CELTA · Web viewCELTA (Certificate in Teaching English to Speakers of Other Languages), awarded by...

IH Dublin is a member of IH World Organisation

Telephone: +353 1 8773900 E-mail: [email protected] Website: www.ihdublin.com

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Information for Applicants 2020

CELTA Certificate in Teaching English

to Speakers of Other Languages

Cambridge Assessment English(part of the University of Cambridge)

To Speakers of Other Languages Certificate in Teaching English

CELTA

CELTA CELTA (Certificate in Teaching English to Speakers of Other Languages), awarded by Cambridge Assessment English, part of the University of Cambridge, is the most recognised initial English Language Teaching qualification in the world. CELTA is intended for a range of candidates, including primarily:

candidates who are entirely new to teaching candidates who have taught languages but with little or no previous training candidates who have taught other subjects and wish to take up language teaching

CELTA may also be suitable for:

candidates who have received previous training in language teaching but feel the need for an up-dated course, for a more practical qualification, or for a more internationally recognised certificate.

Successful candidates will be able to join the IH Alumni network and take advantage of recruitment opportunities in the 160 International House centres, in over 50 countries worldwide. Visit www.ihworld.com to see where your CELTA could take you. Selection of candidates: Entry to the course

• Candidates must be at least 18 years old - it is generally recommended candidates should be 20 or over, but candidates between 18 and 20 can be accepted at the discretion of the Head of Education.

• Candidates must demonstrate they have an appropriate level of education, experience and abilities that will enable them to take the course and subsequently take up language teaching work. They should have, as a minimum entry requirement, a standard of education equivalent to that required for entry into higher education. (However, in order to comply with the Irish Department of Education criteria for employment of English Language Teachers in the recognised sector in Ireland, candidates who wish to work in recognised language schools in Ireland following their CELTA course must hold a university degree or Level 7 award, as described by Quality and Qualifications Ireland, or QQI).

• Only candidates who have a realistic chance of being successful on the course will be considered, although candidates must understand that acceptance onto a CELTA course is no guarantee of successful completion of the course.

Applicants for whom English is not their first language Candidates must have a level of English equivalent to the Council of Europe Framework level C2 and will be required to show documentary proof of their level, such as the University of Cambridge ESOL Certificate of Proficiency in English. Applicants may be asked to complete some English language tasks as part of the application process (in addition to CELTA language awareness tasks that all applicants complete at interview).

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http://www.ihworld.com/

Means of candidate selection The means by which the Head of Education will ensure these selection criteria are fulfilled will include:

application form with language awareness task interview, during which candidates respond to questions about language and teaching references (where appropriate) Copy of degree or Level 7 award (where appropriate) Copy of English qualification (where appropriate)

Notification of acceptance/non-acceptance onto a CELTA course Candidates will either be notified in person at the end of their interview or by email, no later than five working days following their interview, regarding their acceptance onto a CELTA course.

Recognition: CELTA is the most widely-recognised EFL qualification worldwide. In fact, 7 out of 10 employers worldwide ask for CELTA, according to a survey of 500 English language teaching job adverts posted across 23 international industry employment websites during April 2015.CELTA is regulated by Ofqual at level 5 on the Qualifications and Credit Framework in the UK. This is equivalent to level 6 on the National Framework of Qualifications for Ireland. See www.qqi.ie for more details on equivalence.IH Dublin is accredited by Accreditation and Co-ordination of English Language Services (ACELS), part of QQI. We are also accredited by EAQUALS, a leading professional association for language education throughout the world and Marketing English in Ireland.

FULL-TIME COURSE DATES & FEES PART-TIME ONLINE COURSE DATES & FEES

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http://mei.ie/

https://www.eaquals.org/

http://www.acels.ie/

https://www.gov.uk/government/organisations/ofqual

http://www.cambridgeenglish.org/news/view/celta-is-the-english-language-teaching-qualification-employers-want/

Full-time Courses (4 weeks): Monday - Friday, 09.00-17.15 Location: Dublin

January: 6 - 31st January

February: 3rd – 28th February

March: 2nd – 27th March

April: 6th April – 1st May

May: 5th – 29th May

June: 2nd – 26th June

July: 6th – 31st July

August: 10th August – 4th September

September: 14th September – 9th October

October: 12th October – 6th November

November: 16th November – 11th December

Location: Waterford Summer Courses: Dates TBC

Full-time course fee: €1825.00(this includes the Cambridge assessment fee of €195, registration fee of €70 and materials fee of €50)

Part-time Online (blended) CELTA (15 WEEKS)*

Spring Course:Online: 10th February – 22nd May

Face to Face Teaching Practice: 9th – 13th March 20th – 24th April

Autumn Course:

Online: 31st August – 11th December

Face to Face Teaching Practice: 5th – 9th October9th – 13 November

Part-time Online Course Fee: €1825.00(this includes Cambridge fees of €195 registration fee of €70 and materials fee of €50)

*The content, requirements and assessment are the same for full-time and part-time online CELTA. As a result, on the official CELTA certificate, it does not state the mode of study and does not differentiate.

Course Details Timetable

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Attendance on the course follows the dates and times above. However, there is more participation involved than simply attending. Lesson plans, which need to be prepared every time a candidate teaches, can take six hours+ to prepare. There are also four assignments to write. Candidates on full-time courses will need to be able to devote a significant amount of time in the evenings and weekends to coursework. Candidates on the part-time, blended course will also find that they have a lot to do outside of contact hours. Core elements of the CELTA course The CELTA course at IH Dublin is focused primarily around learning from the practical experience of preparing and teaching lessons, followed by reflection and evaluation that will inform future lessons. For this reason, the core element of the CELTA is Teaching Practice (TP). The other main elements are:

• seminar input • observation of experienced teachers and of peers • assessed assignments

Attendance of 100% is expected on CELTA As CELTA is a course-based award, absences may hinder a candidate’s chances of successful fulfilment of the assessment criteria. The Main Course Tutor has discretion to accept serious reasons for unavoidable absence. Valid reasons for absence would include, for example, illness, illness of a close family member, bereavement or job interview, and must be supported by some documentation. In such cases, the Main Course Tutor will, at their discretion, facilitate rescheduling a TP or observation. Candidates who are absent for critical or substantial periods of the course should speak with their Main Course Tutor and the Head of Education. Candidates need to complete all TPs and assignments. Candidates should be aware that CELTA is an initial professional qualification. The syllabus focus, therefore, reflects a holistic end goal: that successful candidates should have a range of professional competencies necessary to enter successful employment as teachers with confidence and who can work independently, but who will need to continue to learn and develop as working teachers, beyond the course.

Part-time online CELTAIn a unique collaboration with Cambridge ESOL and IH London, IH Dublin offers the Cambridge CELTA Online Course as a blended teacher training course combining online training with face-to-face components. The requirements are the exactly the same as the full-time, face-to-face course in terms of the content, teaching practice, the assignments and the assessment, as described below.

COURSE CONTENTInput sessions Full-time course: Monday-Friday 09:00-10:30; 10:45-12:15 (Homework tasks may be set)

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Part-time, online CELTA: Tutors set and monitor online units, interactive tasks and forum discussions on a weekly basis. Liveroom sessions may also be included with tutors during the course.The input programme covers key areas from the CELTA syllabus, addressing a wide range of key methodological and language issues and building on and extending candidates’ learning from their experience of teaching practice. Areas include the following, for example:

Teaching the 4 skills: listening, reading, speaking and writing

Language analysis: aspects of grammar, vocabulary and phonology

Presentation and practice of language at a range of levels

Language presentation types Student-centred approaches Lesson planning Evaluation of teaching materials,

published and authentic Supplementary materials

Analysing, teaching vocabulary Checking meaning Testing and exams Focus on the learner Error correction Classroom management Learner training Adult Literacy Songs and games in the classroom Teaching Younger Learners Teaching Business English Professional development

Teaching Practice (TP)

First TP On Day One, trainees observe their tutor give a one-hour lesson to the students they will teach. This helps them to see techniques in action and to see how to communicate with learners so they are understood. In addition, trainees do ‘getting-to-know-you’ speaking activities with the students. This is not observed or assessed - it is an opportunity for trainees to find out more about their learners.

Teaching Practice groups and levelsTrainees are divided into groups of up to six for TP. Each group teaches mixed nationality classes of real language learners. Trainees get experience in teaching two distinct levels. Full-time CELTA: Monday to Friday from 14.00 – 16.00Part-time online CELTA: Monday to Friday within the teaching blocks from 9.00-12.10 or 14.00 -17.10(*Trainees will be assigned to a morning or afternoon group during the part-time online teaching blocks)

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Assisted Lesson Planning (ALP): Full time course: Monday-Friday from 12.15-13.00 Part-time online course: Consultation time is arranged with tutors by skype in advance and 13.00 – 14.00 and 18.00 – 19.00 daily during the teaching blocks.Candidates come to ALP prepared, having looked at lesson material and with ideas ready to discuss with their tutor for 15 minutes each. Liaising with fellow trainees Trainees plan their lessons with guidance from their tutor in ALP, and also co-ordinate with their fellow trainees. Trainees are encouraged to plan for a balanced and varied set of lessons for their learners.

Teaching Practice Feedback Full-time course: Monday to Friday 16.15-17.15 Part-time online course: Monday to Friday, 12.20 – 13.00 or 17.20 – 18.00 Following TP, trainees complete a self-evaluation form and this is used as a springboard for discussion in the feedback session. Trainees are encouraged to develop their ability to reflect on their lessons. The trainees and tutor discuss the day’s lessons together, with peers offering comments based on their notes and observation tasks. The tutor guides the discussion in order to highlight key areas.Each lesson is graded according to a particular set of criteria, which are listed in a document called CELTA 5 which each trainee receives. There is a shift in emphasis regarding criteria as the course progresses and candidates are required to demonstrate a wider range of planning and teaching skills. In feedback tutors highlight what areas are important at that particular stage of the course, with clear suggestions about areas to work on for the next lesson. The tutor awards the trainee one of the following grades:

• exceeds standard required for this stage of the course • meets standard required for this stage of the course • does not meet standard required for this stage of the course

Trainees are observed teaching by two or three tutors so that assessment is standardised.

Observation Course participants (CPs) observe a total of six hours of lessons taught by experienced teachers. These are a combination of live lessons of IH Dublin teachers and CELTA tutors as well as recordings of IH teachers. This allow trainees to see examples of real and effective classroom practice. Peer observation of fellow CPs is also a key element of the course, with candidates completing up to 30 hours peer observation. CPs make detailed notes and complete specific observation tasks during all observations.

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Assignments Candidates complete 4 assignments (between 750-1,000 words each), which focus on the following:

• Language systems • Adult learners and learning contexts • Language skills • Reflection on classroom teaching

Should an assignment need to be resubmitted, trainees are given clear guidance as to which elements of the assignment to work on.

Tutorials and Progress Reports There are two tutorials on the course, during which trainees are given a clear indication of their progress on the course at that stage. Areas for development and further progress are identified and goals agreed.

Assessment Assessment and Grading In order to meet the course requirements and obtain a CELTA Certificate, candidates must:

attend a full course complete 6 hours assessed teaching practice with real language learners at two different levels observe experienced teachers teaching groups of adult learners for a total of six hours submit four assignments maintain and submit a portfolio containing all assignments and teaching practice materials

Assessment is continuous and integrated – there is no examination.

• assessment takes place throughout the course • both assessed components (lessons and assignments) contribute to the overall grade

University of Cambridge ESOL External Assessor Towards the end of the course, a University of Cambridge ESOL appointed assessor comes to moderate our (IH Dublin CELTA tutors) administration and assessment of the current CELTA course. For both candidates and future employers, this moderation ensures that each CELTA course at IH Dublin and in CELTA centres around the world is assessed and moderated equally and that there is consistency and transparency in this assessment. Once the CELTA Assessor submits both their report and their written endorsement of the Main Course Tutor’s final recommended results, the Award Committee at University of Cambridge ESOL meets to agree on results.

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Certificates for pass candidates and results letters for fail candidates will be sent to IH Dublin within about eight weeks of receipt of the Main Course Tutor and the assessor’s recommended results. Awarding of the CELTA to a candidate at Pass grade or above asserts that the candidate has undertaken the required course work and that the course assessors consider him or her to have an initial professional foundation with appropriate knowledge and abilities to be able to start working in a language teaching environment and to learn more about teaching while working. Results The CELTA is awarded in one of three categories: Pass A, Pass B, Pass. Pass A Candidates’ planning and teaching show excellent understanding of English language learning and teaching processes.

• Candidates can plan effectively with minimal guidance. They can analyse target language thoroughly and select highly appropriate resources and tasks for successful language and language skills development.

• Candidates can deliver effective language and skills lessons, using a variety of classroom teaching techniques successfully.

• Candidates show very good awareness of learners and can respond so that learners benefit from the lessons.

• Candidates can reflect on key strengths and weaknesses and can consistently use these reflections to develop their teaching skills.

All CELTA assessment criteria are achieved and most are well achieved. Requirements for written work are met. Pass B Candidates’ planning and teaching show good understanding of English language learning and teaching processes.

• Candidates can plan effectively with some guidance. They can analyse target language well and select appropriate resources and tasks for successful language and language skills development.

• Candidates can deliver effective language and skills lessons, using a variety of classroom teaching techniques successfully.

• Candidates show good awareness of learners and can respond so that learners benefit from the lessons.

• Candidates can reflect on key strengths and weaknesses and can generally use these reflections to develop their teaching skills.

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All CELTA assessment criteria are achieved and some are well achieved. CELTA requirements for written work are met. Pass Candidates’ planning and teaching show satisfactory understanding of English language learning and teaching processes.

• Candidates can plan effectively with guidance. They can analyse target language adequately and generally select appropriate resources and tasks for successful language and language skills development.

• Candidates can deliver satisfactory language and skills lessons, using a variety of classroom teaching techniques with a degree of success.

• Candidates show some awareness of learners and some ability to respond so that learners benefit from the lessons.

• Candidates can reflect on some key strengths and weaknesses and generally use these reflections to develop their teaching skills.

All CELTA assessment criteria are achieved. Some may be less well achieved. CELTA requirements for written work are met. Fail Candidates’ planning and teaching show minimal understanding of English language learning and teaching processes. Candidates’ performance does not match all of the Pass descriptors. Some CELTA assessment criteria are not achieved and/or CELTA requirements for written work are not met. The majority of course participants achieve a pass result, with fewer candidates achieving a Pass B. Pass A or Fail results tend to be rarer. Final Reports and Certificates Candidates are given a final report at the end of the course, with detailed assessment of lesson planning, teaching skills, language awareness and professionalism, along with a comment by the tutor. Successful candidates receive their CELTA Certificate approximately eight weeks after the course. Transfers Should candidates find themselves unable to continue the course, they should first seek advice from their Main Course Tutor. It may be possible to transfer to a future course, but this is always at the discretion of the Head of Education and depending on available places. *Course fees are non-refundable. Candidates transferring may incur further fees. Complaints and appeals Should candidates wish to register a formal complaint or appeal their result, they may do so in writing to the Main Course Tutor. If the matter cannot be resolved to the mutual satisfaction of both parties, a formal complaint can be made which will be forwarded to Cambridge ESOL Teaching Awards who will then write to the candidate, via IH Dublin, to inform them that the complaint is being investigated. The candidate will be advised of the outcome of the complaint, normally within twelve weeks of

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receipt of the formal complaint. The decision made by Cambridge ESOL regarding the outcome of the complaint is final. Candidates are advised of this procedure on day one of the course and information is available in the CELTA 5 booklet. Portfolios Candidates need to keep portfolios of their work during the course. Portfolios should include:

The completed Cambridge Assessment English CELTA 5 booklet, which contains all records of attendance, teaching practice with the tutor’s summary feedback, observations, assignments with the tutor’s feedback and mark awarded, tutorials and trainee progress.

If appropriate, a letter from IH Dublin warning the candidate of the possibility of failure Records of each assessed teaching practice in reverse chronological order including:

lesson plans, with copies or records of materials, including all written feedback from the tutor and self-evaluation forms lesson observation tasks and comments

The four completed written assignments, marked and assessed by the course tutors *It is essential that portfolios are organised and up-to-date.

Tutor-directed study 20 hours (approx.)

A pre-course task which candidates receive once they enrol onto a CELTA course and which they must complete prior to starting a course. Reference books are recommended for candidates to read before the course (see below)

6 hours This will include live observations of IH teachers, the CELTA tutor and recorded lessons. Observation tasks are set for each.

30 hours Observation of fellow trainees 12 hours (min)

Trainees complete four assignments.Clear guidance will be given on any resubmissions required.

CELTA Online:9 hours

Liveroom sessions and communication with online tutor

Pre-course preparation Candidates should ensure they prepare well for what is an intensive course by doing research and reading on language and language teaching. You will need to buy/ have access to a grammar and a methodology book for pre-course preparation as well as assignment work and lesson planning on the course.Grammar (choose one)Parrott, Martin (2010) Grammar for English Language Teachers, Cambridge University PressScrivener, Jim (2010) Teaching English Grammar, Macmillan Jones, Ceri and Hughes, John ( 2010) Practical Grammar ( Level 3) Heinle CengageTeaching English (choose one)Harmer, Jeremy (2015) (5th Edition), The Practice of English Language Teaching, Longman Scrivener, Jim, (2011) (3rd Edition), Learning Teaching, Macmillan

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INTERNATIONAL HOUSE DUBLIN CELTA: APPLICATION FORM

Please write clearly (not in block capitals)

Full-time/ Online Course (please circle) Preferred course start date:_____________________ Surname __________________________________ Nationality ____________________________

First name(s) _______________________________ First language _________________________

Address ___________________________________ Date of birth __________________________

__________________________________________ Place of birth _________________________

__________________________________________ Gender: ______________________________

City ____________________Postcode __________ Occupation ___________________________

Country ___________________________________

Telephone (mobile) __________________________/ (home) ___________________________

Email _______________________________________ Skype ______________________________

Education: Please specify institution, award and years Qualification Where When

Languages spoken apart from English (please comment on your level of proficiency):

___________________________________________________________________________________

FOR OFFICE USE ONLY Res Interview

Pre-course task Enrolment Accommodation

NOTES

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Other relevant qualifications and experience

Why do you want to do a CELTA course?

IT Skills (e.g. word processing, file sharing, powerpoint)

*CELTA Online: Please note that candidates must be computer literate and comfortable with working online, uploading/ downloading documents, using Skype and navigating their way around a website. Health: Are there any health issues we should be aware of (incl. mental health)?

_____________________________________________________________________________

Learning: Are there any specific learning needs that we should be aware of (e.g. dyslexia)?

______________________________________________________________________________

*This is for our information so that we can provide appropriate support and guidance. It is in the

candidate’s interests to discuss any needs during the application process.

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References Please give the names, addresses, emails and telephone numbers of two referees who would be prepared to give relevant support to this application. Indicate in what context they know you.

Name:

Name:

Position/ context: Position/ context:

Contact: Contact:

How did you hear about the IH Dublin CELTA course?

Do you need help with accommodation during your course? Yes/No (applicants who need to book accommodation should ask about this at interview)

Payment

Once offered a place on a CELTA course, a deposit of €350 must be paid in order to secure a place. This includes the registration fee of €70 and the materials fee of €50. The deposit, registration and materials fees are non-refundable. This deposit payment will be deducted from the total course fees

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of €1,825 The balance of €1,475 must be paid by two weeks before the start of the course. Failure to pay the balance will result in the place being offered to another applicant on the waiting list. Cancellations If a place on the CELTA course is cancelled fewer than fourteen days before the commencement of the course, the full course fee will be charged.

Withdrawals If a candidate withdraws from the CELTA course, for whatever reason, no refunds can be made. Funding How do you intend to fund this course? (e.g. yourself/funding from FAS or social welfare office): __________________________________________________________________________ If receiving funding, please give name, telephone and email of contact person of relevant office: (if you don’t have this information now, please send it to us as soon as you receive it) __________________________________________________________________________ __________________________________________________________________________ Applicants applying for funding from external bodies such as FÁS or Department of Social Welfare Please note that, regardless of who is funding the CELTA course, the responsibility for payment of full fees two weeks before the course start date is that of the applicant and not of the funding body. I hereby declare that all the information I have given on this form is correct to the best of my knowledge and that any written work submitted is my own. I confirm that I have read and understood all the information above about the International House Dublin CELTA.

Signature __________________________________ Date __________________

Please email your completed application to [email protected] We are required by Cambridge ESOL to verify your identification. Please email a copy of official photo identification (e.g. passport, driving license or national ID card) when submitting your application and bring the original along to your interview.

Language tasks for applicants

Please complete the tasks below, in your own handwriting if possible, and submit them with your application. Complete this task carefully as it is one of the factors we take into consideration when making a decision about your application.

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Name: ________________________________ Course date applied for: ______________

Part A: correcting a student’s mistakes

Each of the exchanges below contains a mistake. In each case: a) underline the mistake b) write the corrected version in the space provided c) C write in simple terms, as if you were speaking to a student of English, how you would

make the correction clear. For example :

a) Speaker A: I’d like some informations about your courses. Speaker B: Certainly, here’s our brochure.

b) I’d like some information about your courses. c) “Information” is a noun which we can’t count in English. This means it doesn’t have a plural

form. So I can’t say “informations”. I have to say “some information” or “a piece of information”.

Now complete the following in the same way: A1 Speaker A: Have you got any money? Speaker B: Yes, I’ve been to the bank yesterday.

b) ______________________________________________________________ c) ______________________________________________________________

A2 Speaker A: Is John ill? He’s lost a lot of weight. Speaker B: Yes, he’s rather slender these days, isn’t he?

b) ______________________________________________________________ c) ______________________________________________________________

A3 Speaker A: Why didn’t you answer the phone? Speaker B: Because I had a bath.

b) ______________________________________________________________

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c) ______________________________________________________________ A4 Speaker A: Why are you so late? Speaker B: I’m sorry, I lost the bus and had to walk.

b) ______________________________________________________________ c) ______________________________________________________________

Part B: correcting a student’s written work

The text below is from a letter written by a student on a language course. However, it contains some errors e.g. grammar, spelling, punctuation. Please underline and rewrite below, correcting the errors: You must’nt worry about me, the course is great and I’m happy with my accomodation. I think I’ll definately stay here until June. My teacher’s names are Sue and John; they are very professional and the lessons are interesting. My landlady’s got a beautiful dog, it’s name is Ginger. Please rewrite the corrected version below, underlining and correcting the errors: ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Part C: helping students understand differences in meaning Compare the following pairs of sentences and say how you would help learners with meaning.

i) Comment on the differences in meaning ii) Outline how you might teach these differences in meaning to a language learner, using, for

example, a picture, an anecdote or a definition etc. Please give as much detail as if you were explaining your idea to another teacher:

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Example: A You mustn’t leave yet. B You don’t have to leave yet. A. A teacher is invigilating an exam and a student wants to leave the exam but isn’t allowed to until a stipulated time. I would build up the story of how the teacher told the students the rules of the exam, then show a picture of the teacher pointing to the time and shaking her head to indicate that the student can’t leave the exam at this time. B. I would tell an anecdote: A group of teens are at a party in a boy’s house and his parents arrive home. Everyone starts to leave but the boy’s mother tells them to relax and keep dancing - the party can continue. C1 A If I had the money, I’d buy a new car. B If I have the money, I’ll buy a new car. i)

ii)

C2 A The house was very isolated. B The house was very secluded. i)

ii)

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C3 A Give me a hand with this bag, will you? B Could you give me a hand with this bag, please? i)

ii)

Part D: Your learning experiences

Please write approximately 300 words, in your own handwriting, if possible, describing either a successful or an unsuccessful learning experience you have had. State your reasons for viewing the experience as successful or otherwise.

Please keep a copy of all the tasks for yourself, as you may need to refer to them again during the application process.

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CELTA · Web viewCELTA (Certificate in Teaching English to Speakers of Other Languages), awarded by...

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