Diploma in Teaching English to Speakers of Other Languages
DELTA is an English language teaching (ELT) qualification for experienced Teachers of English as a Foreign Language (TEFL) and Teachers of English to Speakers of Other Languages (TESOL). It is provided by Cambridge English Language Assessment through authorised Cambridge English Teaching Qualification centres and can be taken either full-time or part-time. The full name of the course was originally the Diploma in English Language Teaching to Adults and is still referred to in this way by some course providers. However, in 2011 the qualification title was amended on the  Ofqual register to the Cambridge English Level 7 Diploma In Teaching English to Speakers of Other Languages (DELTA) in order to reflect that the wider range of students that teachers might have, including younger learners. Delta is designed for candidates with previous English language teaching experience. Candidates have usually completed an initial teaching qualification and typically have at least one year's teaching experience. It is suitable for first language and non-first language speakers of English who are teaching English as a second or foreign language (ESL and EFL) in primary, secondary and adult contexts. Candidates should have English  language skills equivalent to at least level C1 of the Common European Framework of Reference for Languages. Delta consists of three modules, which can be taken together or separately, in any order, and over any time period. Module Two requires course attendance at an authorised Delta centre so that teaching practice can be supported and assessed. There is no requirement to take a course at a recognised Delta centre for Modules One and Three, although most candidates do. Successful candidates receive a certificate for each module passed, as well as an overall certificate upon the successful completion of all three  modules. All three modules emphasise both theory and practice, although teaching practice is only directly assessed in Module Two. Delta also gives teachers an opportunity to pursue areas of specialism in Module Three (an extended assignment on syllabus design, course planning and assessment in the context of a selected ELT specialist area, or an extended assignment on ELT management in the context of a selected management specialist area). Delta is designed to help candidates to develop as teachers and progress to new career opportunities. It is regulated at Level 7 of the Qualifications and Credit Framework for England, Wales and  N. Ireland and is suitable for teachers at Developing or Proficient level on the Cambridge English Teaching Framework. History. Until 1988 the Royal Society of Arts (RSA) ran two English as a Foreign Language (EFL) diploma level programmes for native and non-native speaker teachers, the DTEFLA (Diploma in the Teaching of English as a Foreign Language to Adults) and the DOTE (Diploma for Overseas Teachers of English). In 1988, Cambridge English Language Assessment (then known as the University of Cambridge Local Examinations Syndicate (UCLES)) reached an agreement with the RSA to take over its suite of teacher training courses  and qualifications. UCLES integrated DTEFLA and DOTE to launch the Cambridge DELTA (Diploma of English Language Teaching to Adults). In 2008 Delta was revised to its current format, making it suitable for all teaching age groups and divided into three free-standing modules, which can be combined to constitute the Diploma qualification. The earlier formats of the qualification were equivalent in level to the current Delta qualification but were more narrowly focused on teaching general English (as a foreign language) to adult learners; whereas the current qualification is more broadly focused on teaching a wider range of learners with a  variety of needs.) The current qualification also has a more practical orientation. The written examination, which previously consisted of a number of essay questions, now uses pieces of data (such as samples of students’ work, authentic texts and published ELT materials) for analysis, comment and evaluation. Candidates of the current qualification are not required to write traditional academic essays. Admissions. Delta is suitable for experienced teachers, who have usually completed an initial teaching qualification, and have at least one year's ELT teaching experience in adult, primary or secondary teaching contexts. Delta modules may be taken by teachers, at any  time during their career, who wish to: Teachers without an initial teacher training qualification and English language teaching (ELT) experience may be more suited to another qualification such as CELTA. Delta is suitable for teachers at Developing or Proficient levels of the Cambridge English Teaching Framework, whereas CELTA is designed for teachers mostly at Foundation level. Delta candidates should have English language skills equivalent to at least level C1 of the CEFR – a standard of English which enables the teaching and understanding of language issues at a range of levels, from beginner to upper-intermediate students. Although the modules are  designed as a complementary set, candidates to do not have to take all three modules and can select and apply for a combination of modules according to need. Candidates wishing to enter for any, or all three, modules must register at an authorised Cambridge English Language Assessment examination or teaching qualification centre. Candidates wishing to enter Module Two are required to take Module Two at an authorised Delta centre. Centres have their own selection procedures for entry onto Module Two. Delta aims and main features. Delta is aimed at those wanting to update their teaching knowledge and improve their practice . It is designed to help candidates to: Delta consists of three modules, each of which is separately assessed and certified. Achievement of a Pass in all three modules confers the status of a full Delta qualification. Candidates may choose to do any or all of the modules; there is no time limit for the completion of all three modules and there is no limit on the number of times a candidate can take a module. The modular framework aims to provide an accessible professional development programme with flexible entry points. Candidates can take the modules in any order, although it  is most practical to take them in order, as Modules Two and Three assume the candidate has knowledge and competencies gained in the previous module(s). The three Delta Modules are: Module One – Understanding language, methodology and resources for teaching Module Two – Developing professional practice Module Three – Option 1: Extending practice and English language teaching specialism or Option 2: English language teaching management. All three modules focus on both theory and practice, though teaching practice is only directly assessed in Module Two. Candidates have the opportunity to focus on a specialist area of teaching in Modules Two and Three. Candidates may  either follow a course at a centre or prepare independently for Modules One and Three. Module Two requires course attendance at an approved Delta centre so that teaching can be supported and assessed. A Module Two course will involve 200 learning hours, including 100 tutor facilitated hours and 100 independent learning hours (reading and research and assignment preparation). The course dates, fees, course format (e.g. face-to-face learning, distance learning) are determined by each centre. The exact nature of each course will vary from centre to centre, but all courses will cover the same content points, as set out  in the Delta syllabus developed by Cambridge English Language Assessment. Course syllabus. The Delta syllabus includes three modules, which are assessed by a combination of exams, teaching practice and written coursework, and an extended essay. The following section outlines the main content points of each module. The full learning outcomes and indicative content are available in the course syllabus. Module One – Understanding language, methodology and resources for teaching. Module One has six syllabus content points: Module One is set at a postgraduate level (with 20 credit value). It is assessed through a written exam (externally marked) consisting of two 90 -minute papers. Module Two – Developing professional practice. Module Two has seven syllabus content points: Module Two is set at a postgraduate level (with 20 credit value). Assessment takes place during the course through assessed teaching practice, assignments and background essays as well as via a teaching practice assignment which is externally assessed by a Cambridge English assessor. Module Three – Extending practice and ELT specialism (option 1) or ELT management (option 2). Candidates have a choice of two options for Module Three: Module Three is set at a postgraduate level (with 20 credit value). It is assessed through an externally marked  extended assignment of 4,000 – 4,500 words focused on a chosen teaching specialism (Option 1) or a chosen ELT management specialism (Option 2). Option One – Extending practice and ELT specialism Option One has six syllabus content points: Option Two – English language teaching management Option Two has four syllabus content points: Candidates will need access to management data from a relevant language teaching context. Assessment. Assessment is conducted on a module-by-module basis. Module One – Understanding language, methodology and resources for teaching. Module One has a written examination (externally set and marked), which consists of two 90-minute written papers with  a 30-minute break between each paper (3 hours 30 minutes total). Paper 1 has five tasks, requiring labelling, short answer and longer written responses. Paper 2 has three tasks, requiring longer, written responses. All tasks are compulsory. Paper 1 – total of 100 marks available Task 1 (6 marks) has six definitions of ELT-related terms. Candidates supply the correct term for each definition. Task 2 (12 marks) has four ELT terms. Candidates supply a definition and an appropriate example for each term. Task 3 (12 marks) has a writing or speaking skills task from a published ELT course or  exam material and a number of language features (e.g. ordering information, linking information, use of appropriate salutation) that learners would need to use to complete the activity successfully. Candidates identify three further appropriate language features which learners would need to use to complete the task. Task 4 (20 marks) contains an authentic spoken (transcribed) or written text produced by a learner. Candidates identify a total of four strengths and weaknesses in the text based on specified areas, e.g. use of collocation, communicative success, cohesion. Task 5 (50 marks) contains an authentic text, e.g. a newspaper article, a leaflet, a brochure , a form. Candidates identify features of the text which are typical of the genre and explain the form, meaning, use and phonological features of three different language items/areas highlighted in the text. For one of the areas, candidates may be asked to identify possible learner problems with form, meaning, use and pronunciation, as appropriate. Paper 2 – total of 100 marks available Task 1 (18 marks) contains an extract from or a description of a test, along with the context and purpose of its use. Candidates provide an evaluation of its effectiveness for the stated purpose, making six points. Task  2 (42 marks) contains an extract from a published course book. In Part a, candidates identify the purpose of specified individual activities and stages in the material. In Part b, candidates identify how specified activities and stages in the material combine with those discussed in Part A. In Part c, candidates comment on key assumptions about language learning and skills development that are evident in some or all of the activities and stages. Task 3 (40 marks) contains ELT-related input, e.g. from a methodology / resource book, lesson plan extract, transcript of teachers discussing a lesson, tutor feedback. Candidates answer  specific questions about the material and discuss implications this view of teaching has for classroom practice. This could involve analysis of current and historical perspectives on approaches and methodologies, theories of language acquisition, resources, and learner and teacher roles. Candidates are marked on the points they make and on the depth of their answer. Module Two – Developing professional practice. Module Two is assessed through five assignments: The assignments consist of written essays (2,000-2,500 words per essay) and for the Language System and Language Skills assignments: the planning, teaching and evaluation of a lesson. Assignments are completed throughout the course  at intervals determined by the centre. The Professional Development assignment and three of the Language Systems and Language Skills assignments are internally assessed by Delta course tutors. One of the Language Systems or Skills Assignments is externally assessed by a Cambridge English approved external assessor. Assessment of the lesson includes the candidate's evaluation of the lesson, which is sent to the assessor by the centre within 48 hours of the lesson taking place. Professional Development assignment This assignment has two parts: The assignment is based on an action plan developed at the start of the course and one observed  lesson, which is a diagnostic observation of teaching that informs the rest of the programme. The assignment aims to encourage teachers to reflect on their teaching and experiment with procedures, techniques, materials and resources. The assignment is completed during the course and includes observation and reflection on others’ teaching as well as tutor observation of the candidate's own teaching. The Experimental Practice can be set at any time during the course. Language Systems assignments The assignments consist of a background essay (2,000-2,500 words) exploring an area of language systems and related teaching and learning issues, and the planning , teaching and evaluation of a lesson related to the chosen area. Each of the two assignments must focus on a different area of language systems, e.g. grammar, lexis, phonology, discourse. Language Skills assignments The assignments consist of a background essay (2,000-2,500 words), with research and analysis of an aspect of language skills and related teaching and learning issues, and the planning, teaching and evaluation of a lesson related to the chosen area. One of the assignments must focus on a productive skill (speaking or writing) and the other assignment must focus on a receptive skill (reading or listening). Module  Three – Extending practice and ELT specialism (option 1) or ELT management (option 2). Module Three is assessed through an Extended Assignment (4,000-4,500 words excluding appendices). Option 1: Extending practice and ELT specialism Candidates carry out an independent investigation, leading to the design of a course programme related to their chosen specialist area. Candidates can select one of the following specialisms: Candidates can narrow down their specialist area to research a particular aspect in appropriate depth. For example, English for Special Purposes could be narrowed down to: Teaching communication skills to doctors working in a general hospital. Assignments should cover  the following five categories in the mark scheme (total marks available 140): Option 2: ELT management Candidates research a chosen ELT Management specialism, leading to the design of a change proposal and implementation plan to overcome issues identified in their analysis. Candidates select one of the following specialisms: Candidates can narrow down their specialist area to research a particular aspect in appropriate depth. For example, Human resource management could be narrowed down to: Staff development. Assignments (4,000-4,500 words in total) should cover the following five categories in the mark scheme: Results. Candidates receive a certificate for each module. Achievement  of a passing grade in all three modules confers the status of a full Delta qualification for which candidates receive an overall certificate on request. For each module there are three passing grades: Pass with Distinction; Pass with Merit; and Pass. Pass with Distinction Pass with Merit Pass Candidates who fail to meet criteria in any assessed components will receive a Fail. Although candidates are required to have experience and to demonstrate aptitude before beginning the course, a substantial minority of candidates (just over a quarter) fail Module One. For Modules Two and Three, less than 3% of candidates' performances  are graded as a "fail" but about one sixth of candidates are given a "referral" and cannot pass unless they successfully resit the assessment. Candidate results are sent by Cambridge English Language Assessment to the centre two months after the completion of a module. A certificate is then sent to centres one month after a candidate has received their results. Course delivery format. Delta courses can be taken full-time or part-time and either face-to-face, online or using distance learning (NB: the Teaching Practice component of Module Two must be conducted in a face-to-face  environment). All versions of Delta lead to the same internationally recognised certificate. Full-time courses, conducted face-to-face in an authorised Teaching Qualification centre typically last seven to twelve weeks (depending on the centre). Part-time courses, conducted face-to-face in an authorised Teaching Qualification centre, can last anything from a few months to up to 18 months (depending on the centre). Delta is available in many different countries around the world. A directory of global Cambridge English teaching qualification centres and their contact details can be accessed on the Cambridge English Language Assessment website. Distance learning. Candidates  can take the Delta modules through distance learning programmes, which combine both face-to-face and online learning. This means that teachers who do not have access to a local Cambridge English Teaching Qualifications centre can also take Delta courses. Usage. Delta aims to improve teaching practice, support career development and preparation for more senior roles. The UK Office of Qualifications and Examinations Regulation (Ofqual) regulates all three Delta modules at Level 7 of the Qualification and Credit Framework (QCF) for England, Wales and N. Ireland – the same level as a master's degree or a professional diploma in the  European Union. Delta can facilitate progression to other qualifications, such as MAs in Teaching English as a Foreign Language (TESOL), with some MA programmes accepting Delta credits. Examples of Higher Education Institutions which offer credits or exemptions to Delta holders include: Delta is accepted around the world by educational institutions, employers and international English Language teaching organisations. International ELT organisations that recognise Delta include organisations such as: British Council overseas teaching centres; International House and Bell Educational Services. Preparation. Free preparation materials, including a past exam paper and examination report, are available from the Cambridge English Language Assessment website Cambridge  English Teacher. Delta candidates receive a free 1-year membership of Cambridge English Teacher along with their final certificate. Cambridge English Teacher provides continuous professional development for English language teachers and is run by two departments of the University of Cambridge: Cambridge English Language Assessment and Cambridge University Press.