Graduate Diploma in English as an International Language

The Graduate Diploma in English as an International Language builds on the skills and knowledge of the Graduate Certificate in English as an International Language. It provides students with an understanding of the relationship between language and culture and the variability of English in different social and professional contexts. It also gives students the confidence to read and critically evaluate advanced English texts, to further develop independent study skills, to write sophisticated reports and essays, to give presentations in English and to interact effectively with others. Completion of the Diploma at a satisfactory academic level (i.e. an average score of 65%) will qualify graduates for entry to the Master of English as an International Language.

This course is only available to students for whom English is a second or other language.

Students who have completed the Graduate Diploma in English as an International Language course should be able to:

• Understand the English language and its variability in different social contexts;
• Appreciate how to acquire and develop language skills and other knowledge in and through English;
• Be able to use English in a variety of social and professional contexts;
• Learn how to learn a language and continue to develop their English independently;
• Articulate their knowledge appropriately in English;
• Exhibit analytic and problem solving skills;
• Work independently to achieve goals and to promote their own language development learning;
• Interact effectively when required with others without being inhibited by English.

Students complete 100 points of study.

The program consists of five compulsory subjects, totalling 100 points.

Only students with an average score of at least 65% in the first year of the course will be permitted to enrol in second year.

An applicant may be eligible for entry into the Graduate Diploma in English as an International Language, if the applicant has:

• Completed a recognised bachelor degree, or equivalent qualifications

English test results required for admission

IELTS (academic English Only): 6.5 (no band less than 6.0)

TOEFL (paper-based test)
577 + TWE 4.5 233 + 4.5 essay rating

TOEFL (computer-based test)
233 + 4.5 essay rating

TOEFL (internet-based test)
79 + Writing 21; Speaking 18; Reading 13; Listening 13

Pearson Test of English (Academic)
58-64 inclusive & no communicative skill below 50

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Not available