TESOL at CAIC - CELTA from Cambridge. English teaching qualification.

Delta is a series of modular courses and assessments. You can take each course individually and decide how and when you take the courses and assessments. CAIC is authorised to conduct and assess Modules 1 and 3.

Modules Covers knowledge about the principles and practice of English language teaching	Module 1Understanding Language, Methodology and Resources for Teaching
	Module 2Developing Professional Practice
	Module 3 Option 1: Extending Practice and ELT Specialism Option 2: English Language Teaching Management

Download an overview of Delta

What does Module 1 cover?

This module examines

1. Theoretical perspectives on language acquisition and language teaching	Historical and current theories of first and second language acquisition How these theories influence teaching methodologies.
2. Different teaching approaches and methodologies, including current developments	Teaching methodologies, both mainstream and experimental The effectiveness of these methodologies in different learning environments.
3. Language systems and learners’ linguistic problems	Features of language systems (e.g. meaning, form, pronunciation and use) Teaching methodology choices in language systems.
4. Language skills and learners’ problems	Features of language skills (e.g. the subskills and strategies needed by learners) Teaching methodology choices in language skills.
5. Knowledge of resources, materials and reference sources for language learning	The practical uses of a range of resources in a range of teaching contexts.
6. Key assessment concepts and terminology	How to apply key assessment principles, such as validity and reliability, to classroom-based assessment.

What does Module 2 cover?

This module examines:

1. Theoretical perspectives on language acquisition and language teaching	Historical and current theories of first and second language acquisition How these theories influence teaching methodologies.
2. Different teaching approaches and methodologies, including current developments	Teaching methodologies, both mainstream and experimental The effectiveness of these methodologies in different learning environments.
3. Language systems and learners’ linguistic problems	Features of language systems (e.g. meaning, form, pronunciation and use) Teaching methodology choices in language systems.
4. Language skills and learners’ problems	Features of language skills (e.g. the subskills and strategies needed by learners) Teaching methodology choices in language skills.
5. Knowledge of resources, materials and reference sources for language learning	The practical uses of a range of resources in a range of teaching contexts.
6. Key assessment concepts and terminology	How to apply key assessment principles, such as validity and reliability, to classroom-based assessment.

What does Module 3 cover?

This module examines:

OPTION 1:

You will carry out an independent investigation, leading to the design of a course programme related to one of the following specialisms:

Business English
Content and Language Integrated Learning (CLIL) / Embedded ESOL
English for Academic Purposes
English for Specific Purposes
ESOL learners with literacy needs
Language development for teachers
Language support (e.g. on mainstream teaching programmes, specialist skills support)
Teaching English to learners with special requirements, e.g. visual/hearing impairment, dyslexia, autistic spectrum disorders (ASD)

Teaching examination classes
Teaching in a non-English-speaking environment
Teaching in an English-speaking environment
Teaching learners online, or through distance/blended learning
Teaching monolingual classes
Teaching multilingual classes
Teaching one-to-one
Teaching young learners or young adults (specified age group required, within a 5-year range e.g. 8–13, 14–19).

Content	Learning outcomes
1. Research into specialist areas	Present an informed discussion of the context and needs of learners in their selected specialism. Summarise the principles and theories of teachingwhich are specific to the selected specialism. Apply knowledge and understanding of the selected specialist area to plan for and assess learners in the chosen specialism.
2. Syllabus design: principles, influences on, methodological effects of, and major syllabus types as applied to the specific learning context	Critically evaluate approaches to syllabus design, including their theoretical base, in relation to the broader curriculum and to the specific learning/teaching context selected by the candidate. Evaluate and critically assess the influence of major theories of second language acquisition on the design of major types of syllabus in ELT and their influence on course provision. Select and develop criteria for judging the suitability of different types of syllabus for stated teaching and the specific learning context. Describe the influence of syllabus design on English Language Teaching (ELT) methodology.
3. Designing syllabus and teaching programmes to meet the needs of learners in the specific context of their selected specialism	Design and plan the implementation of syllabuses and courses for a stated teaching context and group of learners. Critically evaluate, adapt, design and conduct a variety of needs analyses to inform syllabus and teaching programmes.
4. Course design and development in the specific context of their selected specialism	Apply knowledge of needs analysis and syllabus design to designing a course for a selected group of learners. Prepare a scheme of work based on the course outlined. Select or outline appropriate materials for the course.
5. The principles and practice of testing and assessment and application to the candidate’s specialist area	Describe and explain major principles involved in testing, test design, and different types of assessment. Apply these principles to the planning and/or design and use of assessment schemes, methods and instruments that are fair, valid, reliable, sufficient and appropriate for specific learners, using ICT where appropriate. Select, adapt and create valid classroom tests and other forms of informal assessment appropriately. Evaluate and interpret the results of classroom tests appropriately.
6. Monitoring and evaluating the effectiveness and quality of courses and programmes of study	Select, adapt and create appropriate assessment tools (including formal tests and exams) and methods in order to monitor and evaluate the effectiveness and quality of courses and programmes of study.

OPTION 2

You will carry out an independent situation analysis, leading to the design of a change proposal in one of the following specialisms:

Academic management
Human resource management
Customer service
Marketing.

Content	Learning outcomes
1. Research into specialist areas	Summarise the principles and theories of management which are relevant to the selected specialism. Apply knowledge and understanding of the selected specialism to plan for implementing an initiative in their language teaching operation (LTO). Present an informed discussion of the context and institutional needs in their selected specialism.
2. Management: principles and applications	Summarise the main approaches to management. Distinguish between leadership and management. Evaluate approaches to decision making. Review and evaluate motivational theories. Review elements of organisational structure. Identify factors which influence organisational culture. Critically evaluate alignment of professional and commercial interests in their LTO. Relate professional concerns to the LTO’s duty of care to stakeholders. Apply management concepts to characterisation of management in their LTO.
3. Principles and procedures of the specialism and their application in the LTO	Describe the principles underlying the selected specialism. Describe the key procedures used in the selected specialism. Evaluate the application of these procedures in their LTO. Use research or survey data to identify needed improvement in the selected specialism.
4. Designing management initiative to meet the requirements of the specific context	Apply knowledge of context and organisational structure to complete a situation analysis. Apply knowledge of management principles and processes to identify a gap in the practices in the selected specialism in the LTO. Define the goals of an initiative to fill the gap.
5. Implementing the initiative in the LTO	Apply knowledge of change management principles to planning the initiative. Use project management as a basis for planning implementation. Apply relevant procedures from the selected specialism in the proposed initiative.
6. Monitoring and evaluating the implementation of the initiative	Check progress in implementing the project. Evaluate outcomes.

For full details, download the Delta handbook.

Module	Course Format	Course Details
Module 1 20hrs	Available 2 times/year Mondays and Wednesdays 7:00pm – 10:00pm	Course Dates: 6 May – 29 May 2021
Module 2	To Be Confirmed	Course Dates: To Be Confirmed
Module 3	Available Anytime	Course Dates: N/A

Module

Course Format

Course Details

Module 1 20hrs

Available 2 times/year

Mondays and Wednesdays

7:00pm – 10:00pm

Course Dates:

6 May – 29 May 2021

Module 2

To Be Confirmed

Course Dates:

To Be Confirmed

Module 3

Available Anytime

Course Dates: N/A

You can register for Module 1 and 3 by registering below.

You can take Delta if you are:

either a pre-service or a practising teacher for a minimum 2 years
done CELTA

You ideally need to have English proficiency at CEFR Level A2 or above or IELTS 8.0

You can register to take Delta Module 3 anytime . Please note Cambridge assesses all Delta modules in June and November.

MODULE	COURSE FORMAT	COURSE DETAILS
Module 1	Available 2 times/year	Exam Dates: 7 June 6 December
Module 2	TBC	Course Dates: To be Confirmed
Module 3 (Max 12hrs of supervision)	Available Anytime. 1:1 Superivion via online	Course Dates: Available Anytime.

Course Fee	Discounts	Other Information
Module 1	Partner Schools $100 off CAIC Graduates $200 off	Exam Fees $650
Module 2 To Be Confirmed
Module 3	Partner Schools $200 off CAIC Graduates $300 off	Supervision and submission is maximum of 12 hrs $1998

Cambridge Delta

Cambridge Delta

About Delta

Delta Course Modules 1-3

What does Module 1 cover?

What does Module 2 cover?

What does Module 3 cover?

OPTION 1:

OPTION 2

How You Will Be Assessed

How To Register

Course Timetable and Fees

REGISTRATION