Certificate in Teaching English to Speakers of Other Languages


CELTA is an initial teacher training qualification for teaching English as a second or foreign language. It is provided by Cambridge Assessment English through authorised Cambridge English Teaching Qualification centres and can be taken either full-time or part-time. CELTA was developed to be suitable both for those interested in Teaching English as a Foreign Language and for Teaching English to the Speakers of Other Languages. The full name of the course was originally the Certificate in English Language Teaching to Adults and is still referred to in this way by some course providers. However, in 2011 the qualification title was amended on the Ofqual register to the Cambridge English Level 5 Certificate In Teaching English to Speakers of Other Languages in order to reflect the wider range of students that teachers might have, including younger learners.
CELTA is designed for candidates with little or no previous English language teaching experience. It is also taken by candidates with some teaching experience who have received little practical teacher training or who wish to gain internationally recognised qualification. Candidates should have English language skills equivalent to at least C1 of the Common European Framework of Reference for Languages or an IELTS score of 7.
CELTA gives equal emphasis to theory and practice. The strong practical element demonstrates to employers that successful candidates have the skills to succeed in the classroom. Courses can be taken full-time or part-time through one of three modes of delivery: fully face-to-face, in a blended format that combines on-line self-study with practical teaching experience, or fully online, with teaching practice and input all being delivered online through a video conferencing platform such as Zoom. A full-time, face-to-face course typically lasts between four and five weeks. CELTA is a continuous assessment course leading to a certificate qualification.
Candidates who successfully complete the course can start working in a variety of English language teaching contexts around the world. CELTA is regulated at Level 5 of the Qualifications and Credit Framework for England, Wales and N. Ireland and is suitable for teachers at Foundation and Developing level on the Cambridge English Teaching Framework.

History

A certificate course for the teaching of English as a foreign language originated in International House London in 1962 and was run from the 1970s until 1988 by the Royal Society of Arts. The 100 hour course at International House led to the RSA Preparatory Certificate in Teaching English as a Foreign Language to Adults.
In 1988, Cambridge English Language Assessment reached an agreement with the RSA to take over the running of training courses for teachers of English as a foreign language.
The qualification was amended in response to perceived needs, leading to the launch in September 1988 of the CTEFLA. By 1996, the CTEFLA became the RSA/Cambridge CELTA and in 2001 it was known simply as Cambridge CELTA.
In 2011, Cambridge English Language Assessment and IH London co-operated to launch a jointly produced online blended CELTA course: CELTA Online.

CELTA for teachers of adult learners

CELTA focuses on teaching adult learners, but many of the skills and techniques apply to teaching young learners as well. Candidates who plan to teach mainly young learners could take the Young Learner Extension to CELTA, after completing Celta until 2010 when Young Learner Extension ceased to exist.

Course admissions

CELTA is suitable for candidates who are beginning their career and experienced teachers who have received little practical teacher training or who wish to gain an international certification of their ELT skills. Teachers who already have an initial teacher training qualification, and who have at least one year’s English Language Teaching experience, may be more suited to another qualification such as Delta. CELTA is suitable for teachers at Foundation and Developing level on the Cambridge English Teaching Framework, whereas Delta is designed for teachers at Proficient and Expert levels of the framework.
CELTA applicants are required to have English language skills equivalent to at least level C1 of the CEFR – a standard of English that enables the teaching and understanding of language issues at a range of levels, from beginner to upper-intermediate students.
CELTA applicants should be over the age of 18 and ideally, have a standard of education equivalent to that required for entry into higher education. Applicants without formal qualifications may be accepted if they can demonstrate that they are likely to complete the course successfully.
Applicants are asked to complete a written task. The task will focus on language awareness and consideration of issues related to teaching English. If the written task demonstrates an appropriate level of English and the potential to develop the skills needed to pass the course, the applicant will be invited to an interview.
The nature of the interview varies from centre to centre. It may be an individual interview or a group interview and may be conducted face-to-face, on the telephone or on Skype. The interview is an opportunity for centres to provide information to candidates, as well as to assess candidates’ potential to successfully complete the course.
The average cost of taking a CELTA course around the world is about USD 2,000.

Course aims and main features

CELTA is an initial teacher training qualification designed to help candidates acquire and improve the skills needed for teaching English, with an emphasis on hands-on teaching practice. The official course aims are as follows.
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.
CELTA programmes are designed by individual centres using the syllabus and course aims provided by Cambridge English Language Assessment.
The syllabus consists of five 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.
The exact nature of the programme will vary from centre to centre. Programmes may also vary year on year to reflect changes in technology and teacher training methodology. However, all courses will have a minimum of 120 contact hours and will include the following components:
  • Input
  • Supervised lesson planning
  • Teaching practice
  • Feedback on teaching
  • Peer observation
  • Observation of experienced teachers
  • Consultation time.
Candidates are expected to dedicate an additional 80 hours for required reading, research, pre- and post-session tasks, assignments and lesson preparation.

Course syllabus

The CELTA syllabus consists of five topic areas, which are each assessed through a combination of teaching practice and written assignments. The following section outlines the main content points covered in each topic – the full Learning Outcomes are available in the course syllabus.
Topic 1 – Learners and teachers, and the teaching and learning context
Topic 1 has six syllabus content points:
  • 1.1 Cultural, linguistic and education backgrounds
  • 1.2 Motivations for learning English as an adult
  • 1.3 Learning and teaching styles
  • 1.4 Contexts for learning and teaching English
  • 1.5 Varieties of English
  • 1.6 Multilingualism and the role of first languages.
Topic 1 is assessed through teaching practice and a written assignment focused on the learner and learning contexts: ‘Focus on the learner’.
Topic 2 – Language analysis and awareness
Topic 2 has seven syllabus content points:
  • 2.1 Basic concepts and terminology used in English language teaching to discuss language form and 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 and the feature 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 2 is assessed through teaching practice and a written assignment focused on an aspect of the English language system: ‘Language related tasks’.
Topic 3 – Language skills: reading, listening, speaking and writing
Topic 3 has five syllabus content points:
  • 3.1 Reading ;
  • 3.2 Listening
  • 3.3 Speaking
  • 3.4 Writing
  • 3.5 Teaching.
Topic 3 is assessed through teaching practice and a written assignment focused on an aspect of language skills: ‘Language skills related tasks’.
Topic 4 – Planning and resources for different teaching contexts
Topic 4 has five syllabus content points
  • 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 and lesson planning
  • 4.4 The selection, adaption and evaluation of materials and resources in planning
  • 4.5 Knowledge of commercially produced resources and non-published materials and classroom resources for teaching English to adults.
Topic 4 is assessed through teaching practice and a written assignment focused on classroom teaching and the identification of action points: ‘Lessons from the classroom’.
Topic 5 – Developing teaching skills and professionalism
Topic 5 has nine syllabus content points:
  • 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.
Topic 5 is assessed through teaching practice and a written assignment focused on classroom teaching and the identification of action points: ‘Lessons from the classroom’.