by Mike Turner
Introduction
The Cambridge DELTA (Diploma in Teaching English to Speakers of Other Languages) is a highly regarded qualification for experienced English language teachers. This reflection aims to share my experiences and insights gained from undertaking the Distance DELTA course online with a focus on Young Learners in Japan.
Background
Before starting the DELTA, I had been teaching English as a Foreign Language (EFL) for over 12 years in Japan in a range of settings such as international pre-schools, conversation schools, and universities. My decision to take the DELTA was driven by a desire to deepen my understanding of teaching methods, grammatical knowledge, and terminology, and to enhance my career prospects. Most importantly, however, I wanted to improve the quality of my lessons for my learners.
I was particularly interested in the theoretical underpinnings of language acquisition such as the theory of innatism as discussed by Lightbown and Spada (2020), and the practical application of theories in the classroom related to learner engagement, autonomy, and error correction. Recommendations from my co-workers who had completed both the DELTA and a Master’s degree in the field of linguistics or education also suggested that I would get more out of the DELTA, and that I would find the Master's a more achievable goal with the diploma under my belt.
Course Structure and Content
The DELTA course is divided into three modules.
Module One focuses on understanding language, methodology, and resources for teaching. The assessment is in the form of a two-part test. In my case this was done in Kobe, Japan. Finding a testing location can be a challenge depending on the country you are in so getting this information early on and planning ahead were both key. Breaking down the different aspects of the test and organizing a schedule to stick to when looking at the recommended reading list is also incredibly important during this stage.
Module Two emphasizes developing professional practice through four teaching observations. Three are internal with your local tutor and one is external with an assessor supplied by Cambridge. It is worth noting that you may have to pay additional fees for hotels or flight tickets so you should talk to your local tutor and organize this well in advance. I chose to do mine via Zoom and had no issues as we spent time checking and practicing with the camera setup and online platform. This was vital to the success of the observation as if at any point the video stream fails, the observation is over. Checking your equipment and practicing will relieve a lot of stress on the day. I used a laptop with an internal camera to give the full class view and a smartphone with a staff member using this to move around and show the assessor any angles they requested via the Bluetooth headphones linked to the phone. This module was by far the most intensive of the three not only in preparation and written work but also logistics and planning.
Module Three considers extending practice and an English language teaching specialism. In my case, I planned a 20-hour course for young learners aged 12 – 17. The module involves a combination of written assignments, practical teaching assessments, and examinations. As this was with young learners, getting permission to do the student surveys and testing did take time so again being well on top of your preparation is key.
Each module came with its own challenges.
For Module One, the extensive reading and study took several months but did provide me with a solid theoretical foundation that to this day has improved not only my lesson planning but also my understanding of language and how I approach teaching as a whole. As my teaching experience has been primarily with young learners, some of the terminology or teaching methods were not familiar to me in the beginning, but by doing this module I improved my knowledge and am now more able to assist colleagues when they need reference and resource books.
Module Two, while the most intense, was a very valuable experience which allowed me to receive constructive feedback from my local tutor and refine my teaching techniques. Being able to work closely with my local tutor was of key importance for me, as meeting the written requirements of the background essays while keeping under the word count proved to be a challenge. The same can be said for formatting, sourcing, and correctly setting up appendices. Using document templates, consistent formatting, and filing systems from the very beginning saved me a lot of time later on.
Module Three offered the opportunity to specialize in a particular area of interest, which for me was teaching young learners. This was a good opportunity to step back and look in greater depth at areas such as course design and assessment - something that is not always available to us in our day-to-day working life. The module itself is its own reward as by the end of it you have a fully functioning course to teach to your learners. Having a work group was also very helpful as you can bounce ideas off each other and share resources. I became very close with my fellow course participants Walter Curti and William Travers through a lot of online study sessions. To this day we are still sharing ideas and materials internationally with each other. That is one of the many great things about the Distance Delta - you can meet such a huge range of people and learn about their student’s learning context. You never know when such knowledge will become of great use to you with your own learners. In hindsight I would say that keeping on top of your appendices and such for your research and data collection is one of the biggest challenges, and setting up a color-coding system for the main submission document is an absolute must.
Personal Experience and Reflections
The DELTA was by far the most difficult course I have ever completed, but it was simultaneously the most rewarding. If you are prepared to put in the time and accept the costs that come to your work-life balance, I feel it is something that all teachers should do for their personal and professional development.
It does come with its challenges however. One such challenge for me was the focus on pronunciation features, in particular having to analyze language for elision, assimilation, and catenation and transcribe these features using IPA. Two books that were really helpful in this were Sound Foundations by Underhill (1994) and English Phonetics and Phonology by Roach (2001). Though a major challenge, this focus on pronunciation is shared by most Master’s courses (such as Applied Linguistics and TESOL), so anyone with the DELTA will have something of a headstart for that particular module.
During the teaching practice in Module Two, the writing of the background essays was a challenge but, after finishing the first one, I saw a lot of improvement in my academic writing. The positive feedback from my local tutor, David Cruse, was incredibly motivating. During these meetings I also got the opportunity to discuss teaching techniques and methods in a much more targeted way. The course has definitely encouraged me to critically evaluate my teaching and continuously seek ways to improve.
Impact on Professional Development
The DELTA course has had a profound impact on my professional development. It has equipped me with advanced teaching skills, clarified my own teaching beliefs, and given me a deeper understanding of language acquisition theories. I have gained more confidence in my ability to design and deliver effective lessons, and I am now more adept at addressing the diverse needs of my students.
Moreover, the DELTA qualification has opened up new career opportunities. I have been able to take on more senior roles within my institution, and I am now involved in teacher training and curriculum development. The course has also inspired me to pursue further professional development, and I am enrolling in a Master’s program as a direct result of the DELTA.
Conclusion
The Cambridge DELTA course has been a transformative experience. It has challenged me to grow both personally and professionally, and it has significantly enhanced my teaching practice and widened my contacts and friends in the field of linguistics and teaching. For those considering the DELTA course, I highly recommend it as a valuable investment in your career as an English language teacher.
References
Lightbown, P. and Spada, N., (2020). How languages are learned. Oxford: Oxford University Press.
Roach, P. (2001). English Phonetics and Phonology: A Practical Course. 3rd ed. Cambridge: Cambridge University Press.
Underhill, A. (1994). Sound Foundations: Living Phonology. Oxford: Heinemann.
Author Biography
Mike Turner, a seasoned educator with over 14 years of experience, currently teaches at the British Council in Japan. He holds a Cambridge DELTA qualification and is pursuing a Master's degree in Professional Development for Language Education. Mike is dedicated to enhancing his teaching methods and contributing to the field of language education globally.