A TESOL Practicum in England

Abstract

This chapter sets out the details of the teaching practicum at Anglia Ruskin University. The practicum is unusual in that it combines two different qualifications at the same time. During the practicum the trainees are taking three modules on their BA English Language and English Language Teaching and at the same time they are taking a separate, externally validated, qualification, the Cambridge English CELTA. While combining these two strands is highly beneficial for trainees in terms of outcome, it does pose unique challenges for tutors in terms of aligning the delivery and assessment with both the university system and CELTA course requirements. The course is also unusual in that it takes place over a full academic year, unlike most CELTA courses which are 4 weeks in duration. This presents opportunities for more depth of discussion, reviews of concepts and unassessed teaching practice but, again, presents new challenges, such as keeping trainees motivated and focussed through two semesters in which they also have other modules to attend and submit work for, as well as typically working part-time to finance their studies. Ultimately, however, the essence of this course is the Cambridge English CELTA programme, which is standardized across the globe.

Appendices

Appendices

1.1 Appendix A: Sample Teaching Practice Points for First Teaching Practice

1.2 Appendix B: CELTA Criteria

Cambridge English Language Assessment. (2018). CELTA syllabus and assessment guidelines (5th edn.). Cambridge: Cambridge English.

1.2.1 Planning and Teaching

By the end of the 6 hours’ assessed teaching practice, successful candidates at Pass level should show convincingly that they can:

Prepare and plan for the effective teaching of adult ESOL learners by:
4a	Identifying and stating appropriate aims/outcomes for individual lessons
4b	Ordering activities so that they achieve lesson aims
4c	Selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson
4d	Presenting the materials for classroom use with a professional appearance, and with regard to copyright requirements
4e	Describing the procedure of the lesson in sufficient detail
4f	Including interaction patterns appropriate for the materials and activities used in the lesson
4g	Ensuring balance, variety and a communicative focus in materials, tasks and activities
4h	Allocating appropriate timing for different stages in the lessons
4i	Analyzing language with attention to form, meaning and phonology and using correct terminology
4j	Anticipating potential difficulties with language, materials and learners
4k	Suggesting solutions to anticipated problems
4l	Using terminology that relates to language skills and subskills correctly
4m	Working constructively with colleagues in the planning of teaching practice sessions
4n	Reflecting on and evaluating their plans in light of the learning process and suggesting improvements for future plans.

Demonstrate professional competence as teachers by:
1a	teaching a class with an awareness of the needs and interests of the learner group
1b	Teaching a class with an awareness of learning preferences and cultural factors that may affect learning
1c	Acknowledging, when necessary, learners’ backgrounds and previous learning experiences
1d	Establishing good rapport with learners and ensuring they are fully involved in learning activities
2a	Adjusting their own use of language in the classroom according to the learner group and the context
2b	Identifying errors and sensitively correcting learners’ oral and written language
2c	Providing clear contexts and a communicative focus for language
2d	Providing accurate and appropriate models of oral and written language in the classroom
2e	Focusing on language items in the classroom by clarifying relevant aspects of meaning and form (including phonology) for learners to an appropriate degree of depth
2f	Showing awareness of differences in register
2g	Providing appropriate practice of language items
3a	Helping learners to understand reading and listening texts
3b	Helping learners to produce oral and written language
5a	Arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind safety regulations of the institution
5b	Setting up and managing whole class and/or group or individual activities appropriate to the lesson type
5c	Selecting appropriate teaching techniques in relation to the content of the lesson
5d	Managing the learning process in such a way that lesson aims are achieved
5e	Making use of materials, resources and technical aids in such a way that they enhance learning
5f	Using appropriate means to make instructions for tasks and activities clear to learners
5g	Using a range of questions effectively for the purpose of elicitation and checking of understanding
5h	Providing learners with appropriate feedback on tasks and activities
5i	Maintaining an appropriate learning pace in relation to materials, tasks and activities
5j	Monitoring learners appropriately in relation to the task or activity
5k	Beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the teaching institution clear to learners
5l	Maintaining accurate and up-to-date records in their portfolio
5m	Noting their own teaching strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and teacher educators
5n	Participating in and responding to feedback.

1.3 Appendix C: Sample Peer Observation Task

1.3.1 Progress

As you observe the lessons make notes on the areas below. Consider how the teachers have made progress since TP1.

	Teacher 1	Teacher 2	Teacher 3
	2–2.40 pm	2.40–3.20 pm	3.20–4 pm
Teacher talking time: Language grading/running commentary/echoing/pace
Gestures
Instructions/ICQs/demos
Variety of student interaction
Monitoring
T positioning
Peer-check and feedback

1.4 Appendix D: Sample Self-Evaluation Task

1.4.1 Self-Evaluation

Name	Date	Level	Lesson #	Tutor
Lesson type

When you have finished your lesson, write some notes for yourself and your tutor under the following headings. Pass it to your tutor prior to feedback. Try to be balanced and evaluative. This is part of your teaching practice assessment and should be kept in your assessment file.

• Gut reaction: Overall comment. How did you feel? Were the students engaged? etc.

• What worked:

• What didn’t work:

• How I’d change the lesson:

• Areas for me to work on/think about:

• Questions/points for discussion:

• Tutor comments

1.5 Appendix E: Lesson Plan Proforma

1.6 Appensix F: Language Analysis Page

1.7 Appendix G: Sample Feedback Page