated 2005)
Cambridge ESOL-DELTA (Diploma in English Language
Teaching to Adults) Trinity College London-LTCL
Dip TESOL (Diploma in Teaching English for
Speakers of Other Languages) NQF level 7 SCQF
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Providers

• CELTA
• Anniesland College, Glasgow University, Stevenson
  College, Dundee College, Randolph School of
  English, Basil Paterson.
• Cert TESOL
• Langside College, The Language Institute
• Diploma (DELTA/Dip TESOL)
• University of Edinburgh, The Language Institute,
  TESOL Training Scotland

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Issues

• CELTA/Cert TESOL initial or foundation
  qualifications
• Accessibility outside central belt
• Gap between CELTA and DELTA levels
• TQ(FE) requirements
• Trainer requirements
• Content and context of training
• Cost

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Requirements in England

• Based on LLUK standards
• PTLLS, CTLLS, DTLLS
• Application for Language(ESOL), Literacy and
  Numeracy teaching
• Cross-sectoral
• Generic and subject specific qualification
• ESOL practitioners need DTLLS
• DTLLS - QCF level 5 SCQF level 9

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• People who want to work in Further, Adult and
  Community Education in England. CELTA forms the
  first stage of the Cambridge ESOL DTE(E)LLS and
  ADTE(E)LLS programmes. The DTE(E)LLS and
  ADTE(E)LLS qualifications meet the government's
  teacher training requirements for people who want
  to work in this sector.
• http//www.cambridgeesol.org/exams/teaching-award
  s/celta.html

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Potential market

• Current practitioners
• age range, levels of qualifications
• Future practitioners
• Growth in uptake of SQA NQ ESOL
• Current and future (in) migration
• Asylum, A8 A2, future immigration eg.Turkey
• Pull factor of English language
• Settled ethnic minorities
• Market opportunities in international field
• international students, teacher training
  opportunity, especially CLIL

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Survey Results

• 223 practitioners 67 managers

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ESOL Learners
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Practitioner Qualifications
Qualifications no.
TESOL Diploma and TQ 22 10
TESOL Diploma Only 47 22
TESOL Certificate and TQ 26 12
TESOL Certificate Only 78 36
TQ Only 16 7
None of the above 29 13
BASE 218 100
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Potential pathways

• Pathway A (93 practitioners)
• 68 of those with Dip/DipTQ
• 45 of those with Cert/CertTQ
• 58 of those with TQ only
• 50 of those with no TQ
• Pathway B (102 practitioners)
• 60 of those with Dip/DipTQ
• 61 of those with Cert/CertTQ
• 75 of those with TQ only
• 45 of those with no TQ
• Pathway C (89 practitioners)
• 35 of those with Dip/DipTQ
• 56 of those with Cert/CertTQ
• 58 of those with TQ only
• 72 of those with no TQ

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Need and Level

• Need
• 50 Dip/DipTQ
• 66 Cert/CertTQ
• 83 TQ
• 79 no TQ

• Level
• 32 Dip/DipTQ
• 51 Cert/CertTQ
• 77 TQ
• 67 no TQ

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Manager Response

• 54 responses to question on need
• 60 positive, 18 negative, 22 Dont know

    Full award Full award Units Units Support Support
    no. no. no.
Yes 21 38 35 66 36 65
No 14 25 4 8 1 2
Don't know 20 36 14 26 18 33
BASE 55 100 53 100 55 100
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Potential Demand
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Focus Groups

• 5 focus groups
• Majority in favour of development
• Trainee group negative towards proposal
• All groups in favour of Unit development
• Anecdotal evidence of accessibility issues
• Welcomed the opportunity to discuss
• Considered award should be cross-sectoral
• Teacher training issues raised
• Delivery modes issue raised

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Perceived strengths of proposal

• Accessibility ( inc mode of delivery)
• Flexibility of unit-based awards
• Context and content relevance
• Aligned to qualification framework
• Bridge between Cert and Diploma level
• Social practice/reflective approach
• SQA expertise in PDAs
• Costs and funding potential
• Less significance given to TQ(FE) - more subject
  specialism

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Perceived weaknesses

• International recognition issues
• Cambridge and Trinity leaders in field
• Current qualifications tried and tested
• Potential parochialism
• International experience de-valued
• Lack of SQA expertise in field
• Potential lack of practicum
• Potential low-level trainer expertise
• Other qualifications de-recognised
• Course costs

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Recommendations

• Develop Award and Units
• Long-term strategy
• Ensure cross-sectoral relevance
• Include review of PDA in ESOL Literacies
• Provide time for pilot of award
• Allow time for post-pilot revisions to Award
• Continue to consult with practitioners
• Inc awareness raising on UK qualifications
• SQA needs subject specialist expertise during
  development and initial delivery stages

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Recommendations

• SQA must ensure that award is non-devolved
• National Panel should consider the development of
  a Trainer award
• Desire for blended mode of delivery should not
  jeopardise strong practicum component.
• Liaise with LLUK
• Liaise with Cambridge and Trinity
• Seek British Council recognition
• UK-wide recognition
• Finalise TQ(FE) requirements with FEPDF
• Harness ESF funding (2009-2011)

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