Introduction
The Delta course is a part-time program covering the three modules determined by Cambridge Assessment.

Program Goals
Delta is a part-time, in-service course run by BUSEL with accreditation from the University of Cambridge. The course is designed to meet the University of Cambridge Delta syllabus requirements to enhance the participants’ knowledge and understanding of:

• the English language and its description;

• the practice and principles of teaching and learning English in relation to a wide range of adult learners and their learning contexts;

• the nature, role and use of resources and materials;

• management of the teaching and learning process;

• the procedures for the formal and informal assessment of students, the evaluation of courses and programs of work, and the investigation of personal effectiveness as an instructor in the classroom.

In addition, the course presents opportunities for the participants to further their professional development as instructors, coordinators (of other instructors) and program administrators, and to improve their skills as instructors and ELT professionals by helping them to apply this understanding to a wide range of teaching and learning contexts.

Entry Requirements
Candidates will normally be graduates or have undertaken some formal course of training in ELT. A candidate will normally have:

• A minimum of two years’ full time (1,200 hours’) teaching experience of ELT to adults within the past five years

• A range of teaching experience involving work in different teaching contexts and at different levels

Overview

One of the essential elements of the course is the continuous structured input which is given to support the participants as they work their way through the assignments required. This input aims to help the participants develop their practical teaching skills as well as their underlying theory, and it is in the form of the following:

• structured input sessions given by the teacher trainers;
• reading and research;
• self-observation; observing other instructors; reflection;
• feedback on lesson planning and teaching from tutors;
• feedback on assignments from tutors (as well as peer feedback);
·  Guidance in professional development.

Approach

Pedagogical Approach
Course tutors make a conscious effort to encourage reflection on teaching and learning, as well as critical thinking. An important element of the Delta is the link between theory and practice. This is actively encouraged in the assignment writing, the teaching practice and in all the input on the course.

Nature of the Program
This is a part-time program for practising ELT teachers who hold a full-time job. It is structured in such a way that participants;
• Maximise their learning potential;
• Have sufficient time for reading, reflection and preparation;
• Receive sufficient input from course tutors through face-to-face sessions.

Modules

The Delta course has three modules:
a) Module 1: a written examination (externally assessed)
b) Module 2: coursework (internally and externally assessed)
c) Module 3: an extended assignment (externally assessed)

The following requirements are also included as an integral part of the program:
• 120 contact hours between candidates and course tutors
• 10 hours teaching of adult students for whom English is not a first language. 4 of these lessons must be supervised and assessed by a course tutor and one must be externally assessed
• lessons must be supervised and assessed by a course tutor and one must be externally assessed
• 10 hours directed observation of lessons. At least 5 of these observations must be of live lessons taught by experienced teachers
• 300 hours reading, research and assignment writing

More details are available at
www.CambridgeESOL.org/exams/teaching-awards/delta.html

Assessment

Module 1: The written examination consists of two papers. Paper 1 is comprised of five tasks. Paper 2 is comprides of four tasks. Candidates have 3 hours and 30 minutes (two 1.5 hour papers with a 30 minutes break in between)

Module 2: Assessed Coursework

The assessed coursework consists of five assignments, which are completed during the Delta course.
• A two part Professional Development Assignment (PDA)

1. Part A: Reflection and Action (RA) 2000-2500 words
2. Part B: Experimental Practice (EP) 2000-2500 words

• Two language systems skills assignments 2000-2500 words
• Two language skills assignments 2000-2500 words

Each language systems assignment includes

• a background essay (2000-2500 words) in whcih the candidate explores an area of language systems and considers related teaching and learning issues.
• Planning, teaching and evaluation of a lesson reşlated to the chosen area.
Each language skills assignment includes
• a background essay (2000-2500 words) in whcih the candidate explores an area of language skills and considers related teaching and learning issues.
• Planning, teaching and evaluation of a lesson reşlated to the chosen area
PDA and three of language systems/skills assignments are internally assessed and externally moderated. One of the language systems/skills assignments is externally assessed.

(NB There is also some Non-assessed Coursework Apart from the participant’s normal teaching duties in the school, this also involves carrying out peer observations and writing up a reflection on these. These are not assessed, but are submitted to the tutors for feedback)

Module 3: The Extended Assignment (4,000-4,500 words)

Module 3 is assessed by means of a 4000-4500 word extended assignment on an ELT specialism.

Syllabus

• Module 1 focuses on the background to teaching and learning ESOL in arange of contexts and aims at
   understanding language, methodology and resources for teaching
• Module 2 focuses on developing candidate’s awareness abd expertise in relation to the principles ans
   professional practice of teaching ESOL in a range of contexts
• Module 3 focuses on broadening the candidate’s knowledge of a chosen specialism and developing
   their understanding of syllabus design, testing and assessment

The full syllabus can be downloaded at http://www.cambridgeesol.org./exams/teaching-awards/delta-modular.html

Course Length

• The duration of the Delta course is 16 months.
• The Delta course is also offered as part of the MA Program in Management in Education ( in ELT).
• Input is given during the BUSEL teaching times. Sessions and/or tutorials are given one day per week (up to 6 hours).

Course Fee

The Delta course is provided free of charge to BUSEL staff except for an external administration/examination fee set by Cambridge ESOL. Those BUSEL instructors who take part in the Delta course are required to teach in the relevant program for one academic year after the completion of the course.

Reading List

• Reading lists
• Books available in Bilkent library

List of Bilkent University Course Tutors

Barbara Clark
Course Tutor

Background
I have been an English teacher since 1977, teaching first in mainstream secondary education in Britain, then teaching English as a first language (to non-native speakers!) and English Literature at secondary level in Singapore before moving fully into the ELT world in 1992. I taught in Portugal before coming to Bilkent in 1998. After teaching here for one year I became a teacher trainer.

Current responsibilities
I have been a course tutor for the DELTA since 2000 and I am one of the Directors of the DELTA course. I am also a course tutor on the MA, teaching courses on classroom management, language systems and skills and methodology.

Areas of interest
My professional interests are in teacher development. I am particularly interested in the idea of helping teachers to reflect more deeply on their practice as I believe that this is the key to their development and to gaining greater satisfaction from their work.

Publications

Colebrook, P and Clark, B (2004). Moving to LA Proceedings of the 9th International BUSEL ELT Conference, Bilkent University, Ankara: language awareness in the academic English classroom.

Atlı, H. and Clark, B. Welcome to the Speakeasy. (2003) Proceedings of the 8th International BUSEL ELT Conference, Bilkent University, Ankara.

Gencer, M. and Clark, B. (2002). All the World’s a Stage, but are our Classrooms. Proceedings of the 7th International BUSEL ELT Conference,
Bilkent University, Ankara.

Clark, B. (2001). Do they cringe in terror or jump for joy? Proceedings of the 6th International BUSEL ELT Conference, Bilkent University, Ankara.

Conference Presentations

Conference and Symposium Presentations

May 2006
‘Reflecting on Reflection Tools: Using Mindmaps and Grids’ (with Mutlu Ergun at IATEFL Teacher Development and Teacher Trainers’ and Educators’ Special Interest Groups & Başkent University, Ankara, Turkey. (Extending Development and Training Horizons).

November 2005
“No time to stand and stare” at 13th TESOL Macedonia-Thrace, Northern Greece Convention, at Capsis Hotel, Thessaloniki. (Problem Areas in ELT)

April 2004
“Welcome to the Speakeasy” (with Hilal Atli) at 38th International IATEFL conference at The Adelphi Hotel, Liverpool (UK).

March 2004
“Moving to LA: language awareness in the academic English classroom’’ (with Peter Colebrook) at Bilkent University School of English Language Annual Conference (Challenge in Learning: helping learners realise their full potential) Ankara, Turkey.

April 2002
“Practice makes perfect? Probably not, but it helps makes sense” at 36th International IATEFL conference. University of York UK.

March 2002
“All the World’s a Stage, but are our Classrooms” (with Muge Gencer) at TESOL, Greece

March 2001
“Building Bridges – Keeping the Spirit of Development Going” Co-presented paper (with Elif Uzel) at TESOL, Spain, Annual Convention,
Seville University, Spain.

February 2001
“Do they cringe in terror or jump for joy?” at Bilkent University School of English Language Annual Conference (Challenge and Creativity in Teaching Beginners), Ankara, Turkey.

Dr. Hande Işıl Mengü
Course Tutor
 

Background
I have worked in English Language Teaching since 1995 and I have been involved in teacher training and development since 2000. I have a BA in English Language and Literature, an MA in English Language Teaching and a PhD in English Language Teaching.

Current responsibilities
I am working on the DELTA courses as a course tutor and as one of the course directors. I am also working as a tutor on the MA program teaching courses on classroom management, language systems and skills and methodology.

Areas of interest
My current professional interests include the role of teacher beliefs in teacher education, teacher cognition, the psychodynamics of teacher training, effective training and effective training sessions, phonology, efficient brain use and how it translates into activities in the classroom.

Publications

Mengu, H. I. (2000). “Can we Assess Teachers’ Ability to Work with Others?”, In proceedings of 5th International Bilkent University School of English Language Conference, Ankara, pp. 90-96.

Mengu, H. I. (2000). Magic of Teamteaching. In Proceedings of 5th METU International ELT Convention, Ankara, pp. 103-122.

Mengu, H. I. (2005). Brain for Thought. In Beaven, B. (Ed.). IATEFL 2005 Cardiff Conference Selections of 39th IATEFL Annual Conference, Cardiff, UK, pp. 113-114.

Conference presentations

Mengu, H. I. (2000). Can we Assess Teachers’ Ability to Work with Others? 5th International Bilkent University School of English Language Conference, Ankara, Turkey

Mengu, H. I. (2000). Can we Assess Teachers’ Ability to Work with Others? 34th IATEFL Annual Conference, Dublin, Ireland.

Mengu, H. I. (2000). Magic of Teamteaching. 5th METU International ELT Convention, Ankara, Turkey

Mengu, H. I. (2005). Brain for Thought. IATEFL 2005 Cardiff Conference, Cardiff, UK

Mengu, H. I. (2006). Brain for Thought: Translation of Principles into Activities. 2nd International EMU Conference, Famagusta, Cyprus

Mengu, H. I. (2006). Translation of Change. IATEFL Teacher Development and Teacher Trainers’ and Educators’ SIGs Conference , Başkent University, Ankara, Turkey

Mengu, H. I. (2006). Perceptions of Change. 9th METU International ELT Convention, Ankara, Turkey

Other presentations/workshops

Mengu, H. I. (2002). Brain Based Learning. BUSEL SYMPOSIUM , Ankara, Turkey

Mengu, H. I. (2002). Employing a Multi-Dimensional Approach in Reading.
Hacettepe University, Ankara, Turkey (talk given to the instructors at Hacettepe University School of English Language)

Mengu, H. I. (2006). The Triune Brain. Abant Izzet Baysal University, Bolu, Turkey (talk given to the ELT department staff and the School of English Language staff)

Mengu, H. I. (2006). Course Design (3 day workshop given to instructors from Gaziantep University)

Mengu, H. I. (2006). Communication Skills. Bilkent University, Ankara, Turkey (presentation given to library staff)

Dr. F. Elif Şen
Course Tutor
 

Course Tutor
ME 522 Managing Learning: Methods I: Language Systems and Skills
ME 523 Managing Learning: Methods II: Language Systems and Skills

Background
I have been a teacher of English since 1990 and have taught pre- and in-sessional English as well as technical and professional composition and presentation courses. I have been involved in teacher training for 8 years. I have been a Cambridge ESOL External Assessor for the DELTA course since 2004.  I have a BA in English Language and Literature (1990), an MA in Teaching English as a  Foreign  Language (1995) and a PhD in English Language Teaching (2002).  I also hold a Diploma in Teacher Training (1998).

Current responsibilities
I have been working as a course tutor and as one of the Course Directors on the Cambridge ESOL DELTA courses. I have also been a course tutor on the MA Programme teaching courses on classroom management, language systems and skills and methodology since 2003. I have been a Cambridge ESOL External Assessor for the DELTA course since 2004.

Areas of interest
My current professional interests include research into learning and teacher training and development, educational change and reading processes and strategies.

Publications

Uzel, E. and Şen, M. I.(2003). Learner-Based Teaching:  Students Get their Own Back. In: M. Quigley and T. Godfrey (Eds.), One Language, Many Voices: ELT Across Borders.  Proceedings of the 4th International ELT Conference:  Işık University, Istanbul, Turkey, April 17-18, 2003.

Uzel, E. and Şen, M. I.(2002). Learner- Based Teaching: Get it from them and Give it Back. In: S. Phipps (Ed.)  A Fresh Look at Grammar and Vocabulary: A Quest for Alternative Teaching Approaches: Proceedings of the 7th International BUSEL ELT Conference; Ankara, Turkey, January 24-26, 2002. Ankara: Meteksan.

Uzel, E. (2000).  A Developmental Appraisal Program For English Teachers.  In: J. Mair (Ed.).  Excellence in teaching: Promoting, Implementing and Sustaining Effective Practice: Proceedings of the 5th International BUSEL ELT Conference; Ankara, Turkey. February 5-7, 2000. Ankara: Meteksan. 

Uzel, E. and Cankatan, T. (1999). Leave your fears, Go to your Peers.  3rd International INGED Gazi ELT Conference, Gazi University, Ankara, Turkey

Uzel, E. and Cankatan, T. (1997). Do you have to be technical to teach technical communication?  In: J. Spring and B. Gilroy (Eds.)  Quality Learning in English Medium Higher Education: The Challenge of content, skills and language. Proceedings of the 3rd International BUSEL ELT Conference, Ankara, Turkey. Ankara: Meteksan. 

Uzel, E.  (1997).  Learners’ Reactions to Teachers’ Written Feedback.  In: S. T. Köymen and B. Kandiller (Eds.)  Perspectives in English Language Teaching: Proceedings of the 4th METU ELT Convention; Ankara, Turkey. Ankara: METU.

Conference Presentations

Uzel, E.  (2004). Strategic Reading. Workshop conducted at the  2nd MA TEFL Reunion Conference, Bilkent University Ankara, Turkey. 

Uzel, E.  (2004). Strategic Reading. Workshop conducted at the 8th METU International ELT Convention, Middle East Technical University, Ankara Turkey. 

Uzel, E.  (2002). Managing Change: What Makes It Work. Paper presented at the IATEFL Special Interest Groups the 2002 Symposium, Sabancı University, Istanbul, Turkey.

Uzel, E. and Clark, B.J.  (2002). When the Teacher Knows More Students Learn Better.  Workshop conducted at the IATEFL Special Interest Groups Symposium, Sabancı University, Istanbul, Turkey. 

Uzel, E.  (2002). Managing Change: How to be Content with ‘Content’” Paper presented at the  IATEFL 2002 Annual Conference, University of York, York, United Kingdom. 

Uzel, E. and Clark, B.J.  (2001). Continuing Development: “Keeping the Spirit of Development Going.  Paper presented at the Teachers Develop Teachers Research 5.  IATEFL International Conference of Research and Teacher Development Special Interest Groups, Middle East Technical University, Ankara, Turkey

Uzel, E. and Clark, B. J.  (2001). Building Bridges: Keeping the Spirit of Development Going.   Paper presented at the TESOL Spain 24th Annual Convention, Seville, Spain.

Uzel, E. and Cankatan, T. (1999). Creative and Critical Thinking:  Have You Ever Thought of These? Demonstration and Workshop conducted at the First-Year English Program Symposium Bilkent University, Ankara, Turkey. 

Uzel, E. and Cankatan, T. (1997). Too many cooks did not spoil the broth!  Demonstration and Paper presented at the First International INGED-METU ELT Conference, Middle East Technical University, Ankara, Turkey.

Mutlu Işıl Ergun
Course Tutor

Contact address; School of English Language Bilkent University 06800 Ankara Turkey Tel: +90 312 2901912 Fax: +90 312 2664320 Email: isilsen@bilkent.edu.tr

Background
I have been a teacher for 11 years and have been involved in teacher training since 2001, working on Cambridge ESOL ICELT and DELTA courses. I hold an MA in Management in Education, University of Cambridge ESOL DELTA and a BUSEL Diploma in Teacher Training.

Current responsibilities
I am currently working on the ESOL ICELT and DELTA courses as a tutor.

Areas of interest
My professional interests are teacher development, Learner-Based teaching, the Lexical Approach and the importance of reflection and reflective practice in teacher development programmes.

Publications
Ergun, Mutlu Isil. (2006). Reflecting on reflection: a trainers’ personal quest. IATEFL Research News, 17, 12-19

Şen, M. I. (2004). Are reinforcers challengers? Presentation at the 9th International BUSEL ELT Conference, Bilkent University, Ankara, March 2004, in “Challenge in Learning: helping learners realise their full potential” Proceedings of the 9th International BUSEL ELT Conference, Bilkent University, Ankara.

Şen, M. I. (2002). Learner-based teaching: get it from them and give it back. Presentation at the 7th International BUSEL ELT Conference Bilkent , Ankara, January 2002, in “A Fresh look at grammar and vocabulary: a quest for alternative teaching approaches” Proceedings of the 7th International BUSEL ELT Conference, Bilkent University, Ankara.

Conference Presentations
“Reflecting on Reflection Tools for Trainees and Learners”, presentation at IATEFL Teacher Development and Teacher Trainers’ and Educators’ Special Interest Groups Conference, Ankara, Turkey, May 2006.

“Reflecting on a Reflection Tool for Trainees: Mind Maps”, presentation at the 2nd International ELT Conference, Famagusta, North Cyprus, May 2006.

“Are Reinforcers Challengers”, presentation at the 9th International BUSEL ELT Conference, Bilkent, ANKARA, Turkey, March 2004.

“ Authentic Materials, presentation at Train the Trainer Conference, Hacettepe University, Ankara, Turkey, January 2004.

“ Authentic Materials”, presentation at Isik University ELT Conference, Istanbul, Turkey, April 2003.

“Learner-Based Teaching ”, presentation at Isik University ELT Conference, Istanbul, Turkey, April 2003.

“The Lexical Approach, presentation at BUSEL Symposium, Bilkent University, Ankara, Turkey, September 2002.

“Learner-Based Teaching,” presentation at the 7th International BUSEL ELT Conference Bilkent , Ankara, January 2002.


Simon Phipps
Course Tutor

Course Tutor
ME 527 Linguistics and Lexical Studies
ME 523 Methods II
ME 501 Managing Organisational Processes
ME 505 Management in Action

Background
I have worked in ELT since 1985 and have worked in the UK, Germany and Turkey. I have been involved in teacher training since 1989, and have been running the MA (Management in Education in ELT) programme since 2003. I have been a Cambridge ESOL External Assessor for the DELTA course since 1997, and am currently the Cambridge ESOL Principal Examiner responsible for DELTA Module 3.

Current responsibilities
I have been working as Deputy Director of Bilkent University School of English Language, with particular responsibility for teacher training, since 1996. I have also been Course Director of the MA since 2003 where I teach courses on linguistics, lexis and educational management.

Areas of interest
My current professional interests include teacher cognition in teacher education, cognitive processes involved in the learning of grammar and vocabulary, pronunciation and the role of management in education. I am currently completing a PhD in the area of teacher cognition.

Publications
Phipps, S. (2008). Teacher education makes a difference if… . In Beaven, B. (Ed.) IATEFL 2007: Aberdeen Conference Selections. Canterbury: IATEFL.

Phipps, S. & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. Teacher Trainer, 21(3).17-19.

Phipps, S (2007). What difference does DELTA make? Research Notes, 29, 12-15, Cambridge: UCLES.

Phipps, S. (2007). Teacher beliefs: an essential element of effective language teacher education. In Beaven, B. (Ed.) IATEFL 2006: Harrogate Conference Selections. Canterbury: IATEFL.

Phipps, S. (ed.) (2006). Research News: IATEFL Research SIG Newsletter, Issue 17. Whitstable, Kent: IATEFL.

Phipps, S. (2004). Goldilocks and the 3 ‘S’: the role of challenge in learning. Plenary address at the 9th International BUSEL ELT Conference, Bilkent University, Ankara, March 2004, in “Challenge in Learning: helping learners realise their full potential” Proceedings of the 9th International BUSEL ELT Conference, Bilkent University, Ankara.

Phipps, S. (ed.) (2004). Challenge in Learning: helping learners realise their full potential. Proceedings of the 9th International BUSEL ELT Conference, March 2004, Bilkent University, Ankara.

Phipps, S. (ed.) (2003). Speaking in the Monolingual Classroom: need for a fresh approach? Proceedings of the 8th International BUSEL ELT Conference, February 2003, Bilkent University, Ankara.

Phipps, S. (ed.) (2002). A Fresh Look at Grammar and Vocabulary: a Quest for Alternatıve Teaching Approaches Proceedings of the 7th International BUSEL ELT Conference, Febuary 2002, Bilkent University, Ankara.

Phipps, S. & Kurtoğlu-Eken, D. (eds) (2002). Challenge and Creativity in Teaching Beginners. Proceedings of the 6th International BUSEL ELT Conference, January 2001, Bilkent University, Ankara.

Phipps, S., Engin, M, & Harvey, J. (1996). Training for Developmental Purposes. Plenary address at the IATEFL International Conference on Teacher Training and Development, Bilkent University December 1996, in Engin, M, & Harvey, J. (eds.) 1996 “Teacher Training/Teacher Development: Integration and Diversity”, Proceedings of the IATEFL/Bilkent University International Conference on Teacher Training and Development, Bilkent University, Ankara

Phipps, S. (1995). Teaching Grammar; a multi-dimensional approach. In Billingua ELT Journal, Edition 1, Bilkent University, Ankara,

Conference Presentations
Plenaries given
“Teacher Education, Teacher Cognition and Teacher Learning.” Plenary address at the 10th International ELT Conference, Bilkent University, Ankara, June 2007.

“Goldilocks in the Classroom; the need for challenge in learning.” Plenary address at the 8th METU International ELT Convention, Middle East Technical University, Ankara, May 2004.

“Goldilocks and the 3 ‘S’: the role of challenge in learning”. Plenary address at the 9th International BUSEL ELT Conference, Bilkent University, Ankara, March 2004.

“Theories of Language Learning” Plenary address at the 2nd BUSEL Symposium, Bilkent University, Ankara September 2003.

“Affective Teaching” (with Uyan, N.) Plenary address at the 1st BUSEL Symposium, Bilkent University, Ankara, September 2002.

“Training for Developmental Purposes” (with Engin, M and Harvey, J.), Plenary address at the IATEFL International Conference on Teacher Training and Development, Bilkent University December 1996.

Workshops given
“Teacher Education does make a difference if...”, workshop at the 41st IATEFL Conference, Aberdeen, UK, April 2007.

“Reflections on a Reflection Task”, workshop at the IATEFL Teacher Development and Teacher trainers’ and Educators’ Special Interest Groups Conference, Ankara, May 2006.

“Teacher Beliefs: An Essential Element of Effective Teacher Education”, workshop at the 40th IATEFL Conference, Harrogate, UK, April 2006.

“Promoting Excellence in Learning”, workshop at the 5th International BUSEL ELT Conference, Bilkent University, Ankara, February 2000.

“Supporting the Process of Curricular Innovation: a case study of BUSEL”, workshop at the 4th International BUSEL ELT Conference, Bilkent University, Ankara, February 1999.

“Language Planning in English-Medium Higher Education Institutions; a case study of the issues” (with O’Dwyer, J.), workshop at the 3rd International BUSEL ELT Conference, Bilkent University, Ankara, December 1997.

“Introducing a Staff Development Programme for 250 Teachers” workshop at the 30th IATEFL Conference, Keele University, April 1996.


Catherine Sarı
Course Tutor
 

Background
I have been in EFL teaching since 1992 and a CELTA trainer since 2002. I have taught in the UK, Turkey and Dubai, UAE and my experience varies from private language schools to universities, beginner to proficiency levels and general English to exam preparation classes.

My professional interests are in teacher development, online learning and EFL examining.

Current
I am a course tutor for the CELTA course.

Areas
My professional interests are in teacher development, online learning and EFL examining.


Jon Fiteni
Course Tutor

Contact address: School of English Language Bilkent University 06800 Ankara Turkey Tel: +90 312 290 5174  Fax +90 312 266 4879 Email: jfiteni@bilkent.edu.tr

Background
I have been in ELT since 1999. After teaching for a short time in London, I came to Turkey and taught in private language schools in Izmir and Ankara before coming to BUSEL in 2003. I have been involved in teacher development for most of my time in ELT. Since being at BUSEL I have gained the DELTA and an MA in Management in Education.

Current responsibilities
I am a course tutor on the ESOL DELTA course.

Areas of interest
My current professional areas of interest are teacher development, the relationships between beliefs and practice, the role of motivation in learning, and integrating pronunciation teaching into teaching practice.
 
Conference Presentations
‘Awareness-raising of English Phonological Variation in a NESE EAP Context’, presentation given at the IATEFL PronSIG Event, hosted by BUSEL, Ankara, Dec 2008


Ümran Ölmez Board
Course Tutor

Background
I have been an English teacher since 2000. I hold a BA in English Language Teaching and Cambridge ESOL DELTA. I am currently completing an MA in Management in Education.

Current
I am currently working as a DELTA tutor and as Head of Teaching Unit which involves managing a group of 15 teachers and supervising their professional development.

Areas of interest
Effective curriculum delivery, phonology, pronunciation teaching, and teacher development.
 

Links

• Bilkent University library
• Ulakbim library
• BUSEL
• APA website
• Virtual campus
• Cambridge