THE CAMBRIDGE CELTA
The University of Cambridge Certificate in English Language Teaching to Adults or CELTA is by far the most prestigious and most widely internationally recognized teaching certificate in the field of TESOL. It provides teachers with the practical classroom skills and the linguistic knowledge which they will need in order to teach English to speakers of other languages in the US and overseas in a wide variety of contexts. The CELTA was formerly called the Cambridge / RSA CTEFLA (Certificate in Teaching English as a Foreign Language to Adults).
The quality of TESOL / TEFL certificates varies greatly around the world. CELTA courses and centers have to be approved and monitored by Cambridge University in the UK, meet rigorous quality standards and undergo annual reapproval. In addition a Cambridge-approved assessor is sent to visit every single CELTA course to ensure high quality training.
Unlike other certificates, the CELTA is extremely practical in approach. Approximately 50% of the course hours are spent in the classroom with program participants practicing their teaching skills on real students of English under the supervision of skilled and experienced teacher trainers. After each teaching practice session, the trainers provide detailed written and oral feedback on the day’s lessons and guidance for the next day’s teaching practice. The morning seminars and workshops focus on language analysis, methodological principles and the latest developments in language learning theory, with a strong emphasis on practical classroom teaching skills and techniques.
Many employers specify that they will only employ teachers who hold the Cambridge CELTA certificate. The ELT Guide emphasizes that the CELTA is ‘the most widely recognized and respected basic TEFL qualification internationally.’ These employers prefer the CELTA over other TEFL / TESOL certificates because they know that a CELTA qualified applicant is guaranteed to have had a very practical training and to be a capable teacher.
'The teaching practice and feedback are more useful and practical than many years of studying education' (L. Brown, 2001)
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