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CELTA was developed to be suitable both for those interested in Teaching English as a Foreign Language (TEFL) and for Teaching English to the Speakers of Other Languages (TESOL). [1] [2] The full name of the course was originally the Certificate in English Language Teaching to Adults and is still referred to in this way by some course providers.
TESOL International Association, formerly Teachers of English to Speakers of Other Languages, [1] is the largest professional organization for teachers of English as a second or foreign language. [2] It was founded in 1966 and is based in Alexandria, Virginia , in the United States. [ 3 ]
Teaching English as a second language (TESL) refers to teaching English to students whose first language is not English. The teaching profession has used different names for TEFL and TESL; the generic "teaching English to speakers of other languages" (TESOL) is increasingly used, which covers TESL and TEFL as an umbrella term. [5]
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.
An MA in TESOL may or may not meet individual state requirements for K–12 public school teachers. It is important to determine if a graduate program is designed to prepare teachers for adult education or K–12 education. The MA in TESOL typically includes second-language acquisition theory, linguistics, pedagogy, and an internship.
The National Council of Teachers of English (NCTE) is a United States professional organization dedicated to "improving the teaching and learning of English and the language arts at all levels of education. Since 1911, NCTE has provided a forum for the profession, an array of opportunities for teachers to continue their professional growth ...
The Common Core State Standards Initiative, also known as simply Common Core, was an American, multi-state educational initiative begun in 2010 with the goal of increasing consistency across state standards, or what K–12 students throughout the United States should know in English language arts and mathematics at the conclusion of each school grade.
Between 1995 and 2005, the number of immigrant children in grades K-12 rose more than 57%. [5] Since this time, the demographics of the United States have been changing radically, particularly with respect to Hispanic individuals. In 1980, there were 14.6 million Hispanics in the United States, which accounted for about 6% of the population. [6]