A friend first introduced me to the CELTA course and highlighted its value for developing a career in teaching ESOL learners. After researching further, I discovered that it is a rigorous programme combining both practical and theoretical components, with a strong emphasis on real-world application. Having just graduated with a Master of Teaching and Learning (Primary) and already holding an offer for a primary teaching position, I decided that CELTA would be a valuable addition to my training. It complemented my qualifications by equipping me with additional pedagogical strategies to support ESOL learners, not only in adult contexts but also in the primary classroom.
I am now working as a Year 5 homeroom teacher in Auckland. Several of my students are ESOL learners at the beginner level, and they often find it difficult to form complete sentences and express their ideas clearly. When working with these learners, I consistently draw on CELTA methodologies to support their language development and engagement. For example, I frequently use concept-checking and instructional checking questions to ensure understanding and to scaffold new learning effectively.
In teaching writing, I have applied CELTA-informed approaches across the whole class (including both first-language English speakers and ESOL students). Rather than relying on traditional grammar instruction focused on memorisation, I encourage students to discover grammatical patterns through guided questioning, physical movement, interactive activities, and the use of images. These strategies have not only increased motivation and participation but have also significantly strengthened the confidence of both ESOL and mainstream learners.
CELTA has proven to be an invaluable course, with the approaches I developed being practical in a variety of educational settings. These strategies, initially designed for adult ESOL learners, are highly transferable to primary education. By incorporating CELTA pedagogies into my practice, I have been able to create more interactive, student-centred lessons that better meet the diverse needs of my learners, regardless of their age or language proficiency.
Overall, the tutors, my classmates, and the course itself were all highly supportive, creating a collaborative and encouraging learning environment. Their guidance, constructive feedback, and shared experiences made the intensive programme both manageable and engaging. This supportive atmosphere not only enhanced my confidence as a teacher but also allowed me to fully immerse myself in the practical and theoretical aspects of CELTA, making the experience exceptionally enriching, rewarding, and memorable.
