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Delta Syllabus PDF
Delta Syllabus PDF
All details are correct at the time of going to print in September 2015.
CAMBRIDGE ENGLISH: DELTA SYLLABUS
Contents
1
INTRODUCTION
CAMBRIDGE ENGLISH: DELTA SYLLABUS
1 Theoretical 1.1 Identify, explain, compare and evaluate • Historical and current hypotheses and
perspectives theories of First and Second Language theories of language and FLA (e.g. imitation,
on language Acquisition (FLA/SLA) innateness, cognitive-developmental)
acquisition and • Key concepts related to these (e.g. language
language teaching 1.2 Relate the influence of such theories to acquisition device, critical period, etc.)
specified approaches and methodologies
• Historical and current hypotheses and
theories of SLA (e.g. behaviourist, cognitive)
• Key concepts related to these (e.g.
interlanguage, natural order hypothesis,
monitor model, etc.)
• Similarities and differences between FLA and
SLA
2 Different approaches 2.1 Identify and compare different • Historical and current approaches and
and methodologies methodological perspectives and approaches methods including both mainstream (e.g.
including current grammar-translation, Direct Method,
developments 2.2 Describe current developments in ELT audio-lingual method, situational language
teaching, communicative and task-based
2.3 Critically assess and evaluate the practical
learning approaches) and experimental or
effectiveness of various approaches,
non-mainstream (e.g. delayed oral practice,
methodologies and techniques in different
Natural Approach, TPR, Silent Way)
contexts and learning environments
• Learning environments (e.g. the classroom,
resource centres, VLEs, experiential learning
outside the classroom – the work place,
project work, etc.)
• Contemporary issues and talking points as
found in recent publications, conference
presentations, online discussion groups, etc.
2 MODULE ONE
CAMBRIDGE ENGLISH: DELTA SYLLABUS
3 Language systems 3.1 Analyse the relationship between language • How language is used to form, maintain and
and learners’ and society transform identity (e.g. cultural, social, political
linguistic problems or religious) and power relations
3.2 Analyse the relationship between genres and • Differences in English in different world
context contexts (e.g. English as a global language;
3.3 Identify and analyse lexical, grammatical, World Englishes, English as a lingua franca,
functional, phonological and discoursal etc.) and in different interactional and textual
features of language in use contexts (e.g. register, genre, etc.); related
decisions about which varieties to teach
3.4 Identify linguistic problems experienced • Features of language systems (e.g. in terms
by learners with regard to specific lexical, of meaning, form, pronunciation and use)
grammatical, functional, phonological and and associated terminology, appropriate to
discoursal features teaching purposes/lesson planning
3.5 Relate methodological choices in language • Common or typical errors related to L1 or
systems teaching to learners’ characteristics other contextual features
and context • Error analysis
• Reference sources (e.g. grammars, corpus
data, recordings, etc.) to assist and inform
analysis
• Phonemic script and transcription conventions
4 Language skills and 4.1 Identify, analyse and compare the language • Features of language skills (e.g. in terms of
learners’ problems skills, sub-skills and strategies needed by subskills, strategies) and associated texts
learners to develop their competence in: (e.g. in terms of genre, complexity, intended
• speaking audience) and terminology; application of
• listening analysis to teaching purposes
• reading • Problems learners face in achieving success in
• writing skills work
4.2 Identify problems experienced by learners • Literacy in different ELT contexts
with regard to developing specific language • Reference sources for skills analysis
skills, subskills and strategies
4.3 Relate methodological choices in language
skills teaching to learners’ characteristics and
context
5 Knowledge of 5.1 Critically evaluate a range of traditional • Resources and materials to include: historical
resources, materials materials and e-resources and materials for and contemporary coursebooks and other
and reference sources use by language learners learner materials, reference sources; ICT,
for language learning including multimedia, computer-based
5.2 Identify and evaluate appropriate practical and online materials; authentic materials;
uses of traditional materials and e-resources activities, tasks and exercises designed for use
and materials for application in a range of in and out of the classroom
teaching contexts
6 Key concepts and 6.1 Classify the purposes of assessment • Diagnostic, formative, summative assessment
terminology related • Concepts of validity, reliability, impact and
to assessment 6.2 Relate key principles of assessment to practicality
classroom assessment
• Widely available tests and purposes for which
6.2 Critically evaluate widely used types of they are used
assessment
MODULE ONE 3
CAMBRIDGE ENGLISH: DELTA SYLLABUS
4 MODULE TWO
CAMBRIDGE ENGLISH: DELTA SYLLABUS
MODULE TWO 5
CAMBRIDGE ENGLISH: DELTA SYLLABUS
6 MODULE TWO
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MODULE TWO 7
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8 MODULE TWO
CAMBRIDGE ENGLISH: DELTA SYLLABUS
Option One
Extending Practice and ELT Specialism
MODULE THREE 9
CAMBRIDGE ENGLISH: DELTA SYLLABUS
10 MODULE THREE
CAMBRIDGE ENGLISH: DELTA SYLLABUS
5.3 Select, adapt and create valid classroom • Major tests relevant to the context(s) with
tests and other forms of informal assessment which candidates are familiar (e.g. IELTS, local
appropriately state and government recognised tests)
• Impact that tests have on teaching
methodologies and syllabus content
5.4 Evaluate and interpret the results of • See indicative syllabus content for 5.2 above
classroom tests appropriately • Live and recorded observation
• Design of feedback questionnaires
• Feedback interviews (e.g. for learners,
teachers, institutions)
6 Monitoring and 6.1 Select, adapt and create appropriate • Evidence of effectiveness: teachers’ reports,
evaluating the assessment tools (including formal tests and test and examination results, on-the-job
effectiveness and exams) and methods in order to monitor success
quality of courses and and evaluate the effectiveness and quality of • Evidence of quality: satisfaction surveys,
programmes of study courses and programmes of study teachers’ reports, repeat enrolments, etc.
• Formal institutional, NGO, and governmental
inspection and evaluation
MODULE THREE 11
CAMBRIDGE ENGLISH: DELTA SYLLABUS
Option Two
ELT Management
Level Postgraduate
Credit Value 20
1 Research into 1.1 Summarise the principles and theories of • Research skills: online and library-based
specialist areas management which are relevant to the • Key concepts and processes in specialism
selected specialism
• Resources: material and virtual
1.2 Apply knowledge and understanding of the
• Assignment planning: outlining and
selected specialism to plan for implementing
organising
an initiative in the candidate’s language
teaching operation (LTO) • Context: national, educational and
institutional features
1.3 Present an informed discussion of the
context and institutional needs in their • Criteria for selecting the specialism
selected specialism
2 Management: 2.1 Summarise the main approaches to • Rational and non-rational approaches to
principles and management management
applications 2.2 Distinguish between leadership and • Transactional and transformative leadership
management • Leadership characteristics
2.3 Evaluate approaches to decision making • Strategic, tactical and operational
2.4 Review and evaluate motivational theories management
2.5 Review elements of organisational structure • Decision making, prioritising and problem-
2.6 Identify factors which influence solving
organisational culture • Power and influence, authority and
2.7 Critically evaluate alignment of professional accountability
and commercial interests in the candidate’s • Fiduciary duties of management
LTO • Defining and managing roles within an
organisation
12 MODULE THREE
CAMBRIDGE ENGLISH: DELTA SYLLABUS
3 Principles and 3.1 Describe the principles underlying the • Vision, mission and values in LTO
procedures of the selected specialism • Frameworks and guidelines for management in
specialism and 3.2 Describe the key procedures used in the selected specialism
their application in selected specialism • Products and services offered by LTO
the LTO
3.3 Evaluate the application of these procedures • Management roles: internal and external,
in the candidate’s LTO professional and commercial, entrepreneurial
3.4 Use research or survey data to identify and organisational
needed improvement in the selected • Decision-making: allocating time, selecting
specialism and allocating staff, allocating physical and
financial resources
• Delegating
• Prioritising and problem-solving
• Controlling, monitoring, reviewing and
revising:
-- macro levels: overall educational and
commercial objectives, time, budget,
quality
-- micro levels: tracking individual tasks from
initiation to completion
-- data from surveys (e.g., marketing,
customer satisfaction) and performance
(staff turnover, test results)
• Techniques and procedures for planning,
decision-making and monitoring in selected
specialism: SWOT, STEP, action plans, GANTT
charts, fishbone diagrams, surveys (marketing,
satisfaction), etc.
• Communication: internal (staff, students),
external (stakeholders)
• Quality assurance, codes of practice and
compliance
• Professional development
• New product development
• Managing implementation of change
• Project management in selected specialism
• Team building and team management in
selected specialism
MODULE THREE 13
CAMBRIDGE ENGLISH: DELTA SYLLABUS
5 Implementing the 5.1 Apply knowledge of change management • Models of change management (centre-
initiative in the LTO principles to planning the initiative periphery, social interaction, linear, iterative,
5.2 Use project management as a basis for etc.)
planning implementation • Factors supporting and inhibiting change
5.3 Apply relevant procedures from selected implementation
specialism in the proposed initiative • Implementation issues
• Institutional issues
• Stakeholder analysis: primary, secondary
and key
• Project management framework: scoping,
planning, organising, securing and managing
resources and people, delegating, monitoring
and controlling, evaluating outcomes
• Selection and application of such procedures
as introducing new techniques or methods
in academic management, developing a CPD
programme in HRM, carrying out a survey in
marketing, responding to customer feedback
in service management or developing a new
product in response to a market survey
6 Monitoring and 6.1 Check progress in implementing • Progress checking of implementation activities
evaluating the the project • Monitoring variables (scope, cost, etc.)
implementation of 6.2 Evaluate outcomes against plan
the initiative
• Taking corrective actions to align progress
with plan
• Analysing performance indicators
• Measuring outcomes against performance
indicators
14 MODULE THREE