You may recall that from January-April 2013 I took a CELTA course — not to “do EFL/ESL teaching as a career,” according to my previous self, but merely to have some job options during my MA.
Oh how things change. Now, about a year and a half later and finishing up my MA in English literature, all I want to do is teach EFL/ESL. Seriously. I love working with adults to help them become more confident communicators in English, and teaching adults also has an amazing cross-cultural dimension. With that in mind, I thought my job/career prospects would be improved my some more teacher training. So here I am, back at Oxford House College for the 16-week DELTA — Diploma in English Language Teaching to Adults — course. As with my CELTA course, I will do my best to provide weekly summaries of our DELTA doings. Hope you enjoy!
DELTA Week 1 was mostly introductory. The first evening consisted of information overload from our primary tutor, Chris. He told us about the structure of the course — three modules — and the main assessed materials:
- Module 1 (“Understanding Language, Methodology & Resources for Teaching) is assessed via written exam
- Module 2 (“Developing Professional Practice”) is assessed via four Language Skills/Systems Assignments (observed teaching and background essays)
- Module 3 (“Extending Practice and ELT Specialism”) is assessed via an extended written assignment that consists of a course plan, needs analysis, etc.
That’s the bare bones of it. Over the next 16 (now 15) weeks, input sessions for each module will be mixed and mingled together, and each of us will teach an observed lesson every three weeks or so. We also have to do ten observations of qualified teachers — these we can do at Oxford House College or our place of work (most DELTA students are full-time English teachers at languages schools or elsewhere, though some of us do not currently teach).
On Thursday of Week 1, we started delving into more detail with an input session on lesson planning — the DELTA lesson plans are more detailed than CELTA plans and have to include a class profiles/needs analysis as well as assumptions and commentary about the learners and lesson plan. We also had a short session on anticipating problems that learners might have with certain language/grammar structures. It was a good first week — a bit overwhelming, but I’m sure all twelve of us will get through the course.