Professional Documents
Culture Documents
Tefl Uncovered Low
Tefl Uncovered Low
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WIT Written Biyn
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JamesEJdited By
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Mike Sc y
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02
Welcome To TEFL
Qualifications
Resources
Instant TEFL
Country Guides
8
9
Introduction
A Life Changing Choice
Your Opportunities
What Is Teaching English Like?
Types Of English Teaching
Introduction
Do You Need A Qualification?
Qualifications Demystified
Introduction
The Internet
Job Placements & Agents
Networking
Conditions
Introduction
Personal Contact
Application Letter Or Email
Creating A Teaching Resume
Introduction
Print Resources
Online Resources
Teaching With No Resources
Introduction
Making A Contribution
What Do Students Want?
Getting Students Talking
Being An Effective Teacher
Introduction
Country Guides
Introduction
Glossary
Teaching Terms
Language Terms
The TEFL Profession
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03
Foreword
The Worlds First TEFL Self-Help Book
Foreword
Contents
Contents
Foreword
They say that meaning is the new money. Recent research into happiness suggests that the key
components in pursuit of it are:
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The research also suggests that we become happier by promoting the well-being and happiness of
others.
Surely, therefore, the world of TEFL offers huge opportunities for the pursuit and promotion of
happiness.
The material that follows opens up to us a world in which bright, committed people are making a
contribution to the concept of one world by reducing barriers, engaging respectfully with different
cultures and passing on learning that expands the horizons of its recipients. These TEFL people are
taking part in life-changing experiences themselves and are inviting millions of their students to do the
same.
Each of us is a unique individual. Nobody else has our combination of DNA, upbringing, experiences,
education, skills, values, ambitions, or aspirations. Nobody else has ever carried that uniqueness into
this particular time in an ever-evolving world. The world of TEFL offers unique opportunities to
unique individuals to make unique interventions in the lives of others. As a result, there is therefore
no blueprint or guidelines that would work for everybody. What follows is not a blueprint but pages
of wisdom and learning drawn from the experiences of many who have gone before. What follows is
yours to engage with, to reflect on, to select from and to apply what fits to support your purpose and
plans.
04
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To get the best out of it, plan your study for times when you are at your best, tackle it in bite-size
chunks and note the things that occur to you (thoughts, feeling, ideas, questions etc.). Harvest
your thoughts and your awareness because this is your learning and the basis for your planning and
decision-making. Talk through the things that occur to you with someone who knows you well, and
get their reaction and feedback as a contribution to your decision-making.
Foreword
It is a book to do rather than to read. The most effective teachers are not those who lecture others
on what must be learnt. They are rather those who provide opportunities for learners to access and
assess information, reflect on its relevance to them, their world and their needs, to select, absorb,
own and apply. That is what is on offer here.You will only get out of it as much as you put into it.
You wont find the answers, but hopefully you will find your answers in the thoughts it provokes,
the awareness it creates, the clues it supplies and your choices it informs. It will reward reflection,
motivation, and honesty with oneself.
You could be on the brink of a great adventure and a life-changing experience. The hope is that the
material in this book will be an introduction to the most creative and rewarding time in your life and
that you (and those you teach) will be happier as a result!
Mike Scally
(Author of Lifeskills Teaching)
05
Foreword
Please note ;
Any information and advice in this book is offered in good faith, but it cannot and should not replace the
readers own need for judgment of its relevance and value in their context and the need for each of us to be
responsible for our own risk assessment and decision-making.
06
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Book Introduction
Section
1
Welcome To TEFL
2
Your Opportunities
Take a look at the number of job opportunities in the
TEFL industry and the types of conditions you can
expect.
707
Introduction
Introduction to Section 1
1 Welcome!
If you think
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This book will show you how to make your dream of teaching abroad come true.You will have a clear
understanding of what being a TEFL teacher is like the many positives and the challenges and the
sorts of opportunities there are for you.
Before we look at opportunities in TEFL, lets reflect on what you want in your life.
What made you think about teaching English abroad?
Tick the things that are true for you and add some more if you like.
Im interested in English
I like languages
I like travelling
08
2.1
Back in 2007 I was in a job I hated and was very much part
of the rat race! I had always enjoyed helping and guiding my
employees and loved travelling, so the decision was easy! Dont
worry about the stress of adjusting to another culture, thats
part of the fun!
Which do you think are the most important reasons for you and for your students?
For yourself:
______________________________________________
_________________
because
_____________________________________________________________________
09
2.3
___________________________________________________________
2.2
Asia
300,000,000+
learners
Europe
200,000,000+
learners
South America
150,000,000+
learners
Middle East
50,000,000+
learners
Most language schools advertise on the internet and many like to arrange a contract in advance. There
are hundreds of websites dedicated to TEFL jobs. Its estimated that there are over 20,000 new TEFL
jobs listed each month. One of the best known, www.eslcafe.com, has over 2,000 listings at any time.
The demand for TEFL is so huge that many schools will employ teachers with no teaching qualification
or degree. This does depend on the country you may need to be qualified to get a work visa in some
countries (we will see which ones later). Also, the question of whether you want to teach without
some training needs serious consideration.
You could actually be teaching in one of many countries tomorrow.You will need to decide whether
you want to simply arrive in a country and approach schools or arrange a job before you go. We will
look at the pros and cons of each later.
Most English language schools are English language environments.You will use English for all
interactions at work. However, knowing some basic phrases in the local language shows respect for
people and will add considerably to your cultural experience.
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A Life
Changing Choice
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1 First Thoughts
Lets first look at why you are considering TEFL.
Pros
Being a Tourist
Cons
__________________________________________
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1.1
1.2
In what ways might teaching abroad change your life for the better?
Write down your thoughts about this.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2 The Facts
Now lets look at the experience of living and teaching abroad in more detail both the plusses
and the challenges.
Do you agree or disagree with the following statements? If you know anyone who
has taught or worked abroad, reflect on their experiences.
Fill in the following
Living abroad is the most memorable experience
many people have had.
Agree
Disagree
12
2.1
Yes. Teaching in a country means you can experience complete cultural immersion.You can gain
a deep understanding of another culture and a new awareness of your own.You have a genuine
reason to interact with interesting people, and you can develop very deep and long-lasting
relationships.
There are many stories of people working for little or no pay and using their savings to live and
teach somewhere, simply because the experience is so rewarding.
Teaching can simply be a means to an end. But TEFL needs dedicated, passionate teachers, so we
hope you will want to make a serious contribution to the profession.
Teaching will almost certainly not be a luxurious life! Teachers are not paid like expat executives.
In many countries youll receive something like a local salary, which will enable you to have a
comfortable life, but not a cushy one.
Yes. Almost everyone will experience some form of culture shock. Make sure you are mentally
and emotionally prepared for a very big change in lifestyle. It can help to start teaching in a
country or culture you are familiar with before moving abroad.
No. Teachers do break contracts. Schools tend to offer incentives for teachers to stay to the
end of a contract instead (e.g. paying a bonus or airfare).
Overseas teaching experience is regarded by employers in many fields as unique and valuable.
It demonstrates initiative, responsibility and intellect.
Low Salary
Food
Accommodation
Sanitation
Culture
Government
Security
Away from Family/Friends
Possible Problems
13
2.1
We Suggest:
Every person staying for a length of time in a new country will experience culture shock. At first,
everything around you will seem exciting and stimulating. However, this can suddenly change. Often
triggered by a single negative experience, you may start to feel on edge, depressed, or even angry.
However, this will pass.You will reach a state where things seem normal. Some of the excitement of
the honeymoon phase will return, along with a deeper appreciation of the cultural environment.
The best way to adjust to culture shock is to be aware of whats happening to you. Remind yourself
that its natural to feel this way, that everyone experiences it, and it is temporary. Importantly, dont
isolate yourself. Try actively to meet local people and embrace the culture. Explore, enjoy the food, and
learn the language.
Interestingly, once people have adjusted to a new culture, they usually feel reverse culture shock coming
back to their home country!
___________________________________________________________________________
3.2
___________________________________________________________________________
3.3
How can you find out more about living in that country?
14
SUMMARY
___________________________________________________________________________
KEY RESOURCES
A useful introduction to the issues:
http://teachertipstraining.suite101.com/article.cfm/qualifying_as_an_efl_teacher
For an overview of the plusses and challenges of teaching abroad:
http://www.transitionsabroad.com/listings/work/esl/index.shtml
For a range of articles on teaching and living abroad:
http://teaching-abroad.suite101.com/
Your Opportunities
There are more people learning English in China than there are native English speakers in the USA
Over 100,000 people do a TEFL certificate course each year.Yet there are clearly not enough
graduates to meet demand
1 First Thoughts
This part will give you a clear overview of TEFL job opportunities worldwide.
Do you agree or disagree with the below facts?
I am optimistic about finding a job.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
16
1.1
2
2.1
The Facts
Lets find out if your ideas were on the right track.
Look at two of the best-known TEFL websites: www.eslcafe.com and www.tefl.com.
Make some notes on the following:
_____________________________________________________
Western Europe is the strictest regarding nationality: you normally need an EU passport
(or a working holiday visa for people aged 18-30). It is unlikely a school will sponsor you unless
they know you.
Conditions vary dramatically. It is possible to save money in Japan, Korea, Hong Kong, Taiwan,
Western Europe and the Middle East. In China, Russia and Eastern Europe, salaries will be high
by local standards and enough to live very comfortably on, but not to make money.
2.2
1.
_______________________________________________________________________
2.
_______________________________________________________________________
3.
_______________________________________________________________________
17
We Suggest:
_________________________________________________________________
Consider that the most rewarding positions may have the most difficult conditions.
For example, teaching in a rural school with few facilities may be making a real difference in students lives.
______________________________________________________________________?
______________________________________________________________________?
______________________________________________________________________?
We will answer your questions when we look in detail at job adverts and contracts in
Section 3: Finding Good Work.
KEY RESOURCES
Key job websites:
http://www.eslcafe.com
http://www.tefl.com
18
SUMMARY
What Is Teaching
English Like?
TEFL, more than any other field of teaching, has tried and tested approaches to running a class
TEFL, EFL, TESOL, ESOL and ESL are often used interchangeably. However, as a rule, TEFL is
teaching in a non-English speaking country, and ESL is teaching migrants in an English-speaking
country
1 First Thoughts
I didnt like
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1.1
Lets start by thinking about what happens and should happen - in a language class.
1.2
reading
writing
Why did you prioritise them in the way you did? Is it because they help students language development,
or is it some other reason? Do any of the activities have risks for example, could students get bored,
or could they learn bad habits?
Shortly we will look at what students actually need. It may surprise you.
1.3
What do you find daunting about teaching? Is it being in front of a large group of people?
Answering grammar questions? Make some notes.
_____________________________________________________________________
Were going to suggest that a TEFL class may be vastly different from any class youve experienced and
that an awareness of the role of an effective TEFL teacher should significantly reduce your anxiety and
help you feel excited about getting into a classroom.
2 The Facts
When we think about teaching, we understandably think primarily about ourselves. However, TEFL
challenges you to turn that around. Its essential to think about your students experience and what
they need. This should shape what happens in your class.
20
_____________________________________________________________________
2.1
Give your opinion about the following questions and say why.
Is learning a language more like going to history lectures or learning to drive a car?
_____________________________________________________________________
Which of the four skills (reading, writing, listening & speaking) is most important for students to
develop?
How can you ensure students get lots of speaking practice in class?
_____________________________________________________________________
Is listening to the teacher the most useful listening practice you can provide?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
21
2.2
Speaking a language is a skill, like driving or cooking. Knowing rules doesnt mean students can
produce sentences. They need to practise as much as possible.
All skills are important. However students will have different abilities in different skills. Many
students from China have had little speaking practice, so they need much more speaking
practice in class; whereas, many students from Saudi Arabia are confident in speaking, so they
need to work on their writing.
You can maximise speaking practice by getting students to practise in small groups. The
teacher standing at the front talking to one student at a time is not efficient.
Listening to the teacher is not rich practice. Its the same voice in the same context every
time. Students need to listen to a wide range of speakers in different situations (on CDs,
DVDs, the internet, etc).
Students do need to know how to put together a sentence accurately. But we need to keep
grammar in perspective. For example, bad pronunciation makes someone much harder to
understand than bad grammar.
Students may be interested in you. And of course you want to open up to your students to
build rapport and trust. But this is not the same as spending a lot of time telling the class
about you. Find out what interests your students, and choose topics with which they will
engage.
If you aim to have lots of student-to-student interaction in class, what will you be doing
while students are speaking in groups?
Look at 1.2 in Part 3 again. How can a student-centred approach reduce your anxiety?
We Suggest
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Monitor students (i.e. move around the class and listen to students) as they practise. Give
students space as far as possible let them work out difficulties themselves. Dont pounce on
every error as that inhibits students. However, do give help to individual students when they
ask for it.
A student-centred approach means the less time youre out in the front under the spotlight
the better! Its not about you its about the students having a go, and youre there to assist
and guide.
22
2.3
We Suggest
Choose from this list what you would like to happen in your class.
the teacher tells the class about his/her likes and dislikes
one student at a time stands out in the front and talks for three minutes
about a topic
A teacher of a student-centred class would choose the activities that involve meaningful studentstudent interaction: role-plays, speaking games, life-like tasks, small-group discussion and students
working out rules themselves.
Do you think you could make those things happen if you walked into a class today?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.3
23
3.2
KEY RESOURCES
For an overview of communicative approaches to teaching:
http://www.teachingenglish.org.uk/think/knowledge-wiki/communicative-approach
24
SUMMARY
English is the international language of business, science, technology, diplomacy and aviation
At a time when learning English was a fashionable pastime in some countries, it was called
TENOR Teaching English for No Obvious Reason
1 First Thoughts
compulsory at school
jobs in tourism
business purposes
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Brainstorm all the reasons you can think of why people learn English.
1.1
Lets consider first of all why so many people are learning English.
1.2
_________________________________________________________________________
_________________________________________________________________________
2 The Facts
There are numerous branches of TEFL teaching, outlined below.
General English
An English class with no specific goal except to raise students English level
(however, consider that each student will have particular goals to travel,
to write emails, to emigrate, etc). Many students study General English at
lower levels and then specialise later.
Young Learners
Tutoring
Volunteering
EAP
(English for
Academic
Purposes)
EAP is a pre-university course that takes students to the level they need for
their degree. It often involves study skills as well as language. Some schools
offer specialised streams (e.g. business, art and design) depending on the
students future course.
ESP
(English for
Specific
Purposes)
Specialised workplace English such as English for Engineering or English for IT.
Business English
26
EOP
(English for
Occupational
Purposes)
Test Preparation A course to help students pass or attain the score they need in an English
test. Two important tests for university admission are IELTS (in the UK,
Australia and New Zealand) and TOEFL (in the US).
2.1
The terms may differ from school to school and country to country for example, English for
Occupational Purposes might be called English for the Workplace, English for Work, Workplace
English etc.
2.2
We Suggest
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The most English spoken every day is between (b) non-native speakers and non-native
speakers.
For example, Korean and Japanese businesspeople and Russian pilots and Chinese air traffic
controllers use English to communicate with each other.
Most learners of English want to (a) use English for a practical purpose.
Since English is just a tool, the ideal of sounding like a native speaker is irrelevant to most
learners. The native speaker as an ideal is dead and buried.
Most learners of English (b) are very aware of what they need to learn.
Disagree
27
Agree
2.3
Do you agree or disagree with these statements?
You have to be an engineer to teach engineering English.
Students know why they need English whether its to pass an exam, do business, fly a plane,
or work in a joint-venture mining company. Our aim is to help students develop specific
language for their real-life goals.
We Suggest
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No. Obviously the students are the experts, and, in fact, they dont want you to teach them
about the subject matter (studies have shown this). They want you to help with language they
need for work. So choose topics, types of written texts, dialogues etc. that are relevant to their
field. Ask your students to show you examples of what they need to read and write, and to tell
you the words they need to pronounce (however it helps if you have an interest in the subject
matter e.g. dont teach English for accounting if you hate maths!).
It depends. If you organise lots of small-group work, it really makes no difference whether you
have a class of 10 or 30. Teaching one-on-one can be really hard work its a good idea to tutor
two students at once so they can practise with each other.
No. Just choose interaction patterns that are relevant to their work e.g. salesperson and
client, socialising at a function, presenting their company.
It depends! Young learners need a lot of different short activities or they get bored. If youre
energetic and love children, it can be extremely rewarding, and the day flies!
Tutoring Businesspeople
English for IT
Retail English
Military English
3.2
28
3.1
We should find out what that purpose is, and focus our teaching on it
KEY RESOURCES
For an overview of English for Specific Purposes:
http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html
29
SUMMARY
Section
2
Qualifications
2
Qualifications Demystified
Compare the different courses and
qualifications available and find out
which one is right for you.
30
Section 2 : Qualifications
Introduction
Introduction to Section 2
1 What Do You Think?
What are your initial thoughts about getting a TEFL qualification?
Tick the statements with which you agree.
I dont need a qualification due to the high demand for English teachers overseas
I could get a better ELT (English Language Teaching) job with a qualification
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
31
_______________________________________________________________________
Section 2 : Qualifications
Write down any thoughts you have about getting TEFL qualified:
Face-to-face TEFL training usually gives you the opportunity to practise teaching and receive
helpful feedback increasing your confidence in the classroom
A course is a great opportunity for networking and finding your job abroad
Visa Regulations
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Some countries require a TEFL qualification to teach (and even a certain type) and/or a degree
see Section 7
32
Section 2 : Qualifications
Types of Courses
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A basic TEFL qualification (not higher) is the standard for entering the profession
Here are the typical options available for an entry-level TEFL qualification.
But before we move further, lets explore your initial thoughts. Make sure you consider your
current budget and time constraints when answering.
What would increase your potential in the TEFL world?
No course
A full-time four-week course where you practise teaching real students for 1500/US$2600
Section 2 : Qualifications
1.1
First Thoughts
33
Theres a huge demand for English Language Teachers, even without a TEFL certificate
Different countries have different requirements
Some countries require a bachelors degree (in any field) rather than a TEFL certificate
1.2
What kinds of questions would you want to ask before you signed up for a course?
_______________________________________________________________________?
_______________________________________________________________________?
_______________________________________________________________________?
_______________________________________________________________________?
2 The Facts
2.1
General Requirements
North Asia
South-East Asia
Western & Mediterranean Europe Degree & EU passport/working holiday visa required
Central & Eastern Europe
Middle East
Degree required
Subcontinent
Africa
English-Speaking Countries
34
2.2
Section 2 : Qualifications
There is variation within each region, of course - we look in detail at individual countries in Section 7.
We Suggest
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There are not many requirements for volunteering (usually), so the decision to do a course is
solely about your desire to develop your classroom skills before you start teaching.
In countries where a TEFL qualification is preferred, you can certainly aim to sell your
qualifications as equivalent, and any teaching experience will be valued. However Englishspeaking countries are strict about the qualifications they require.
As youd expect, no. For better or worse, the field is market-driven. Wherever demand for
English is high, there are teachers working without the required qualifications and work visa
and being paid cash-in-hand. This is a dangerous thing to do teachers risk being exploited
and getting caught. If youre caught in the EU, for example, you will be deported and probably
never get another visa to that country again.
We know a certificate can make finding work easier. But there are of course professional benefits
from studying a TEFL course.
Which of these experiences would make a course seem worthwhile to you?
I became more confident
about my grammar.
The next part will tell you what individual courses will bring you and which courses will fulfill your
needs.
35
Section 2 : Qualifications
2.3
3.2
Consider studying?
Im a confident person
SCORES
4-8 If you ticked 4 8 boxes, youre probably ready to go straight away! Perhaps consider a TEFL
course along the way.
0-3
Employers like teachers to have a TEFL qualification, but it is often not essential
Consider a TEFL course for the professional benefits it will bring you
KEY RESOURCES
Overviews of, and opinions regarding,TEFL certificates:
http://www.tefl.net/teacher-training/faq.htm
http://www.eslbase.com/courses/
Section 2 : Qualifications
36
SUMMARY
If you ticked 0 3 boxes, youd probably benefit from a course before you go. A course will give
you a feel for the TEFL industry, help develop your classroom skills, and give you the chance to
make some valuable contacts.
Qualifications
Demystified
The qualification you need to start teaching is a certificate you dont need a diploma or
masters degree
There are hundreds of face-to-face and online certificate courses, but only a few are
well-recognised
TEFL, TESOL, ESOL, EFL and ESL are not names of qualifications they are fields of teaching
37
Section 2 : Qualifications
I took the TEFL class on line just for fun and because our
church offered an English class to Hispanic people who had
moved to the area. I thought that by taking the class, I could
improve my own English and be better able to assist with
the class. Less than one week after completing the TEFL
class online and receiving my certificate, I received a call from
our church denominations National Foreign Missions Board
chairperson, asking if I might be interested in going to Taiwan
for two weeks to help with an English camp there. Because I
had a part time job and was pretty tied down, any thing long
term was out, so I saw this as a perfect opportunity to practise
what I had just learned! I said yes, and soon was on a plane
to Taiwan! I spent two weeks as one of two Americans on a
team of twenty native Taiwanese who were planning an English
camp to a remote fishing village in southwestern Taiwan. I had
a blast and found the Taiwanese extremely friendly, helpful, and
very motivated to learn English.
Have you heard of different TEFL course types or providers? What do you know about them?
2.1
Qualification
Details
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
The Facts
Here are some of the options available:
Online Courses
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Often optional specialised modules available (e.g. business English, teaching children)
Better courses incorporate videos of real classes and interaction with a tutor
Cambridge CELTA (Certificate in English Language Teaching to Adults) & Trinity CertTESOL
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Written assignments
Its worth remembering that a lot of courses are offered worldwide. So you can do a course in Moscow,
Barcelona or Shanghai a great way to check out a new lifestyle and look for work as you travel.
Section 2 : Qualifications
38
1.1
First Thoughts
2.2
What do you believe are the advantages and disadvantages of each course type?
Pros
Cons
Online Courses
Short Face-to-Face Courses
CELTA/Trinity Courses
We Suggest:
Online Courses
Cons
Pros
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CELTA/Trinity Courses
Pros
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High prestige
Can use it to teach in English
speaking countries (with a degree)
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Audited universally high-standard
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Practical content
l Teaching real students and getting
feedback
Cons
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Very intensive
Can be stressful
Inflexible delivery model
Expensive
Section 2 : Qualifications
39
Pros
Many prospective teachers ask, But really which is the best course to do? Its honestly hard to answer
it depends on your personal needs and teaching plans. Competition is stiff, and all of the well-known
courses, whether online or face-to-face, provide useful content.
Nevertheless, CELTA and Trinity are still the best known and most highly regarded. They are just about
the only certificate courses that will allow you to teach in an English-speaking country, primarily because
they are over 100 hours, and they include six hours of observed and assessed teaching. However, they
are quite expensive and stressful, so be certain about your TEFL plans before committing your time and
money to this course.
You can always start with a less demanding option and teach for a while to see what its like. If you really
enjoy it and want to stay in the field, you can then consider a CELTA or Trinity course.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
SUMMARY
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There is a wide range of certificate courses, online and face-to-face, ranging from 20 to 160
hours
Cambridge and Trinity CertTESOL are the most prestigious, and the only certificates that allow
you to teach in English-speaking countries
Section 2 : Qualifications
3.2
40
3.1
KEY RESOURCES
For an overview of certificate courses:
http://www.esljobs.com/tefl-certificate-programs-overview.htm
Cambridge CELTA:
http://www.cambridgeesol.org/exams/teaching-awards/celta.html
Trinity CertTESOL:
http://www.trinitycollege.co.uk/site/?id=201
i-to-i:
http://www.onlinetefl.com
TEFL Worldwide:
http://www.teflworldwideprague.com/
41
Section 2 : Qualifications
Section 3
Finding Good Work
Introduction
Networking
Discover how to develop international
networks with both teachers and schools.
42
Conditions
How do you know if a job is good? What
should you look for in a job advert or
contract? What should you ask? Find out
all the answers to these key questions.
Introduction to Section 3
1 How Do People Find Work?
Through A Friend
Notice In A Window
Agency
Family
Visit schools
Start networking
The only challenge with TEFL work is that the jobs are in another country! This section will suggest
some ways of becoming an effective international job seeker.
By the end of this section you should feel excited by the incredible range of opportunities, and have
developed the skills to proceed wisely.
43
The principles for finding any sort of work are the same. So in order to find your TEFL job, you can:
The Internet
There are thousands of jobs advertised on the internet on any given day
There are five main types of positions advertised
Adverts are usually upfront about conditions
1 First Thoughts
Google TEFL Jobs and choose three websites to explore.
Site
www.esljobs.com
I liked
Easy to navigate;
spells out job details clearly
I didnt like
Not so many jobs
44
1.1
2 The Facts
2.1
Examples
e.g. Hangzhou No. 14 Middle School, Lompok Elementary School
While government schools advertise directly, some countries such as
Japan, South Korea and Taiwan have centralised government-funded
schemes to allocate teachers to schools
Universities/Colleges
Volunteering
2.2
2.3
Conditions
Government Schools
Universities/Colleges
Small Private Schools
We Suggest:
l
Conditions vary greatly between countries, and between city and rural areas within one
country.
Contracts at government schools and colleges, as youd expect, coincide with semesters.
In developing countries, they are usually not able to offer high salaries but may offer free
accommodation.
45
Volunteering
Private schools, especially the chain schools, may offer considerably higher pay than
government schools. Contract periods vary but they tend to want you to stay as long as
possible and may offer incentives, such as an end-of-contract bonus.
Volunteering, of course, takes commitment. While you may, in fact, need to pay to be a
volunteer, the rewards (in terms of learning, achievement and contribution) can be huge.
2.4
You would have noticed that there are hundreds of job websites.
Here are the top three sites recommended by TEFL teachers as the perfect starting point.
Site
Details
www.eslcafe.com
l
l
www.tefl.com
www.transitionsabroad.com
l Links to country-specific job sites
l D
etailed country-specific information e.g. typical jobs, conditions,
visa regulations, tax etc
We will also be looking at country-specific websites in Section 7.
Use the three websites recommended and find five jobs that you would love to have.
Bookmark them we will be looking at them later in this section.
SUMMARY
KEY RESOURCES
46
Job Placements
& Agents
I travelled to Lopburi, Thailand on a paid teaching placement.
I wouldnt have felt comfortable travelling alone to a new
country and culture without the back up that I received from
i-to-i. The staff made the whole experience so easy, advising
me on everything from vaccines to visas, and knowing there
was always someone available at the end of the phone.
There are job placement services and agents who will offer to help with contacting schools,
organising paperwork, and supporting you in-country
Thanks to the internet, its very easy to make direct contact with schools, rather than going
through a middle person
1 First Thoughts
Person B
If youre most like Person C, you should consider the facts overleaf.
Person C
47
Person A
Im going to jump on
a plane and find a job
when Im already abroad.
2 The Facts
Keep your wits about you. Do you believe that a person or organisation, acting on commission, is going
to look after you? Always be suspicious of agencies that charge advance fees and operate exclusively
by email.
2.1
Before you sign up, ask yourself whether job placement services or agents meet
the following criteria:
The conditions are better than jobs I can apply for independently
There are clear benefits in using their service e.g. they have an in-country representative
who will support me in an emergency
If you have doubts about any of the above, perhaps reconsider using their services.
2.2
Youll notice many agents or consulting firms advertising on the job websites,
offering to arrange work for you in schools.
Why do you think many make statements like the below:
Reputable & Reliable Recruiter
Trust us to find you a good job
There are many critical stories about agents on teacher forums (e.g. withholding pay,
disappearing).
Consider carefully is there a need to go through one when you can contact schools directly?
What value do they add?
Agents receive a signing commission that can be as much as one months salary and often a
percentage for every hour you work. This will often mean the jobs they arrange have lower
rates of pay.
48
We Suggest:
KEY RESOURCES
For well-regarded job placement services:
http://www.onlinetefl.com/tefl-jobs-abroad/
http://www.footprintsrecruiting.com/
http://www.reachtoteachrecruiting.com/
For agents, go to any jobs website they advertise alongside schools.
49
SUMMARY
Networking
Most TEFL jobs are not advertised; many people find their jobs through word of mouth or
networking
You can build networks through friends and the internet and easily start finding TEFL jobs
First Thoughts
Interview someone who has had a number of jobs. How did they find them?
Jobs
1.1
It is highly likely that some of their jobs were through someone they knew rather than an advert.
50
In the TEFL world, developing networks is the best way to discover what good work is available
and teachers are particularly willing to help you out. Networking also offers you flexible choices
e.g. rather than being tied into one contract, you might be working part-time at several schools.
The Facts
Basically, tell everyone you know and/or meet about your TEFL plans. If you tell ten people who each
tell two people and these two people in turn tell another two people thats already 70 people
thinking about ways of helping you.
Sarahs
School friends
(still in China)
Toms brother
Tom
Sarah
Toms Wife
(taught in China)
Toms work
mate, John
just back from
India
Her sister
teaches TEFL
Who might they put you in touch with and how might they help you?
51
Johns contacts
at a school in
India
Sarahs
old manager
2.2
2.3
Do a face-to-face TEFL course and keep in touch with fellow students and tutors
TEFL teachers would always suggest that personal contacts work best. Meeting other teachers socially
is a good place to start. Like any sort of job hunting, its good to meet people at schools in person and
be on the ground and available when positions arise.
Just remember, if youre not the sort of person who wants to set off and make contacts, thats fine as
well. In particular, if youve never travelled before, its worth using networks in your home country or
on the internet to arrange a job in advance.
SUMMARY
l
l
KEY RESOURCES
Online forums:
http://www.lonelyplanet.com/thorntree/forum.jspa?forumID=30
http://forums.eslcafe.com/job/
The TESLJB-L mailing list (for making contacts, and receiving postings about jobs)
http://www.lsoft.com/scripts/wl.exe?sl1=tesljb-l&h=listserv.cuny.edu
52
Decide what youre happiest with pick your preferred options from 2.3 and follow up on them.
3.1
Conditions
Can you make the most money?
a. Turkey
b. Saudi Arabia
Is the typical hourly rate higher?
a. Russia
b. Vietnam
You can find the answers at the bottom of the page.
In this part we look at some general principals regarding what to look for in a contract and your
rights and responsibilities as an employee. In Section 7 we look in more detail at conditions country
by country and, of course, where to find information yourself, since conditions change.
Do employers often pay for a return airfare?
a. Japan
b. China
53
1.1
First Thoughts
2
2.1
The Facts
Go back to Part 1 of this section
Remind yourself of the different types of positions available at a government school, chain school etc.
What kind of position looks most attractive to you? Why?
_________________________________________________________________________
_________________________________________________________________________
2.2
Agree
Disagree
Schools do need you. If you dont feel right about a school when you first deal with them, dont
pursue it there are plenty of other opportunities.
You can always negotiate but be polite. Some teachers recommend negotiating after youve
started with a school and already made a good impression.
Always ask direct questions so youre clear about what you want to know (and again, be polite).
You should find out the name of the person with whom youre dealing. A personal relationship
helps things run smoothly and its easier to know whats going on.
Always be courteous. Getting angry or even being seen as proud is a considerable loss of face
in many cultures.
Many teachers do break contracts if things dont work out. In view of this, many schools offer
a bonus at the end of a contract.
54
We Suggest:
Good Schools
Bad Schools
You probably will have found that teachers do not define good schools based only on money or
physical conditions. Teachers value:
l
l
l
The most reliable ways to tell if a school is good is if there are positive testimonials from other
teachers. Use contacts or online forums.
The first sign of a bad school is when they evade questions or are willing to behave questionably (for
example, offering to employ you illegally). If theyre lying to the government, why wouldnt they lie to
you? If anything doesnt seem quite right, trust your instincts and go somewhere else.
Schools are usually upfront about rates of pay.
What might not be clear are your working hours which in turn can affect how much money you
receive.
What details would you want to know about teaching hours in reference to the below?
Monthly salary
Hourly rate
Split shifts
Extracurricular activities
We Suggest:
l
A monthly salary: ask about maximum hours, because $2,000 for 120 hours is a very different
pay rate from $2,000 for 80 hours. As a rule, new teachers would not want to teach more than
25 hours a week, unless all the teaching materials are provided.
maximum hours
55
2.4
An hourly rate: ask about minimum hours. For example, $20 might look like a good hourly rate
in Prague, but not if you only work five hours a week.
Split shifts: find out if there are any, and what the possible configurations are. To give you
an extreme example, imagine if your teaching hours on one day were as follows: 8:00AM
9:00AM, 12:00PM -1:00PM, 3:00PM 4:00PM and 7:00PM 9:00PM! It wouldnt make for a very
enjoyable life especially if you were living in a foreign country!
Different sites: ascertain whether you are expected to go to different branches or, for example,
work with corporate clients at their workplace. Consider travel time and how you will travel.
Extracurricular activities: ask what they are and how many hours they involve. Be careful that
activities are not unpaid teaching in disguise.
Remember:
They need you more than you need them! Dont be afraid to ask. If a school evades your questions,
simply move along.
Also, always be prepared!
Try to determine what will happen if you decide to break your contract (e.g. pose the question on an
online forum if you dont want to discuss it with the employer). Consider having an emergency fund to
cover expenses if youre suddenly out of work.
Pay
Location
Out-of-class responsibilities
Type of students
Resources
Living conditions
SUMMARY
l
56
3.1
KEY RESOURCES
Advice on finding a good school:
http://www.articlesbase.com/languages-articles/find-a-reputable-tefl-school-abroad-649405.html
What to ask a school:
http://www.transitionsabroad.com/publications/magazine/0503/teaching english_abroad_the_
good_the_bad_the_ugly.shtml
For teacher forums:
http://forums.eslcafe.com/job/
Blacklist (mainly China and Korea):
http://eslblacklist.com/
Interesting article regarding warning signs of bad schools:
http://www.eslteachersboard.com/cgi-bin/articles/index.pl?read=3336
Section 4
Getting Good Work
58
Personal Contact
Understand how beneficial it is to
deal directly with a person, rather
than anonymously, when applying
for a job.
Introduction
Introduction to Section 4
1 Why Are Some Job Applications Better Than Others?
1.1
What has your success rate been when applying for work?
What do you think youve done well and not so well? Think about:
l
Your resume
The interview
59
Have you ever recruited people, or do you know someone who has?
If a recruiter has a pile of job applications, how much time do they usually spend on each?
Write the time here:
2.1
Personal Contact
I taught at an underprivileged school and also nuns at a
private school. I managed to get in contact with the nuns
through some people I met at my accommodation. It was
one of the most rewarding things I have ever undertaken.
The children where so receptive and eager to learn. The
nuns could speak English however, needed someone to
practice their pronunciation and conversation skills with.
If you send a job application to a general business, rather than a person, you most likely will not
hear back from the employer
1 First Thoughts
Think of a time when you wanted something from a company or government department.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Names are particularly important in international communication when, obviously, there is no faceto-face contact. Email is inherently anonymous.
60
_________________________________________________________________________
Did you know a persons name?
2 The Facts
Which of the followings points do you think are important? Why?
Youre more likely to hear back from a person than an anonymous company email address
We Suggest:
l
All of the above are equally important. The TEFL industry is different because the applicant and
the employer are distant. Do anything you can to make professional but personal contacts.
If a job advert does not name a contact person, find out. Email or ring, and simply ask, Who
can I speak to regarding the TEFL position?
School
Person
KEY RESOURCES
Advice on contacting schools:
http://www.teflnewbie.com/tag/jobs-teaching-english/
61
SUMMARY
1
2
3
Application Letter
Or Email
Most application letters dont clearly portray the applicants ability to do the job for which
theyre applying
If an employer cant immediately see that you have relevant skills, your application will
probably go in the bin
ARTISTIC FONT
CONSERVATIVE FONT
62
Weve said that employers may only look at an application for a few seconds. What will make your
application stand out?
First Thoughts
2 The Facts
2.1
2.2
DONT
_________________________________________________________________________
_________________________________________________________________________
The employers clearly want some who can teach English and run activity programs.
Clearly, you always need to work out what they want before you can highlight it in your application.
l
l
Stated clearly in the advert
l
Hidden in the advert (you may want to email them to clarify what the job needs)
l Listed on a separate position description if this is the case, the ad will usually direct
63
We Suggest:
Ms Sawako Wakita
Principal, Foundation English Kindergarten
3-2-6 Ogimachi, Kita-ku
Shinagawa
Osaka Japan
2.3
Look at the application below from Janet Baldwin for the position.
Why are the words in bold?
a. They are the most sought-after skills in the TEFL industry
b. They are what the advertisement asks for
What is the purpose of the sentences after the bolded words?
a. To give examples which support her statement
b. To describe other skills she has
Ms Sawako Wakita
Principal, Foundation English Kindergarten
3-2-6 Ogimachi, Kita-ku
Shinagawa
Osaka
20 July 2009
Dear Ms Wakita
This is an application for the position of English Teacher, as advertised on
www.eslcafe.com.
I am a qualified and experienced English teacher. I have an i-to-i TEFL Certificate, and
have been working for six months as a TEFL teacher at the Universal English College,
Kyoto.
In addition, I have designed and organised sports and activity programs. While at
university I worked for the Student Activities Committee, coordinating a number
of sports clubs for students.
Janet Baldwin
Answers:
l
The words in bold (b) are what the advert asks for. Thats all they want to know nothing
more, nothing less.
l
The following sentences are (a) examples which support her statement. Its proof.
In other words tell them what they want to hear, and nothing else. Dont cloud the message.
64
J.Baldwin
Yours sincerely
I would be very grateful for the opportunity to discuss my application further. Please
find my resume attached.
2.4
Greetings:
___________________________________________________________________
Length:
___________________________________________________________________
Complexity of Language:
_______________________________________________________
Directness: ___________________________________________________________________
Punctuation: ___________________________________________________________________
Paragraphs and Indents:
_______________________________________________________
Justification: ___________________________________________________________________
Font: _________________________________________________________________________
Use Dear with the persons name, and finish with Yours Sincerely.
Keep the language simple and clear (and you, as an English teacher, will be judged on the clarity
of your writing).
Be courteous but direct there is no need to grovel. This is an application for is better
than I would like to apply for .
In contemporary business letter styles, do not punctuate dates, Dear or Yours Sincerely.
Leave a line space between paragraphs and do not indent the first line. The text is left-justified.
There is no right or wrong answer regarding formatting application letters but the style above works
very well in the TEFL industry.
Most importantly, get someone else to check what you write! Errors in a letter look very bad for an
English teacher.
Go to one of your bookmarked jobs and type up an application letter. Model it based on the example
we have given you.
65
We Suggest:
SUMMARY
l
Highlight the selection criteria so they can see straight away you are the right person for the
specific job
KEY RESOURCES
Useful advice for application letters and resumes
http://www.eltworld.net/blog/2009/04/6-simple-reasons-why-your-tefl-resume-sucks/
For more application letter ideas, the difference between email and post etc:
http://jobsearch.about.com/od/jobapplications/Job_Applications.htm
66
Creating A
Teaching Resume
First Thoughts
Are these true or false for you?
TRUE / FALSE
TRUE / FALSE
TRUE / FALSE
We suggest the answers for all three of these questions can be yes for you. If you speak English
fluently (you probably do!), thats already an enormous skill. Also, youre sure to have some
experiences or qualifications that you can shape to your advantage by showing how they are relevant
to a teaching position.
67
l
l
l
Look at Janet Baldwins resume which she sent with her application.
What do you notice about the key skills box?
RESUME
Janet Baldwin 412 Iseya-cho, Kamigo-ku Kyoto 602-0873
Telephone: 075-212-6342
Email: janet_baldwin999@gmail.com
KEY SKILLS
QUALIFICATIONS
2009
TEFL Certificate
i-to-i
Melbourne
2008
PROFESSIONAL EXPERIENCE
Jan-Jul 2009
INTERESTS
REFEREES
Mr Tim Michaels
Tutor
i-to-i TEFL Certificate
tim_michaels_1978@hotmail.com
(+613) 9352 3998
68
2.1
The Facts
Key skills is a powerful way of restating what the employer needs and supporting your application letter:
JOB ADVERT
APPLICATION LETTER
RESUME
In fact, you can keep your teaching resume the same for most jobs, but just change the key skills for
each specific teaching job.
Some resume writing guides suggest listing personal goals or career objectives. Wed suggest avoiding
this for the TEFL field. In some cultures this seems strange and egotistic. Key skills shows you can do
the job rather than describing what you want out of life.
2.2
The description of the current job uses verbs (in the dictionary form/ending in ing)
Again, theres no right or wrong way to format a resume; however, in the TEFL industry, the model
above works well.
Make sure everything on your resume is relevant. Remove anything that doesnt shout I can do
this teaching job well. Keep it succinct and punchy.
Use the same font as your application. It creates a good impression youve made an effort to
present a professional package.
Make sure you are consistent with word forms and punctuation. For example, make sure a list
of past responsibilities is all past tense, not a mixture of past tense and verb + ing. Use full
stops after all or no items in a list not just some of them. Care and consistency is especially
important for an English teacher. If your resume is sloppy, an employer will think your work in
class will be sloppy.
69
We Suggest:
2.3
2.4
2.5
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
We Suggest:
l Include
any jobs that required skills and personal attributes of value to a school. These could be,
for example, anything involving responsibility, dealing with the public, or language and writing.
l Whatever
sells you put it first. If you have considerable experience but no degree, consider
putting your experience first.
l As
a.
b.
c.
Apply anyway and apologise for not having what they want
Apply anyway and not mention the issue
Not apply
We Suggest:
l
Apply anyway and not mention the issue. For better or worse, the TEFL field is demand-driven.
If you can sell yourself as the perfect candidate, the school may ignore the stated requirements.
70
If you see a job that you know is right for you, but you dont have something they ask for (e.g. a
TEFL qualification), what would you do?
2.6
weve mentioned, there are many jobs that do not require qualifications or experience.
However, sell your experience as being relevant to the classroom.
Having said that, when it comes to legal requirements (e.g. needing a degree to get a work visa)
there may be no way around it.
If you dont have something quite specialised that they ask for (e.g. must have postgraduate
degree in business), perhaps consider a different job? There are plenty of others to choose
from.
3
3.1
Working independently
Training
For example:
1.
3.2
3.3
2.
3.
SHOP ASSISTANT
l Dealt with customers
of different nationalities
l Trained staff
l Was responsible for
cash
71
SUMMARY
Use a key skills box and change it depending on the selection criteria
KEY RESOURCES
For TEFL resume tips:
http://www.tefl.net/esl-jobs/resume-tips.htm
72
Section 5
Resources
Online Resources
Understand how online
computer activities can help you
prepare lessons and get your
students practising.
73
Print Resources
Learn the benefits of different
teaching materials and which
ones are the best to take with
you when teaching abroad.
Section 5: Resources
Introduction
Introduction to Section 5
1 What Do You Think?
Why do you think authentic materials - reading and listening materials not designed for language
students, such as menus, newspapers, brochures, timetables, songs, adverts from the radio might be
some of the best resources you can use?
Finish the sentence below.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Section 5: Resources
1.3
74
1.2
1.1
We Suggest:
l
Students often talk about the gulf between the classroom and the real world. They say the
course book is irrelevant to their real lives, and they worry that that they understand their
teacher but not people on the street. Authentic materials are motivating because they bridge
the gap. They bring the real world into the classroom.
There are lots of great resources because TEFL is such a huge market. Theres great variety, and the
approach is often cutting edge, with emphasis on enjoyment and interaction in the classroom. And
many online materials are free.
Most cities will have at least one bookshop with TEFL resources. However, the range may be limited.
Well be suggesting the essential materials you might want to take with you especially considering
you may not be able to carry too much on your travels!
75
Section 5: Resources
Weve said we want our students to do things with language, so they need activities and materials to
support this. These could be, for example, photocopied handouts (which teachers sometimes rely on
too much), or simply ideas for things students can do. The more activities you have up your sleeve the
better.
Print Resources
Definitely take the opportunity to teach abroad it if you
have it. Try to bring many ideas for teaching with minimal
supplies. Also, be willing to provide materials at your own
expense if you want to make some of the lessons more
elaborate. TEFL books are so much better than textbooks
we had at school.
1 First Thoughts
The foundation of many courses is a course book.
Go to a specialist TEFL bookshop or have a look at an online bookseller like www.amazon.com or
www.barnesandnoble.com.You can also search for some well-known TEFL course books such as:
New English File (Clive Oxenden, Christina Latham-Koenig & Paul Seligson)
Language In Use (Adrian Doff & Christopher Jones)
Reward (Simon Greenall)
76
Section 5: Resources
1.1
Your overall impression are they different from textbooks you used at school?
Good course books, in theory, contain everything a student needs. They are colourful and engaging.
They generally teach a balance of the four skills (reading, writing, listening and speaking) and have
grammar and vocabulary activities. Usually each unit will be based on a topic (such as food, travel or
education).
A course book series usually also contains a teachers book (with suggestions for the classroom,
and grammar explanations), a workbook (for homework), audio CDs, and possibly DVDs and online
resources.
1.2
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Knowing where to get good resources will reduce my preparation time dramatically
2.1
The principles
We Suggest:
l
Most students like having a course book because it makes the course feel organised. They can
see a plan and go forwards and backwards as they need to.
77
2 The Facts
Section 5: Resources
__________________________________________________________________________
2.2
It depends. In most schools (in particular, the big well-organised chain schools) youll need to
follow the course book. However in some schools, especially in developing countries, there
may be no materials or just materials in the local language, so youll need to consider whether
to buy resources and/or create your own.
Many course books are engaging and self-contained, but you may find some that are dull or
irrelevant to the students.You may want to supplement a course book with activities (there
are many activity books that you can photocopy legally) and what is especially motivating to
students authentic material (e.g. real magazine articles, brochures, songs etc). However this
can seem chaotic unless you plan this well. They should match the content of the course book,
for example, by addressing the same topic as the unit theyre studying. A little bit of additional
material goes a long way use it less frequently but to a more memorable effect.
Yes. The biggest problem most new teachers have is preparation time. Accessing good
materials (and knowing how to exploit a course book fully, which well discuss in Section 6)
will greatly increase your quality of life!
Function
2 Communication Games
(Jill Hadfield)
Course book
Skills practice
Incidentally, these are not particular recommendations just examples. Choice of materials is a
very individual thing and should be tailored to the needs and interests of your students. Spend time
browsing and looking at the range available.
78
2.3
Which sorts of publications would you find most useful as a new teacher? Why?
7 Impact Listening
(Kenton Harsch and Kate Wolf-quintero)
Section 5: Resources
2.4
We Suggest:
l
Dont take course books because you may not know what students and schools require.
New teachers often like to have a reference book for grammar, books providing ideas for
teaching and some resources to photocopy.
Before you buy, try to get some idea of the language level of your students, as activity books
come in different levels. If you have arranged work with a school, ask them.You can also
research a country for example, Chinese post-secondary students will normally be preintermediate to intermediate level in spoken English.
Printed materials can be quite expensive. Ask potential schools what resources they have.
Consider sharing. Remember materials will be tax deductable in some countries.
Research and make a list of resources you would like to have and how much they would cost.
TEFL publishers:
http://www.cambridge.org/elt/
http://www.pearsonlongman.com/
http://www.macmillanenglish.com/
http://www.oup.com/elt/select?url=/eltnew/
Section 5: Resources
KEY RESOURCES
79
SUMMARY
Online Resources
Computers can help students practise all four skills, including speaking
There is a lot of free material on the internet, for teachers and students
First Thoughts
Whats your opinion why would computers be useful for you and your students?
Circle the answers with which you agree.
FUN
INTERACTIVE
FREE LISTENING
RANGE
PAIRWORK
VISUAL
SPEAKING
VIDEO MUSIC
AUTONOMOUS
AUTHENTIC
Section 5: Resources
1.1
80
I took my TEFL course in Dublin 3 years ago. The girl that gave
the course (I believe her name was Michelle) was absolutely
brilliant. I just kept on remembering everything she said to us
and my confidence grew and grew. I came back to Holland
and began making preparations to begin my English teaching.
I advertised in the local papers and began with a course for 6
people for 10 weeks. I was so nervous the first week, but the
most important part of this was I was very well prepared. I did
what Michelle said and I had plenty of back up material to
get me through it. My course was for 1 and a half hours. My
confidence grew and grew and every time I went to Ireland I
bought new materials and books to teach with.
We Suggest:
l
Students can work at their own pace on what they need to practise which is truly studentcentred.
Visuals and sound bring learning to life. The new exciting developments are voice recognition
(so students can practise speaking on their own) and virtual reality (so students can practise
speaking and listening in simulated real-life environments).
Presenting old written materials as PDFs on screen does not work well presenting written
books on screen does not give it an edge or advantage at all.
Despite the potential uses of technology, students still want human interaction. Think of using
computers as just one part of a language course. Many larger schools have computer labs you
can book for classes.
1.1
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
The Facts
There is an enormous amount of material online that includes:
l
Resources for you as a teacher (in particular ideas for activities, lesson plans and worksheets)
Programmes that students can do in and out of class called CALL (Computer Assisted
Language Learning)
2.1
What are the risks of using TEFL materials you find online?
Make some notes below:
Mistakes in materials
Like any unapproved and unedited material on the web, you cant be sure of quality and accuracy.
Aim to use moderated lists like the ones we recommend below or ask other teachers for sites they
recommend.
Section 5: Resources
81
1.2
2.2
__________________________________________________________________________
__________________________________________________________________________
Could students use social networking sites, such as Facebook or MySpace, to develop their English?
__________________________________________________________________________
__________________________________________________________________________
We Suggest:
l
There are many online CALL activities for free. However, the better ones are by subscription
or sold as CDs.
Students like interactive programs but not if its just a time filler and an excuse for the
teacher not to teach.You need to use your teaching skills to run CALL e.g. plan what you
want students to achieve, prepare students with vocabulary for an activity, get them to work
on one computer as a pair so they need to interact verbally.You can also recommend CALL
programs for students to do outside class.
Use any websites that are in English and engage students appropriately. They dont have to be
designed for language learning. If the topic in the course book is food, get students to browse
recipe websites.
Name of Activity
Engaging?
Doable? Accurate?
Section 5: Resources
82
3.1
SUMMARY
There are both very exciting and very dull computer-based learning exercises
Computers are a useful part of a language course, but students still need human interaction
as well
KEY RESOURCES
Free worksheets
http://www.esl-galaxy.com/
ESL Caf idea cookbook
http://www.eslcafe.com/ideas/
About.com lesson plans
http://esl.about.com/od/englishlessonplans/English_Lesson_Plans_for_ESL_EFL_Classes.htm
One Stop English lesson plans and activities:
http://www.onestopenglish.com/
Reflections on online resources:
http://www.tefllogue.com/in-the-classroom/online-efl-resources.html
CALL links:
http://iteslj.org/links/TESL/CALL/
http://www.edvista.com/claire/call.html
Recommended books with ideas:
Bringing technology into the classroom
http://www.oup.com/elt/catalogue/isbn/0-19-442594-0?cc=gb
700 classroom activities (many incorporate using the internet)
http://www.macmillanenglish.com/Course.aspx?id=28618&producttypeid=28254
Section 5: Resources
83
Teaching With
No Resources
First Thoughts
Can you imagine being asked to take a class with no preparation and no materials? How would you
feel? What would you do?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Section 5: Resources
?
?
The Facts
2.1
Where?
Many schools in the developing world are under-resourced for example, some schools dont even
have paper or a blackboard, let alone a photocopier. So it is essential you are prepared and confident
to deal with that scenario.
2.2
We Suggest:
l
We can sometimes overwhelm students with handouts. It can seem chaotic. The focus can
become getting through the material, rather than listening to and responding to the students.
In Part 1, we saw that there are books containing ideas for teaching. A lot of these activities
dont need photocopying or special materials.
Get students to write down one thing they like and one thing they dont like, so they can then
find fellow-students with the same feelings
Write three numbers on the board and ask the class to guess why the numbers are important
Divide the class into pairs and ask each pair to write the first part of a story that the other
pairs will continue
Section 5: Resources
85
2.3
Teachers are kind-hearted and will, for example, photocopy an empty grid, which students will
use to conduct a class survey. Why not just draw the grid on the whiteboard and get students
to copy it into their book?
Which of the following would be effective activities if you wanted or needed to avoid
using materials?
We Suggest:
l
One person talking for a whole hour of a lesson is not an effective way to maximise student
practise.
Expand your range of interactive activities. Dont fall back on the same lame handful each time
(like hangman and bingo).
Explore resource books containing ideas for teachers. Weve listed some links below, including
a review of the very aptly named Lessons from Nothing.
SUMMARY
l
There are great books containing ideas for teaching without resources
Limit the amount of material you hand out exploit materials and texts fully
KEY RESOURCES
General links, regularly updated:
http://iteslj.org/links/
Cambridge University Press ideas for teaching:
http://www.cambridge.org/elt/catalogue/catalogue.asp?cid=15
Oxford University Press ideas for teaching:
http://www.oup.com/elt/catalogue/teachersites/rbt/?cc=gb
Review of Lessons from Nothing:
http://www.developingteachers.com/books/review_lfn.htm
Section 5: Resources
86
3.1
Section 6
Instant TEFL
Introduction
Making A Contribution
Reflect on the responsibilities
youll have as a teacher and the
cultural differences to be aware of.
87
Introduction to Section 6
1 What Are Your Aims As A Teacher?
1.1
1.2
strongly
agree
I can learn what students language needs are and try to meet them. 1
88
We Suggest:
Our role is not to:
l
Teach students about the world (apart from how language is used).
89
This section is like a crash course in TEFL.You are going to reflect on your role as a teacher, and work
out what works and doesnt work in the classroom. While approaches to teaching are varied (which is
what makes it interesting!), there are some basic beliefs and practical rules of thumb you will find right
across the profession.
Making A Contribution
1.1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
English, as the international language of business and communications, is a vital skill for getting ahead
and connecting with the international community.
1 First Thoughts
90
1.2
2 The Facts
Be organised in class
Being professional means taking the job seriously. So dressing appropriately, preparing classes,
and being organised with your materials, are all very important.
Taking a job seriously does not mean looking serious. It means trying to help your students
meet their goals. All students want warmth from their teachers, inside and outside class.
Knowing your students names and chatting outside class can contribute greatly to rapport
inside the class.
Games are fabulous. But they need to have a serious purpose e.g. to break the ice so
students feel less inhibited, or to help students practise speaking. They should not just be time
fillers (if youre teaching executives, you might want to call games practice activities instead).
Whether you should socialise with students depends on the situation. Just consider the
factors carefully. Generally, going out with the whole class is fine, but there are risks if you
only go out with a select few - it can seem like you have class favourites for example.
We Suggest:
91
2.1
What do you think is important in being professional?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.5
92
2.4
2.3
!
2.6
We Suggest:
l
Below are the areas that tend to have the most cultural issues (add more if you like).
Think of a country youre interested in teaching in and note down any really important
social rules you can think of:
Religion
Gender
Physical Contact
Dress
Food
______________________________________________________________________
Im going to avoid
______________________________________________________________________
93
______________________________________________________________________
Im going to
KEY RESOURCES
Cultural differences in TEFL:
http://esl.about.com/od/esleflteachingtechnique/a/culture_dif.htm
Interesting ideas on taboo topics in the classroom:
http://www.teachingenglish.org.uk/think/articles/taboo-classroom
94
SUMMARY
There is a lot of research on what students like and dont like in the classroom
First Thoughts
Think back to when you were a student.
What sort of teaching did you like? What didnt you like?
I liked it when the teacher
1.1
95
How can you do the things you liked, and avoid the others?
Are you ready to teach now, or do you need some sort of training or further professional
development?
The Facts
There are a number of studies regarding what motivates and de-motivates students.
Here are the main problems that TEFL students can have in the classroom.
How would you solve these problems?
Problem
Solution
Its boring.
The teacher talks too much.
We dont get enough speaking practice. Each
student just reads out one sentence at a time.
The teacher doesnt like us.
The teacher always praises one student.
The teacher always criticises one student.
We cant follow the instructions.
We dont know what the point of the lesson was.
The teacher doesnt know the material.
The CD player is poor quality.
The book is boring.
2.1
96
1.2
We Suggest:
l
We all remember how hard it was to stay awake in a class, sitting in the same seat for hours.
Plan a range of activities with different skills and different interactive patterns. Encourage
physical activity. For example, students first mingle and survey each other; they then work in
groups; they then form two teams and race to the whiteboard to write something relevant to
the activity.
Stop talking! Get students to do activities, not sit and listen to you.
This can come from nerves (remember the students are more nervous than you are). Get to
know the students before class and in the breaks. Change the class dynamic, so its not just
you out in the front talking. As students do activities, move around the classroom and dont
forget to smile!
Treat all students fairly and spread your attention and interaction evenly. Dont have any
classroom favourites.
Dont ever single out students and make them lose face.
Keep instructions really short and clear. Demonstrate an activity rather than explaining it
(for example, it would be crazy to explain to someone how to play chess without showing
them the board and how the pieces move).
Have a clear aim for your lesson.You can write it on the whiteboard.
Prepare your lesson! Course books generally explain language really well, but make sure
youve read the unit beforehand and understand it.
Somehow get good equipment. There is nothing more demoralising for a language student
than hearing a recording and not understanding a word.
Try to supplement a course book with interactive activities and with authentic materials (as
we discussed in Section 5).
Almost all of the above are issues you can control in the classroom.
What qualities will you bring to the classroom that students will like?
Draw three circles which represent three positive aspects of your character. Then brainstorm what
this will enable you to do with your students.
I am fair
For example:
97
3.1
Build rapport with students by showing you like them and are interested in them
Keep your classes active with different types of tasks and interaction patterns
KEY RESOURCES
On student motivation in TEFL:
http://teflbootcamp.com/Student-Motivation-in-EFL.htm
http://www.englishclub.com/tefl-articles/motivation-motivating-efl.htm
98
SUMMARY
Getting
Students Talking
?
l
You need to plan activities to get students to talk to each other students wont usually talk
without a purpose
First Thoughts
If you were an English student, which beginning lesson would you enjoy most? Why?
The teacher says Today were
going to learn about the past
tense. In English usually it is
formed by adding ed
You can guess we suggest the third option. But is it just about enjoyment, or is there a serious purpose
as well? What sort of atmosphere is created when the class begins with a student-to-student speaking
activity?
99
2
2.1
The Facts
Why do you think many students have had little speaking practice when theyve learnt English?
Select true or false for the below statements.
a.
TRUE / FALSE
b.
TRUE / FALSE
c.
TRUE / FALSE
d.
TRUE / FALSE
We Suggest:
l
a. This is rarely true, although their priorities may have been elsewhere while at school see b.
b. Often the case. For example, there is no speaking test in some countries university
entrance exams. Therefore, speaking in class can be seen as a waste of time by some students,
teachers and parents. However, these students often later want to improve their speaking skills
for further study and work.
c. Absolutely not because speaking practice isnt something the teacher does. Its a matter of
how to organise it see d.
d. Sadly this is true. But its easy to fix. It comes down to a couple of simple principles, which
are coming up next.
2.2
We Suggest:
l
a. It may well be fun, but the main goal is to reduce anxiety and build confidence.Your
students may not have spoken a word of English since the last class.
b. Unless the school or surrounding classrooms object, generally the louder a class is the
better! It means students are practising. Small group and pair work is important to enable
students to get as much practice as they can.
100
Students should generally speak in small groups, rather than one at a time to the teacher because:
a.
They can speak at a lower volume
b.
More students get to practise at the same time
2.3
b. Start with small groups, and then finish with a whole-class discussion. Students are then
warmed up and confident. Its very high risk to start a lesson with a whole-class discussion
there will often be deathly silence.
Mingling
Students mingle and find someone with, for example, the same likes/
dislikes about a topic.
Brainstorming
Discussion
Role-play
Divide students into pairs. Assign each person a role (e.g. customer and
shop assistant). Give them life-like goals (e.g. the customer has to buy
everything on a shopping list for as little money as possible, and the shop
assistant wants to make as much money as possible).
Divide students into groups. One person thinks of a person (or a thing).
The other students have to ask yes/no questions to work out who or
what it is.
Games
There are many more ideas for speaking activities in the Key Resources section at the end of Part 3.
What do you think might be the risks allowing lots of student speaking practice?
Note down your thoughts.
101
You might think that at lower levels students wont be able to say much, and the teacher will have to
talk more. Counter-intuitively, you can argue the opposite. The beginner level is exactly when we need
to help students develop confidence with speaking. Also, students wont understand a lot of teacher
talk it fact it might confuse and demoralise them. So its a matter of choosing topics for speaking
activities that beginners can cope with.
2.4
2.5
Yes
No
During an ice-breaker
When they have just learnt some grammar (e.g.past tense)
and are practising forming sentences with past tense in pairs
When they are role-playing as shop assistants and customers
and trying to buy everything on their shopping list at the best price
When they are discussing their opinions
We Suggest:
l
Accuracy is when students are trying to say something right, so you should correct at
this stage (consider not correcting everything, but focus on a particular type of error e.g.
some grammar they have just learnt)
Fluency is when they are trying to get the words out to express themselves, so avoid
correcting students at this stage as it inhibits them
How do you feel about stepping back and letting students speak? Does it feel like youre not doing
your job if youre not up at the front talking? How do you think the students feel?
Correct students when they are speaking for accuracy, but not fluency
* Leki, I. (1991) The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals
24 203-18. Ur, P. (2000). Teaching grammar: what can we learn from research. The TESOLANZ Journal 8, 14-22.
102
SUMMARY
KEY RESOURCES
Speaking games and activities online:
http://www.squidoo.com/esl_icebreakers
http://www.eslcafe.com/idea/index.cgi?Ice:Breakers
http://www.esl-galaxy.com/speaking.html
http://www.eltgames.com/
Recommended books with speaking activities:
Talk Your Head Off
http://eltcatalogue.pearsoned-ema.com/Course.asp?Callingpage=Catalogue&CourseID=RU
React Interact
http://eltcatalogue.pearsoned-ema.com/Product.asp?Callingpage=Catalogue&ISBN=9780130220578
Five-Minute Activities
http://www.cambridge.org/elt/elt_projectpage.asp?id=2500403
Discussions That Work
http://www.cambridge.org/elt/elt_projectpage.asp?id=2500401
Keep Talking
http://www.cambridge.org/elt/elt_projectpage.asp?id=2500406
Being An
Effective Teacher
Sure
Unsure
This part is designed to give you some easy rules of thumb to make lessons work well and maximise
student-to-student practice.
1.1
First Thoughts
104
You can energise a class and motivate students with some simple principles
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Get students
interested in the topic
Get students to
work together
Personalise everything
105
2.1
The Facts
3
3.1
I would
SUMMARY
l
KEY RESOURCES
Ideas for getting the most out of a coursebook:
http://www.thornburyscott.com/tu/MET3coursebook.htm_
Make sure to try and learn some of the basic vocab of the
country you are teaching in. Have a lesson plan, but be
prepared for this to change while in the class. The children
love crosswords, colouring and worksheets.
Apply these three simple principles to make a course book engaging and effective
Section 7
Country Guide
Introduction
107
Country Guide
This section gives you specific
information about jobs,
conditions and requirements in
different regions and countries.
Introduction to Section 7
1 How To Use The Country Guide
1.1
1.2
Country Information
forums.eslcafe.com/job
Teacher Forums
www.transitionsabroad.com
KEY RESOURCES
108
North Asia
South-East Asia
Western & Mediterranean Europe
Central & Eastern Europe
Central & South America
Middle East & Central Asia
Africa
Sub-continent
1.3
1
2
3
4
5
6
7
8
North Asia
What Jobs Are There?
l
l
Times of Year?
Challenges
Solutions
Conservatism
Sexism
Stories of badly
managed schools
Political sensitivities
Avoid them
109
China
Ni hao!
Types of Work
l
Huge demand
l
Government middle schools and normal (teacher training)
universities
l
Private language schools (for adults, students and children)
l
Chain private schools (English First, Shane, Wall Street etc)
l
Some opportunities for teachers with a degree & CELTA
l
Foreign campuses
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Living expenses:
Official Requirements
l
Employment visa (Z Visa). Need visa notification from an authorised
Chinese employer
l
Degree
Insider Information
l
Such demand that schools may not require a degree stress
your experience as an alternative.
l
Many expats find work on a tourist visa and the school
arranges the employment visa while you remain in the country.
Hong Kong
Lay ho!
Other benefits:
Living expenses:
Insider Information
l
Anything to sell your expertise is useful TEFL/TESOL certificate,
experience with children.
110
Hourly rate:
Official Requirements
l
Degree
l
Working visa
l
Working holiday visa available for 18-30 year olds from Australia
Conditions
Monthly salary:
Types of Work
l
Strong demand for teachers willing to sign one-year
contracts
l
Most demand at private schools with children
l
Part-time teaching on top of a full-time job especially
lucrative
Japan
Konnichi wa!
Types of Work
l
Demand for English exists but less because of recession,
and competition for work after collapse of Nova
l
Numerous private schools and chains (e.g. GEOS & ECC)
l
Conversation classes
l
Private tutoring (especially after making contact, e.g. while
working at a school)
l
Japan Exchange and Teaching Programme (JET) when you
work as an assistant in a junior or senior high school (must
have degree and be under 40)
Conditions
Monthly salary:
Official Requirements
l
Work visa sponsored by employer
l
Degree
Hourly rate:
Insider Information
l
Enter Japan on a 90-day tourist visa and look for work. Once youve
agreed your contract, your employer will arrange your work visa.
l
We do not advise that you work until your visa is finalised, but many
teachers choose to, and schools may call it training.You then need to
apply to an embassy outside Japan (e.g. Seoul).
l
You can enter Japan on a cultural visa for study, which allows you to
work up to 20 hours per week.
Other benefits:
Living expenses:
Other benefits:
Living expenses:
Insider Information
l
Most teachers recommend job hunting on the ground to find better
schools and conditions.
111
Hourly rate:
Official Requirements
l
Need E-1 Visa (for large schools) or E-2 Visa (as conversation
instructor) sponsored by employer
l
Evidence of fluency in English (if youre not from an English-speaking
country)
l
Degree (four-year degree, or three-year degree plus TEFL/TESOL
certificate
Conditions
Monthly salary:
Types of Work
l
Huge demand for a English teachers
l
Most work opportunities are teaching young children and
adolescents
l
Private hagwons (language schools) in cities
l
Private tutoring (especially after making contact, e.g. while
working at a school)
l
English in South Korea Program (EPIK), similar to JET,
which places native speakers in schools & education offices
Taiwan Ni hao!
Types of Work
l
Huge demand for teachers willing to sign one-year
contracts
l
Most work is with children in private language schools and
cram schools. Seem willing to sponsor teachers
l
Government schools often advertise
l
Private tutoring (especially after making contact, e.g. while
working at a school)
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Official Requirements
l
Working & residency permit, only obtainable with a one-year contract
l
Bachelors degree with TEFL/TESOL certificate
l
Passports only from English-speaking countries
Insider Information
l
You can enter on a 60-day Visitor Visa, and then apply with a signed
contract.
Living expenses:
KEY RESOURCES
Japan
www.eltnews.com
www.jobsinjapan.com
Taiwan
www.eslisland.com
www.englishintaiwan.com
Hong Kong
www.hkjobs.com
South Korea
www.eslcafe.com/jobs/korea
hiteacher.com/
www.worknplay.co.kr
112
China
www.eslcafe.com/jobs/china
www.tefljobs.cn
l
l
Many jobs in private schools (but lower pay than North Asia)
Most demand for English for Business
NB Its very difficult to find work in The Philippines and the Indian
Subcontinent (as most students learn English at school). Singapore,
Malaysia, and Brunei source teachers from Britain through official
channels
Challenges
Solutions
113
Times of Year?
Indonesia
Selamat siang!
Types of Work
l
Medium demand
l
English First chain schools
l
Otherwise largely back-street private schools
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Living expenses:
Official Requirements
l
No degree required
l
Employment visa is 90 days max
l
For longer work and stay (VITAS) permit you need sponsorship
l
Passports only from English-speaking countries
l
TEFL course very useful
Insider Information
l
Authorities are very strict about visa regulations.
l
However, schools like English First generally arrange VITAS for you.
Other benefits:
Living expenses:
Insider Information
l
Most EFL teachers in Thailand teach on a tourist visa but there is threat
of a crackdown.
l
Universities and larger language schools might apply for a work permit
for teachers willing to sign one-year contracts.
114
Hourly rate:
Official Requirements
l
Required: teachers license, working permit, and one year working visa
l
For work at a university/college, you need a bachelors degree in
Education + Thai cultural awareness course OR any bachelors degree +
Thai education exam
l
If you do not have a university degree, you need a letter of acceptance
from a school
Conditions
Monthly salary:
Types of Work
l
Strong demand, especially in cities other than Bangkok
e.g .Hat Yai, Chiang Mai and Songkhla
l
Chain schools
l
Small private schools
l
Many opportunities with universities, teachers colleges
and private business colleges
l
Private tutoring (especially after making contact, e.g while
working at a school)
l
Most schools source teachers locally rather than arranging
jobs in advance
Vietnam
Types of Work
l
Strong demand
l
Universities
l
Chain schools e.g. ILA
l
Many small private schools, often specialising in business
English, TOEFL etc
l
Private tutoring (especially after making contact, e.g. while
working at a school). Lucrative with children of expats
from Japan, South Korea etc
Conditions
Monthly salary:
Official Requirements
l
Degree in any field
l
Sponsorship from employer for work visa
Hourly rate:
Insider Information
l
Tourist visas can be changed easily to work visas in-country.
Other benefits:
Living expenses:
KEY RESOURCES
Indonesia
www.eslbase.com/jobs/indonesia
Thailand
www.esl-teachers.net
www.ajarn.com/
115
Vietnam
www.eslbase.com/jobs/vietnam
Western &
Mediterranean Europe
France, Germany, Greece, Italy, Portugal,
Spain, Switzerland, Turkey
Times of Year?
l
l
Challenges
l Very difficult for non-EU passport
holders as workplaces are reluctant to
sponsor them (employer must prove
no EU national is suitable)
l Employers (esp. in Mediterranean)
may offer cash-in-hand with no work
permit
l Strict requirements regarding
qualifications & experience
l High cost of living (and housing rarely
supplied)
Solutions
l
Working holiday visas for 18-30 year-olds
(from Australia, NZ, Canada)
l
Student visas often allow part-time work
l
Build relationships with potential
employers when in the country for other
purposes (e.g. during a holiday in Spain)
l
Be very cautious of employers offering
you cash-in-hand you may be exploited,
and if you are caught its big trouble
l
Worth considering other options if you
havent got any qualifications or experience
l
Teachers often combine one main job with
freelancing
l
l
l
116
France
Types of Work
l
Private language schools
l
University language centres
l
Private tutoring (especially after making contact, e.g. while
working at a school)
Conditions
Monthly salary:
Official Requirements
l
Degree
l
EU nationals preferred
Hourly rate:
Insider Information
l
Business qualifications and/or experience is useful.
Other benefits:
Living expenses:
Germany
Guten Tag!
Other benefits:
Living expenses:
Insider Information
l
Its easier to find work than it looks.
117
Hourly rate:
Official Requirements
l
Degree
l
Specific requirements for different states
l
EU nationals preferred
Conditions
Monthly salary:
Types of Work
l
Private language schools
l
Agencies delivering corporate work
l
University language centres
l
Language assistants in government schools
l
Adult education courses
l
Private tutoring (especially after making contact, e.g. while
working at a school)
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Living expenses:
Official Requirements
l
Degree
l
EU nationals or teachers from Greek background preferred
l
Certificate of Proficiency in English
l
Application for work permit must be in applicants country of residence
(can be a slow process)
Insider Information
l
Most teachers say it is better to look for work on the ground in Greece
and then leave the country to apply officially.
Italy
Buon giorno!
Other benefits:
Living expenses:
Insider Information
l
Many teachers work illegally but this is very risky.
118
Hourly rate:
Official Requirements
l
Degree
l
EU nationals preferred
l
Work permits for non-EU nationals now almost impossible
Conditions
Monthly salary:
Types of Work
l
Private language schools
l
Chain schools
Portugal Ol!
Types of Work
l
Frontisteria (secondary cram schools)
l
Private tutoring (especially after making contact, e.g. while
working at a school)
Conditions
Monthly salary:
Official Requirements
l
Degree
Hourly rate:
Insider Information
l
Because of demand, degree may not be necessary. When you find a
teaching job you can apply for permits locally.
Other benefits:
Living expenses:
Spain
Buenos das!
Other benefits:
Living expenses:
Insider Information
l
Many teachers work illegally but this is very risky.
119
Hourly rate:
Official Requirements
l
No degree required
l
EU nationals preferred
l
Application for work permit must be in applicants country of residence
(can be a slow process)
Conditions
Monthly salary:
Types of Work
l
Boom for teaching adults has passed
l
Private language schools (but most unwilling to arrange
official permits and will pay you cash)
l
Growing area: pre-school and children
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Official Requirements
l
Degree
l
CELTA/TEFL + teaching experience
l
EU nationals preferred
Insider Information
l
The law is strictly enforced.
Living expenses:
Turkey
Merhaba!
Hourly rate:
Insider Information
l
Schools rarely help with work permits.
l
Many teachers are on 3-month tourist visas, which is illegal.
Other benefits:
Living expenses:
120
Official Requirements
l
Degree
l
Work permit
Conditions
Monthly salary:
Types of Work
l
Strong demand (especially for evening and weekend work
teaching adults)
l
Many private language schools
l
Chain schools
l
Colleges/universities (require MA)
Portugal
http://www.lisbon-guide.info/facts_visitor/working
Germany
www.tesall.com/germany.html
Spain
www.eslbase.com/jobs/spain
Greece
www.tefl.edu.gr/faq.htm#a9
Switzerland
http://www.jobsabroad.com/Switzerland.cfm
Italy
jobstefl.com/esljobsitaly.asp
Turkey
turkeyjoblink.com
121
France
www.tefljobsinfrance.com
KEY RESOURCES
Times of Year?
Challenges
Solutions
l In
l Locals
l Competition
lots of UK and
American teachers, especially in
Prague
122
l
l
Czech Republic
Dobr den!
Types of Work
l
Private language schools
l
Chain schools
l
Freelancing with companies
l
Lots of opportunities in provinces, but stiff competition
in Prague
l
Lots of stories of badly managed schools do some
research
Conditions
Monthly salary:
Official Requirements
l
Any bachelors degree (but TEFL helps)
l
Work permit
Hourly rate:
Insider Information
l
Where demand is strong (e.g. small cities), a degree may not be
necessary and schools will arrange paperwork.
Other benefits:
Living expenses:
Hungary
J napot kvnok!
Hourly rate:
Insider Information
l
Smaller schools find it difficult to get teachers. Degrees may not be
necessary and schools will arrange paperwork.
Other benefits:
Living expenses:
123
Official Requirements
l
Most schools say TEFL/TESOL certificate + years teaching experience
l
Work permit
Conditions
Monthly salary:
Types of Work
l
Theres demand but language schools rarely provide
full-time work many teachers need to work at several
schools
l
Private language schools
l
Chain schools
l
Freelancing with companies
Russia
Zdravstvuitye!
Types of Work
l
Private language schools
l
Chain schools
l
Freelancing with companies
l
Strong demand for business English. Private schools send
teachers to clients workplace
Conditions
Monthly salary:
Official Requirements
l
Most schools say degree + CELTA
l
Work permit
Hourly rate:
Insider Information
l
Demand for teachers is so strong that many schools will hire native
speakers without qualifications.
l
Good references are as important as qualifications.
Other benefits:
Living expenses:
KEY RESOURCES
Czech Republic
www.eslbase.com/jobs/czech-republic/
Hungary
http://www.esljobs.com/teach-english/hungary/
124
Russia
www.englishfirst.com/trt/esl-jobs-in-russia.html
l
l
Times of Year?
Challenges
Solutions
Security
Act sensibly
l
l
125
l
l
l
Brazil
Ol!
Types of Work
l
Private language schools
l
Chain schools
l
Government schools
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Official Requirements
l
Bachelors degree
l
No TEFL required as all hired teachers must do in-house training by law
l
Need sponsor
Insider Information
l
There are a lot of Brazilian students studying in English-speaking
countries. Ask them for recommendations and contacts.
Living expenses:
Chile
Buenos das!
Hourly rate:
Insider Information
l
Most teachers start teaching on a 3-month tourist visa (which is illegal
but widespread) while they look for a longer-term contract which will
get them a year-long work visa.
Other benefits:
Living expenses:
126
Official Requirements
l
Bachelors degree
l
Need signed contract for work visa
Conditions
Monthly salary:
Types of Work
l
Private language schools, especially in Santiago
l
Chain schools
l
Government schools
Costa Rica
Buenos das!
Types of Work
l
Private language schools
l
Chain schools
l
Government schools
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Official Requirements
l
Only bachelors degree required if you undergo an interview in person
l
If apply from offshore, you need a bachelors degree and TEFL/TESOL
certificate
Insider Information
l
Making contact in person is effective.
Living expenses:
Other benefits:
Living expenses:
Insider Information
l
Some private language schools will take teachers with the certificate
only while others require nothing more than native-level fluency.
l
Schools often prefer to interview teachers in person. Many positions
are never posted online.
127
Hourly rate:
Official Requirements
l
TEFL/TESOL certificate
l
No degree required
l
Need a sponsor for work visa
Conditions
Monthly salary:
Types of Work
l
Strong demand because of NAFTA (North American Free
Trade Agreement)
l
Private language schools
l
Chain schools
l
Government schools
KEY RESOURCES
Brazil
www.eslbase.com/jobs/brazil
Chile
www.teachingchile.com
Costa Rica
www.escapeartist.com/efam/64/Teaching_English_In_Costa_Rica.html
128
Mexico
www.teachenglishinmexico.com
Middle East
Jordan, Kuwait, Saudi Arabia, UAE
Challenges
Solutions
Sexism
Anti-Semitism
129
Times of Year?
Jordan
Marhaba!
Types of Work
l
Sep/Oct is the start of the academic year in most
countries
Conditions
Monthly salary:
Official Requirements
l
Generally a degree is required
l
Must be sponsored
Hourly rate:
Insider Information
l
The law is strictly enforced.
Other benefits:
Living expenses:
Kuwait Salaam!
Hourly rate:
Insider Information
l
The law is strictly enforced.
Other benefits:
Living expenses:
130
Official Requirements
l
Generally a degree is required
l
Must be sponsored
Conditions
Monthly salary:
Types of Work
l
Colleges & universities
l
Some foreign institutes
Official Requirements
l
Degree
l
Must be sponsored
Hourly rate:
Insider Information
l
The law is strictly enforced.
Other benefits:
Living expenses:
UAE
Aahlan wa sahlan!
Hourly rate:
Insider Information
l
The law is strictly enforced.
Other benefits:
Living expenses:
131
Official Requirements
l
Degree
l
Must be sponsored
Conditions
Monthly salary:
Types of Work
l
Colleges & universities
l
Some foreign institutes
l
Private schools
KEY RESOURCES
Jordan
www.esljobs.com/teach-english/jordan/
Kuwait
www.esljunction.com/TEFL/TEFL_Jobs_Kuwait.html
Saudi Arabia
www.jobsabroad.com/SaudiArabia.cfm
132
UAE
www.eslbase.com/jobs/uae/
Africa
Egypt Sudan
Year-round
Challenges
Solutions
Act sensibly
133
Times of Year?
l
l
Egypt
Ahlan wa sahlan!
Types of Work
l
Private schools
l
Volunteers for various international organisations
l
Foreign institutions like the American University in Cairo
and the International Language Institute Heliopolis
Conditions
Monthly salary:
Official Requirements
l
Work permit & work visa (school arranges) before arriving
Hourly rate:
Insider Information
l
Making contact in person is effective.
Other benefits:
Living expenses:
Sudan
Salaam aleikum!
Hourly rate:
Insider Information
l
Ensure you are emotionally prepared if youre volunteering as much of
the population is below the poverty line.
Other benefits:
Living expenses:
KEY RESOURCES
Egypt
www.elgazette.com/teach_in_egypt.cfm
Sudan
www.eslbase.com/jobs/sudan/
www.volunteerabroad.com/Sudan.cfm
134
Official Requirements
l
Work permit plus letter of recommendation
Conditions
Monthly salary:
Types of Work
l
High demand for volunteers through various international
organisations that work directly with Sudanese institutions
The Indian
Subcontinent
India, Nepal
Volunteering
Niche jobs such as accent modification
Times of Year?
Year-round
Challenges
Solutions
Low salaries
Be emotionally prepared
135
l
l
India
Namaste!
Types of Work
l
Strong demand for volunteers
l
Business English
l
Interesting work such as accent training for call centres
Conditions
Monthly salary:
Hourly rate:
Other benefits:
Living expenses:
Official Requirements
l
Degree
l
Work permit for paid work
Insider Information
l
Most teachers are volunteers and have entered on a tourist visa.
l
Nepal
Namaste!
Types of Work
l
Strong demand for volunteers
l
Short-term work at private schools
l
Interesting work such as teaching at monasteries
Conditions
Monthly salary:
Official Requirements
l
Work permit for paid work
Hourly rate:
Insider Information
l
Most teachers are volunteering and have entered on a tourist visa.
Living expenses:
KEY RESOURCES
India
www.esljobs.com/teach-english/india/
Nepal
http://www.tefl365.com/country/nepal
136
Other benefits:
137
Section 8
Congratulations!
You should now have a clear understanding of the TEFL world and so, there is much to reflect on.
What do you wish to do on the basis of all the TEFL information you have worked through? A useful
structure for reflection and decisionmaking can be the 5 Ws.
l
l
l
l
l
Who?
What?
Where?
When?
Why?
Addressing those 5 questions can help us become very clear about our ambitions, our motivation, our
action plans, our preparation and our timescale. The value in those questions is that they cannot be
answered yes or no, they require an amount of thought and analysis which should be the basis for
any important decisions. They also have to be answered in clear, practical language.
Having absorbed much data on TEFL, it is now, as all good game shows conclude, make your mind up
time!
Where will your plans take you? How different would your lifestyle be in the place you choose to
work? What would be the challenges for you in that context? What could you do to meet those?
___________________________________________________________________________
___________________________________________________________________________
138
What have you decided to do about TEFL? Think about whether or not you want to be involved, if so
in what way. Think about anything you might have to do ahead of starting any TEFL project.
___________________________________________________________________________
___________________________________________________________________________
Who can tell you what you need to know? Think about anyone you know with TEFL experience or any
organisation with TEFL expertise. Plan your data search thoroughly?
___________________________________________________________________________
___________________________________________________________________________
When will you implement your decision? Think about the timescale of your plans. What will you have
to do in preparation, in what sequence? What might you have to bring to a close before you start?
_______________________________________________________________________________
_______________________________________________________________________________
Why have you decided this? Think about what you are looking for in making that decision, think about
how realistic those ambitions or aspirations are, how achievable they might be. What skills will you
need to make your plans successful, what skills might you need to develop? What might you be giving
up, what would you be looking to gain?
_______________________________________________________________________________
_______________________________________________________________________________
I came to Italy four odd years ago to try out a totally new
experience. I didnt know any Italian and I didnt have
any teaching experience. All I had was an TEFL certificate
and no more than ten survival expressions in Italian. Im
currently the Director of Studies at the same institute where
I started off and as for my Italian.....well, I can survive!
139
l
Ensure
l Ensure
140
Section 9: Glossary
9
Section
1
Glossary
Teaching Terms
Activity book A book containing activities for the classroom, often including handouts that
you can photocopy
Communicative classroom A classroom where students often interact and speak with other students
Course book The main book used in a class, often set by the school
EAP English for Academic Purposes; teaching students planning to study at university
ESP English for Specific Purposes; teaching students in a specialised field,
e.g. engineering or health
General English English with no specialised focus
Handout A worksheet or other activity a teacher gives to students in class
Ice-breaker A student-to-student speaking activity at the start of a class; also
called a warmer
Learner A language student
Learners dictionary A dictionary specially designed for learners
Methodology An approach to teaching (e.g. the communicative methodology
believes students should speak to each other in class)
Reference grammar A book where you can look up grammar rules
Resources Print or electronic materials
Role-play Students pretend to do something in real life (eg shop assistant and customer)
Test Preparation A course for students who are going to take an important test
Young Learners Teaching English to children
141
Section 9: Glossary
Language Terms
142
Section 9: Glossary
Vocabulary Words
The
TEFL Profession
Application letter A letter sent to an employer to apply for a job together with a resume
CELTA The Certificate in English Language Teaching to Adults, run by Cambridge
University
Certificate The entry level of qualification for the TEFL industry
Chain school A school with a number of branches in different cities or countries
Diploma A higher level of qualification than a certificate; only required for positions of
responsibility in a school
EFL English as a Foreign Language; generally used to mean English for work or study
ESL English as a Second Language; generally used to mean migrant English
ESOL English as a Second or Other Language (used mainly in the UK); any English
teaching to non-native speakers
Networking Making contacts in the industry
Resume A document showing your qualifications and employment history; used
interchangeably with CV
Selection criteria The skills and attributes an employer looks for to choose someone for a job
Split shift A work schedule with a long break in the middle (e.g. 2 hours in the morning
and 2 hours in the evening)
Teacher forum A page on a website where teachers post comments
143
TESOL Teaching English as a Second or Other Language (used mainly in the US,
Australia and New Zealand); any English teaching to non-native speakers
Section 9: Glossary
TEFL Teaching English as a Foreign Language (used mainly in the UK); generally used
to mean English for work or study