DELTA (ELT)
Encyclopedia
The Delta is a professional qualification
in English language teaching
consisting of three modules awarded by Cambridge Assessment
, formerly UCLES, a part of the University of Cambridge
. The diploma is often seen as a follow-up to the certificate known as the CELTA
, once the individual has done at least two years of teaching and has decided on a more long-term and serious commitment to the teaching of English. The diploma may include related non-teaching responsibilities (administration, training of teachers, and so on) if candidates decide to complete the diploma's Module Three English Language Teaching Management (ELTM) option.
The diploma is awarded upon passing a course which includes supervised teaching practice, observation of other teachers, completion of a range of written assignments, completion of an extended assignment, and a written examination. The Delta is available in many different countries throughout the world. The course can be taken part-time over a year or more, or full-time over a period of two to three months. Distance learning is also available. It is widely recognized around the world, as is the CELTA. The Delta is accredited in England by the Qualifications and Curriculum Authority at Level 7 on the UK National Qualifications Framework as are master’s degrees in related subject areas. The Delta is also integrated into some MA programs.
In 2008, the Delta replaced the DELTA (Diploma in English Language Teaching to Adults), which was introduced in 1999. It, in turn, replaced the DTEFLA, the Diploma in Teaching English as a Foreign Language to Adults, which was administered jointly by the RSA
and UCLES
. The earlier two qualifications were equivalent in level but the DELTA was more narrowly focused on teaching English as a foreign language; that is, the old qualification focussed on teaching English to those who need it for exams, study, work or travel, whereas the new qualification includes the needs of immigrants settling in anglophone
countries.
Module One: Understanding language, methodology and resources for teaching
Module One is assessed through a written examination. The examination is three and a half hours and includes 2 papers. The papers are structured as follows:
Paper 1 (1.5 hours)
Task 1
Task:Labelling task
Task type(s): Six definitions of ELT-related terms are provided. Candidates supply the correct term.
Timing: 5 minutes
Task Focus:Knowledge of language systems; skills; methodology and approaches; assessment.
Task 2
Task:Short written response
Task type(s):Six terms are provided. Candidates must choose four of these and supply a definition and an appropriate example.
Timing: 1hour 15 minutes
Task Focus:Knowledge of language systems; skills; methodology and approaches; assessment.
Task 3
Task:Longer written response
Task type(s):Candidates are given a writing or speaking skills task from published ELT/ESOL course material or published exam material. Candidates are asked to identify the appropriate sub-skills/features of discourse (e.g. ordering information, linking information, use of appropriate salutation) which they would train specified learners in to complete the task.
Timing:15 minutes
Task Focus:Understanding of skills and ability to identify appropriate sub-skills.
Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis.
Task 4
Task:Longer written response
Task type(s):An authentic text is provided, e.g. a newspaper article, a leaflet, a brochure, a form. Candidates are asked to identify features of the text which are typical of its genre and to identify and explain the form, meaning, use and phonological features of three different language items or areas highlighted in the text. For one of the items or areas, candidates are also asked to identify possible learner problems with form, meaning, use and pronunciation, as appropriate.
Timing:30 minutes
Task Focus:Ability to analyse features of language and to identify problems learners may have with them.
Task 5
Task:Longer written response
Task type(s):An authentic spoken (transcribed) or written text produced by a learner is provided. Candidates are given a set of specific areas to analyse in the text, e.g. use of collocation, communicative success, cohesion’. Candidates must provide a detailed analysis of the main strengths and weaknesses in the areas given.
Timing:25 minutes
Task Focus:Ability to analyse and explain learner errors in written and spoken discourse.
Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis.
Paper 2 (1.5 hours)
Task 1
Task:Longer written response
Task type(s):An extract from a test is provided, along with the context and purpose of its use. The extract may be from a public exam, a commercially produced test (e.g. a placement test or a coursebook progress test), or a teacher-generated test. Candidates must provide a brief evaluation of its effectiveness for the stated purpose.
Timing:20 minutes
Task Focus:Understanding of key concepts and terminology related to assessment. Ability to evaluate types of assessment and their purposes. Ability to relate principles of assessment to the classroom.
Task 2
Task:Longer written response
Task type(s):An extract from published coursebook material is provided.
Candidates must identify the purpose of specified individual activities and stages in the material, and comment on key assumptions about language learning that are evident in the exercises.
Timing:25 minutes
Task Focus:Analysis of resources, approaches and methodologies, and learners and contexts.
Task 3
Task:Longer written response
Task type(s):Based on the same extract as Task 2, candidates must identify and comment on how specified activities and stages in the material support the activities and stages discussed in Task 2.
Timing:10 minutes
Task Focus:Analysis of resources, approaches and methodologies, and learners and contexts.
Task 4
Task:Longer written response
Task type(s):Candidates are provided with ELT-related input, e.g. one or two extracts from material for teachers or from a methodology/resource book, a lesson plan extract, a transcript of teachers discussing a lesson, an extract from tutor feedback. Candidates answer specific questions about the material, e.g. interpreting the teacher’s role as exemplified in the material, discussing the implications this view of teaching has for classroom practice. this could include analysis of: both historical and current perspectives on approaches and methodologies, theories of language acquisition, resources, learner and teacher roles.
Timing:35 minutes
Task Focus:Analysis of resources, approaches and methodologies, learners and contexts, language acquisition and teacher roles
Module Two: Developing professional practice
Module Two is assessed through a portfolio of coursework, including observed lessons, background written assignments, and an externally-assessed lesson observation. In order to pass students must have passed an external observation and one fo the 3 internal observations. Failure to pass the external examination will result in the student failing the entire module.
Module Three: Extending practice and English language teaching specialism
Module Three includes 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 selected specialism, 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.
Module Three is assessed through an extended written assignment.
as a Diploma in Teaching ESOL at NQF level 7 on the National Qualifications Framework
for England
, Wales
and Northern Ireland
. Following government restructuring of Further Education
(FE) the Delta alone will be insufficient to teach ESOL/EFL in FE from 2010. An extension module has been created to help teachers and lecturers currently in employment and who already hold the Delta to upgrade their qualification to the required Level 4 certificate of subject specialism. However, teachers and lecturers employed from September 2010 onwards will be required to have completed a specialised Post-Graduate Certificate in Education (PGCE
) at NQF Level 7, as well as the Level 4 certificate, regardless of Delta certification. Unlike the Delta, the PGCE confers professional teacher status (QTS/QTLS). That said, to be eligible to apply for a Delta course, applicants must have at least two years' full time (1,200 hours) experience of teaching English to adults in a variety of different contexts and at different levels, within the five years prior to enrolment and have an initial teaching qualification, such as the Cambridge Certificate in English Language Teaching to Adults (CELTA) or the Trinity College London Certificate in Teaching English to Speakers of Other Languages (CertTESOL), whereas a preliminary teaching qualification and previous teaching experience is not a formal requirement for entry on to a PGCE programme.
Professional certification
Professional certification, trade certification, or professional designation, often called simply certification or qualification, is a designation earned by a person to assure qualification to perform a job or task...
in English language teaching
English language learning and teaching
English as a second language , English for speakers of other languages and English as a foreign language all refer to the use or study of English by speakers with different native languages. The precise usage, including the different use of the terms ESL and ESOL in different countries, is...
consisting of three modules awarded by Cambridge Assessment
UCLES
University of Cambridge Local Examinations Syndicate is a non-teaching department of the University of Cambridge and is a not-for-profit organisation...
, formerly UCLES, a part of the University of Cambridge
University of Cambridge
The University of Cambridge is a public research university located in Cambridge, United Kingdom. It is the second-oldest university in both the United Kingdom and the English-speaking world , and the seventh-oldest globally...
. The diploma is often seen as a follow-up to the certificate known as the CELTA
CELTA
The Certificate in English Language Teaching to Adults is a professional credential held by many teachers of English as a foreign language.-Overview:...
, once the individual has done at least two years of teaching and has decided on a more long-term and serious commitment to the teaching of English. The diploma may include related non-teaching responsibilities (administration, training of teachers, and so on) if candidates decide to complete the diploma's Module Three English Language Teaching Management (ELTM) option.
The diploma is awarded upon passing a course which includes supervised teaching practice, observation of other teachers, completion of a range of written assignments, completion of an extended assignment, and a written examination. The Delta is available in many different countries throughout the world. The course can be taken part-time over a year or more, or full-time over a period of two to three months. Distance learning is also available. It is widely recognized around the world, as is the CELTA. The Delta is accredited in England by the Qualifications and Curriculum Authority at Level 7 on the UK National Qualifications Framework as are master’s degrees in related subject areas. The Delta is also integrated into some MA programs.
In 2008, the Delta replaced the DELTA (Diploma in English Language Teaching to Adults), which was introduced in 1999. It, in turn, replaced the DTEFLA, the Diploma in Teaching English as a Foreign Language to Adults, which was administered jointly by the RSA
Royal Society of Arts
The Royal Society for the encouragement of Arts, Manufacturers and Commerce is a British multi-disciplinary institution, based in London. The name Royal Society of Arts is frequently used for brevity...
and UCLES
UCLES
University of Cambridge Local Examinations Syndicate is a non-teaching department of the University of Cambridge and is a not-for-profit organisation...
. The earlier two qualifications were equivalent in level but the DELTA was more narrowly focused on teaching English as a foreign language; that is, the old qualification focussed on teaching English to those who need it for exams, study, work or travel, whereas the new qualification includes the needs of immigrants settling in anglophone
English-speaking world
The English-speaking world consists of those countries or regions that use the English language to one degree or another. For more information, please see:Lists:* List of countries by English-speaking population...
countries.
Delta modules
Each of the three Delta modules is awarded independently.Module One: Understanding language, methodology and resources for teaching
Module One is assessed through a written examination. The examination is three and a half hours and includes 2 papers. The papers are structured as follows:
Paper 1 (1.5 hours)
Task 1
Task:Labelling task
Task type(s): Six definitions of ELT-related terms are provided. Candidates supply the correct term.
Timing: 5 minutes
Task Focus:Knowledge of language systems; skills; methodology and approaches; assessment.
Task 2
Task:Short written response
Task type(s):Six terms are provided. Candidates must choose four of these and supply a definition and an appropriate example.
Timing: 1hour 15 minutes
Task Focus:Knowledge of language systems; skills; methodology and approaches; assessment.
Task 3
Task:Longer written response
Task type(s):Candidates are given a writing or speaking skills task from published ELT/ESOL course material or published exam material. Candidates are asked to identify the appropriate sub-skills/features of discourse (e.g. ordering information, linking information, use of appropriate salutation) which they would train specified learners in to complete the task.
Timing:15 minutes
Task Focus:Understanding of skills and ability to identify appropriate sub-skills.
Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis.
Task 4
Task:Longer written response
Task type(s):An authentic text is provided, e.g. a newspaper article, a leaflet, a brochure, a form. Candidates are asked to identify features of the text which are typical of its genre and to identify and explain the form, meaning, use and phonological features of three different language items or areas highlighted in the text. For one of the items or areas, candidates are also asked to identify possible learner problems with form, meaning, use and pronunciation, as appropriate.
Timing:30 minutes
Task Focus:Ability to analyse features of language and to identify problems learners may have with them.
Task 5
Task:Longer written response
Task type(s):An authentic spoken (transcribed) or written text produced by a learner is provided. Candidates are given a set of specific areas to analyse in the text, e.g. use of collocation, communicative success, cohesion’. Candidates must provide a detailed analysis of the main strengths and weaknesses in the areas given.
Timing:25 minutes
Task Focus:Ability to analyse and explain learner errors in written and spoken discourse.
Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis.
Paper 2 (1.5 hours)
Task 1
Task:Longer written response
Task type(s):An extract from a test is provided, along with the context and purpose of its use. The extract may be from a public exam, a commercially produced test (e.g. a placement test or a coursebook progress test), or a teacher-generated test. Candidates must provide a brief evaluation of its effectiveness for the stated purpose.
Timing:20 minutes
Task Focus:Understanding of key concepts and terminology related to assessment. Ability to evaluate types of assessment and their purposes. Ability to relate principles of assessment to the classroom.
Task 2
Task:Longer written response
Task type(s):An extract from published coursebook material is provided.
Candidates must identify the purpose of specified individual activities and stages in the material, and comment on key assumptions about language learning that are evident in the exercises.
Timing:25 minutes
Task Focus:Analysis of resources, approaches and methodologies, and learners and contexts.
Task 3
Task:Longer written response
Task type(s):Based on the same extract as Task 2, candidates must identify and comment on how specified activities and stages in the material support the activities and stages discussed in Task 2.
Timing:10 minutes
Task Focus:Analysis of resources, approaches and methodologies, and learners and contexts.
Task 4
Task:Longer written response
Task type(s):Candidates are provided with ELT-related input, e.g. one or two extracts from material for teachers or from a methodology/resource book, a lesson plan extract, a transcript of teachers discussing a lesson, an extract from tutor feedback. Candidates answer specific questions about the material, e.g. interpreting the teacher’s role as exemplified in the material, discussing the implications this view of teaching has for classroom practice. this could include analysis of: both historical and current perspectives on approaches and methodologies, theories of language acquisition, resources, learner and teacher roles.
Timing:35 minutes
Task Focus:Analysis of resources, approaches and methodologies, learners and contexts, language acquisition and teacher roles
Module Two: Developing professional practice
Module Two is assessed through a portfolio of coursework, including observed lessons, background written assignments, and an externally-assessed lesson observation. In order to pass students must have passed an external observation and one fo the 3 internal observations. Failure to pass the external examination will result in the student failing the entire module.
Module Three: Extending practice and English language teaching specialism
Module Three includes 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 selected specialism, 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.
Module Three is assessed through an extended written assignment.
Accreditation in the United Kingdom
The Delta is accredited by the Qualifications and Curriculum AuthorityQualifications and Curriculum Authority
The Qualifications and Curriculum Development Agency is an exempt charity, and an executive non-departmental public body of the Department for Children, Schools and Families...
as a Diploma in Teaching ESOL at NQF level 7 on the National Qualifications Framework
National Qualifications Framework
The National Qualifications Framework is a credit transfer system developed for qualifications in England, Wales and Northern Ireland....
for England
England
England is a country that is part of the United Kingdom. It shares land borders with Scotland to the north and Wales to the west; the Irish Sea is to the north west, the Celtic Sea to the south west, with the North Sea to the east and the English Channel to the south separating it from continental...
, Wales
Wales
Wales is a country that is part of the United Kingdom and the island of Great Britain, bordered by England to its east and the Atlantic Ocean and Irish Sea to its west. It has a population of three million, and a total area of 20,779 km²...
and Northern Ireland
Northern Ireland
Northern Ireland is one of the four countries of the United Kingdom. Situated in the north-east of the island of Ireland, it shares a border with the Republic of Ireland to the south and west...
. Following government restructuring of Further Education
Further education
Further education is a term mainly used in connection with education in the United Kingdom and Ireland. It is post-compulsory education , that is distinct from the education offered in universities...
(FE) the Delta alone will be insufficient to teach ESOL/EFL in FE from 2010. An extension module has been created to help teachers and lecturers currently in employment and who already hold the Delta to upgrade their qualification to the required Level 4 certificate of subject specialism. However, teachers and lecturers employed from September 2010 onwards will be required to have completed a specialised Post-Graduate Certificate in Education (PGCE
PGCE
PGCE can stand for:* Postgraduate Certificate in Education, an English, Welsh and Northern Irish teacher-training qualification that includes master's credits...
) at NQF Level 7, as well as the Level 4 certificate, regardless of Delta certification. Unlike the Delta, the PGCE confers professional teacher status (QTS/QTLS). That said, to be eligible to apply for a Delta course, applicants must have at least two years' full time (1,200 hours) experience of teaching English to adults in a variety of different contexts and at different levels, within the five years prior to enrolment and have an initial teaching qualification, such as the Cambridge Certificate in English Language Teaching to Adults (CELTA) or the Trinity College London Certificate in Teaching English to Speakers of Other Languages (CertTESOL), whereas a preliminary teaching qualification and previous teaching experience is not a formal requirement for entry on to a PGCE programme.
See also
- CELTACELTAThe Certificate in English Language Teaching to Adults is a professional credential held by many teachers of English as a foreign language.-Overview:...
- Teaching English as a Foreign LanguageTeaching English as a Foreign LanguageTeaching English as a foreign language refers to teaching English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor...
(TEFL) for a discussion of travel-teaching
External links
- DELTA - Official DELTA site
- Distance DELTA - Information on distance learning for the DELTA