DELTA End Games (DEGs)
(The Cambridge Delta Experience)
(The Cambridge Delta Experience)
By: Huss Farsani
Word
Count: 2,650
Average Reading Time: 14 minutes
Most of us practicing teachers
enter various programs of professional development (from 1-day workshops
on a specific aspect of classroom teaching to extended programs such as
MAs or Cambridge Delta) without a clear picture of the end game. Without the
‘end game’ in mind, even the most motivated teachers and practitioners,
especially those who have developed their own effective routines over the
years, ‘feel lost, overwhelmed, intimidated, or simply, turned off,’ in the words of many fellow teachers I have spent time with throughout such
courses.
Whether
you are a novice teacher embarking on your first professional development
course, or an experienced practitioner planning to refresh your rusty classroom
toolbox of tricks, plans, and techniques, it is vital to contemplate the ‘end
game’: here is a concise Google-generated definition:
If, like me, you want a more elaborate explanation, then I’d urge you to see this.
In
this post, I am specifically addressing my fellow ELT (English Language
Teaching) practitioners who have entered the DELTA, The University of Cambridge
Diploma in English Language Teaching to Adults (more recently, Diploma in
Teaching English to Speakers of Other Languages). Delta can be
overwhelming: it is fast-paced (whether you take it part-time or full-time, in person
or on-line), it is bulky (you need to read an average of 40-60 books plus
numerous book chapters and articles throughout), it requires strict planning
and discipline (just look around and you’ll find a multitude of candidates,
highly motivated candidates, who did not even make it to the first Module’s
exam!) – yet it is absolutely worth it and very highly recommended. The
multitude of candidates who have finished all three Modules successfully, call
it the best professional program of their professional life.
So if
you are motivated, and are confident in your ability and powers to simply get
things done, you need to start like a professional, with a plan of action
and an ample amount of discipline. But as I said before, it would be
inconceivable to create a plan of action, and impossible to exert discipline,
when you do not have the end game in your sights.
The
question is, what does ‘the end game’ for Delta look like? Let’s see. Here is
the only & the most comprehensive Delta End Game (henceforth, DEG) analysis
and plan of action laid out before you in a step-by-step, practical fashion:
DEG
comprises three, yes! 3, different but interrelated ‘end games’; before
embarking on (see question 1 in Q-n-A, too) & while doing a delta, a
candidate needs to have 3 goals in mind:
DEG - 1
1. Delta
Module 1 final assessment:
this is a written exam of two 90-minute papers with the following assessment
criteria (see Cambridge English Delta Handbook for Tutors and Candidates 2016 here):
- Knowledge
of the right terminology to define and exemplify various ideas, theories,
methods, skills, and components in SLA (Second Language Acquisition) and in
different areas of ELT (exam paper 1: tasks 1 & 2);
- Ability to
analyze a particular textbook activity (mostly speaking or writing)
in terms of the language features and skill sets that learners need to
accomplish the task (exam paper 1: task 3);
- Ability
and experience to identify the strengths and weaknesses (usually errors of
spelling/pronunciation, grammar and lexis) of a spoken (transcribed) or written
text produced by a typical learner (exam paper 1: task 4);
- Knowledge
to recognize the genre (text type, e.g. magazine article, obituary, brochure,
encyclopedia entry, etc.) of an authentic text and its particular features of language
form (including phonological form), meaning, and use (exam paper 1: task 5)
- Knowledge
of English language testing (including terminology) to specify the strengths
and weaknesses of an extract from a test (e.g. a teacher-made quiz or an
extract from a PET/KET exam paper) and evaluate its effectiveness in terms of
the test’s particular aims (exam paper 2: task 1);
- Ability to
describe and explain the key assumptions and goals of a number of stages
(activities) from a learner’s textbook (exam paper 2: task 2);
- And
finally, the
ability to discuss, in brief bullet points, as many positive and negative
features associated with a particular classroom teaching/learning practice
(say, for instance, dictogloss) (exam paper 3: task 3).
Now,
regardless of the weight of scoring given to each of the exam tasks above, to
which I will return in another post (see also the Delta Module 1 Exam Report here),
there are a number of core areas of reading that the candidate has to engage in
in Module One (in order to succeed in the exam). Here’s a break-down – with
links to what I suggest should be core/start reading in each area:
Ø
Theories/Models of Second Language Acquisition (P1=T1, T2; P2=T2, T3):
start by reading,
Lightbown, P. M. & Spada, N. (2013). How Languages are Learned (4th ed.).Oxford: Oxford University Press.
[see a helpful review here]
Move
on, if you finish reading the above, to:
Ø
English Language Teaching Methodology (P1=T1, T2; P2=T2, T3):
the most accessible read is,
Move
on to:
Richards, J. C. & Rodgers, T. S. (2001). Approaches & Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press. [a 3-page summary here]
Ø
Discourse Analysis (P1=T1, T2, T3, T5;
P2=T2, T3): a pleasure to read (and to understand the value of text
in language teaching/learning) would be:
Thornbury, S. (2005). Beyond the Sentence. Oxford: Macmillan. [visit the author's blog along with some useful resources here]
Ø
Grammar
(P1=T1, T2, T3, T4, T5; P2=T2, T3): a fast-paced
and concise one I would highly recommend is,
There
are many other (learner) grammar references you could use along with the above.
Ø
Pronunciation/Phonology (P1=T1, T2, T3, T4, T5;
P2=T2, T3): a very practical teachers’ textbook (along with the video
demonstration here),
Underhill, A. (2005). Sound Foundations. Oxford: Macmillan. [some good links here]
If
you need a more theoretical approach, especially to terms and descriptions, I
would recommend,
Or an equally accessible classic,
Ø Teaching Vocabulary/Lexis (P1=T1, T2, T3,
T4, T5; P2=T2, T3): a short practical start (with many
practical classroom applications) would be,
A
longer and more recent one is,
It
would also be a very good idea, for me revolutionary, to read any of Michael
Lewis’ books (I read the following),
Lewis, M. (2002). The Lexical Approach. Heinle ELT. [a great link here]
Ø
Teaching the Listening Skill (P1=T1, T2; P2=T2, T3):
the one book that changed my whole view of teaching listening was,
Field,
J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press. [a useful summary of contents here]
Read
Field half-way through! That’s because the ideas suggested in the one below are
way more sensible and practical,
Ø
Teaching the Speaking Skill (P1=T1, T2, T3; P2=T2,
T3): it is hard to recommend one since there are many good ones, but I would go
for,
Thornbury,S. (2005). How to teach Speaking. Pearson: Longman. [a good summary here]
Ø Teaching the Reading and Writing Skills (P1=T1,
T2, T3; P2=T2, T3): the one with a rich combination of both is,
Ø Language Testing (P1=T1, T2; P2=T1): I read and really enjoyed,
Did
you notice I put ‘in order to succeed in the exam’ in parentheses above?! Well,
here’s the crucial point:
If you
have decided to receive a Cambridge Delta Certificate, it is not enough to only
have completed Module One: you need to move on to Module Two, and when you
finish, to Module Three. Then, as I said before, you need to have 2 other ‘end
games’ in mind in order to walk out of your Delta experience triumphant! But
here’s the good news: Module Two, Developing Professional Practice,
requires exactly similar capabilities as above (see DEG – 1) to complete. So
while you are reading for and doing the first Module, keep the big picture in sight.
What
happens in Module Two?
A lot
of people start and go through Delta Module 1, painstakingly and arduously
reading and doing various activities, without realizing how all this is going
to be a foundation for ‘Developing Professional Practice’ in the
subsequent module; for those of you who are curious and motivated to know,
here’s a break-down of ‘a giant boulder’ code-named Delta Module Two:
DEG – 2
2. Developing
Professional Practice
All
your reading and researching in Module One is supposed to bear fruit here.
Besides peer observations, a preliminary unassessed tutor observation/report, and
a rather bulky ‘Experimental’ task – part of the Reflection & Action plan
in this Module (do not worry about terminology at this point), the candidate
needs to do the following in order to succeed in Module Two (they call them
LSAs – a fancy term for Language Skills/Systems Assignments):
®
LSA1:
Teach the Speaking or Writing (Productive) Skill: You will have to build
on your reading from Module 1, research further into both the theoretical
underpinnings and practical activities related to the teaching of the skill,
write a 2,500-word essay outlining your research, write a 4,000-to-6,000-word
lesson plan with all the detailed specified and required in the criteria;
®
LSA2:
Teach the Listening or Reading (Receptive) Skill: same as above;
®
LSA3:
Teach the Grammar or Lexis (Systems) Component: focus on one issue your
learners have (had) with either of the components and follow the same procedure
as above (see Teach the Speaking/Writing Skill description);
®
LSA4:
Teach the Phonology/Pronunciation or Discourse (Systems) Component: same as
above.
So as
you can see here, you will need the knowledge you accumulate in Module One to
write mini-research tasks (background essays) and tackle practical issues that
arise in the classroom in terms of a specific skill/component (lesson plans
& subsequent teaching). Therefore, it is essential to foresee the ‘end
game’ that awaits you in Module Two.
DEG – 3
3. Extending
Practice to a Specialism/ ELT Management
At the
time I am writing this, I am still involved in completing Module Two at International Training Institute (my input sessions are over and I am preparing for my 3rd
LSA). I asked a former Module One classmate of mine today (she jumped to Module
Three) to come to the center and give me some information about what the Module
Three experience is like.
Here
is, then, a preview of Delta Module Three for those goal-setters among
us:
In
module three, you will need to choose an area of specialty in ELT to focus on,
called ‘a specialism’. Then, depending on your center, you will need to go
through 4 phases (sections of a
4,000-to-4,500-word assignment):
ü
Specify your chosen specialism and issues related
to that;
ü
Carry out a needs analysis of a group of learners;
ü
Outline the design of a course to tackle their
issues and meet their needs;
ü
Design and carry out an assessment and evaluation plan
for your designed course.
Therefore,
as you can see, you will need knowledge of:
With
all the 3 Delta End Games (DEGs) in mind, you are now better equipped to deal
with whatever comes your way in terms of reading lists, class
assignments, and course requirements and components.
Good
Luck on Your Delta JourneyJ
Some
Q-n-A!
Question
(1): What
should I read if I have some time before starting Delta Module 1?
Answer
(1): There are
a few good ‘starters’ out there that warm you up and prepare you in practical
ways. Among the many, I’d recommend (in alphabetical order):
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Question
(2): Where can
I find relevant Cambridge Documents outlining course details and requirements
of Delta?
Answer
(2): Good
question. There are a few resources, all free, from Cambridge. I would
recommend going thoroughly through all of the following:
The
Delta Handbook for Tutors and Candidates here.
Syllabus
Specifications for the Delta
here.
Delta
Module One Examination Report
here.
-------------------------------------------------------------------------------------
Question
(3): So, there
obviously is a lot to read. And you are saying that Module 1 reading is the
foundation for other modules. How can I save contents from books, pictures,
articles, web pages, etc. as I go, because there are a lot of venues for
resources and I can lose track of what I do as I go along. What do you suggest?
Answer
(3): Brilliant
question. So I personally use Evernote on my Samsung device (not sure if
there’s one for other handheld devices). There’s the desktop version for
download here. I highly recommend it as your multimedia content
organizer.
If you
are used to reading on the computer screen and taking notes, I recommend Google Docs, as you can save instantly, share freely with other Delta-ers, and
have access to your documents wherever you are.
If you
do not have a cloud service , think of signing up for
one (I use Dropbox). It allows you to upload drafts of your works and other items onto the
cloud space and have access to them on the go.
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Question
(4): How
should I go about reading? Should I create a(n) (on-line) library? Should I
read books from cover to cover?
Answer
(4): Some
books are precious: the more you read, the more you want to read!
Others, however, contain a comprehensive ‘introductory’ chapter on a particular
area (say, listening); yet others contain good chapters or practical activities/suggestions
for the classroom throughout or at the end.
Just remember one point: do not
read aimlessly, just to take ample notes and then not know where they are
or where to look for them when you begin writing assignments or practicing for
the exam (I’m sure you have the experience!). Read as you need, as much
as you need; read strategically! Remember: you have a limited time span,
and you need to use it to your advantage.
-------------------------------------------------------------------------------------
Question
(5): Is Delta
all about reading books, book chapters, and journal articles?
Answer
(5): Of course
not! There are so many useful resources on the World Wide Web that you would
not want to lose sight of.
You can visit your favorite writer’s/writers’
website/blog to tap into their wider content area. Use Youtube to search
for videos from your favorite author(s)/subjects. There are many websites that
give you practical experience with various aspects of language analysis (I
include links to many such pages in my blog posts – make sure you check
regularly for new posts).
There are numerous resources that you can tap into to
learn best – widen your learning horizons!
Thank you! I needed some motivation and guidelines.
ReplyDeleteI'm glad it has been of help to you.
ReplyDeleteThank you Huss. It's a very comprehensive look at Delta modules and studies.
ReplyDeleteHello Volkan. Thank you for commenting. When I started Module1, the thing I needed most was a view of what lay ahead. Having the big picture helps candidates at initial stages plan their time and reading more efficiently.
Delete