If you are interested in teaching English as a foreign language (EFL), you've probably already begun looking into the options for your certification. Now you are thinking about all of the which of them to choose. Two questions are likely floating around in your head.
"What is the difference between a TEFL, TESOL, and CELTA (among others)?" and "Which one of them should I choose?"
Many travellers and prospective teachers choose a TEFL because it qualifies you for many teaching jobs, is less intensive, and is commonly cheaper. The other options are more expensive, depending on where you are in the world, and are known for being more intensive (we'll come back to this description soon).
For example, some TEFL certifications may be completed solely online. CELTA is impossible, from what I have experienced and read, to be completed solely online. There are combo packages, in which some Input Sessions are online, but you MUST do Teaching Practice in person to be evaluated by qualified trainers.
A little Internet research will show you that TESOL and CELTA are more intensive courses, they hold more international credibility, and are certainly more expensive. So, why might one choose to do one of the intensive qualifications?
That's the question I seek to help you answer with the following.
All details will speak of my personal experience in CELTA training, and is supplemented with information from friends that have done TESOL and TEFL.
Above all, I sincerely hope to offer some insight and clarity to those of you who have questions about CELTA and the "intensivity" that is commonly described of the course.
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| We did it, and so can you! |
No matter where or how you heard about CELTA, or whether the description was basic or detailed, I KNOW that you were told it's "intensive." That's why you are here, looking for supplemental information, right? You want to ease the uncertainty of what people mean when they say "intensive."
CELTA is, no doubt, an rigorous course that will elevate you (as far as certificates go, to separate us from post-graduate qualified professionals) to the upper echelon of qualified EFL teachers. CELTA is always recognized as the gold standard in EFL teaching certificates.
For example, when you see a job ad for a good position, it'll likely say, "CELTA, TESOL, or equivalent." Make no mistake, TEFL is not the equivalent to CELTA, but in some locations is perfectly acceptable.
So, let's get to it. What are you getting yourself into?
Applying and Interviewing
First, quite obviously, you must apply to the program. Part of that process involves some language identification exercises, like what verb tense a specific sentence uses, how can you explain the difference between two similar words (for example, thin and skinny), and more. You submit the application and the task, then they will contact you to schedule the interview.
During the interview, you will also be asked to answer some questions from your pre-interview task submission. A trainer will ask you about particular answers that you submitted. Questions like, Why did you answer number X with that specific response?
At some point during the interview, you will be told that 10% of trainees fail, 65% of trainees earn a Pass grade, 20-25% will earn a Pass B, and a very talented and hardworking 5% will earn the coveted Pass A. These numbers are averages based on global results, so do not think they are quotas that must be filled.
Also note that the grade is not important when finding a job, because having a CELTA shows that you are an effective teacher. As described by one of my trainers, having a B or A just tells employers that you are a little faster at learning and executing methodology.
The CELTA course
Input Sessions (IS)
Input Sessions (IS)
A more direct title to describe these are the "classes" of the training program.
IS are going to offer all of the information about how to conduct Teaching Practice (explained next). They are filled with information about delivering the content that you need to teach, tactics about how to lead students to find answers without just giving them away, creating meaning and understanding for the learner, and maintaining planned time. Among other things, IS also provides information about phonology, designing and administering tests, issues with literacy, and how to incorporate authentic materials, like music and other media, to your lessons.
IS should not be missed, taken very seriously, and be seen as an opportunity to not only gain the necessary helpful information. The sessions are also to observe the way the trainers teach you that information, because they will, no doubt, do their best to teach you the methods by using the methods that you should replicate.
A note, remember that trainers have been certified by Cambridge (the CELTA governing body) to conduct IS. The way they offer the information in IS is surely approved by Cambridge, and done so to offer an example of an effective way for you to teach.
IS are going to offer all of the information about how to conduct Teaching Practice (explained next). They are filled with information about delivering the content that you need to teach, tactics about how to lead students to find answers without just giving them away, creating meaning and understanding for the learner, and maintaining planned time. Among other things, IS also provides information about phonology, designing and administering tests, issues with literacy, and how to incorporate authentic materials, like music and other media, to your lessons.
IS should not be missed, taken very seriously, and be seen as an opportunity to not only gain the necessary helpful information. The sessions are also to observe the way the trainers teach you that information, because they will, no doubt, do their best to teach you the methods by using the methods that you should replicate.
A note, remember that trainers have been certified by Cambridge (the CELTA governing body) to conduct IS. The way they offer the information in IS is surely approved by Cambridge, and done so to offer an example of an effective way for you to teach.
Teaching Practice (TP)
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| Betty in action in a TP session |
At least three people abandoned their first lesson due to fear, anxiety, and under preparedness. Of those three, two did not finish the program. I am not mentioning this as a scare tactic, because it is truly my belief that the program is only as difficult as you make it.
In TP, as expected, you will be at the front of a class offering lessons to non-native speakers. There will be a total of at least 6 hours of TP arranged however your program sees fit. Mine was eight 45 minute classes. You will teach two distinct learner ability levels so that you are afforded a range of contexts to produce and deliver lessons.
Aspects of the lessons are arranged by skill, receptive/input (listening and reading) and productive/output (speaking and writing). Also, you will have to incorporate functional language, which refer to phrases and collocations that help learners gain a functional use of English. Furthermore, you will deliver vocabulary and grammar lessons.
The content is broken down further than that, and, in week one, the trainees are guided through the content so that the lessons are basically set up for you. You apply the course book material to the provided outline of a particular learner level and lesson type. You just have to bring it to life and lead the class through it.
In week two, the reins are loosened a little, and you are expected to show more independence in planning the lesson. In week three, you will be told what type of lesson to teach, but will have to design the lesson yourself. Finally, in week four, they set you free, and all trainees have to choose what type of lesson they will teach (based on the necessity of lesson types you need to teach to balance the variety of lessons you've taught) then plan the lesson from scratch.
Also, at the end of each TP, you will need to complete a self evaluation form. This is to indicate self awareness to the trainers regarding what you feel you are doing well and what you need to work on.
I have one final note on TP, for people who have teaching experience. It is nice to have some confidence in front of the classroom, but don't be set in your ways. Use the strategies and techniques that are offered in IS and work to implement them as effectively as possible. You are already ahead of the curve because you've taught, don't be the person who struggles because you can't hone your craft.
In week two, the reins are loosened a little, and you are expected to show more independence in planning the lesson. In week three, you will be told what type of lesson to teach, but will have to design the lesson yourself. Finally, in week four, they set you free, and all trainees have to choose what type of lesson they will teach (based on the necessity of lesson types you need to teach to balance the variety of lessons you've taught) then plan the lesson from scratch.
Also, at the end of each TP, you will need to complete a self evaluation form. This is to indicate self awareness to the trainers regarding what you feel you are doing well and what you need to work on.
I have one final note on TP, for people who have teaching experience. It is nice to have some confidence in front of the classroom, but don't be set in your ways. Use the strategies and techniques that are offered in IS and work to implement them as effectively as possible. You are already ahead of the curve because you've taught, don't be the person who struggles because you can't hone your craft.
Observations
The name here is as direct as it gets. First, you will observe your trainer, then you will observe other trainees and they will observe you. It is important to pay close attention to your trainers and fellow trainees during observations. When observing trainers, the reason should be obvious, as they are the certified professionals, and are offering you an example of effective lesson delivery.
However, it is equally important to give your fellow trainees your attention, because, as you will be taught to understand, making mistakes is an inherent part of the learning process, so receiving and offering constructive criticism is going to improve the outcome for everyone in your trainee group. Your peers group should be 4-6 people, depending on your group size, which means you will be getting plenty of peer feedback about your successes, as well as some shortcomings.
I found much value in this process because it allows trainees to engage what they have been learning in input sessions to the teaching practice even when they aren't in the front of the class. Also, the trainer is observing you, so you also get the praise and critique of a certified professional.
Feedback Sessions
This is when you get the opportunity to offer and receive the praise and critiques to and from your peers and trainers.
This is especially important to document because part of your culminating assignment (assignment four, discussed in the next section) will be to evaluate yourself based on the critiques of your trainers and peers.
It is possible to refer to the trainer's notes on your feedback sheets and talk your peers that observed your TP when it's time to do the assignment. However, it is much more efficient to track that information in the meantime in order to simplify assignment four, trust me.
For example, I wrote the most valuable feedback, and recurring critiques in my notebook that I used for my CELTA notes. I wrote who said it and which TP number it referred to so I was clear about progress and pitfalls.
When it came time to do assignment four, I was well prepared and didn't need to waste time talking to peers about observations that had already been crammed into the shadows of an overcrowded brain.
Assignments
The final component worth discussing is the assignments, of which you will have four. Again, the trainers leave you well prepared and offer plenty of examples to get you through it.
For me, assignment one was a struggle because it not only involves analyzing language in a way that very few ever have before, but it also requires you to cite published (preferably by Cambridge) references that indicate the way you have evaluated the various aspects of language are correct.
The three components of assignment one are a lexis analysis, grammar analysis, and functions analysis (functions refers to common collocations that learners can use to actively use language like a native does). If you want more details about those analysis sections, shoot me an email.
Assignment two is pretty much an exercise in profiling learners. This requires you to investigate
the learners' backgrounds, recognizing their ability, qualifying your assessment of their ability based on their strengths and weaknesses (lexical, grammar and pronunciation), and how you are going to approach improving the weaknesses.
Assignment three is a task focused on language skills that requires you to evaluate a written text, express why it a good text for learners, which level of language learner it would be good for, qualify that assessment, then develop a lesson appropriate for the learner level you have indicated to be a match for the text.
Assignment four is a complete evaluation of yourself and the course. It demands that you recognize and analyze your ability to teach your planned content effectively, self recognize any shortcomings, and asses the implications of your room for improvement.
Assignment four ends with an description of what you expect to do professionally with your certification and how you can continue to pursue teaching English to speakers of other languages professionally, whether you honestly feel the way you describe or not.
It is entirely possible that the order of assignments one and two, as described above, are different depending on the center you do the program with.
However, it is equally important to give your fellow trainees your attention, because, as you will be taught to understand, making mistakes is an inherent part of the learning process, so receiving and offering constructive criticism is going to improve the outcome for everyone in your trainee group. Your peers group should be 4-6 people, depending on your group size, which means you will be getting plenty of peer feedback about your successes, as well as some shortcomings.
I found much value in this process because it allows trainees to engage what they have been learning in input sessions to the teaching practice even when they aren't in the front of the class. Also, the trainer is observing you, so you also get the praise and critique of a certified professional.
Feedback Sessions
This is when you get the opportunity to offer and receive the praise and critiques to and from your peers and trainers.
This is especially important to document because part of your culminating assignment (assignment four, discussed in the next section) will be to evaluate yourself based on the critiques of your trainers and peers.
It is possible to refer to the trainer's notes on your feedback sheets and talk your peers that observed your TP when it's time to do the assignment. However, it is much more efficient to track that information in the meantime in order to simplify assignment four, trust me.
For example, I wrote the most valuable feedback, and recurring critiques in my notebook that I used for my CELTA notes. I wrote who said it and which TP number it referred to so I was clear about progress and pitfalls.
When it came time to do assignment four, I was well prepared and didn't need to waste time talking to peers about observations that had already been crammed into the shadows of an overcrowded brain.
Assignments
The final component worth discussing is the assignments, of which you will have four. Again, the trainers leave you well prepared and offer plenty of examples to get you through it.
For me, assignment one was a struggle because it not only involves analyzing language in a way that very few ever have before, but it also requires you to cite published (preferably by Cambridge) references that indicate the way you have evaluated the various aspects of language are correct.
The three components of assignment one are a lexis analysis, grammar analysis, and functions analysis (functions refers to common collocations that learners can use to actively use language like a native does). If you want more details about those analysis sections, shoot me an email.
Assignment two is pretty much an exercise in profiling learners. This requires you to investigate
the learners' backgrounds, recognizing their ability, qualifying your assessment of their ability based on their strengths and weaknesses (lexical, grammar and pronunciation), and how you are going to approach improving the weaknesses.
Assignment three is a task focused on language skills that requires you to evaluate a written text, express why it a good text for learners, which level of language learner it would be good for, qualify that assessment, then develop a lesson appropriate for the learner level you have indicated to be a match for the text.
Assignment four is a complete evaluation of yourself and the course. It demands that you recognize and analyze your ability to teach your planned content effectively, self recognize any shortcomings, and asses the implications of your room for improvement.
Assignment four ends with an description of what you expect to do professionally with your certification and how you can continue to pursue teaching English to speakers of other languages professionally, whether you honestly feel the way you describe or not.
It is entirely possible that the order of assignments one and two, as described above, are different depending on the center you do the program with.
Post Course
If you come out the other side alive (an exaggeration, of course), your provisional grade will be sent to you within a few weeks. Your official grade from Cambridge and your certificate will come in around six to eight weeks from your date of completion.
That's it! I know it's a lot of information, but it's all here to help ease the uncertainty of what to expect, and increase the clarity of the ambiguous (and daunting) descriptions that currently exist online.
If you made it to the end of this post, you surely have enough stamina to make it through a CELTA! Be aware that a CELTA is truly an intensive process, but if you have determination, you can surely complete it. If you think you would like a more relaxed training experience, I recommend that you choose to do a TEFL. However, some people also find TEFL training to be a difficult process.
Feel free to ask questions or tell me if you found this post helpful or not in the comments section, or go to the contact page to email me directly. Also, if you know anyone else who find this information useful, please click one of the share buttons below to make sure they get their eyes on it.
Lastly, if any of you are thinking of doing your CELTA in Chiang Mai, Thailand, definitely email with any questions you have about the city, areas that are good to find an apartment/studio, or any further questions.
Crushing it Crum! Thanks for the break-down on the CELTA. I will be sure to pass-along to those that are interested in the course. Thanks for sharing your insights!
ReplyDeleteMy pleasure! Thank you for stopping in to read, Nate, and for passing the info along to those it can help!
DeleteHey man, good informative post. Lays out the structure and timeline very clearly. May wanna proofread one more time, if I'm gonna be a stickler. Some "an"s where there should just be "a". I would maybe mention a bit more the fact that Celta or tefl focuses on the pedagogy of teaching English as a second language and not at all on actual grammar or English itself (at least very minimally). This may seem very obvious to you or me now but for some it could not be. That's it for critiquing and being a uptight arse.
ReplyDeleteVery good point, Will! The training courses do focus on the delivery of content, and aren't designed to teach the trainees about grammar, etc. It is an expectation of these programs that trainees know/learn the grammar (or any other material) they need to deliver in a lesson as a part of being a prepared and qualified teacher.
DeleteThanks for the critiques, ya arse! haha
Thanks so much for this - very helpful! One question: I read somewhere that Assignment 1 was the one that focused on learners, learning styles, etc. So I'm thinking that Assignment 1 and Assignment 2 were switched at some point. Do you know what the current practice is?
ReplyDeleteI just saw the line that said Assignments 1 and 2 can be reversed depending on the center. Do you know if that was transitional, and if it has been standardized? Thanks!
ReplyDeleteHey Allison, thanks for the comment. One of my teacher trainers said the group of them chose to do that at our center only. I assume any center can do the same, but it's not standardized. Know that it could be either order, but feel confident knowing what both assignments demand. Hope that answers your question.
Delete