The course enables candidates to:
- Acquire essential subject knowledge and familiarity with the principles of effective teaching.
- Acquire a range of practical skills for teaching English to adult learners.
- Demonstrate their ability to apply their learning in a real teaching context.
Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts around the world.
This document outlines the syllabus and assessment criteria for CELTA. The following syllabus is a reflection of the pre-service entry point of prospective candidates and outlines both the subject knowledge and the pedagogic knowledge and skills required for beginner ESOL teachers.
The syllabus consists of five specific topic areas:
- Topic 1 Learners and teachers, and the teaching and learning context.
- Topic 2 Language analysis and awareness.
- Topic 3 Language skills: reading, listening, speaking and writing.
- Topic 4 Planning and resources for different teaching contexts.
- Topic 5 Developing teaching skills and professionalism.
CELTA is awarded to candidates who have completed the course and who have met the assessment criteria for all written and practical assignments.
The overall assessment aims for each topic are that candidates should be able to:
- Assess learner needs, and plan and teach lessons which take account of learners’ backgrounds, learning preferences and current needs.
- Demonstrate language knowledge and awareness and appropriate teaching strategies.
- Demonstrate knowledge about language skills and how they may be acquired.
- Plan and prepare lessons designed to develop their learners’ overall language competence.
- Demonstrate an appropriate range of teaching skills at this level and show professional awareness and responsibility.
There are two components:
Component One Planning and teaching.
Component Two Classroom-related written assignments (4 in total).
CELTA is internally assessed and externally moderated by a Cambridge ESOL approved assessor, who samples portfolios and teaching practice and who discusses and agrees the grades for all candidates.
Syllabus Topic Details
Topic 1 – 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
Topic 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: Word formation, meaning and use in context
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
Topic 3 – Language skills: reading, listening, speaking and writing
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
3.2.1 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
3.3.1 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
3.4.1 Basic concepts and terminology used for describing writing skills
3.4.2 Subskills 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
Topic 4 – Planning and resources for different teaching contexts
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.
Topic 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