Contents
1. Introduction
Introduction to Cambridge ESOL
Introduction to the TKT
2. An overview of the TKT
The aims of the TKT
Target candidates
3. An outline of the content of the TKT
TKT content: an overview
Approaches to teaching and learning
Sources and text types
Entry procedure
4. A detailed guide to the TKT
Module 1 Language and background to learning and teaching
General description
Syllabus
Task types
Module 2 Planning lessons and use of resources for language teaching
General description
Syllabus
Task types
Module 3 Managing the teaching and learning process
General description
Syllabus
Task types
1. Introduction
This is a draft document, produced to provide interested parties with information on the development of the Teaching Knowledge Test. The information it contains will be amplified in the coming months to include administrative details, such as length of the modules, the frequency of test administration, the timescale from entry to results, how the results are presented.
Introduction to Cambridge ESOL
The Teaching Knowledge Test (TKT) is a test for teachers designed and produced by Cambridge ESOL, part of the University of Cambridge Local Examinations Syndicate (UCLES).
Cambridge ESOL produces a range of examinations in English for speakers of other languages (ESOL) for students of English internationally as well as schemes and certificates for the qualification of teachers of English.
Introduction to the TKT
The TKT is a test of knowledge about the teaching of English to speakers of other languages. It is designed as an introductory certificate in language teaching.
It is anticipated that in preparing for the TKT, candidates will have the opportunity to draw on their existing knowledge of and to familiarise themselves with basic concepts related to language, language use and the background to and practice of language teaching and learning.
This experience can provide a basis for accessing higher level teaching qualifications and professional support materials such as magazines and journals about English language teaching (ELT). It may also support teachers in their reflection on their own teaching and how this impacts on their students’ learning.
2. An overview of the TKT
The aims of the TKT
To test candidates’ knowledge of concepts related to language, language use and the background to and practice of language teaching and learning.
To provide an internationally recognised introductory certificate in teaching English to speakers of other languages, which could be used to access further training and enhance career opportunities.
Target candidates
The TKT is suitable for teachers of English from primary or secondary levels and is intended for an international audience of non-native or native speaker teachers of English.
Candidates taking the TKT will normally have some limited experience of teaching English to speakers of other languages.
Anyone wishing to take the TKT is strongly advised to have at least an intermediate level of English, e.g. PET, IELTS 4, CEF/ ALTE B1. This level is specified in the Council of Europe’s Threshold document. TKT candidates are also expected to be familiar with language relating to the practice of ELT.
It is important to note that the TKT does not aim to test candidates’ proficiency in the English language, nor their performance in classroom situations.
There are no entry requirements - previous teaching experience and/or teaching or language qualifications - for the TKT.
3. An outline of the content of the TKT
The TKT consists of three modules. Each module requires candidates to read questions and then answer by selecting a letter or word for the correct answer or by writing a short answer. Listening, speaking or extended writing are not required in taking this test.
Teachers taking the TKT will also keep a portfolio which will contain records of their qualifications and achievements as well as reflections on their teaching. The portfolio will not form part of the assessment of the TKT.
Approaches to teaching and learning
A range of approaches to teaching and learning may be covered in the examination material. These will exemplify the areas outlined in the syllabus on the following pages and the sources or text types used in the modules.
Approaches which might bias against candidates from particular backgrounds or teaching contexts are avoided. A knowledge of communicative approaches is nevertheless expected.
Sources and text types
Extracts from ELT course books or supplementary materials; handbooks on English language teaching and learning; ELT journals and magazines; testing materials; reference materials on language e.g. dictionaries and grammar books; diagrams or other visuals; transcriptions of classroom talk; descriptions of classroom situations; syllabuses.
Entry procedure
The TKT test is taken at UCLES approved examination centres. Details of entry procedure and current fees can be obtained from the UCLES Local Secretary in your area. In some areas this information can be obtained from the British Council.
There is no obligatory course component for the TKT.
4. A detailed guide to the TKT
Module 1 Language and background to learning and teaching
General Description
The module consists of three parts.
Part 1 of Module 1 tests candidates’ knowledge of terms common in English language teaching that are used to describe language and its uses, and language skills. Examples of these might be:
Language and its uses: noun, conjunction, clause, phoneme, stress, prefix, synonym, inviting, suggesting, greeting.
Language skills: skimming, scanning, reading for detail, listening for gist, listening for attitude, accuracy, fluency, copying, writing topic sentences, drafting, editing.
Part 2 of Module 1 tests candidates’ knowledge of factors underpinning the learning of English by speakers of other languages, focussing particularly on those learner characteristics which distinguish one learner or group of learners from another in terms of their learning and which affect both what and how a teacher chooses to teach a class or an individual learner. It also tests candidates’ knowledge of the differences between L1 and L2 learning and how these differences may impact on teaching.
Part 3 of Module 1 tests candidates’ knowledge of the range, function and appropriacy of the pedagogic choices the teacher has at his/her disposal to cater for learner differences and the differences between L1 and L2 learning. These choices cover both what and how to teach. The module also tests knowledge of concepts and terms related to teaching and learning procedures and activities, such as: repeating, prompting, eliciting, pair work, self-correction, task completion.
|
Module 1 Language and background to learning and teaching
Describing language and language skills
|
|
|
|
Areas of teaching knowledge
|
|
1.1
|
Concepts and terminology used in English language teaching (ELT) for describing form and meaning in language and language use
|
Concepts and terminology for describing language: grammar, lexis, phonology and functions.
Concepts and terminology for describing language skills and subskills e.g. reading for gist, scanning
|
|
Module 1 Language and background to learning and teaching
Background to language learning and teaching
|
|
|
|
Areas of teaching knowledge
|
|
1.2
|
Background to language learning
|
Learning processes, e.g.
- motivation
- role of error and correction (interlanguage)
- deductive vs inductive
- silent period
- exposure vs focus on form
- engagement/affective factors
Learner characteristics, e.g.
- learning styles
- learning strategies
- maturity
- aptitude
- motivation
- attention spans
- past learning experience
Learner needs
Differences between L1 and L2 language learning
|
|
1.3
|
Background to language teaching
|
The range of methods, tasks and activities available to the language teacher, e.g.
- types of presentation techniques
- types of practice activities and tasks for language and skills
- assessment types and tasks
Appropriate terminology to describe the above
|
Task types
A variety of objective tasks such as matching, sorting, selecting, labelling, multiple-choice, sentence completion.
Answer format
For all parts of this module candidates indicate their answers by shading the correct lozenges or writing short answers on an answer sheet. Candidates should use a soft pencil (B or HB) and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change.
Marks
Each question carries 1 mark.
The module consists of two parts.
Module 2 of the TKT focuses on what teachers consider and do while planning their teaching of a lesson or series of lessons. Teaching in this context is intended to refer also to assessment. It focuses too on the linguistic and methodological reference resources that are available to guide teachers in their lesson planning as well as on the range and function of materials and teaching aids that teachers could consider making use of in their lessons. The TKT does not assume that candidates have knowledge of any particular book or other aid.
The module tests candidates’ knowledge of how to translate teaching aims into lessons or series of lessons, how to sequence activities within and across lessons in a manner appropriate to particular groups of students, and how to select and build in to (a series of) lessons appropriate assessment activities. It also tests candidates’ knowledge of how to make use of resources, materials and aids in their lesson planning.
A variety of objective tasks such as matching, sorting, selecting, ordering, multiple-choice.
For all parts of this module candidates indicate their answers by shading the correct lozenges or writing short answers on an answer sheet. Candidates should use a soft pencil (B or HB) and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change.
Each question carries 1 mark.
Module 3 consists of two parts, and focuses on what happens in the classroom in terms of the language used in it by the teacher or learners, and the teacher’s ability to manage and exploit classroom language, events and interaction.
It tests candidates’ understanding of the functions of classroom language, of adapting teacher language according to its audience and purpose, and recognition of learner error. It also tests candidates’ knowledge of the range and function of the strategies available to a teacher for effectively managing classes (e.g. interaction patterns, variety of activity and pace).
A variety of objective tasks such as matching, sorting, selecting, categorising, labelling, multiple-choice, error identification and categorisation.
For all parts of this module candidates indicate their answers by shading the correct lozenges or writing short answers on an answer sheet. Candidates should use a soft pencil (B or HB) and mark their answers firmly. Candidates should use an eraser to rub out any answer they wish to change.
Each question carries 1 mark.
