Does anyone have any info about the equivalence of a Master's in Education ELT and a DELTA. I have been told that a Master's followed by 10 hours of observed lessons "gives" you the DELTA. Pleas, please does anyone have the official line on this??
Many thanks
Linda

Zoltan is right.
Last summer at an English corner I don't know who was more surprised, me or a 23 year old guy with the English name of "Zilch" when I explained that the TV show of "Friends" was not a realistic representation of life in America. He was surprised that it is not an accurate representation, and I was surprised that a Univ educated person could be so naive as to think that it was not a piece of fiction (written, acted and produced for TV.)
Many, most, maybe all, of my students and friends have preconceived ideas of what westerners are like. The ideas come from TV shows on disc, DVDs for a buck at the video store, movies downloaded from the net, and news from English language Yahoo.
What a disappointment when we don't live up to the likes of movie stars and pro athletes.
But how charming when we make asses of ourselves in public when we're drunk, pissed off, seen frequenting "hair salons", or being hungover or drunk in class as teachers!
So what should our friends, students, collegues and employers think? Can they forget about the previous teachers they hired and then skipped town when they didn't like their jobs? Or when they are lied to by young teachers about credentials and experience? What should they think when we show up in yesterdays clothes, smelling pretty ripe, obviously hungover, unable to teach an early class?
Its not all their fault, not all our fault. The system is pretty messed up, with alot of distrust everywhere. Too bad we can't all shake hands, say we're sorry, and get a fresh start. But its too damn difficult.

Right on, Yingwen! What a great reply! It really seems that way some times, that we have to jump through all the hoops to make an impression.
But it seems to me, if they're adult learners, its more about getting them to express themselves in English, and less about us having them listen to us.
Maybe having the students practice negotiations, debate, arguement and speech-givin--all the things they can already do in their native language, but haven't had any experience with in English--seem pretty pointless if we're just there to entertain them.
Maybe the first meeting with each new group we could clue them in on the idea that classes with foreign teachers may be a bit different than customary, that we expect participation on their part during the classes, that their grade, promotion, employee evaluation, success in getting that job with the foreign company depends, at least in part, on their ability to take part. That their ability later on down the road to take part as a manager in a foreign company rather than just sit and watch in meetings, depends alot on the practice they get in the classes they get with us.
We're not just teaching language, but the ability to communicate.

I recently worked with a career ESL teacher--Africa, Middle East, China--with credentials up the wazoo. On paper he is the ideal ESL teacher; in the classroom, his students are bored out of their skulls. Somewhere along the way he forgot how to be interesting. He's become reliant on posters, pictures, songs, just entertaining whoever it is sitting in desks in front of him.
This was at a language training center, and we would occasionally sit in on each others' classes. This gentleman never realised how dull things were as he never made eye contact.
I'm sure some students responded to this type of teaching, but the few return students from his classes would request a different teacher.
At the end of each course, students were requested to write an evaluation of the course and the teacher (generally used for advertising purposes!) He was always surprised when he would recive almost no feedback, just really general stuff, if anything. "Thanks" "Helpful" "Bye bye"
An evaluation needs to be both quantitative (numeric/objective) and qualitative (subjective.)Some people feel better at one over the other.

Over all my experience of the DELTA course was more than positive, it honed my skills and allowed me to develop my teaching skills and language awareness. Though there is a need to assess teacher understanding the inauthentic examination under timed conditions does not fufil the ethos of the vocational training. How many classes do you teach or prepare for where you are under timed examination conditions? none is the emphatic answer. Good teachers use resources to draw on, growing up in the emphatically anti grammer translation era of the 80s and 90s I often refer to grammar texts to clariffy nuances etc, perhaps in a 10 years time I will become a walking grammar. I have a professor ( I am studying for my MA in Linguistics) who is just that, a walking grammar but an appalling teacher and lecturer, the thought that he taught ESL/EAP for thrity years fills me with horror. He would love the exam.
But until then the usual methods of designing analysisng ansd assesing this area should also reflect the real life scenario. By all means keep it timed, but make the tasks all authentic to the teaching experience and linked ,allow teachers refence materials. After all none can use reference material without understanding.