Deakin University, 2011. — 289 p.
This thesis examines the transition process of newly graduated trainees with a Cambridge Certificate in English Language Teaching to Adults (CELTA) into diverse English Language Teaching sites around the world.
Founded in 1962 by John Haycraft, CELTA is now a worldwide initial English language teaching qualification, accredited in 54 countries. Recognised as a minimal requirement or entry
pathway into the Teaching English to Speakers of Other Languages (TESOL) profession, CELTA was first imported into Australia in 1984. Marketed as a ‘portable international ualification’, CELTA is seen by many prospective teachers as a key into the TESOL profession. However, this thesis asks: how do graduates with this predominantly skills-based pre-service award are in their transition into English Language Teaching?Contents:
Storying Life after CELTA
Starting a story
A discussion of the dilemma
The researcher’s tale
The researcher’s dilemma
Travel and Transition
Texts that construct tales
Overview of the methodology and method
Outline of chapters
Dreaming the (im) possible dream
Contextualising the Study
A CELTA story
Marketing the English language
The name game
Colonising the
colonies
