The new Modular DELTA:
The modular DELTA is divided into three modules:
Module One focuses on the background to teaching and learning
Module Two focuses on developing professional practice
Module Three focuses on a specialist option (e.g. Young Learners, ESP, 1-1, etc.)
Scroll down for details on each Module:
This module focuses on the background to teaching and learning ESOL in a range of contexts.
1. theoretical perspectives on language acquisition and language teaching
2. different approaches and methodologies including current developments
3. language systems and learners’ linguistic problems
4. language skills and learners’ problems
5. knowledge of resources, materials and reference sources for language learning
6. key concepts and terminology related to assessment
The purpose of Module One is to:
• develop candidates’ knowledge of historical and current theories of first and second language acquisition
• increase candidates’ critical awareness of approaches and methodologies and the way they are used in a range of English language teaching contexts
• extend candidates’ knowledge of language systems and skills and the ways in which they are used
• increase candidates’ knowledge of learners’ problems in developing language and skills proficiency
• enable candidates to critically evaluate teaching and reference materials and resources in a range of English language teaching contexts
• increase candidates’ knowledge of the role and methods of assessment.
Module One achieves this by looking at features of language systems and language skills appropriate to teaching and lesson planning, including problems with language use and skills experienced by learners.
Candidates critically evaluate current and historical methods in English language teaching, examine and evaluate teaching resources and materials (including e-resources and multi-media materials), and demonstrate knowledge of key concepts related to assessment.
Module One is assessed via a written examination.
This module looks at the theory and practice of teaching and a range of factors which affect teaching
1. the language learner and the language learning context
2. preparation for teaching adult learners of English
3. evaluating, selecting and using resources and materials for teaching purposes
4. managing and supporting learning
5. evaluation of lesson preparation and teaching
6. observation/evaluation of other teachers’ lessons
7. professionalism and opportunities for professional development
The purpose of Module Two is to:
• develop candidates’ awareness of the ways that different circumstances affect the learning and teaching of English, and factors affecting the individual’s ability to learn
• develop understanding of the different roles of teachers and the principles underpinning them in the context of English language teaching
• develop the skills to plan lessons for different learning abilities
• develop the knowledge and skills to support learners in a range of contexts
• develop candidates' understanding of teaching
• develop candidates’ beliefs about teaching and help them to evaluate their own performance and to improve as a teacher
• broaden candidates' understanding of teaching as a professional practice
• develop expertise in spoken and written communication within their professional roles
Module Two achieves this by developing candidate’s abilities to make appropriate choices regarding lesson content and teaching approach. Candidates broaden their range of teaching and learning strategies and develop as classroom practitioners who are able to respond to learners’ needs. Critical thinking and analysis are developed through a focus on problem solving, evaluation and reflection both before and after teaching.Module Two is assessed via a portfolio of coursework, including observed lessons, background written assignments, and an externally-assessed lesson observation.
1. research into specialist areas
2. syllabus design: principles, influences on, methodological effects of, and major syllabus types as applied to the specific learning context
3. designing syllabus and teaching programmes to meet the needs of learners in the specific context of their selected specialisation
4. course design and development in the specific context of their selected specialisation
5. the principles and practice of testing and assessment and application to the candidate’s specialist area
The purpose of Module Three is to:
• enable candidates to develop their knowledge in relation to specialisms within English language teaching
• develop candidates’ knowledge of the principles of curriculum design and assessment in an English language teaching context, and to be able to apply it to a specific group of learners
• enable candidates to synthesise all of their learning into a project which can be coherently presented to a third party.
Module Three achieves this through a focus on the main types of syllabus and the methods for conducting needs analysis within different English language teaching specialisms. Candidates are introduced to research skills and the theory and techniques behind assignment planning and syllabus design. Module Three also looks at assessment and its impact on syllabus content and teaching methodology.
Delta Module Three is assessed by means of a 4,000-4,500 word extended assignment.