Mountain Energy

At the end of the last blog I posed three questions that had dogged me through the writing process.

1) Does this topic warrant sufficient discussion in the ELT/EFL community at present?

2) Am I barking up the wrong tree? Is it just me that feels this way?

3) Do I have enough experience and knowledge to even be contemplating looking further into this issue? And, will it make any difference?

From the responses and interest the blog generated, it seems the first two questions were answered. This is a relevant and constructive debate, which many people in the ELT community have strong and passionate opinions about. The third question still persists, but more on that at a later date.

It seems that after reading and digesting the comments, and then through subsequent further reading on the topic (thanks Willy), what I have been left with are more questions.

A summary

Scott Thornbury seemed to agree with what I had said, but rightly pointed out that an extension of the course would add a substantial cost to a course which is, “prohibitively expensive for many wannabe teachers” and that “The four-week model is directly proportionate to the value that the market places on language teaching in the private sector, and until that value changes (unlikely) we are stuck with it.” (Thornbury, S 2014) His suggestion was that we should concentrate on
making the initial course better and supply regular, quality training, post CELTA.

>My first question would be to ask, why is the CELTA/Trinity Cert so expensive?

>Does the cost reflect the amount of training received?

>Would it be beneficial to analyse and investigate the price and subsequently produce a breakdown of the cost and look at ways of squeezing a little more from the course?

>Why only concentrate on post CELTA inservice training? Shouldn’t we also concentrate on establishing a coherent, practicable and rigorous pre pre-service training?

Well, to help answer the last question I will turn to Sue Annan, who pointed out that her trainees have to go through a 3 month distance learning programme before even attending the actual 4 week CELTA/Trinity cert. And it seems she is not the only one, with other centres offering the same. This is fantastic! Yet, I am left with more questions,

>Why doesn’t every training centre offer this type of course?

>How much does this distance learning add to the overall cost?

>Would it be worth carrying out a survey to find out how many centres actually offer any kind of training before their trainees attend the pre-service course? If so, what form does it take, cost, delivery method, etc.

>Although cost dependent, could we establish this pre pre-service training as the norm across all centres?

Scott also asks what the alternative would there be to the current pre-service courses. Well it seems that Willy Cardoso is the man to ask. In his comment he mentions that he is developing an alternative course and is due to start running pilot courses. I am keen to know how this develops. Furthermore, Willy is not the only one looking for an alternative with Anthony Gaughn having already established an unplugged style CELTA course which you can find out more about here –

In his comment, Dave Thornton takes the discussion in a different direction by highlighting the fact that the CELTA is “essentially euro-centric one-size-fits-all nature”. I admit that my own teaching context didn’t allow me to take this into account and is an area for further exploration. But what did catch my attention is Dave’s mention of the “bolt-on CELTA YL” component. With the increasing emphasis on getting children into the classroom as soon as possible, the percentage of YL classes is increasing exponentially and therefore more and more teachers with training and experience with YLs are required.

>Should the YL component be a standard requirement of a pre- service course?

Finally, what stood out in the comment from Angelos Bollas, were his comments on observations and his rewarding experience of continuing to observe once his CELTA was complete. While the two schools I have taught in both actively encouraged peer observation and reflective feedback on these, the culture of observation, from what I have seen and from talking to other teachers, is one of fear. Emphasis on pass or fail. Focus on detailed lesson plans and the wording of aims rather than concentrating on what actually happens in the class.

>How do we go about changing teachers attitudes to observation?

>How can we encourage teachers to want to observe each other and make it an integral and daily part of their teaching?

>As part of the post CELTA inservice training, would it be possible to have a set amount of observations that a teacher must complete and provide feedback on? Electronically uploaded and saved as part of an online professional development portfolio.

I think it’s clear to see that there are more questions than answers. Some of which we might never get to answer, yet I still feel deep down that this is a cause worth pursuing. The original post which centred on the structure of the pre-service course itself has now helped to highlight two further areas which require our attention. What happens before the pre-service course and what happens after it is complete. It seems like the mountain has just got bigger. I guess I just need to work out where to start climbing from.

So I went fishing
A note from a fish said:
Dear dope, if you wanna catch us
You need a rod and a line
Signed the fish
(Mark E. Smith)


Thank you for all the comments on the blog. If I didn’t mention you in this post, it wasn’t because I didn’t value your comments. I could have written a thousand more words but I wanted to try and keep the discussion coherent and stop myself from rambling too much.

Many thanks.

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