ABOUT DELTA

The DELTA modular framework

The modular framework aims to provide an accessible professional development programme with flexible entry points. Candidates may choose to do any or all of the modules and have the opportunity to focus on a specialist area of teaching in Modules Two and Three. Each module is assessed independently and is separately certificated. Achievement of a Pass in all three modules confers the status of a full DELTA qualification.

The DELTA (Diploma in Teaching English to Speakers of other Languages) is an advanced course for experienced language teachers, and a requirement for some senior English language teaching posts.

The course aims to provide a blend of theory and practice that will deepen your understanding of the English Language, enhance your teaching skills, and help you develop professionally.

The DELTA is assessed by Cambridge English Language Assessment and is recognised by OFQUAL at level 7 on the Qualifications and Credit Framework.

Who is DELTA for?

DELTA Modules can be taken at any stage in a teacher’s career. They are suitable for in-service teachers of English in a variety of teaching contexts e.g. adult, primary, or secondary teaching contexts, and are intended for an international audience of non-first language or first language teachers of English.

Candidates taking DELTA Modules One, Two and Three will normally have an initial ELT qualification and will have had at least a year’s ELT experience but these are not requirements. The DELTA Modules may also be taken by:

  • teachers who wish to refresh their teaching knowledge
  • teachers who wish to review and update their practice
  • teachers who wish to extend their expertise in a specialist area

Achievement of the DELTA Modules prepares teachers for more senior teaching roles and facilitates progression to other qualifications such as MAs in Linguistics and Language Teaching. Some MA programmes will accept DELTA credits (up to 20 credits for each module).

Module One

Understanding Language, Methodology and Resources for Teaching (20 credits)
This module focuses on the background to teaching and learning English in a range of contexts.

Content areas:

  1. Theoretical perspectives on language acquisition and language teaching
  2. Different approaches and methodologies including current developments
  3. Language systems and learners’ linguistic problems
  4. Language skills and learners’ problems
  5. Knowledge of resources, materials and reference sources for language learning
  6. Key concepts and terminology related to assessment

Assessment
Module One is assessed through a written examination.

Module Two

Developing Professional Practice (20 credits)
This module tests knowledge of the elements of planning and preparing a lesson or a sequence of lessons and how to select and use resources and materials.

Content areas:

  1. The language learner and the language learning context
  2. Preparation for teaching adult learners of English
  3. Evaluating, selecting and using resources and materials for teaching purposes
  4. Managing and supporting learning
  5. Evaluation of lesson preparation and teaching
  6. Observation/evaluation of other teachers’ lessons
  7. Professionalism and opportunities for professional development

Assessment
Module Two is assessed through a portfolio of coursework, including observed lessons, background written assignments, and an externally-assessed lesson observation.

Module Three

Extending practice and English language teaching specialism (20 credits)
This module tests knowledge of classroom management and what happens in the classroom in terms of the language used by the teacher or learners, the roles of the teacher can fulfil and the ways in which the teacher can manage classroom events and interaction.

Content areas:

  • Research into specialist areas
  • Principles of syllabus design and implications for specific learning contexts
  • Designing syllabus and teaching programmes to meet the needs of learners in the specific context of the selected specialism
  • Course design and development in the specific context of the selecte
  • The principles and practice of testing and assessment and application to the candidate’s specialist area
  • Monitoring and evaluating the effectiveness and quality of courses and programmes of study

Assessment
Module Three is assessed through an extended written assignment.

MEET SOME OF THE TUTORS

I’ve been working in ELT since 1983 and have been involved with CELTA since 1992. I also work on DELTA and IHCYLT courses and regularly run sessions and courses for teachers in mainstream education. My all-time favourite course is the Literature group where participants discuss books they have recently read in English. Over the years, I have worked on quite a lot of online courses – a very interesting development for someone who started teaching when we still used cassettes. Lisbon is my great love and I enjoy talking to trainees about the vast cultural opportunities it has on offer.

I’ve been teaching English for a very long time and have been involved in teacher training since 1990. I have worked on CELTA, DELTA, IH CAM and IHCYLT (both f2f and online) courses and also worked with teachers in mainstream education. I am very interested in Young Learners and have enjoyed teaching them and training teachers of YLs over the years. Recently, I have been experimenting with different types of cooking and you will often hear me going on about the excess use of plastic and the impact on the environment.

I’ve been a teacher and teacher developer since 1981 and I’m co-owner and Director of Studies of International House Torres Vedras|Lisbon. Apart from providing pedagogic support to the teachers and academic coordinators at both centres, I provide training courses for primary and secondary state school teachers in Portugal. I have also taught and trained teachers in the UK, Spain,Poland, Romania and Egypt. I am a DELTA assessor, as well as a tutor on IHCertificate in Young Learners and Teenagers (IHCYLT) courses. I have an MA in Teaching English to Young Learners from the University of York. As well as still loving teaching, I enjoy writing and delivering various methodology courses and giving seminars and plenary sessions at various ELT conferences.

FAQS

Do I need to have the CELTA to take the DELTA?

It is not essential but it is true that having a basic pre-service course such as the CELTA will help you with the DELTA.  However, you may have worked for schools where you were observed regularly, or you may have a different qualification which has similarly helped you develop.   The best thing to do is to fill in an application form so that we can give you some advice.

How soon can I take the DELTA after the CELTA?

Module 2 is best for those candidates who have had a wide range of teaching experience so two years is usually the minimum period.

If you have had considerable experience before the CELTA, you may be ready to start Module 3 immediately after the CELTA. This is particularly true for those who wish to specialise in an area such as one-to-one or Young Learners.

Do I need to enrol for all three modules at once?

No, in fact, we recommend doing no more than two a year.

Do you have an intensive course?

Not at the moment.  All our DELTA courses are run on a part-time basis over an academic year, i.e. October to June.

Which module should I start off with?

Module 3 is a great starting point for those who haven’t had much training recently or for those who haven’t written academically for a while.  It helps you to get back into reading and research and is less intensive than other modules.

Module 1 is an excellent starting point for those who like taking exams and who have already read quite a lot about the theory of English Language Teaching.

Module 2 is an equally great starting point, particularly for those who want to hone their teaching skills.  It is the only component that has a teaching practice component and is considerably more demanding in terms of time and workload.  However, it is also the course that is likely to make the most impact on your teaching as you will be getting regular feedback.

I only want to take one Module. Do I get the ‘DELTA’ qualification?

As you complete each module successfully, you get a certificate to say so, i.e. DELTA Module 1, DELTA Module 2 or DELTA Module 3.  To get the ‘DELTA’, you would need to take all three modules.

Is there a course between CELTA and DELTA?

Yes, the International House World Organisation offers many excellent courses to help you with these.  See here for a full list.

The two courses that might be of most use for someone thinking of taking the DELTA within a year or two are:

  1. The IHCYLT – see here for more details

b)The Certificate in Advanced Methodology – see here for more details

I would like to just do Module 3. How do I choose my specialism?

Our tutors can help you choose this once you are on the course.  As a rule, people choose an area which they feel will have an impact on their teaching and career prospects.  For example, if you have not done much one-to-one teaching but want to learn about it, that might be a good focus.  Alternatively, if you regularly teach exam classes and feel you would like to improve in this area, then that might be your chosen specialism.

I want to take the course but am not sure I want to get the certificate

Our fees are for the courses themselves.  For each course, there is a separate fee which participants pay only when they have decided to get the certificate.

I have heard that you don’t need a course to do some of the modules.

If you wish, you can prepare for Modules 1 and 3 on your own.  You would then have to enrol through a centre.

Module 2 requires a course at an approved centre.

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