The CELTA Course

Thornbury, Scott; Watkins, Philippa

doi:10.1093/elt/ccn031

Cited by 9 publications

(11 citation statements)

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“…These qualifications are specifically discussed here because of their significant roles in the life of the majority of the participants in this study. The most common comment made by those who had taken a CELTA course was how the course had changed them as a teacher, which is similar to the findings of Thornbury and Watkins (2008). These certifications do not require a university degree prior for enrolment (International House Bangkok, 2020) which make them attractive to both novice and more experienced teachers.…”

Section: Celta: An International English Teacher's Professional Devel...mentioning

confidence: 61%

“…On the other hand, Diploma in English Language Teaching to Adults (DELTA) is the programme which continues on from CELTA and it is very popular amongst those who are in senior teacher positions or working as academic coordinators. Whilst most of the content in CELTA emphasizes practical aspect of teaching English (Thornbury & Watkins, 2008) such as teaching methods, material development and simple linguistic analysis, DELTA's modules are much more academic and theoretical; a large portion of the programme is still dedicated to practical teaching elements. These qualifications are specifically discussed here because of their significant roles in the life of the majority of the participants in this study.…”

Section: Celta: An International English Teacher's Professional Devel...mentioning

confidence: 99%

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Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

Hutabarat¹

2022

jet

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The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.

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Section: Celta: An International English Teacher's Professional Devel...mentioning

confidence: 61%

Section: Celta: An International English Teacher's Professional Devel...mentioning

confidence: 99%

Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

Hutabarat¹

2022

jet

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“…1.6.5 Writing ability refers to skill to produce grammatically accurate sentences, connect and punctuate the sentences, select and maintain an appropriate style of writing, signal the direction that the message is taking, and anticipate the reader's likely questions (Thornbury, 2006). In this study, writing ability refers to the ability to construct a paragraph systematically in four genres, namely; procedure, description, narrative, and exposition in a blended learning environment classroom.…”

Section: Scope Of the Studymentioning

confidence: 99%

“…Therefore, writers need to have an extensive knowledge base, meaning that writers need to have knowledge of connected discourse. Knowing only the vocabulary and grammar is not enough, writers need to be able to produce grammatically accurate sentences, connect and punctuate these sentences, select and maintain an appropriate style, signal the direction that the message is taking, and anticipate the reader's likely questions so as to be able to structure the message accordingly (Thornbury, 2006).…”

Section: Second Language Writingmentioning

confidence: 99%

“…"It is a term of grouping text together representing how writers typically use language in response to a recurring situation" (Hyland, 2014, p. 4). The genre-based writing approach is a way of writing that emphasizes the use of appropriate language with different types of written text and a recurring situation, which is a situation where specific written communication takes place (Matsuda & Silva, 2010;Swales, 1990;Thornbury, 2006). Paltridge (2001) mentions that the implementation of genre based approach can be done by getting the students to compose a text on basic of purpose, organization and audience.…”

Section: Introduction 11 Background Of the Studymentioning

confidence: 99%

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Effects of the genre-based writing instructional module in a blended learning environment on english writing ability and thinking skills of thai undergraduate students

Visser

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The study aim (1) to develop the genre-based writing instructional module in a blended learning environment, (2) to investigate the students? writing ability after implementing the genre-based writing instructional module in a blended learning environment, (3) to investigate the students? thinking skills after implementing the genre-based writing instructional module in a blended learning environment, (4) to investigate the relationship between writing ability and thinking skills, and (5) to investigate the students? attitude toward using genre-based writing instructional module in a blended learning environment. Thirty-five first-year undergraduate students in Srinakharinwirot University were chosen as the sample group. The study was a single group design using qualitative and quantitative methods. It took 15 weeks for data collection. The findings revealed that: 1) there was a significant improvement of the participants? English writing ability after taking after taking GWIMBLE at; 2) there was a significant improvement of the participants? thinking skills after taking GWIMBLE at; 3) there was a positive relationship between the students? writing ability and thinking skill; and 4) the students had positive attitudes toward the genre-based writing instructional module in a blended learning environment. The study indicated that the GWIMBLE benefited the students? writing ability and improved their thinking skills. ??????????????? ?

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Assessing Teacher Discourse in a Pre-Service Spoken English Proficiency Test in Malta

Vassallo

Xerri

Jonk

2021

Challenges in Language Testing Around the World

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The CELTA Course

Cited by 9 publications

References 0 publications

Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

Effects of the genre-based writing instructional module in a blended learning environment on english writing ability and thinking skills of thai undergraduate students

Assessing Teacher Discourse in a Pre-Service Spoken English Proficiency Test in Malta

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