Cambridge Delta

Historical and current hypotheses and theories of language and FLA (e.g. imitation, innateness, cognitive-developmental); Key concepts related to these (e.g. language acquisition device, critical period, etc.); Historical and current hypotheses and theories of SLA (e.g. behaviourist, cognitive); Key concepts related to these (e.g. interlanguage, natural order hypothesis, monitor model, etc.); Similarities and differences between FLA and SLA

Historical and current approaches and methods including both mainstream (e.g. grammar-translation, direct method, audio-lingual method, situational language teaching, communicative and task-based learning approaches) and experimental or non-mainstream (e.g. delayed oral practice, Natural Approach, TPR, Silent Way); Learning environments (e.g. the classroom, resource centres, VLEs, experiential learning outside the classroom - the workplace, project work, etc.); Contemporary issues and talking points as found in recent publications, conference presentations, online discussion groups, etc.

How language is used to form, maintain and transform identity (e.g. cultural, social, political or religious) and power relations; Differences in English in different world contexts (e.g. English as a global language; World Englishes, English as a lingua franca, etc.) and in different interactional and textual contexts (e.g. register, genre, etc.); related decisions about which varieties to teach; Features of language systems (e.g. in terms of meaning, form, pronunciation and use) and associated terminology, appropriate to teaching purposes/lesson planning; Common or typical errors related to L1 or other contextual features; Error analysis; Reference sources (e.g. grammars, corpus data, recordings, etc.) to assist and inform analysis; Phonemic script and transcription conventions

Features of language skills (e.g. in terms of subskills, strategies) and associated texts (e.g. in terms of genre, complexity, intended audience) and terminology; application of analysis to teaching purposes; Problems learners face in achieving success in skills work; Literacy in different ELT contexts; Reference sources for skills analysis

Resources and materials to include: historical and contemporary coursebooks and other learner materials, reference sources; ICT, including multimedia, computer-based and online materials; authentic materials; activities, tasks and exercises designed for use in and out of the classroom

Diagnostic, formative, summative assessment; Concepts of validity, reliability, impact and practicality; Widely available tests and purposes for which they are used

The historical and current social, political and cultural position of English as a global language; attitudes, expectations and values associated with this evolving role; the impact and ramifications of studying or using English in local contexts; perceptions of the relative status of varieties of English; relationship between language and social processes; Theories of motivation and their application to individual learners and to classroom contexts; ways of ascertaining types and levels of motivation; Learner differences in abilities, preferences and learning strategies; evaluating and adjusting to these differences; Impact and potential of learning context for language learning; ICT and its impact and potential for language learning; Theory and practice of teaching younger learners, teenagers and adults, and how these affect planning to teach such learners

The impact of decisions about type of syllabus (e.g. grammatical, lexical, skills-based, task, process, genre, etc.) on method; Lesson planning with reference to information about learners and the learning context, including institutional constraints; Pre-teaching preparation; Relevant reference sources (e.g. grammars, dictionaries, etc.); Aims and objectives (i.e. expected, predicted or possible outcomes for the learners); Solutions to anticipated problems for specific learners and groups; Justification for choice of: lesson content; teaching methodology; approaches and techniques; materials selected to develop learners':; knowledge of and control of language systems; fluency and confidence in using the language appropriately; reading, writing, listening and speaking skills, subskills and strategies; range of effective learning strategies; other skills related to ELT or to a particular course of study (e.g. exam skills); Sequencing of stages and estimation of timings whilst allowing for flexibility in response to the evolving classroom situation; Contextually aware encouragement of learner autonomy; Organisation of the physical space to match planned interaction patterns in the lesson; Relevance and potential of ICT for the lesson and functional skills development; Monitoring and evaluating learning outcomes; Appropriate conventions of format, style and content in the pre-lesson analysis and lesson plan

Influence of ELT research, market research, and expectations of learners, teachers, institutions and government, including the following; curriculum requirements; language proficiency level; motives for learning; cognitive level; affective factors; topic and content (including cultural, linguistic appropriateness); text types; criteria for judging the suitability of different types of materials and resources for specified teaching and learning contexts; Materials; prescribed materials; appropriateness of materials to language item(s) and skills taught; layout and design; market orientation: local and international; Resources; coursebooks; course materials; supplementary materials and resources (e.g. online support materials, graded readers, grammar references for students and teachers); published materials not originally designed for use in the classroom (e.g. online news, journals, reports, articles, printed newspapers, magazines); ICT, including electronic resources for classroom use and individual study

Approaches and criteria for application to specific contexts; Theoretical descriptions and analysis of the range and boundaries of possible classroom roles for a teacher (e.g. facilitator, manager, coach, information-giver etc.); Teaching manner, qualities and personal style (e.g. authenticity, empathy etc.), the quality of relationship and interaction in the classroom (e.g. respect, rapport, affective issues etc.); Flexibility of the teacher's role with different learners and in different teaching contexts; Diversity of learners' backgrounds, views and language abilities; Principle of equality, inclusiveness and respect for all learners at all times; Organisation of the physical space and utilisation of classroom resources, taking account of the learners, type of lesson and safety regulations; Classroom presence: ability to gain and hold attention, to give clear unambiguous messages, to listen to, interpret and respond to what learners say, to show support, understanding and empathy where appropriate; Appropriate graded language to ask relevant and effective questions, and to give clear instructions, explanations, demonstrations, feedback and guidance as needed; Task setting and managing a variety of working arrangements as appropriate; Monitoring activities and learners; Strategies to deal with problems and misunderstandings; Accurate information on language systems and language skills; Ways of checking learners' understanding of the meaning, form and use of specific language items; Types and effects of verbal and written feedback to learners; Recognition of successful learner language use; Recognition of problems, mistakes and errors and their possible causes; Intervention to help learners with these problems, mistakes and errors; Flexible decision-making about the timing and pacing of work in response to the evolving classroom situation; Effective and appropriate classroom use of a varied range of currently available resources and materials; Checking learning and progress

Evaluation of lesson preparation before teaching through critical thinking with regard to assumptions made, problems anticipated, decisions taken, and the selection and use of materials and resources; Evaluation of lesson preparation and execution through recall, reflection and critical thinking; Critical reflection on the relationship between the candidate's own beliefs and their lesson preparation and teaching; Taking account of these evaluations in planning future study, research for teaching, lesson preparation and teaching; Use of e-portfolio to log reflections and action plans; Online self-assessment

Observation instruments; Function and forms of observation feedback; Role of observation in quality assurance and professional development; Clear narrative and commentary on observation; Use of e-portfolio to record observations

Reflexivity: learning from oneself; reflection on practice; awareness and analysis of personal qualities, values, attitudes and beliefs and their influence on class relationships, lessons, activities, techniques, actions, decisions and language used; application of what is learned to future preparation and teaching; Learning from others: reflection on feedback and information (e.g. from peers, trainers, colleagues, educational managers, etc.); reflection on things observed or studied (e.g. books read, lessons watched, seminars attended, etc.); critically using this to improve own teaching; Continuing reflection of candidates' teaching in light of theories of learning, language, SLA, etc., and of their own beliefs; Norms and codes of professional practice within the profession as a whole and within specific local contexts; manner, behaviour, attitudes, relationships and self-presentation inside and outside the classroom, staff-room and school environment; roles of a teacher within classroom and institution; The teacher's role within professional and institutional codes of practice; underlying values and norms, practical implications and potential outcomes of each; Awareness of career paths and development of own career trajectory (plan) taking account of opportunities and constraints

Research, skills; Resources; Assignment planning; Context: national, educational and institutional features; Needs analysis; Criteria for selecting relevant approach to teaching; Principles underlying planning and assessment in the selected specialist context

Prevalent types of syllabus design with reference to a range of different contexts; Major theories of SLA and their effects on the design of major types of syllabus (e.g. lexical, functional, task-based and process-based); Influence of educational, cultural, social, economic and political factors on syllabus design; Effect(s) that syllabus design (in the context(s) with which candidates are familiar) have on the choice of methodology; Rationale informing the selection of language items and skills, and the ordering and sequencing of these in a range of different contexts

Major syllabus types; lexical; formal; functional; task-based; process-based; topic-based; Prevalent syllabus types in the specific context of their selected specialism; Methods of assessing the suitability of syllabus types in the specific context of their selected specialism, e.g. identification of learner outcomes, institutional needs analysis, learner needs analysis, local cultural expectations; Relationship of syllabus type to needs and expectations of learners/institution/local culture; Types of needs analyses; pre-course and during-course; formal and informal; spoken and written tests (accuracy and communicative fluency); discrete item tests; interviews; questionnaires; Methods for conducting needs analyses (English language and language skills) with reference to the specific context of their selected specialism

Principles of course design: sequencing, staging, recycling; Aligning the course with time and scheduling constraints; Scheme of work linked to the above, covering topics, key tasks, outcomes and resources

Reliability; Validity; Range; Mode etc.; Diagnostic testing; Progress testing; Placement tests; 'Live' monitoring; Analysis of learners' written text; Analysis of learners' spoken text; Use of electronic and online assessment; Major tests relevant to the context(s) with which candidates are familiar (e.g. IELTS, local state and government recognised tests); Impact that tests have on teaching methodologies and syllabus content; Live and recorded observation; Design of feedback questionnaires; Feedback interviews (e.g. for learners, teachers, institutions)

Evidence of effectiveness: teachers' reports, test and examination results, on-the-job success; Evidence of quality: satisfaction surveys, teachers' reports, repeat enrolments, etc.; Formal institutional, NGO, and governmental inspection and evaluation

Research skills: online and library-based; Key concepts and processes in specialism; Resources: material and virtual; Assignment planning: outlining and organising; Context: national, educational and institutional features; Criteria for selecting the specialism

Rational and non-rational approaches to management; Transactional and transformative leadership; Leadership characteristics; Strategic, tactical and operational management; Decision-making, prioritising and problem-solving; Power and influence, authority and accountability; Fiduciary duties of management; Defining and managing roles within an organisation; Teams and team building; Theories of motivation: content and process theories; Developing motivational strategies; Organisational structure and culture; Organisational development; Stakeholders: identity and influence; Comparison between educational and commercial management

Vision, mission and values in LTO; Frameworks and guidelines for management in selected specialism; Products and services offered by LTO; Management roles: internal and external, professional and commercial, entrepreneurial and organisational; Decision-making: allocating time, selecting and allocating staff, allocating physical and financial resources; Delegating; Prioritising and problem-solving; Controlling, monitoring, reviewing and revising; macro levels: overall educational and commercial objectives, time, budget, quality; micro levels: tracking individual tasks from initiation to completion; data from surveys (e.g. marketing, customer satisfaction) and performance (staff turnover, test results); Techniques and procedures for planning, decision-making and monitoring in selected specialism: SWOT, STEP, action plans, Gantt charts, fishbone diagrams, surveys (marketing, satisfaction), etc.; Communication: internal (staff, students), external (stakeholders); Quality assurance, codes of practice and compliance; Professional development; New product development; Managing implementation of change; Project management in selected specialism; Team building and team management in selected specialism

Situation analysis: LTO's services, stakeholders, clientele, competitors, SWOT analysis; Analysis of practices in selected specialism in the LTO; Climate or context: PEST analysis; Organisational structure of LTO: decision-making authority and accountability; LTO's history of implementing change in services and processes; Identification of requirements for change and improvement in selected specialism; Setting of goals for an initiative to meet requirements identified in analysis of current practices

Models of change management (centre-periphery, social interaction, linear, iterative, etc.); Factors supporting and inhibiting change implementation; Implementation issues; Institutional issues; Stakeholder analysis: primary, secondary and key; Project management framework: scoping, planning, organising, securing and managing resources and people, delegating, monitoring and controlling, evaluating outcomes; Selection and application of such procedures as introducing new techniques or methods in academic management, developing a CPD programme in HRM, carrying out a survey in marketing, responding to customer feedback in service management or developing a new product in response to a market survey

Progress checking of implementation activities; Monitoring variables (scope, cost, etc.) against plan; Taking corrective actions to align progress with plan; Analysing performance indicators; Measuring outcomes against performance indicators