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What types of people take the course?
The course is designed for native and non-native speakers of English. Some of the trainees may be based in Milan, and some may have come out especially to do the course here. Although the CELTA is an initial teacher-training course, i.e. for those who have no previous experience of teaching English, there will be trainees on the course who have taught English before and who wish to gain a recognized ELT qualification.
I'm not a university graduate- is that a problem?
No. It is, however, recommended that applicants should have formal qualifications that would allow entry into higher education in their own country.
Who runs the course?
There will be two main trainers on the course, one of whom will be the ‘Lead Trainer'. All the trainers recruited by International House Milano have undergone a special training course which is extremely rigorous. They have considerable training and teaching experience and expertise.
How much work does the course involve?
A lot! We cannot stress this enough. We would certainly recommend that you ensure you have no professional or personal commitments during the period of the course.
Is the course really that intensive? Will I have time for …..?
Yes it really is that intensive! No matter how strongly we stress this, trainees are still surprised by the amount of time it takes up. The intensive course runs Monday to Friday all day, and there's the assignments, homework, planning lessons and so on……. Yet you will need a break at some point, so perhaps there will be just time for one or two/days nights out.
What do the input sessions and workshops involve?
Input session/workshop topics include: the language itself (grammatical structure, vocabulary, pronunciation, discourse); classroom methodology (classroom management, ways of presenting / checking meaning, ways of providing practice for students); the language learner; selection and exploitation of resources / materials; testing; timetabling; errors and their significance.
Sessions are led by a trainer, but typically require a high degree of active involvement by trainees. Though there are some sessions that do take the format of a ‘lecture', these tend to be the exceptions rather than the rule.
Will the sessions ‘teach English grammar' to the trainees?
No, not all of it anyway! That would be impossible in four weeks. What the course does try to do however, is assist trainees by equipping them with the knowledge that enables them to solve grammatical problems for themselves. Our main task then, is to encourage trainees to think of grammatical questions as interesting; as opposed to threatening; and to show trainees that their perceived lack of knowledge regarding formal grammar rules may not be the obstacle they think it is.
How is teaching practice (TP) organized?
- TP is a two-hour block and takes place every day. Trainees are divided into 2 TP groups, and each TP group, with one trainer, is responsible for a class of students. Trainees teach initially for short periods, then for longer periods as the course progresses.
- There is considerable amount of lesson planning guidance from the trainers in the early stages of the course. As the course progresses however, the formal support decreases, as trainees are expected to take on increased planning responsibilities. Trainers will still make themselves available for private consultations however, even at this later stage.
- The students are fully aware that they are being taught by unqualified teachers, and will have paid only a nominal sum to attend. Class sizes will vary but will not exceed 15.
What is TP feedback?
TP feedback follows TP, usually held immediately after TP. The trainees and trainer discuss the lessons that took place in the previous TP session, with the trainer naturally taking the lead role in the discussion. Contributions will be invited and welcomed from all trainees during feedback (when trainees are not teaching they are observing their colleagues); with the trainee who taught the lesson also being expected to comment on his/her performance: developing an ability to evaluate one's own teaching is a very important component of the course.
Trainees do often find feedback demanding, especially when they feel thy have given a poor lesson and then have to comment on it. By the end of the course however, many trainees often agree that it was these feedback sessions that ultimately turned out to be one of the most rewarding aspects of the course.
Is there one particular teaching method that the course advocates?
There is no one ‘rigid' method that is advocated on the course. Indeed, a variety of approaches are examined, although in four weeks it is difficult to go into every possible approach in great detail. In general though, the course follows the communicative approach to language teaching and learning. If there is a principle upon which all tutors would agree however, it is that involving students in the learning process is usually more effective than the teacher simply telling the students things.
What are the possible final grades?
Pass, Pass B, Pass A, and Fail. The CELTA is not a course you can be sure of passing once accepted on to it. The failure rate, however, is not high- and candidates in danger of failing are given frequent warnings and appropriate advice. At all stages of the course, trainees have a relatively clear idea of their overall progress and their potential final grade. The majority of candidates are awarded a Pass grade, with a small percentage achieving a Pass B or above. There is no ‘quota' of particular grades for each course.
What is the final grade based on, and who decides it?
The three components of assessment are:
- Teaching Practice
- Written Assignments
- Professional Awareness
Performance in TP is naturally a key component in determining a candidate's final grade.
Written assignment topics include: language analysis; reflection on classroom teaching; individual learners; materials for English language teaching.
Professional awareness includes ability to assess / evaluate one's strengths and weaknesses, ability and willingness to work and liaise with colleagues, and any other factors which may determine the candidate's potential as a future colleague and employee.
If a candidate's written English is very poor this could be grounds for failing the candidate; though this would normally be a problem that will have been detected during the selection process.
To receive a Pass, a candidate has to fulfil the requirements in all three aforementioned components.
To receive a Pass B (in addition to fulfilling the requirements for a Pass) a candidate has to significantly exceed Pass requirements in classroom teaching skills.
To receive a Pass A (in addition to fulfilling the requirements for a Pass) a candidate has to significantly exceed Pass requirements in classroom teaching skills, lesson planning and awareness of teaching and learning processes.
There is no CELTA examination; assessment is continuous. Final grades are decided by the course tutors at the end of the course. In addition, every CELTA course is visited for one or two days by a Cambridge-appointed assessor, who will observe TP and feedback and check candidates' assessment files. One of the assessor's roles is to ensure that the course is running according to Cambridge regulations; in this sense, s/he is assessing the centre and the tutors, rather than the candidates. Part of such an assessment, however, involves the assessor examining candidates' files (which are maintained by the candidate during the course and contain all lesson plans, tutors' comments on TP and written assignments, and other relevant material), and determining whether the tutors' views on what constitutes, for example, a possible Pass B candidate correspond with Cambridge's own.
Assuming I pass, what will I actually receive?
After the end of the course you will receive a letter informing you of your result. This letter is issued by IH Milano, and will state that the result is 'provisional'; a result can only be considered 'official' once it is endorsed by Cambridge .
Soon after you will receive two things. One is the certificate itself, from Cambridge . The other is a detailed report on your performance from IH Milano. The certificates are sent to us by Cambridge , usually 2-3 weeks after the end of the course; we then forward them to candidates by registered mail or we inform candidates that they can pick them up at the school.
Where is the qualification recognised?
The Cambridge CELTA is probably the most widely recognised initial ELT qualification. It was originally designed by, and intended for, the private language school sector, and private language schools remain the main source of employment for course graduates.
The Cambridge CELTA's acceptance within the state system will vary from country to country; some countries insist that those working in the state sector have the state teaching qualification, although CELTA graduates have been successful in gaining employment in the ELT sector all over the world.
CELTA is the most highly regarded initial teacher training qualification within the ELT industry in Asia and Europe. Furthermore Cambridge ESOL Teaching Awards have been accredited by the Qualifications and Curriculum Authority QCA at level 4 on the National Qualification Framework within the United Kingdom.
CELTA is also the first module of a wider qualification, which will meet the requirements for teachers of ESOL in further and adult education and which has recognition from FENTO (The Further Education National Training Organisation). For more details please see the Cambridge website www.cambridgeesol.org
The new CELTA syllabus has also meant a wider recognition for CELTA holders in terms of migrant teaching, which is a growing sector in many English-speaking countries.
Cambridge ESOL also works with international ELT organisations to ensure the acceptance of CELTA globally and ensure the chances of finding suitable employment will be considerably enhanced with the CELTA.
What sort of help do you provide for trainees looking for work?
As much as they need. Being an International House school means that the graduates have access to the IH recruitment service. The tutors in general have taught in a number of countries and can point graduates in the right direction of schools etc.
Both the global experience of the International House World network and the local knowledge of IH Milano have proven to be an invaluable source of help and advice.
Is there a chance I could work at IH Milano if I'm successful on the course?
If we have a vacancy, we actively try and employ graduates of the course though we make no guarantees.
So what are my chances of finding a job after completing the CELTA?
Excellent- In Italy and in most other areas of Europe and Asia, trained TEFL teachers are in great demand. The fact that you will have the CELTA, the most recognized initial teacher training qualification you can get, will ensure that you will have the pick of the jobs and can therefore, be choosy.
Do you provide accommodation in Milano?
We can give you some assistance, advice and addresses; we cannot provide it.
Any questions unanswered?
Then contact us at e-mail: teachertraining@ihmilano.it |
