the SIT TESOL Certificate Course?
SIT has been a leader in teacher education for over 40 years and offers one
of the most highly regarded Master's degrees in Teaching.
The 130-hour TESOL/TEFL certificate course, including 6 hours of
trainer observed practice teaching to esl students, is accredited, internationally
recognized and externally validated.
All trainers are trained and licensed
by SIT and have extensive experience as teachers and trainers.
The course uses an inductive, experiential, hands-on approach.
Life-time job-counseling is offered upon successful completion
of the course offered by Global TEFL.
From a recent participant: "The passion, dedication of the trainers,
the interest in and willingness to work with, help and give meaningful
feedback to all of us made this course such a wonderful, meaningful, and
supportive experience". Nicole
The SIT TESOL Certificate Course is one of only four named
courses on tesol.org,
the international professional organization of TESOL.
World Learning/SIT (formerly The School for International Training), located in Brattleboro, Vermont,
for 41 years has been offering master degree programs in language teacher
education and intercultural management. It also offers more than fifty
undergraduate study abroad programs. The mission of the school is to enable
participants to develop the skills, knowledge, attitudes and awareness
needed to contribute effectively to global understanding. SIT is well-known
nationally and internationally for its work in language teacher education
and has been training learner-oriented, culturally sensitive and humanistic
language teachers in their Master of Arts in TESOL course for over thirty
years. It has prepared over 2000 active professionals who are working
in the field today making significant contributions as classroom teachers,
administrators or consultants throughout the US and in over 70 countries
around the world. Among the earliest proponents of experiential education,
SIT's program provides teachers with the knowledge to achieve excellence
in their classroom practice and to be advocates for intercultural understanding.
These same elements provided the basis for the design of the four-week