What is the Trinity College London TYLEC (Teaching Young Learners Extension Certificate)?

The Trinity College London Teaching Young Learners Extension Certificate (Trinity TYLEC) is an internationally accepted teaching qualification to prepare teachers to teach children from 7-16 years anywhere in the world. It is appropriate for teachers who already hold a certificate level qualification, such as the Certificate in Teaching English to Speakers of Other Languages or equivalent, as well as those with some prior teaching experience of six months or more, preferably with young learners. The Trinity TYLEC is an in-service qualification designed to equip English language teachers and teachers of other subjects with the knowledge and skills they need to teach children aged 7–16 years anywhere in the world.

The Trinity TYLEC course is crafted to cultivate expertise, insight, and self-assurance across domains like resource utilization, classroom administration, and lesson design. Furthermore, it promotes comprehension of the contextual and theoretical aspects of language instruction for young learners and teenagers. By enhancing pedagogical and practical proficiencies, the course provides participants with a robust framework for self-assessment and ongoing professional advancement. The TYLEC is accepted by both the British Council and other international teaching organisations around the world as a specialist certification for teaching children and adolescents.


TYLEC entry requirements include:

  • Minimum age: 21 years
  • Educational background and qualifications: enough to allow trainees to enter higher education in their own countries.
  • Excellent competence in spoken and written English. Speakers of English as a second or additional language should have a minimum overall ability at CEFR C1. All applicants are assessed on their language skills at interview equally.
  • Should be able to demonstrate an ability to learn how to explain the relevant features of English to young learners and teach these in a communicative context.
  • Willingness to work cooperatively as a member of the training group and respond constructively to feedback on personal performance.

As the TYLEC is an in-service, developmental teaching qualification, it is also necessary for prospective course participants to have:

  • An initial teacher education qualification, a Trinity CertTESOL / CELTA or equivalent, or local state sector qualifications, and ideally a minimum of 6 months teaching experience, some of which should be in a young learner context. OR
  • Teaching experience (preferably least one year), some of which should ideally be in a young learner context.


There are two main units:

  • Unit 1. Observed Teaching: Course tutors observe the candidates teaching at 2 different learning levels and age groups over a minimum of 4 Teaching Practice lessons. They will work with increasing autonomy in planning and creating materials for these groups and will reflect on their teaching and taking on board feedback from tutors and peers. Tutors support candidates in developing lesson plans, observe their lessons and mark them after observation.
  • Unit 2. Materials assignment: This is designed to develop trainees’ critical abilities when selecting coursebooks and other published or authentic materials for use in class, and the presentation of a rationale for their choice of materials:
    • By selecting and evaluating relevant materials
    • By justifying choice of materials for specific groups of learners
    • By learning to adapt materials for learners at different developmental levels
    Candidates are supported by tutors and given relevant input about the project but the assignment is marked by the Trinity College moderator, after reading the material presented and interviewing the candidate. This adds an objective layer to the evaluation process, ensuring alignment with course objectives and maintaining assessment quality. This comprehensive process culminates in a thorough evaluation of the two units at the end of each course, safeguarding assessment standards and upholding the credibility of certifications awarded upon course completion.
Units Assessment Description
Pre-course Assignments / Orientation Course Not Assessed These include a range of readings and exercises/assignments aimed at introducing participants to basic concepts in grammar, phonology, materials creation, and teaching methodology, in preparation for the course.
Unit 1 – Teaching Skills Internally Assessed- 4 observed lessons and also includes:
  • a Teaching Practice Journal (Lesson Plans and reflections)
  • a Guided Observation Journal (Experienced teachers and Peers) a Developmental Action Points Journal.
This unit introduces participants to contemporary practical teaching skills and methodologies. It includes guided observations of experienced teachers, with one diagnostic lesson plus a minimum of four hours of observed teaching practice, where trainees are given the opportunity to practically apply what they have discussed during classroom input. Featuring feedback and reflection, the unit gives new teachers both teaching knowledge and practical classroom experience.
Unit 2 – Materials Assignment Externally Assessed - graded A, B, C or fail based on express criteria. This unit looks at classroom materials and supports teachers’ ability to use, adapt, produce and evaluate materials in a classroom setting. Participants are required to create one classroom activity with a rationale in mind, use it in a classroom session and then reflect upon its practicality, merits, shortcomings, etc.

Trainees enrolled in the TYLEC course are expected to adhere to the following guidelines:

  • Sensitivity to Colleagues' Needs: A successful trainee should demonstrate an understanding of the challenges and requirements faced by their fellow team members, encompassing both teaching and non-teaching staff. Recognizing and accommodating their perspectives fosters better collaboration and cultivates a harmonious work environment.
  • Embracing Mutual Support: Acknowledging the significance of mutual support within the educational setting is paramount. Trainees should actively contribute to a culture of support and collaboration, thereby enhancing team effectiveness and enriching the learning journey for students or fellow trainees.
  • Commitment to Professional Development: Professional advancement is an ongoing endeavour. Trainees should value continuous learning and growth, staying abreast of the latest educational methodologies, technologies, and research, and seizing opportunities for further education and training.
  • Engagement with Training Input: Trainees should actively participate in and respond to the training they receive, displaying a readiness to learn and improve. Constructively applying feedback from tutors and peers is key to refining teaching or training techniques. Reflective Practice: Regular self-reflection is fundamental to professional growth. Trainees should routinely evaluate their teaching or training experiences, pinpointing areas for enhancement and devising strategies for improvement.
  • Networking: Establishing a robust professional network is indispensable for continual development. Trainees should actively seek opportunities to connect with educators and professionals in their field, locally and globally, fostering knowledge exchange and collaborative learning.
  • Adaptability: Given the dynamic nature of education and training, adaptability is indispensable. Trainees should remain receptive to new approaches, technologies, and pedagogical methods, adapting to meet the evolving needs of learners.
  • Leadership Development: As trainees progress in their careers, cultivating leadership skills becomes imperative. These skills enable them to mentor and support newer colleagues, fostering a culture of continuous improvement within the educational institution.
  • Ethical Standards: Upholding high ethical standards is fundamental. Trainees should demonstrate integrity and professionalism in their interactions with colleagues, students, and the broader educational community.
  • Safeguarding: The course prioritizes safeguarding young learners. Trainees must develop a strong awareness of the physical and psychological vulnerabilities of young learners, ensuring their safety and well-being.

Why choose to pursue TYLEC at CILA, Kerala, India?

  • Expert Instruction: Led by instructors holding Level 7 Trinity DipTESOL qualifications and boasting extensive experience, CILA ensures high-quality training.
  • State-of-the-art Facilities: Equipped with modern amenities such as overhead projectors, internet-enabled desktops, and smartboards, CILA's classrooms facilitate interactive learning experiences.
  • Exclusive Provider: As the sole provider of Trinity College London's TYLEC, CertTESOL, and DipTESOL courses in India, CILA offers unparalleled opportunities for both Indian nationals and international students.
  • Prime Location: Situated in Angamaly, Kerala, CILA provides a conducive environment for intensive coursework while allowing students to explore the scenic beauty and cultural richness of Kerala.
  • Convenient Accessibility: With the Cochin International Airport just 5 kilometers away, CILA offers convenient access for students traveling from afar, ensuring a hassle-free learning experience.

How is the TYLEC course structured at CILA

This is a 100+ hour course, offered as a part-time blended course and a part-time online course.

The TYLEC at CILA is offered as:

A blended learning course for international students: 12-week Trinity TYLEC Course with Experience in Young Learner Teaching for 9 months. The 12-week blended TYLEC programme begins with a short full time orientation course for one week and then continues with a 12-week course while gaining valuable teaching experience. There will be 2 evenings of classes per week with observed lessons and other assignments. The teaching practice sessions will be held in local schools in Kerala arranged by CILA. There will be support from the TYLEC tutors with teaching development sessions arranged throughout the period. At the end of the course, trainees will leave with the TYLEC certificate from Trinity College London and a certificate of experience in Young Learner teaching for 9 months.

A part-time online course for both Indian and international students: 12-week part-time online Trinity TYLEC Course. The 12-week part-time online TYLEC programme will have 2 evenings of classes per week with observed lessons and other assignments. CILA will provide students for online teaching practice for participants. At the end of the course, successful participants will receive a TYLEC certificate from Trinity College London and a reference from CILA.

The Trinity TYLEC course timetable:

TRINITY TYLEC Course Sample Timetable for Weeks 1-12

Time Day 1 Day 2 Weeks / Notes
1 hour Course Introduction and lesson planning revision. Lesson Planning: Staging Week 1
Timetabled Input sessions=
6 Input hours
Additional activities
Diagnostic Lesson=1 hour.
Homework=3 hours
Total for Week 1 = 10 hours
1 hour Orientation to teaching Young Learners Teaching Practice Journal and Guided Observation Journal
1 hour Guided Observation 1 (Video) Diagnostic lesson feedback and the Diagnostic Action Point Log.
1 hour Teaching Practice Workshop 1 Resources: Course Book Lifting Week 2
Timetabled Input sessions=
6 Input hours
Additional Activities
Homework= 3 hours
Guided Observation 3 (Live)This will be a demonstration class delivered by a tutor = 1 hour
Total for Week 2= 10 hours
1 hour Children as learners Lesson Planning
1 hour Linking Theory & Practice: L1 / L2 Acquisition Guided Observation 2 (Video)
1 hour Linking Theory and Practice L1 / L2 Acquisition Classroom Management: Routines Revisited Week 3
Timetabled Input sessions=
6 Input hours
Additional activities
Observed Lesson 2= 1 hour
Peer Observation=1 hour
Homework=3 hours
Total for Week 3= 11 hours
1 hour Linking Theory and Practice: Piaget and Vygotsky and their use in the Y/L classroom Systems: Phonology 1 and the YL
1 hour Assisted Lesson Planning for Observed Lessons TP Feedback: Group TP Feedback: Individual
1 hour Classroom Management: in person and virtual Teaching approaches and Technology for YLs Week 4
Timetabled Input sessions=
6 Input hours Additional Activities Observed
Lesson 3=1 hour
Peer Observation 3 =1 hour
Guided Observation 4 Live by Tutor=1 hour Homework= 3 hours
Total for Week 4 = 10 hours
1 hour Classroom Management: Dealing with Teen behaviour Skills: Reading
1 hour Tutorials Lesson Planning: Learner Training
1 hour Exploiting Stories Systems: Phonology 2 Developing children’s learning through spoken language Week 5
Timetabled Input sessions=
6 Input hours
Additional activities
Observed lesson 4=1 hour
Peer Observation 4= 1 hour
Homework=3 hours
Total for week 3= 11 hours
1 hour TPR and Movement in the classroom Systems: Lexis
1 hour Lesson Planning and project work for materials assignment Resources: Using visuals
1 hour Mid-course appraisals Planning for YLs: Games in the classroom Week 6
Timetabled Input sessions=
6 Input hours
Additional Activities
Homework= 3 hours
Total for Week 2= 9 hours
1 hour Guided Observation 5 Teaching pronunciation and the use of technology
1 hour Using published, adapted and authentic material Assisted Lesson Planning (Group)
1 hour Materials selection Phonology 3: Encouraging Speaking Week 7
Timetabled Input sessions=
6 Input hours
Additional activities:
Observed lesson 5 = 1hour
Peer Observation 5=1 hour
Homework=3 hours
Total for week 7= 11 hours
1 hour Materials development Introduction to Phonics and teaching new vocabulary
1 hour Planning for Materials Assignment 1st draft Lesson planning for content based lessons (CLIL)
1 hour Teaching new grammar Differentiation Week 8
Timetabled Input sessions=
6 Input hours
Homework= 3 hours
Additional Activities
Observed Lesson 6 = 1 hour
Peer Observation 6 = 1 hour
Total for Week 8 = 12 hours
1 hour Encouraging writing Learners with Specific Learning Difficulties
1 hour Testing, evaluation and assessment of Young Learners Developing reading skills
1 hour Developing Listening Skills Assessment of learning Week 9
Timetabled Input sessions=
6 Input hours
Additional activities:
Homework=3 hours
Total for week 9= 9 hours
1 hour Task Based Learning Dealing with parents
1 hour Review of drafts of all journals and assignments Review of GOJs
1 hour Student made materials and crafts Housekeeping: checking portfolios and paperwork Week 10
Timetabled Input sessions=
6 Input hours
Homework= 3 hours
Total for Week 10= 9 hours
1 hour Continuing Professional Development Housekeeping: checking portfolios and paperwork
1 hour Housekeeping: checking portfolios and paperwork Housekeeping: checking portfolios and paperwork
6 hours Materials assignments: Mock interviews Materials assignments: Mock interviews Week 11
Timetabled Input Sessions +
Assignments’ discussion +
homework = 10 hours
All Day Moderation and Interview with a Trinity examiner. Week 12


Cochin International Language Academy charges Rs.75000/- (£750) fee for the Trinity TYLEC course. Candidates should pay Rs.25000/- (£250) on acceptance of an offer to join the course. This is a non-refundable deposit. The balance Rs.50000/- (£500) is payable on or before the start date of the course. Candidates are responsible for their examination fees and this fee payable to Trinity will be charged to every trainee in addition to the course fee. Currently the online TYLEC moderation fee is Rs.18000/- (£172). Should a candidate need to re-sit any examinations, they will be liable to pay the cost of those fees as set by Trinity College London at the time (currently £55).

Trinity TYLEC Course Dates

Blended TYLEC course for international students with Certificate in Teaching Experience

Start Date


May 2024

*(6 hours a week in the evening, IST)

End Date


Mar 2025

Part-time online TYLEC course for both Indian and international students

Start Date


June 2024
Part-time Online

*(6 hours a week in the evening, IST)

End Date


Aug 2024

Part-time online TYLEC course for both Indian and international students

Start Date


Sep 2024
Part-time Online

*(6 hours a week in the evening, IST)

End Date


Nov 2024

Information for International students

For international students admitted to Trinity College London’s TESOL courses, TYLEC, CertTESOL or DipTESOL, at Cochin International Language Academy (CILA) in Kerala, India, we offer comprehensive assistance with student visa applications, typically resulting in successful grants. Upon course completion, you have the option to commence your teaching experience at CILA or at allocated schools/colleges across Kerala. This teaching certificate holds significant value for future employment prospects. Enjoy the flexibility to explore Kerala and India during weekends or holidays, with our support in finding suitable accommodation near CILA. Feel free to address any queries during the admission interview.

CILA stands as a modern institution equipped with up-to-date technology, facilitating teaching in digitally-equipped classrooms. Students at CILA exhibit high motivation and openness to learning, with a significant portion preparing for international English tests such as IELTS, OET, or PTE. School students typically range from 4 to 15 years old.

Kerala, renowned as a sub-tropical paradise, promises abundant sunshine throughout the year. Situated near Cochin International Airport (COK), accessing Cochin is convenient with direct flights from most countries or via the Middle East. Discover the picturesque beaches, waterfalls, and serene hill stations like Munnar and Wayanad. Kerala's warm hospitality extends to people from other countries, complemented by the region's abundant food produce due to the Monsoon climate, resulting in three harvests annually. Modern shopping malls offer a diverse range of local and international products. At CILA, highly qualified staff, including a mix of British and Indian instructors, ensure a rewarding educational experience across TYLEC, CertTESOL, and DipTESOL courses.

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INKEL Tower 1, Near TELK, Angamaly South, Ernakulam District, Kerala, India, 683573

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