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The Young Learner (YL) Extension to CELTA was aimed at teachers who had gained the CELTA certificate and wished to build on the content of CELTA to teach young learners (i.e. children and teenagers). [20] The YL Extension to CELTA was normally taught full-time over the course of two weeks. [7]
Large European cities have established language schools or operated as agencies which send teachers to various locations. September is the peak recruiting month, and many annual contracts run from October to June. Employers prefer graduate students with experience in teaching business English or teaching young learners.
Cambridge Assessment English or Cambridge English develops and produces Cambridge English Qualifications and the International English Language Testing System ().The organisation contributed to the development of the Common European Framework of Reference for Languages (CEFR), the standard used around the world to benchmark language skills, [2] and its qualifications and tests are aligned with ...
The placement test uses the same task types as Cambridge English: Young Learners and covers listening, reading and writing skills. The placement test is computer adaptive. It becomes progressively easier or more difficult based on the student's responses, assessing the entire spectrum of language ability from CEFR level pre A1 to level A2.
Scott Thornbury (born 1950 in New Zealand) is an internationally recognized academic and teacher trainer in the field of English Language Teaching (ELT). Along with Luke Meddings, Thornbury is credited with developing the Dogme language teaching approach, which emphasizes meaningful interaction and emergent language over prepared materials and following an explicit syllabus.
This method of teaching is divided into the descriptive: grammatical analysis, and the prescriptive: the articulation of a set of rules. Following an analysis of the context in which it is to be used, one grammatical form or arrangement of words will be determined to be the most appropriate. It helps in learning the grammar of foreign languages.
These have led to a wider variety of teaching methods, ranging from the grammar-translation method and Gouin's "series method" to the direct methods of Berlitz and De Sauzé. With these methods, students generate original and meaningful sentences to gain a functional knowledge of the rules of grammar.
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).