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SYLLABUS There are six main units of learning:
1. Language awareness Language description for the teaching of English to young learners
The practical significance of similarities and differences between languages
Reference materials for language awareness
2. The learner, the teacher and the teaching/learning context The young learner’s educational background and traditions and the context for learning and teaching English at young learner level
Different motivations for young learners learning English at different stages of their development
Different learning and teaching styles in a young learner classroom
3. Planning for effective teaching of young learners of English The principles and practical realities of planning for effective teaching of young learners of English
The selection and evaluation of appropriate materials and resources, including exercise types, for specific lessons with young learners.
The evaluation of lesson preparation
4. Classroom management and teaching skills for teaching English to young learners Classroom presence, control and organisation
Teacher and learner language
Practical skills for teaching young learners of different ages and ability levels
Monitoring and evaluation of young learners’ performance and progress
5. Resources and materials for teaching English to young learners Resources and materials for teaching English to young learners
Criteria for selection and evaluation of resources and materials for use in teaching and testing young learners of English
Ways in which materials and resources may be adapted for use in teaching English to young learners
6. Professional Development for teachers of English to young learners Self assessment: understanding the teacher’s own development needs and working on strengths
Preparation for employment: preparing to become a teacher, colleague and employee
Professional development: support systems, publications, and courses for teaching English to young learners
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ENTRY REQUIREMENTS FOR CANDIDATES Candidates should ideally have been awarded the CELTA as the CELTYL extension builds on the CELTA syllabus. Candidates who do not have a CELTA but have an equivalent entry level EFL qualification (e.g. the Trinity TESOL) can also join the course. However, they will not be eligible to be awarded an endorsement certificate by Cambridge, but will be awarded a certificate by ILA Vietnam instead.
Cambridge regulations state that candidates:
- must have an awareness of language and a competence in English, both written and spoken, that enables them to undertake the course and prepare for teaching a range of English levels.
- must be at least eighteen years old at the start of the course. It is generally recommended that candidates should be aged 20 and over, but candidates aged between 18 – 20 can be accepted at the centre’s discretion.
- must have the potential to develop the necessary skills to become effective teachers of young learners and to successfully complete the written assignments and the assessment of practice teaching.
- should normally have, as a minimum entry requirement, a standard of education equivalent to that required for entry into higher education. However, candidates who do not have formal qualifications at this level who can demonstrate their ability to complete the course successfully may be eligible for entry.
All applicants must complete a pre-interview task (see the application pack) and have an interview. This interview can be done over the telephone. The admission procedure is designed to safeguard applicant’s interests.
The written application:
- is designed to challenge you.
- needs to be completed carefully and thoroughly.
- shows you the areas you’ll be involved in during the course.
helps the centre to accept only those candidates who we think can successfully complete the course. This is a Cambridge requirement.
