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Since it was introduced in the 1960s, the Certificate in Teaching English to Speakers of Other Languages has become an essential English language teaching qualification, trusted by teachers, language schools and governments. Every year, tens of thousands of future and current language teachers take CELTA at over 300 centres in more than 70 countries around the world. But having been around for so long, does CELTA remain relevant? During this year’s IATEFL conference in Brighton, Clare Harrison presented a number of arguments which attempted to answer this particular question.

Motivation is probably the most important factor in successful language learning. Well-designed tests provide structure, encouragement and reward which boost learners’ motivation and confidence. Dr Edmund Jones and Dr Sian Morgan review the evidence that shows the positive impact of studying for À¶Ý®ÊÓƵ English Qualifications.

There is a big difference between the À¶Ý®ÊÓƵ English Qualifications – which focus on a particular level of language ability – and multi-level tests. Dr Evelina Galaczi explains why the À¶Ý®ÊÓƵ English approach to level-based testing supports more effective language learning.

Is it really a good idea to ask children to take international English tests? Does it encourage them to learn English, or is it just unnecessary stress? Dr Amy Devine and Dr Maggie Dunlop review the extensive evidence that shows that the À¶Ý®ÊÓƵ English Qualifications specifically designed for children have a positive effect on their learning and motivation.

The À¶Ý®ÊÓƵ English Teaching Framework is designed to help you think about the skills you have and the skills you would like to develop. Read about how and why it was created.

Why do the À¶Ý®ÊÓƵ English Qualifications test all four skills – listening, speaking, reading and writing – rather than allowing candidates to focus on one or two skills? Dr Evelina Galaczi explains why four-skills testing is important for language learners, teachers and employers.