CCELT Framework for Certified English Language Teachers (Level 1)

Entrant Teacher Status

Entry Profile

Successful applicants -

a) will have a standard of education which would allow entry to higher education

b) will have an awareness of, and interest in, language

c) will have a competence in English, both written and spoken, that enables them to follow the course and as appropriate to a teacher of the language.

d) will demonstrate enthusiasm and aptitude for teaching

Exit Profile

A successful candidate at this level will operate competently and confidently with specified learners provided there is supervision and support, and will have achieved a level which enables him/her to gain entry to the profession. Specifically a teacher at this level will have demonstrated:

a) an awareness of language and an understanding of the systems of English commonly taught in beginner to upper-intermediate syllabuses

b) an understanding of the needs, background, and motivation of the students

c) an ability to employ effective classroom management techniques

d) an ability to create and maintain students interest, and establish rapport

e) a knowledge of commonly used teaching approaches, and an ability to use a range of effective teaching techniques

f) an ability to foster learning in the students

g) an ability to employ appropriate evaluation and assessment techniques

h) an ability to identify and use appropriate teaching and reference resources

i) an ability to plan and teach a class over a series of lessons

j) an ability to evaluate his/her own effectiveness as a teacher

k) an ability to play his/her part as a professional colleague

l) awareness that this is an initial training process, and have the potential to continue his/her development as an English teacher

Length of the Course

Timetabled course hours: a minimum of 50-80 hours. The minimum length of the course should be four weeks. The course should be timetabled over a period of time to enable candidates to spend a minimum additional 30 hours on reading/research, completing assignments and preparing lessons. Some of this time may be scheduled before and/or after the timetabled course, e.g. Pre-course reading and tasks, completion of assignments.

Number of Trainer Contact Hours

A minimum of 100 hours, where a candidate is engaged with the trainer, either in input sessions, tutorials, counseling, or feedback sessions (i.e. including interaction with trainer, but excluding teaching practice where the trainer is observing).

Guided Purposeful Observation of Qualified and Experienced Teachers

A minimum of 8 hours, of which at least 4 should be live lessons. The rest can be either video lessons and/or lessons in which the trainees themselves are foreign language learners, in which case there must be structured observation tasks.

Curriculum

The course will provide coverage of at least the following areas, with associated minimum percentage of the overall input. The number of hours spent on these and additional areas will depend on the needs and interests of the group. These areas will often be integrated.

(minimum 20 %) language: knowledge/awareness of language commonly taught in beginner to upper-intermediate syllabuses, in these areas: grammar, vocabulary, lexis, phonology, discourse

(minimum 20%) methodology: commonly used techniques for: teaching English language systems (grammar, vocabulary/lexis, phonology, discourse)

Teaching language skills (speaking, listening, reading, writing)

Establishing rapport

Effective classroom management

Conducting a range of activity types

Monitoring and evaluation of students

Methods of giving appropriate feedback

Lesson and unit planning

(minimum 10%) resources: use of classroom facilities and teaching resources to facilitate learning

(minimum 10%) learners: commonly used techniques for:

Assessing learners needs

Raising learners awareness and facilitating effective learning strategies

Specified Teaching Practice with Genuine Language Learners

A minimum of 6 hours of supervised and assessed teaching practice. These should cover at least two levels of language proficiency. The assessed classes should contain a minimum of 5 students; two hours of teaching practice should be with classes of no fewer than 10 students.