Delta Module 1 with Distinction? Done!

The DELTA Module 1 results were out last week, and BrELT was extremely proud to see some very dear members among the ones to celebrate their success on what is possibly the most difficult methodology exam for English language teachers. One of those members was Sérgio O. Pantoja Jr, who not only passed, but also got a distinction, which is the highest mark you can get. Not too shabby, huh? He’s also been kind enough to let us know how he prepared for Module 1.

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Sérgio’s a sweet BrELTer who has been in the ELT field since 2002, having worked for several language schools in Brazil as an English teacher. He has mostly worked with young adults and adults in the areas of general English, business English and exams preparation. Sérgio holds, among others, the CPE, a degree in Languages, a postgraduate degree in English Language Teaching and Translation and a TESOL Certificate from the University of Oregon, USA. He is now working on his Delta Module 2 and we’re sure he’s going to waltz through it. 


Congratulations again, Sergio! Now over to you:

Passing Delta Module 1 with Distinction: I did it and so can you!

This is my first post for BrELT and I can barely put into words how delighted I am to have been invited by Natália Guerreiro to share some of my experience with Delta Module 1 and how I got a Distinction in it. The reason why I felt truly honored is because I have the utmost respect for her and the other moderators who invest a lot time and effort to help us all become better teachers. By sharing my experience here, I do hope to incentivize other teachers to consider taking the Delta in the foreseeable future.

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After a long two-month wait – undoubtedly, the longest two months of my life – I finally got my results last Friday and I couldn’t believe my eyes when I saw that I’d passed Delta Module 1 with distinction. Between you and me, I was so astonished as soon as I laid my eyes on the statement of results that I felt compelled to refresh the page just to make sure that it was really accurate and that my mind wasn’t playing any tricks on me. I know that it might sound like I’m embellishing the facts here, but it did take me some time to believe it. In all honesty, the word Delta used to conjure up fear and dread every time I stumbled upon it. That’s why it took me so long to make up my mind and go for it. Just for the record, I started my Module 1 prep course last September, but had been toying with the idea of studying for it since 2014.

Before embarking on my Delta journey, I spent a couple of months reading every blog post, article, tips or anything Delta related that I could get hold of. The most useful blogs that I found, which helped me summon up the courage and take the bull by the horns, were  Sandy Millin’s , Ricardo Barros’s and Sue Swift’s. In additon to these incredible blogs, I also strongly recommend the book “How to Pass Delta” by Damian Williams, which addresses every single aspect of the exam and provides candidates with invaluable tips.

Having spent a great deal of time reading about the exam and other people’s experiences, I came to realise that there are no shortcuts. If you want to pass Module 1, you must study intensively as well as consistently. When it comes to Delta Module 1, cramming for the exam just won’t cut it! Understanding it in advance helped me a lot and prepared me psychologically for the 3 most intense months of my life. Believe it or not, I studied every single day from August, 28th to December, 6th in preparation for it. Therefore, it’s important to  bear in mind that on a weekly basis, you’ll need to allocate 12 hours or so to study all the areas tested on the exam or at least pick the areas that you are weak in and focus on them. For those of you who are unaware of the areas tested, Module 1 covers:

  • ELT Terminology
  • Grammar knowledge
  • Vocabulary knowledge
  • Pronunciation
  • Knowledge about assessment
  • Discourse knowledge
  • ELT History and Methodology

As you probably know, you don’t have to take a prep. course for Module 1. However, I can’t stress enough how helpful it can be to have a tutor marking your work and giving you feedback. In my case, being unable to go to São Paulo every week, I  decided to take a 3-month prep course for Module 1 with Distance Delta, which means that the entire Module 1 course was provided online. In short, every week they’d send us input on the areas above-mentioned which we were supposed to read and then do a series of tasks related to all the exercises tested on the exam. Subsequently, we’d send the tasks to our tutors so they could mark them and give us feedack on the areas where improvement was required. Although there were strict deadlines to be met, having the opportunity to receive feedback is key to improve whatever you’re doing so whenever I received mine, I always tried to take the comments on board.

Before the course begins, you’ll receive a reading list with loads of books that can help you during your preparation for Module 1. As much as you may want to buy and read all of them, it may not be really feasible. For starters, ELT books are rather expensive and as an English teacher, I dare say that time will be limited. Ergo, you should choose your books wisely. Luckily, I already had some of the books suggested for Module 1 so I ended up buying a just few of them. Perhaps, the rule of thumb  here is to have – at least – one great book on each of the areas tested on Module 1. Here’s the list of the books I used for my preparation and every and each one of them proved to be extremely helpful:

  • ELT Terminology – Scott Thornbury: An A-Z of ELT
  • Grammar knowledge – Martin Parrott: Grammar for English Teachers
  • Vocabulary knowledge – Norbert Schmitt and Michael McCarthy: Vocabulary: Description, Acquistion and Pedagogy
  • Pronunciation – Adrian Underhill: Sound Foundations
  • Knowledge about assessment – Arthur Hughes: Testing for Language Teachers
  • Discourse knowledge – Scott Thornbury: Beyond the Sentence
  • ELT History and Methodology – Diane Larsen-Freeman and Marti Anderson: Teaching and Principles in Language Teaching.

Last but not least, I highly recommend you buy Scott Thornbury: About Language and do all the tasks available. Seriously, go through this book from cover to cover. The tasks provided here bear some resemblance to some of the exercises that you are going to face in the exam. Not to mention that you’re bound to learn a lot about English and English Teaching as you make your way through the book

In summary, there’s no denying that Delta Module 1 is utterly challenging – albeit, achievable. Honestly, I’m not entirely sure whether I can pinpoint how I passed it with distinction. I don’t think that I can single out one thing in particular that contributed to my result, but rather a combination of factors.  In restrospect, I think that a big part of it comes down to having a great tutor, enough discipline to study and read everything that you’re supposed to, willingness to complete all the tasks assigned and gracefully accept negative feedback and unflagging motivation to carry on. What’s next? Well, Delta Module 2 is about to begin and I’m really looking forward to it. This time, I’m doing the face-to-face course at Seven, São Paulo. Wish me luck!

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Best of luck, Sérgio! We have a feeling you won’t need it, though. =) And thank you for all these great tips! 

Interview with Mariana Ferreira, a CELTA-certified BrELTer

1959761_10202163794109633_907277852_nA BrELTer from Sete Lagoas, Minas Gerais, Mariana Ferreira has just passed the one-month CELTA. Yay!!! Mariana, who holds a B.A. in History from UFMG, had the whole community rooting for her after she told us about her initial struggles of being a CELTA candidate with disability.

1. Could you tell us a little about your pre-CELTA experience and qualifications as a teacher?

I’ve been in the teaching field for 3 years. However, before the CELTA, I had never dealt with groups of students. I used to teach one-to-one, but in an informal way, teaching mostly people I knew quite well. About my qualifications, I have studied History at UFMG and done CAE in 2011.

2. What made you decide to take the CELTA?

I decided to take the CELTA course because I wanted to boost my CV in order to get a good job teaching English.

3. What obstacles did you face? What did you do to overcome them?

First it was the language issue. I thought I wasn’t eligible for the CELTA because I didn’t have the amount of language necessary to take part in it.

After two interviews and some teaching observations recommended by the interviewer just to make sure I really wanted to do that, I landed in an unknown place, just as far from the CELTA dream as the Earth from the moon. Yes, it felt like it.

Most of my colleagues were highly qualified, coming from a Letras background or with years into the teaching field. I felt really out of place — not necessarily because of my disability, but mostly due to my lack of experience. I wondered what I was doing there so many times I can’t even count! During the course, I felt I was on the “fail” threshold throughout, although my overall grades were “standard”.

Also, while some of my colleagues were able to spend the night preparing their lessons, I needed a five-hour night sleep to be able to teach the next morning… and I wasn’t used to it! So, for me, it was a real struggle to have that limited amount of sleep.

Things got better when I moved to the beginners group. To be able to drill was magic. Everyone did as I asked!  And during the second half of the course, I felt more comfortable and was able to deliver better lessons, although the students could produce less because of their level.

About the disability itself, in relation to the course, all I have to say now is that I had the amount of support I needed to get around. Surely, if I could stand and move easily like the rest of my colleagues, it would have been easier, especially on the issue of classroom management. Monitoring students was hard but I managed it. In fact, if there is a thing I really improved throughout the CELTA, this thing is classroom management. I feel like I really mastered the pairing up thing!

I had a hard time with other obligatory items of the course such as ‘Instruction Checking Questions’ (ICQs) and “Meaning – Pronunciation- Form” (MPF), but since in my last lesson I was able to do it properly I guess I’m on the right track, or I wouldn’t have passed.

Another silly problem I had during my TPs [Teaching Practices, the assessed lessons during the CELTA] was to look into students’ eyes. Yes, as silly as it may sound, I had this as an area to work on. Only after I returned home did I realize why I didn’t do it during the course. It’s because most most people would avoid my gaze, so as a way to protect myself I would also avoid students’ gaze as well.

 4. What did you like the most about the course?

Although the hardships were several, what I really enjoyed at the CELTA was to watch  experienced teachers live. I could learn a lot from those observations.

5. What are your post-CELTA plans?

I’ll get in touch with the person whose lessons I observed before the CELTA, and hopefully I’ll get a job in that language school. About my long-term plans, I want to take Letras and keep on qualifying myself to give better lessons.

6. What are the adaptations that a teacher with reduced mobility may need in the classroom?

First of all, if possible, get someone to help out with the board. I had one of my fellow colleagues during the course, but others may ask a student to come to the board and write if this doesn’t upset him or her.

Second, make sure there is enough room for you to move around (if the person is in a wheelchair) especially in crowded classes. If the class is smaller, it is easier to manage.

7. Have you ever felt any resistance from students, colleagues, or employers?

During the  CELTA,  students, colleagues and tutors had no resistance to my presence or to the wheelchair… it was almost an ideal place. But you know that in the real world things are quite different. I tried to get a job in my city and I have been declined so far in all my attempts. In a certain school, I was told I’d get a place in the training program if I passed the grammar test and, even though I got 80% of that test right, they did not let me in.

8. Would you like to leave BrELTers a message?

I’d highly recommend the CELTA for more experienced teachers, at least here in Brazil. If you have an open mind , go for it without fear, you will probably have lots of fun, even if you don’t get so much sleep!

And for those fellow English teachers who happen to have a disability as I do, I’d recommend it as well if you observe some things. First, your health must be checked so you’re sure you can do it. CELTA is a really tiring course and you really need to be confident about yourself concerning your body; make sure you are able to go to the course every single day! Get some sleep if you can’t stay awake and try to sleep more on the weekends. All your needs have to be met by the center concerning the disability. You need to remain calm and not let small details spoil your whole course. And last but not least, ask yourself if you have any fear of getting in front of people when you’re a person with a disability. Try to build rapport with the students you’ll be teaching from day one, engage on feedback sessions as much as you can, and success during the CELTA!

Colabore com uma pesquisa sobre a BrELT para um mestrado em Columbia!

Vocês lembram da Taísa Nunes, a BrELTer que nos contou como conseguiu bolsa para cursar um mestrado na Universidade de Columbia na área de “Adult Learning and Leadership”?

Para o projeto final, a Taísa vai focar no uso de comunidades on-line por professores brasileiros de inglês, começando pela BrELT! Estamos chiques, né, pode dizer.

Para isso, ela precisa que os membros da BrELT colaborem respondendo um rápido questionário, de 10 minutos no máximo. E ela promete divulgar conosco os resultados depois que ela se formar, claro.

O link para o questionário é https://bit.ly/breltsurvey

Bora lá, pessoal, que ajudar com pesquisa é ajudar a todos nós do meio!

#AccentPride Brazilian is Beautiful

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It beggars belief, but many people still think that a good English teacher needs to be a native speaker of the language. Some of those have even been abusing Brazilian English teachers online! As a community of almost 12000 ELT professionals, most of whom are from Brazil, we couldn’t let that pass, so we recorded a quick video with our opinion:

We are proud of who we are and what we’ve accomplished. We are Brazilian ELT professionals and we keep on studying, improving, and doing a wonderful job every day. So deal with it.

 

BrELT coLAB: Fillers are hardwired in our linguistic identities by Alex Tamulis

You’ve probably taught what ‘conversation fillers’ are, but have you wondered how many ‘uhs’ and ‘likes’ you would need to introduce yourself to a large number of classmates on your first day of class?

Sparked by a discussion that took place in the BrELT community, we have invited Alex Tamulis to talk about fillers, fluency, register, cultural identities, prescriptivism, and the like. Check it out!

If you are curious to read the article that ignited this post, click here.

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Alex Tamulis has worked in ELT since 1998, teaching at various language centers. He then worked for MTV Brazil as a translator for 3 years, gaining experience in the field of subtitling, translation and interpretation. He holds a BA in Social Communication from Universidade Metodista. After living in Canada for 6 years, where he took college courses at CCEMS Edmonton, he moved back to Brazil and started taking the Linguistics undergraduate program at Universidade de São Paulo. He also holds CPE and CELTA, by the University of Cambridge. Currently he is an academic consultant for Macmillan Education.


CONVERSATIONAL FILLERS ARE HARDWIRED IN OUR LINGUISTIC IDENTITIES

In linguistics, a filler is a sound or word that is spoken in conversation by one interlocutor to signal to others a pause, a hesitation, a transition, or even a placeholder.

They fill a beat in the flow of sound. Fillers fall into the category of formulaic language, and different languages have different characteristic filler sounds. In English, the most common filler sounds are “uh” /ʌ/ and “um” /ʌm/. Among speakers, the fillers “like”, “you know”, “I mean”, “okay”, “so”, “actually”, “basically”, and “right” are among the more prevalent.

Have you ever had to listen to an audio file on Whatsapp? You probably have. What if you had to transcribe that conversation? You would probably wonder what to do with those grunts, coughs, sighs, pauses, mumbled words, hesitation markers, etc. You may think that they aren’t that pleasant to listen back to, but these sounds are probably more common than the words between them.

The good ol’ face-to-face communication is a different beast than what you are doing now (presumably reading this post silently from your computer or smartphone screen.) Some people in the communication business might not think that gestures, nodding, pausing and hesitating are legitimate uses of the language, but if you picture a filler-free spoken situation, it is clear that interlocutors would have a hard time conveying their ideas without them.

Not long ago, I’ve bumped into an article that was shared by a BrELTer on Facebook. It sparked my curiosity, since it promoted the idea of removing “um”, “uh”, “like”, “you know”, “well”, and “right” from one’s vocabulary. Why would you yank them out of your lexicon in the first place? I do feel that they play an important role in spoken language, but the article said otherwise. According to the author, those little buggers are “credibility killers” and “verbal viruses”, hence the need for their obliteration.

This raises a series of concerns, regarding how one sees and promotes language to others, in my opinion. It provides fodder for counterpointing her argument with actual research that’s been done to evaluate how fillers play a discursive role in everyday communication. The issues in her article are as follows:

1) Not citing sources

When you state “researchers say that…”, it is implied that you know who your sources are and you’re going to share them in the references section after you’ve finished your article. If not, how’s that assertion any different than “I think that…”? We are all entitled to state our opinions on any topic, but that would be completely different from linking our stance to research that has been done by other people. If you want to speak your mind, make it clear that the idea is yours, whilst not backed by any scientific research. In fact, this is an actual speech genre: it’s called opinion essay.

It’s much easier to back your point of view when you got some research leverage.

In a series of reaction time experiments, Brennan and Schober (2001) found that hesitation markers were beneficial to comprehension, as listeners were faster to select a target object after a filler was used in the stimulus sentence. Similarly, Fox Tree (2001) showed that “uh” facilitated the speed with which listeners were able to recognize upcoming words. Fraundorf and Watson (2011) show that hesitation markers improve recall whether or not they predict upcoming discourse boundaries and that no such effect results from coughs of equal duration, ruling out a processing time effect. In contrast to the symptom hypothesis, this type of explanation for the usage of hesitation markers has been referred to as the signal hypothesis (de Leeuw, 2007). Still other researchers have pointed out that UM and UH can be used to fulfill various discursive functions (e.g. Swerts, 1998; Rendle-Short, 2004; Tottie, 2014). For example, Swerts (1998) showed that hesitation markers can be used as markers of discourse structure, with hesitation markers occurring more often with stronger discourse breaks than with weaker discourse breaks. Similarly, Tottie (2014) argued that UM and UH can be used as discourse markers, with a similar meaning as the discourse markers “well” and “you know”.

We get to the corollary that extraordinary claims require extraordinary evidence, as Carl Sagan puts it. If you’re going to make a bold statement, you’d better be prepared to substantiate it with solid research.

2) Imposing your linguistic biases on people is useless

Oppression leads to revolution, especially if you’re trying to convince a natural- born questioner like me. Being a questioner doesn’t mean bashing skepticism out of spite. It means that you trudge the metaphysical path of language with caution; you tread it lightly.

Imagine that you are watching Netflix right now. What if I say “Don’t watch any Black Mirror episodes, they’re full of pornography, absurdity, dystopia, bleak scenarios, terror, overall grossness and vulgarity! You must not watch it!” Well, if you said that to me, the first thing that would pop up on my mind would be the urge to watch it, since I’m curious as to why you felt that way towards it; it would stir up my curiosity right off the bat.

The same happens to any curious brain out there: the moment I say that certain linguistic choices are a big no-no, ‘tis the moment it instigates [critical thinking] people to wonder and ponder why it is so. Why are these fillers to be avoided? The answer of the article is simply because “they sound bad”. Well, what’s “bad” anyway? Compared to what? Compared to standard written English?

We have to remind ourselves that language is not written language. Language’s been around for thousands of years (linguists estimate its origins at roughly 100 thousand years ago). Writing is expressing language by letters, in which the content of a linguistic utterance is encoded so that another reader can reconstruct it. The key word here is “reconstruction”; it is not the original utterance per se. I’m writing these sentences now, but my brain devises them first. Therefore, we should see writing as ancillary to spoken language (at least in linguistics, anyway).

If it’s a conversation, a spoken situation, it is totally ok to use these fillers, according to context (some contexts are going to prescribe moderation, which is ok). Using utterances adequately and having that social knowledge is what’s at stake here. I highly recommend looking up “communicative competence” (Widdowson, 1983) in order to find out more about it.

3) Language is heavily linked to cultural identity

We all say things a certain way: our way. This is called idiolect. This idiolect interacts with a sociolect, that is, a variety of language associated to a certain social group. Our language changes, according to where we grew up, went to school, how wealthy (or not) our family was, age, gender, and so many other factors out there (look up William Labov and his book, “Sociolinguistic Patterns”, if you want to know more about it).

Most of the time, using fillers is going to reflect who you are (your linguistic identity). But you are not black and white; you have tons of shades of gray within. You’re a network. You are a multiplicity. You can change the way you speak according to context. You do so either to disguise your membership of, or distance yourself from a particular social group, or to move closer to a group you want to belong

to. Thus, you are a collection of linguistic identities! And so are your fillers, your utterances, noun phrases, verb phrases, wh-movements and the like.

Unfortunately, that is not promoted in the school setting. Most students (and their parents) think that language is just a bunch of fixed, rigid rules; as educational standards decline and pop culture disseminates the slangs of the youth, people tend to think we are turning into a nation of functional illiterates, as Pinker beautifully puts it. The same can be said about these fillers. Their use is to be avoided at all costs, since they sound “bad”. Well, mes amies, let me just point out that if these rules are just conforming to tradition, or to the fact that they’ve been perpetuated by certain writers, they could not be further from the truth. The contradiction begins in the fact that the words “rule” and “grammatical” have very different meanings to a linguist and to a layperson (delving into them would stray us away from focusing on conversational fillers. However, if you want to know more about grammaticality, check out Chapter 12 of Steven Pinker’s “The Language Instinct”).

Would not it be much better if we could describe the contexts in which these fillers are used? Would not it be fairer if we showed people situations where they are completely free to be applied to, versus others where it would be wise to shun them away, instead of overgeneralizing and imposing “our way or the highway”? This topic is relevant in pragmatics – check out Brown and Levinson’s theory of “face-threatening acts”: if you think of fillers as a token, a device that helps mitigate certain face threatening acts toward the listener, whilst protecting their self-image in the process, then you’d take them to a whole new level. For the sake of economy, I won’t go into details here.

4) You could use some language policing

It is ok to recommend linguistic choices, according to context. In other words, you could benefit heaps from analyzing your speech, provided there’s a need to do so. If you’re a public speaker, if you’re immersed in professional situations that require less hesitation and more assertiveness, then by all means, go ahead and police yourself; but that has to be your decision, based on your rationale as to why that situation requires you to adapt a certain way. Never take things at face value, especially with something as subjective as the concept of what “beauty” is, and why this word is “aesthetically” more comely than the other.

By all means, I’m not trying to have a beef with anyone! But the fact that a language maven thinks fillers are uncouth, the hobgoblins of discourse, or non-conducive to numinosity doesn’t peg them as “functionless”; if they didn’t have any purpose on communication and processing effort, they wouldn’t be out there, in thousands of

contexts. Whether they like it or not, their use is syntactically sound and ubiquitous in conversation.

They might look and even sound different in the future. In fact, they will. Languages change, no matter how much we try to control it – there’s only so much control you can put on something nobody owns – and that control can certainly be deemed a form of oppression (and I’m not trying to sound political here, it’s just that reinforcing something to someone with no given justification can be seen that way).

References

Brumfit, C. (1984). Communicative methodology in Language Teaching: The roles of fluency and accuracy. Cambridge: Cambridge University.

Chomsky, Noam (1966). Cartesian Linguistics: A Chapter in the History of Rationalist Thought. New York: Harper & Row.

McWhorter, J. H. (2001). The power of Babel: A natural history of language. New York: Times Books.

Pinker, S. (1994). The Language Instinct. Harmondworth: Penguin. Pinker, S. (1999). Words and Rules . New York, NY: Harper Perennial.

Widdowson, H. G. (1983). Learning Purpose and Language Use. Oxford University Press.

Variation and change in the use of hesitation markers in Germanic languages. Available on http://languagelog.ldc.upenn.edu/myl/HesitationManuscript-final.pdf

PS: In order to make my point clearer, here’s a YouTube link for an interview done by Jimmy Kimmel with Emilia Clarke, a British actress. Starting around the 30-second mark, she says “like” more than 7 times, and she also uses “um” and “uh” many times. So does Jimmy Kimmel. Now, are you going to think less of them because they’re using those fillers? She even does an impersonation of the so called “valley girl” accent and she keeps on using the word “like”, meaning that this filler might be ubiquitous in, like, most sociolects. https://www.youtube.com/watch?v=mIBg-w6TNLE

Calendar of ELT Events: A-la-la-ô! E fevereiro, o que tem além de carnaval?

Muito CPD, é isso que tem! E no ritmo frenético de Carnaval, do jeito que nós BRELTers gostamos. E olha só, a maioria online: Dá pra participar já pronto pra folia!

Este mês teremos…

…uma maratona de webinars em linguística aplicada pela universidade de Limerick:

Mais informações aqui.

E ainda:

O BRAZ-TESOL também oferecerá um webinar com nossa BRELTer Ilá Coimbra dia 17/02. Fiquem ligados que logo logo sai o link!

E se você prefere eventos presenciais, olha só a folia:

– Dia 3: “Teachers, STUDY ENGLISH!” com Higor Cavalcante, e “How do our students learn? Views on (second) language acquisition” com Bruna Caltabiano na DISAL Higienópolis, São Paulo, SP
– Dia 10, “How to engage, teach and amuse kids!” com Alessandra Machado e Karin Heuert Galvão, e “Tecnologia a serviço da Gestão da Educação” com Silvia Consorti na DISAL Pinheiros, São Paulo, SP
– Dia 17, “Cooperative Learning” com Simone Sanaiotte e “Pronunciation: when to start teaching it and how” com Monica Magri na DISAL Higienópolis, São Paulo, SP, enquanto a Martins Fontes da Paulista vai ter “A personal touch to grammar” com Tereza Sekiya.
– Dia 22, workshop “Enchant your students” com Fernanda Regadas em Palhoça, Santa Catarina;
– Dia 24, “How to ensure learners’ practice ‘makes perfect’” com Maiza Fatureto, na Martins Fontes da Paulista.

Além disso, perto de nós – ali na terrinha dos hermanos – teremos a 18th International Conference for Teachers of English and Coordinators em Buenos Aires. Se alguém estiver com uns pesos sobrando, eis uma bela desculpa pra conhecer a capital do tango (não deixem os uruguaios lerem essa parte, tá?).

 

Bem, é isso! Lembrem-se do famoso #rovingBrELT, pois sharing is caring.

Até março!

Certified in 2017 : We’d like your feedback!

 

Last Sunday we had a full day of free online talks about professional development avenues with record audience engagement. It was great to see how interested teachers can be in professional development, contrary to popular belief! They’ll even trade some Sunday rest for the chance of learning more about the possibilities in store.

If for whatever reason you couldn’t attend yesterday, don’t worry: check out this playlist, which is available on our YouTube channel and learn more about the Cambridge English Teaching Framework, the TKT, CELTA, ICELT, DELTA, Faculdade Cultura Inglesa, B.A. and postgraduate courses, and how to invest in your PD.

If you have seen the webinars or at least one, please let us know your opinion by filling in this quick feedback questionnaire, in which you can also tell us what other events you’d like to see at BrELT.

And once again, thank you everyone who participated. You rocked our worlds!