How to get a distinction in your Delta module 2 Background Essays – part 2

Part 1 of this post is one of the most popular on the blog and it attracts readers from all over the world – you can find it here in case you missed it. This time around we have a guest blogger sharing his own Delta module 2 experience. I think it’s one that you will find useful as the focus of his LSAs are very different from mine.

If you are reading this and either doing the Delta or thinking about it, I’d strongly recommend joining Cambridge Delta Forum on Facebook.

Without further ado, here’s Konstantinos.

A few things about me

My name is Konstantinos Kemparis and I live in Greece. I’m a relatively newbie teacher with 3 years’ experience as a private EFL tutor in my own country of residence and 4 months’ experience as an ESL instructor at a UK summer camp. As far as my academic background is concerned, I lack a university degree. However, my teaching qualifications include the Cambridge CELTA (Grade: Pass A) and the Cambridge Delta – Module 2 (Grade: Pass with Distinction). I have attended quite a few local seminars, always trying to keep abreast of any new developments in the ELT field. I’m currently following a preparatory course for Cambridge Delta – Module 3 with a view to submitting my piece of work in June 2016.

Cambridge Delta – Module 2

Cambridge Delta is probably the most outstanding experience I’ve ever had…and it is still in process (with two other modules awaiting me).

Please find below the areas I chose to investigate in my LSAs during my Module 2 course. You will also find the books I consulted for each one of them. I hope they might be useful to some of you.

I spent the whole course focusing on young learners. This was a deliberate choice. Having done my CELTA with adults, this time I wanted to explore the magic behind teaching young learners (6-9 years’ old).

---

 

LSA 1: Evaluate and describe teaching approaches in order to help beginner young learners read in English. I got a “Merit” both for my BE and the lesson I taught.

References:

Doris. M. Lee and Roach Van Allen (1963) Learning to Read Through Experience, 2^nd Edition, New York: Appleton-Century-Crofts

Dornyei, Z. & Otto, I. (1998) Motivation in action: A process model of L2 motivation, In: Working Papers in Applied Linguistics, Vol.4, Thames Valley University

Duff, A. (1989) Translation, Oxford: Oxford University Press

Dunn, O. (1984) Developing English with Young Learners, London: Macmillan

Gardner, R. C. (1985) Social Psychology and Second Language Learning: the Role of Attitudes And Motivation, London, UK: Edward Arnold

Gunning, T. (2012) Creating Literacy Instruction for all Children, 8^th Edition,  Pearson

Harmer, J. (2001) The Practice of English Language Teaching, Third Edition, Longman

Howe, M. (1998) Principles of Abilities And Human Learning, Psychology Press Ltd

Winebrenner, S. (2006) Teaching Kids With Learning Difficulties in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students, Free Spirit Publishing Inc.

---

 

LSA2: Examining and evaluating the effectiveness and appropriateness of the PPP approach in teaching Grammar to young learners. I got a “Distinction” for the BE and a “Merit” for the lesson.

References:

Batstone, R. (1994) Grammar, Oxford: Oxford University Press

Cameron, L. (2001) Teaching Languages to Young Learners, Cambridge: Cambridge University Press

Dornyei, Z. & Otto, I. (1998) Motivation in action: A process model of L2 motivation, In: Working Papers in Applied Linguistics, Vol.4, Thames Valley University

Ellis, R. (1997) Second Language Acquisition, Oxford: Oxford University Press

Harmer, J. (2001) The Practice of English Language Teaching, Third Edition, Longman

Hedge, T. (2000) Teaching and Learning in the Language Classroom: A guide to current ideas about the theory and practice of English language teaching, Oxford: Oxford University Press

Lewis, G. & Mol, K. (2009) Grammar for Young Learners, Oxford: Oxford University Press

Thornbury, S. (2005) Grammar, Oxford: Oxford University Press

Ur, P. (1996) A Course in Language Teaching: Practice of Theory, Cambridge: Cambridge University Press

---

 

LSA3: Examining the effectiveness of puppetry to develop young learners’ basic interactive communication skills. I was awarded a “Distinction” for the BE and a “Merit” for the lesson.

References:

Ackerman, J. (1989 Win) Puppets Make Great Paraprofessionals, TESL Talk 13 (1)

Chaney, A. (1998) Teaching oral communication in grades k-8, USA, A Viacom company

Dornyei, Z. & Otto, I. (1998) Motivation in action: A process model of L2 motivation, In: Working Papers in Applied Lingistics, Vol. 4, Thames Valley University

Ellis, R. (1985) Understanding Second Language Acquisition, Oxford: Oxford University Press

Ernst-Slavit, G. & Wenger, K.J (1998 Sum) Using Creative Drama in the Elementary ESL Classroom, Tesol Journal 7 (4)

Harmer, J. (2001) The Practice of English Language Teaching, Third Edition, Longman

Hopper, R. and Naremore, B.C. (1978) Children’s Speech: A Practical Introduction to Communication Development, New York: Harper and Row

Littlewood, W. (1984) Foreign and second language learning, Cambridge: Cambridge University Press

Pinter, A. (2006) Teaching Young Language Learners, Oxford: Oxford University Press

Scott, W.A. & Ytreberg, L.H. (2004) Teaching English to Children, USA: Longman

Scrivener, J. (2011) Learning Teaching, Third Edition: Macmillan

Ur, P. (1996) A course in language teaching, Cambridge: Cambridge University Press

Willhelm, K.H, & Leverett, T. (1998 Sum) Tips from the Classroom, Tesol Journal 7 (4)

---

 

LSA4: Teaching vocabulary appropriate for beginner young learners through games. I don’t know the grade I got for the BE as the external assessor doesn’t reveal it, but I know that the lesson got a “Distinction” in that I scored an overall “Distinction” in Module 2 (See the “Distinction” requirements in the Delta Handbook)

References:

Allen, V. (1983). Techniques in Teaching Vocabulary. Oxford: Oxford University Press.

Brewster, Jean; Ellis, Gail; Girard Denis (2002). The Primary English Teacher’s Guide. Penguin English Guides, London.

Brophy, J. E. (1998). Motivating students to learn, Boston. MA: McGraw-Hill.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University.

Doff, A. (1988). Teaching English. Cambridge: Cambridge University Press.

Harmer, J. (2001) The Practice of English Language Teaching, Third Edition, Longman

Linse, T. C. (2005). Practical English Language Teaching: Young Learners. McGraw Hill: NY.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

Moon, J. (2000). The teacher development series: Children learning English. Oxford: Macmillan Heinemann English Language Teaching.

Rixon, S. (1992). How to use games in language teaching. London: Modern English Publications.

Slattery, M. & Willis, J. (2001). English for Primary teachers: A handbook of activities & classroom language. New York: Oxford University Press.

Staines, S. (1990). Family matters: Early learning games. London: Ward Lock

Thornbury, S. (2006). How to teach vocabulary. England: Pearson Education Limited.

Wilkins, David. A. (1972). Linguistics and Language Teaching. London: Edward Arnold.

Wright, A., Betteridge, D. & Buckby, M. (1984). Games for language learning. Cambridge: Cambridge University Press.

 

Thanks for reading.