Thursday, 6 April 2017

Monday 3 April #CELTAchat


April 3 2017 summary by @GioLic1976

Making the CELTA course really global: how to implement the CELTA syllabus around the world  

The Problem.

A dancefloor with different colors.

We all train in different countries/contexts; yet, the 

syllabus we follow is fairly static across the world. 

Is diversity reflected in the materials we use? The 

course has to be standardized so trainers play an 

important role in adaptation to context.

The use of global coursebooks for TP

Participants in the chat seemed to agree that a 

standardized syllabus can be dealt with but 

standardized course books are more problematic. 

Centers might be allocating old, outdated course 

books for trainees to use. Issues were raised 

regarding the fact that the big titles, which are in 

use around the world, are Eurocentric 

and only cater to a small part of learners. Some 

coursebooks are beyond adaptation.  Centers could 

get updated material from publishers that trainees 

can SAR.


The issue of YL and the lack of a dedicated 

course was raised. While this might be a fairly 

global trend in the demand, we didn’t really 

delve into solutions to incorporate YL 

pedagogy into the tight CELTA schedule. A 

good topic for future chats?  

Local Inputs

It was generally felt that it is the trainer's job to adapt seminars and input sessions to reflect the needs of the target group of trainees and learners. For example, a trainer might find you need to spend more on teaching techniques to adapt reading materials or find authentic texts when coursebook topics/text-types really don’t resonate with the context.  Hence, negotiation of input sessions becomes key when you are out of your usual "element".

Global Trainees= Global Teachers

The issue of training the trainee’s mind to go global and adapt to the context quickly appears relevant since CELTA trainees are likely to travel and change countries more than once in their career. How much would a PASS candidate trained in Europe be supported in a different context (e.g. Cambodia) to adapt materials and respond to learner needs, which is clearly part of the CELTA criteria? Coursebooks need to reflect the state of affairs of English as an International language.


1) Adapting and negotiating input sessions;
2) Spending 15 minutes with students pre-feedback;

3) Expanding on the criteria 1a - 1d to reflect the      global context in which trainees may teach;

4)  Showing trainees that trainers are ready to adapt content to the context and respond to learners’ and trainees’ needs: a form of ingrained loop input in the course program that shows how thorough NA can work for all; 
5)  Simon Marshall's post on about CELTA criteria? Do we give Topic 2 in the CELTA5 more importance than Topic 1?;
6) Raising Trainers’ awareness of the variety of English spoken in the target language community, especially when teaching in ESL contexts;
7) Whatever the specific context, contextualizing the course through getting trainees to do authentic needs analysis to tie needs analysis in with Focus on Learner assignment and truly link it to TP;
8) Applying the communicative approach with critical awareness.

Suggested readings: 



No comments:

Post a Comment