TEFL/TESOL Certificate (CELTA) Professional Development and Written Assignments Syllabus

What is 'top-down' versus 'bottom-up' processing in receptive skills?

Top-down uses prior knowledge, context and expectations to make sense of a text; bottom-up builds meaning from individual sounds/words upward to the whole.

In the CELTA 'Lessons from the Classroom' assignment, what is the main reflective focus?

Reflection on the trainee's own teaching and development across the course — identifying strengths, areas/priorities for ongoing development, and the action they will take after the course.

Name the four CELTA written assignments.

Focus on the Learner; Language Related Tasks; Language Skills Related Tasks; and Lessons from the Classroom (Professional Development).

What overall standard must a trainee reach to pass the CELTA written assignments?

All four assignments must be passed; a maximum of one resubmission per assignment is normally allowed, and assessment is criterion-referenced against Cambridge's stated criteria.

In CELTA, what is 'self-evaluation' and when does it occur?

The trainee's own critical reflection on a lesson — what went well, what didn't, and why — usually written on a self-evaluation form immediately after teaching and before tutor feedback.

What reflective-practice cycle is commonly associated with CELTA self-evaluation? Name its stages.

Kolb's Experiential Learning Cycle: Concrete Experience → Reflective Observation → Abstract Conceptualisation → Active Experimentation.

What is Gibbs' Reflective Cycle and why is it useful for CELTA self-evaluation?

A six-stage model — Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan — that structures reflection so trainees move from describing a lesson to planning concrete improvements.

What is the purpose of receiving feedback from a CELTA tutor after teaching?

To help the trainee identify strengths and weaknesses, understand the impact of their choices on learning, and set concrete action points for future lessons.

What does 'acting on feedback' mean in the CELTA context, and how is it assessed?

Demonstrating measurable progress by applying tutor and peer feedback in subsequent lessons; assessors look for evidence that earlier action points have been addressed.

What is the difference between 'oral' and 'written' feedback on CELTA teaching practice?

Oral feedback is the spoken group/individual discussion after teaching practice; written feedback is the tutor's documented comments and grade on the lesson, with action points for development.

In CELTA peer/self feedback, why is the 'praise sandwich' (or balanced feedback) often encouraged?

It pairs strengths with areas to improve so feedback is constructive and motivating, helping trainees stay receptive rather than defensive.

What is 'Learning through observation' in the CELTA course structure?

The requirement to observe experienced (qualified) teachers — live and/or on video — and to observe peers, in order to learn techniques and reflect on classroom practice.

How many hours of observation of experienced teachers does CELTA require, and how much teaching practice?

A minimum of 6 hours observing experienced ELT teachers and a minimum of 6 hours of assessed teaching practice with real classes.

What is the total minimum guided learning / contact hours for a CELTA course?

Approximately 120 contact (guided learning) hours, typically delivered over 4–5 weeks full-time or part-time over several months.

When observing another teacher, what is a 'focused observation task'?

An observation guided by a specific aspect to watch for (e.g. instructions, error correction, teacher talking time) so the observer reflects purposefully rather than watching passively.

What does 'TTT' stand for in ELT, and why is reducing it often an observation/feedback focus?

Teacher Talking Time; reducing unnecessary TTT increases Student Talking Time (STT) and learner practice, improving the communicative balance of the lesson.

What is 'STT' and why is it valued in communicative teaching?

Student Talking Time; more STT gives learners greater opportunity to practise and produce language, which supports fluency and active learning.

List common 'career pathways in ELT' a newly-qualified CELTA teacher might pursue.

Teaching in private language schools, state schools or universities, teaching abroad (EFL) or at home (ESOL), young learners, Business English, EAP (English for Academic Purposes), ESP, exam preparation, online teaching, materials writing, teacher training, and management/DOS roles.

What is the typical qualification progression after CELTA for career development?

CELTA (initial certificate) → classroom experience → DELTA (Diploma in Teaching English to Speakers of Other Languages) → possibly an MA in TESOL/Applied Linguistics, leading to senior, training or academic-management roles.

What does 'DELTA' stand for and at what level is it pitched?

Diploma in English Language Teaching to Adults — an advanced (Level 7) qualification for experienced teachers, more demanding than the initial Level 5 CELTA.

On the regulated qualifications framework, what level is CELTA, and what does that signify?

CELTA is a Level 5 qualification (Ofqual RQF), indicating an intermediate professional level above an initial introductory course but below a diploma/degree-level (Level 7) qualification.

What is 'ESP' in ELT career terms? Give an example.

English for Specific Purposes — teaching English tailored to a particular field or need, e.g. English for aviation, medicine, law, or Business English.

What is 'EAP' and where is it typically taught?

English for Academic Purposes — English skills for studying at university (essay writing, lectures, seminars), usually taught in higher-education and pre-sessional contexts.

What is 'CPD' and why is it important for ELT teachers?

Continuing Professional Development — ongoing learning (courses, reading, conferences, observation, reflection) that keeps a teacher's skills and knowledge current throughout their career.

Name several practical ways an ELT teacher can pursue 'ongoing development' after CELTA.

Attending workshops/conferences (e.g. IATEFL, TESOL), joining professional associations, reading ELT journals and methodology books, peer observation, action research, online courses/webinars, keeping a teaching journal, and further qualifications.

What professional ELT associations are commonly joined for ongoing development in the UK and internationally?

IATEFL (International Association of Teachers of English as a Foreign Language) and TESOL International Association, plus local/national teachers' associations.

What is 'action research' as a tool for ongoing teacher development?

A cycle in which a teacher identifies a classroom issue, plans and implements a change, observes/collects data on the effect, and reflects — repeating to improve their own practice.

Identify key 'professional and ethical responsibilities' of an ELT teacher.

Safeguarding and the welfare of learners, treating learners with respect and without discrimination, honesty and integrity, confidentiality/data protection, professional conduct and dress, avoiding plagiarism, and respecting copyright when using materials.

Why must CELTA trainees be careful about copyright when selecting texts for assignments and lessons?

Using copyrighted texts/images requires acknowledging sources and respecting copyright/fair-use limits; failing to credit sources can constitute plagiarism and breaches professional/legal standards.

What is 'safeguarding' and why is it an ethical responsibility for teachers, especially with young learners?

Protecting learners' welfare and keeping them safe from harm, abuse or neglect; teachers have a duty of care to follow safeguarding policies and report concerns appropriately.

Why is referencing/citing sources required in CELTA written assignments, and what does failure to do so amount to?

To give credit to original authors and allow verification of claims; failing to acknowledge sources is plagiarism, which is an academic-integrity offence that can cause an assignment to fail.