The importance of celta in teaching process

• •    “acquire essential subject knowledge and familiarity with the principles of effective teaching

• •    acquire a range of practical skills for teaching English to adult learners

• •    demonstrate their ability to apply their learning in a real teaching context”

(CELTA Syllabus, p.2).

CELTA was originally initiated for the native speakers of English with little or no teaching experience in order to provide them with employment in different part of the world. Even though it is one-month intensive course, the content and curriculum designed in consultation with experts and the internationally accepted certification receive appreciation from its participants. CELTA is designed to equip prospective teachers of English with very basic Classroom management and teaching skills.

CELTA can be considered a coherent PD program because it

• •    provides teachers with knowledge and skills that can be used in a variety of class settings;

• •    provides feedback, coaching, and follow-up support to facilitate knowledge application;

• •    grounds PD in collaborative learning and formation of teacher communities;

• •    input sessions combine theory withpractice;

• •    teachers observe experts, areobserved and given feedback in their own classroom;

• •    promotes teacher reflection through journal entries and discussions;

• •    training sessions, coaching andmentoring are included in the program;

• •    the program is run by CambridgeESOL which has strong connectionsand bounds with Cambridge University.

(Adopted from Zang, 2014, p 85-86)

Gaining the Cambridge University CELTA qualification means that you have the skills and knowledge required from today’s entrepreneurial educators. CELTA offers you the training including the recent optimum strategies demanded to become an English language teacher. The course is practical, focused on controlled in-classroom teaching practice. Tutorsare provided with the mastery which is claimed important to create an ideal plan and prepare for language lessons. During the training course masters will help candidates prepare each class, and by adhering to others’ lessons becoming CELTA teachers get both oral and written recommendation as well as feedback that is necessary in educating process of adults. This offers trainers to experience teaching in a supportive surrounding and to learn through the feedback system.

Modern teaching methodology is about personal collaboration, hands-on involvement and the learners’ ability to take obligation for their own studying development. The part of the CELTA is to teach to these modern standards of methodology and to experience learning through demonstration and hands-on participation.

According to Richards (1998), the pioneer four essential knowledge sources consist of above-theories of teaching, teaching skills, communication skills, and subject matter knowledge arecommonly explained in the teacher training part of the realm:

Teaching Skills

Communication Skills

Subject-matter Knowledge

Theories of Teaching

Pedagogical Reasoning and Decision Making

ContextualKnowledge

All of these notions are gathered through pre-service tutoring orrequirement packages like CELTA (Certificate in English Language Teaching to Adults), focusing on the authentichands-onaids of coaches. Despite the attempts to advance the latter two familiarityfoundations -pedagogical cognitive and contextual knowledge- in teacher training programs, that are mostly added in tutorexpansionsequencesemphasizing theoretical upbringing of teaching and language eruditionconcept or practiceas time elapses.

CELTA as a professional development activity for in-service language teachers help them to:

• • enhance their self-awareness,

• • stimulate reflection and learn from peers,

• • promote collaboration and cooperation,

• • lead to refreshment,

• • bolster self-confidence and increase motivation.

CELTA seems to be a good solution in functioning as a bridge between pre-service and inservice teacher training. Including more context-specific components addressing the specific needs of the teachers would increase the impact of CELTA on teachers’ practices. As long as teacher learning is ensured, any kind of professional development is appreciated.

Alan (2003) demonstrates these knowledge sourcesviewing the two ends of the foreign language teacher teaching continuum. Thornburry and Watkins (2007) state, CELTA as “practical”, “integrated”, “experiential”, “co-operative” and “reflective” (pages 5-6) program where applicantsinvolve in events that qualify them association the theory and practice through observations, coursework and teaching preparation.

A myriad of the tutorsmentioned to arranging their teaching more prudentlyhighlighting the prominence of lesson plans. While marking lesson strategies is a factor of pre-service teacher preparation programs, calculating their student’s prior familiarities, opining about the potential difficulties, assessing the appropriateness of the handouts to the necessities and awareness of their students and creatingcompulsory adaptations and variations as a genuine teacher are perceived more eloquent during the CELTA preparation.

Furthermore, some of the CELTA training course participants in Saudi Arabia reported that they had a multitude of acquaintance to the “communicative language teaching approach” as well as “task-based teaching” due to the training. They assisted teachers a lot in areas like “lesson planning” and “materials adaptation”, as well as “the nuts and bolts of day-to-day teaching practice”. They specified that CELTA’s emphasis on practical teaching suggestions provided more evocative and everlasting learning in universal.

In fact, not only did the Non-ELT graduates found out getting commentvalued, but the ELT graduates also thought the feedback assembliessupportive for their professional enlargement. Receiving feedback was one of the typicallyidentifiedprofits of CELTA teaching by all contributors across all classifications. The object why ELT graduates also found the feedback sessions very advantageous was that this was regrettably anignoredfragment of teacher training in teaching faculties for the full classrooms and time restrictions which hinder teacher coaches to offer their students with appropriate, well-timed and adequate feedback.

Like the getting feedback, peer-observation was also another extremelydominantfactor in applicants’proficientadvance. Granting it is intenselyrecommended in the literature that peer observations are unlimitedchances for colleagues teachers generally refrain from being observed.

To recapitulate, in cooperationof graduates of English language teaching branches and graduates of other linguisticcorrelatedsequences service the CELTA program, not only because it suggestions an globallyaccepted certificate for training English, but also because it offers something hands-on that the mentors can administer in their instruction (e.g. notionscrutinize questions; emphasis on illuminating form-meaning-use; personalized learning milieus for scholars through factualversion and management; learner-centredschoolroomperforms; practical methods to rise student contribution and communication).