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Teacher Training

CELTA

CERTIFICATE IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (CELTA)

The Certificate in Teaching English to Speakers of Other Languages (CELTA) is the most widely recognised initial qualification in teacher training in its field, and in many countries it is a pre-requisite for employment. As the only centre in Indonesia approved by the University of Cambridge ESOL (English for Speakers of Other Languages), TBI offers full-time intensive courses over approximately four weeks and part-time courses over approximately twelve weeks in Jakarta. Both courses are a minimum of 120 hours. The course is primarily practical, and develops an awareness of learners and teachers and the teaching and learning context, language analysis and awareness, language skills (reading, listening, speaking and writing), planning and resources and developing teaching skills and professionalism. It provides pre-service training in ESOL, and is suitable for candidates who have little or no previous experience of teaching languages.

SELECTION CRITERIA

Candidates must be at least 18 years old at the start of the course and should have a standard of education which would allow entry to Higher Education in their country. In addition, applicants must have an awareness of languages and a competence in English, both written and spoken, which enables them to follow the course.

Candidates are selected by written application and interview. Acceptance is not automatic, and in cases of unsuccessful applications TBI cannot enter into correspondence or discussion concerning the reasons for not offering a place. The rigorous selection process is undertaken in the interests of candidates to ensure a high level of success on the course.

ASSESSMENT AND CERTIFICATION

The assessment, which is continuous and integrated, consists of two components:

Planning and Teaching: In this component candidates are required to practise teaching for a total of six hours, working with learners at a minimum of two levels. By the end of the six hours supervised teaching practice they should have demonstrated successful achievement of all the teaching practice assessment criteria.

Classroom-related written assignments: This component consists of four written assignments, each with a total of 750 – 1000 words. These assignments are internally assessed and externally moderated.

Trainees are informed of their progress during the course by written feedback on their teaching practice and by mid-course tutorial. All course participants receive a report from TBI which analyses the trainee's performance, and is a useful reference for employment. Successful course participants are awarded a CELTA certificate on the basis of assessment by all the course tutors and validation by an external assessor. Candidates who meet the course requirements and who demonstrate they have met the pass criteria for all assessed components will be awarded a Pass.

Pass (Grade B) is awarded to candidates whose performance on the written assignments meets the specified criteria, and who have demonstrated in their teaching practice a level of ability and achievement significantly higher than that required to meet pass-level criteria in relation to classroom teaching skills.

Pass (Grade A) is awarded to candidates whose performance on the written assignments meets the specified criteria, and who have demonstrated in their practice a level of ability and achievement significantly higher than that required to meet pass-level criteria in relation to planning for effective teaching and classroom teaching skills.

Candidates who fail to meet criteria in any or all assessed components will be awarded a Fail.

The CELTA certificates take up to twelve weeks to arrive from the UK.

SYLLABUS

The five units of learning in the syllabus are divided into a number of sub-topics:

Reproduced by kind permission of Cambridge ESOL.

UNIT1: LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1.1 Cultural, linguistic and educational backgrounds
1.2 Motivations for learning English as an adult
1.3 Learning and teaching styles
1.4 Context for learning and teaching English
1.5 Varieties of English
1.6 Multilingualism and the role of first languages

UNIT 2: LANGUAGE ANALYSIS AND AWARENESS
2.1 Basic concepts and terminology used in ELT for describing form and meaning in language and language use.
2.2 Grammar: Grammatical frameworks: rules and conventions relating to words, sentences, paragraphs and texts
2.3 Lexis: What it means to “know” a word; semantic relationships between words
2.4 Phonology: The formation and description of English phonemes; features of connected speech
2.5 The practical significance of similarities and differences between languages
2.6 Reference materials for language awareness
2.7 Key strategies and approaches for developing learners’ language knowledge

UNIT 3: LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3.1Reading
3.1.1 Basic concepts and terminology used for describing reading skills
3.1.2 Purposes of reading
3.1.3 Decoding meaning
3.1.4 Potential barriers to reading
3.2 Listening
3.2.1 Basic concepts and terminology used for describing listening skills
3.2.2 Purposes of listening
3.2.3 Features of listening texts
3.2.4 Potential barriers to listening
3.3 Speaking
3.3.1 Basic concepts and terminology used for describing speaking skills
3.3.2 Features of spoken English
3.3.3 Language functions
3.3.4 Paralinguistic features
3.3.5 Phonemic systems
3.4 Writing
3.4.1 Basic concepts and terminology used for describing writing skills
3.4.2 Sub-skills and features of written texts
3.4.3 Stages of teaching writing
3.4.4 Beginner literacy
3.4.5 English spelling and punctuation
3.5 Key strategies and approaches for developing learners’ receptive and productive skills

Unit 4: PLANNING AND RESOURCES
4.1 Principles of planning for effective teaching of adult learners of English
4.2 Lesson planning for effective teaching of adult learners of English
4.3 Evaluation of lesson planning
4.4 The selection, adaptation and evaluation of materials and resources in planning (including computer and other technology based resources)
4.5 Knowledge of commercially produced resources and non-published materials and classroom resources for teaching English to adults

UNIT 5: DEVELOPING TEACHING SKILLS AND PROFESSIONALISM
5.1 The effective organisation of the classroom
5.2 Classroom presence and control
5.3 Teacher and learner language
5.4 The use of teaching materials and resources
5.5 Practical skills for teaching at a range of levels
5.6 The monitoring and evaluation of adult learners
5.7 Evaluation of the teaching/learning process
5.8 Professional development: responsibilities
5.9 Professional development; support systems

Course objectives have been identified for each of these sub-topics, and TBI holds copies of the complete syllabus issued by Cambridge ESOL for reference.

DAILY TIMETABLE

The full-time daily timetable consists of three hours of input sessions, two hours of teaching practice and a feedback session in which the lesson is discussed with the tutor and other group participants. In addition, two to three hours need to be set aside daily for lesson preparation and homework. The participants also observe qualified TBI teachers presenting regular classes.

The course is highly intensive and demands full commitment from participants throughout. Applicants should not undertake the course if they have any work or study commitments or health conditions that may jeopardise their ability to complete it.

The part-time course offers a similar syllabus, spread over two mornings a week, plus some Saturdays all day. This course is suitable for people who are working and unable to do the full-time course, or for others who, for whatever reason, are not able or who do not wish to do the full-time course. Note, however, that the workload is high, and that working full-time during the course may be difficult or unrealistic.

ENROLMENT

Initial enquiries will receive an application form and pre-interview task. Suitable applicants will be called for interview. Successful applicants will receive a pre-course learning task to give them some idea of what they will be doing on the course and what will be expected of them. The pre-course task is not submitted, but the course is based on the assumption that trainees have completed the task.

If, following the interview, you are accepted for a course, you should pay your deposit as soon as possible. We cannot reserve a place on a course until the deposit has been paid. Places are reserved according to dates of receipt of fees. Courses can fill up quickly, and TBI will accept no responsibility for places being unavailable or lost because of late applications or payments.

The balance of the fees must be paid at least four weeks before the start of the course. Otherwise, you may lose your place.

Course deposits and fees are non-refundable.

If a trainee is unable to complete the course for whatever reason, TBI cannot refund fees or offer the trainee a place on a subsequent course without payment of further fees.

2010 COURSE DATES AND TUITION FEES

Fee: US$ 1,600

Deposit: US$ 500

Jakarta: 24 September to 22 October

Bandung: 5 November to 3 December

FURTHER INFORMATION

Please contact:

Rob Wood

The British Institute
Wisma Subud
Jl. R. S. Fatmawati No. 52
Cilandak, Jakarta,
Indonesia
Phone: + 62 21 765 8471; Fax: + 62 21 7590 7835

Email: robwoodtbi@gmail.com

For non-academic information, contact Rina by clicking here
For the CELTA application pack click here