In this unit, candidates engage in a critical exploration of a selected area of ELT, producing a substantial research-based essay that demonstrates engagement with relevant literature and current pedagogical debates. This is complemented by a pre-assessment discussion, allowing candidates to articulate and justify their perspectives in a professional context. The unit emphasises: • Critical engagement with theory and research • Integration of theory and practice • Academic writing at postgraduate level • Reflective and analytical thinking This unit replaces the traditional written exam and reflects the updated Trinity DipTESOL assessment (2026).

Purpose of Unit 2: Unit 2 requires you to produce a coursework portfolio that demonstrates your ability to link theory with your own classroom practice, to reflect critically on your professional development, and to conduct independent research that is relevant to your teaching context. This unit emphasises the integration of pedagogical understanding with real teaching experience and reflective practice. Overview of the Portfolio Structure The Integrated Professional Portfolio is comprised of three interrelated assignments: 1. Observation Instrument • You design and apply a classroom observation tool (or instruments) to observe experienced teachers. • You provide a rationale for your choice of instrument and critically evaluate its use and impact. • This task shows your analytical awareness of teaching behaviours and classroom interaction. • You must complete a minimum period of scheduled observation as specified by the course provider. 1. Developmental Record of Your Own Teaching • This section includes systematic documentation and reflective analysis of your own teaching practice over a series of lessons. • You identify developmental goals, relate them to relevant theory and research, and evaluate the progress you make towards those goals. • Evidence should include lesson planning, reflective commentary, feedback incorporation, and evaluative insights into your practice. • You must complete a minimum number of hours of documented teaching as required by the syllabus. 1. Independent Research Project • You carry out a self-directed research study that addresses a specific issue in TESOL of professional relevance. • This project should demonstrate your ability to critically engage with research literature, to choose appropriate data collection and analysis methods, and to draw findings that inform your teaching or professional context. • The focus should be practicable and meaningful for your continuous development as an advanced teacher. Key Features and Expectations • Reflective Practice: You are expected to use reflective frameworks to critically analyse your beliefs, decisions, and teaching behaviours, connecting them to current theory and research. • Professional Development Orientation: The portfolio should present a coherent narrative of your growth as an experienced educator, showing increasing autonomy, pedagogical insight, and professional inquiry. • Academic Rigor: Each component should be grounded in relevant literature, include clear rationale for choices made, and employ appropriate TESOL research or observation methodology. • Assessment and Moderation: Unit 2 is internally assessed by your course tutors and externally moderated by Trinity College London. Individual sections can be retaken if necessary, and a pass in each section is required for an overall pass in the portfolio.

Phonological Theory Applied to ELT Purpose of Unit 3: Unit 3 is designed to assess your understanding of English phonology and phonetics and your ability to apply phonological theory to practical classroom contexts. Rather than being a written portfolio like Unit 2, this unit is an externally‑assessed interview that focuses specifically on how phonology informs your teaching practice. What This Unit Involves Assessment Format Unit 3 is assessed through a 30‑minute oral interview with an external Trinity examiner. This interview gives you the opportunity to demonstrate your theoretical knowledge and your practical awareness of phonological issues relevant to teaching. Core Components of the Interview The interview typically consists of three linked sections:  1. Prepared Talk and Discussion (approx. 10 minutes) • You deliver a short, pre‑prepared talk on a phonology‑related topic of your choosing (e.g., teaching suprasegmentals, phonemic awareness, classroom pronunciation techniques). • The examiner then engages you in a brief discussion to explore your insights further. This section assesses your clarity of explanation, depth of phonological understanding, and ability to connect theory to practical teaching.  2. Phonemic Transcription Exercise (approx. 5 minutes) • You complete a short exercise involving phonemic transcription using the International Phonetic Alphabet (IPA). • This may involve transcribing words, sentences, or teacher/pronunciation models appropriate for learners (including segmentals and connected speech features). This tests your competence in using phonological notation accurately and confidently.  3. Discussion on Phonology in Practice (approx. 15 minutes) • You discuss broader theoretical and pedagogical issues linked to phonology in the language classroom. • You may be asked to justify teaching choices, analyze pronunciation problems, critique activities, and explain how phonological insights can support learners. This segment examines your ability to link theory, research, and classroom application. In Unit 3 you are expected to show the following: • Sound theoretical grounding in English phonology and phonetics (segmentals, suprasegmentals, stress, connected speech, etc.). • Practical awareness of how phonological knowledge supports language teaching, lesson design, classroom activities, and learner needs. • Accurate phonemic transcription skills using IPA. • Ability to articulate and evaluate phonology‑related decisions in your classroom practice.

Learner Analysis, Preparation, Delivery & Self‑Evaluation Purpose of Unit 4: Unit 4 is designed to assess your ability to plan, teach, reflect on and evaluate real classroom lessons with actual learners. It focuses on the integral application of theory to practice, including learner needs analysis, lesson preparation, classroom delivery and professional self‑evaluation. Assessment Structure Unit 4 consists of three interlinked elements that collectively demonstrate your pedagogical competence: 1. Internally Assessed Teaching Lessons (4 hours) • You deliver four one‑hour lessons that are observed and assessed by your course tutors. • Each lesson is judged against Trinity’s teaching criteria (e.g., planning, instruction clarity, interaction, classroom management). • The assessment looks at how well your teaching reflects learner needs, objectives, materials use, and professional practice. 1. Externally Assessed Lesson (1 hour) • In addition to the internal assessments, you teach one lesson that is externally examined by a Trinity moderator. • This external observation evaluates your performance according to the same criteria but ensures external quality assurance. 1. Teaching Practice Journal (Self‑Reflection) – Internally Assessed / Moderated (20 %) • Alongside your observed lessons, you keep a detailed teaching journal documenting your reflective practice. • In the journal you analyse your decisions, challenges, learner responses, and implications for future lessons. • This reflective component is integral — you must pass the journal for the unit as a whole. What You Should Demonstrate in Unit 4 Learner Analysis & Planning ✔ Evidence of systematic analysis of your learners’ backgrounds, abilities and needs. ✔ Lesson plans with clear aims and clearly articulated learning outcomes. ✔ Coherent sequencing of stages, tasks and activities that meet learner needs. Classroom Delivery & Professional Practice ✔ Professional conduct and clear, effective communication with learners. ✔ Balanced teacher talk and learner talk, appropriate monitoring and feedback. ✔ Awareness of phonology, grammar and skills integration where appropriate. Evaluation & Adaptation ✔ Ability to justify decisions in lessons and adapt plans responsively. ✔ Critical evaluation of strengths and areas for development in the journal. ✔ Evidence of reflective insight connected to theory and future teaching growth.