CCELT Framework for Certified English Language Teachers (Level 3)

Senior Teacher Status

Entry Profile

Level 3 qualification apply to courses whose purpose is the professional education of those engaged in TESOL. They comprise post-experience degrees at masters-level (MA, MEd, MSc etc). Any form of diploma, advanced certificate or advanced diploma is not in itself a Level 3 qualification.

b) will have a minimum of two years� full-time (or equivalent) relevant teaching experience.

Exit Profile

As specified by the degree awarding body.

Length of the Course

As specified by the degree awarding body.

Number of Trainer Contact Hours

As specified by the degree awarding body.

Guided Purposeful Observation of Qualified and Experienced Teachers

As specified by the degree awarding body.

Curriculum

The course provided will offer the possibility of studying the areas of

1) English language and

2) English language teaching, such that these two components together will cover at least two-thirds of the programme with neither component comprising less than

one-fifth of the overall content. NB: Placement in either category will depend on the orientation adopted.

Examples (1):

Phonetics, phonology

Lexis

Morphology, syntax, grammar

Discourse analysis

Text structures

Stylistics

Semantics

Pragmatics

Sociolinguistics

Genre analysis

Corpus linguistics

World English including language variation

History of English language

Language and literacy

Examples (2):

Theories of language learning

Second language acquisition

Learner factors such as individual differences

Classroom-oriented research

Teacher preparation, training and evaluation

Trainer training, teacher education

Evaluation and assessment of language learners and language programmes

English for Specific or Academic Purposes

IT and CALL

ELT and Project Management

Theory and practice of education

Materials design and evaluation

Social psychology of second language learning

Classroom management

Sociolinguistics

Genre analysis

Corpus linguistics

Literature and ELT

Cultural studies and ELT

Specified Teaching Practice with Genuine Language Learners

A minimum of 100 hours. These should cover at least two levels of language proficiency and a range of class types. The average number of students in each class should be no fewer than 15.

Specifications to be Made Clear: the Format, Scope, Course Components Assessed, and Grading criteria. At level that is deemed to be the responsibility of the degree-awarding body.

The qualification will be validated by a reputable and independent validating body

a) The validating body will have appropriate government approval.

b) The external validating/examining scheme must be independent of the course providers.

c) The names, experience and qualifications of all chief examiners, moderators and external examiners will be open to public scrutiny.

d) There will be clear procedures for dealing with complaints and disagreements about the awarding or non-awarding of qualifications.

There will be effective measures for evaluation of the course by participants and

evidence that action is taken on areas where dissatisfaction is expressed.

a) Use of mid- and post-course questionnaires, focus groups etc.

b) An opportunity for participants to meet the assessor/examiner in order to give opinions on the course.

c) Checking by assessors/examiners that feedback from participants is acted upon by the course providers, where appropriate.

d) An external complaints procedure.