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Teachers education is divided into two cate-gories. (1) Teachers colleges,

which are designed to train teachers for kindergartens and primary schools.

In the past, they used to be junior colleges admitting junior high graduates.

For enhancing teacher quality, in 1986, these junior colleges became 4-year

colleges admitting only senior high graduates. (2) Normal universities,

training teachers for secondary schools, also admit senior secondary

graduates to receive four years of education. Teachers for universities and

colleges mainly come from graduate institutes. Recently, the expansion of

education has been very fast, and the quality of teachers has been upgraded

steadily. A diversified society and a shortage of teachers for special and

less popular courses have caused the graduates of the above-mentioned

teachers education institutions to be insufficient to meet the demand.

Consequently, the "Teachers Education Law"


According to the new Teacher Training Act, anyone who has met the

following conditions must pass the licensing tests and internships to become

qualified teachers.

(A) Teacher of Common Subjects:

(a) graduating from a teachers college or a normal university;

(b) graduating from department of education in regular universities;

(c) graduating from regular universities and completing required credits in

educational programs

Anyone who has met one of the following conditions and intends to become a

qualified lecturer, assistant professor, associate professor, and professor

shall submit an application together with his publications on specialized

subjects to the educational authorities for evaluation. A successful

candidate may become a university and college teacher.

(A) Lecturer:

(a) earning a master’s degree from a graduate school with good academic

performance record; or

(b) being a teaching assistant for at least four years with good performance

record and specialized publications; or

(c) being an assistant undertaking research at an educational institute or a

professional agency for at least six years with remarkable contribution and

with specialized publications.

(B) Assistant Professor:

(a) earning a doctoral degree from a graduate school with good performance

record and specialized publications.

(b) earning a master’s degree and undertaking research at an educational

institute or a professional agency for at least four years with remarkable

contribution andwith specialized publications ; or

(c) university/college graduates majoring in "Medicine" or "Chinese Herbal

Medicine" or "Dentistry" have had clinical practice for over nine years of

which at least 4 years as an

B. University and College Teachers

A. Kindergarten to Senior Secondary School Teachers

13. Teacher Qualification

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was amended in 1994 to increase the channels of

teacher training. Specifically, all public and private

colleges and universities having educational

colleges, departments, and graduate schools,

and/or having courses specializing in education

may participate in the teacher education program;

furthermore, teachers colleges are allowed to

deliver secondary school teachers, and normal

universities are now able to deliver primary

school teachers.

The teacher education program for teachers of

senior high schools and lower levels is basically

financed by trainees themselves, but full public

subsidies and partial assistance are available for

some students. Before they obtain the qualified

status, all graduates are required to pass the

teacher qualification test, go through one year of

internship, and pass the second qualification test.

With the status, they are eligible to be employed

by a primary or secondary school after the

approval of school evaluation committee.

There are two ways to obtain teacher qualification,

qualification test for teachers at secondary schools or

below, and qualification review for teachers at

colleges and universities.

(C) Associate Professor: (a) earning a doctoral degree from a graduate school with good performance record and specialized publications. or (d) being a lecturer for at least three years with good performance record and specialized publications. (D) Professor: (a) being an associate professor for at least three years with good performance record and specialized . (B) Teacher of Vocational Courses: Graduating from a teachers college or a normal university. attending physician in medical center with good performance record and specialized publications. or other university or college with programs designed to train vocational schools teachers. (b) being an assistant professor for at least three years with good performance record and specialized publications. ( d) graduating from foreign universities and completing required credits of education.43 2003 EDUCATION in the Republic of China while he/she was at university.

o It is approved by the Scottish Executive in consultation with the General Teaching Council (Scotland) o The core TQFE award can be completed within one calendar year (two semesters) o It offers advanced standing for the PDA awards equivalent to two modules (30 credits at postgraduate level and 44 credits at undergraduate level) o It offers progression pathways at undergraduate (BA) and postgraduate (MEd TQFE) levels of study .and in- service students: o It is based on the ‘The Professional Standards for Lecturers in Scotland’s Colleges’ published by the Scottish Executive in June 2006. or (b) earning a doctoral degree and undertaking research at an educational institute or a professional agency for at least eight years with original works or inventions. Teacher Qualification (Further Education) The University of Stirling Teaching Qualification in Further Education (TQFE) is a qualification which aims to meet the needs of the contemporary Scottish FE sector. publications. Note: Qualification requirements for teachers at special or supplementary schools are the same as those for teachers at regular schools. and with important academic contribution or specialized publications. by offering a flexible programme for both pre.

. In-house versions of the TQFE are also offered at individual colleges. o It is delivered on a day-release basis for in-service staff and supported through distance learning materials (using WebCT). under review) with underpinning academic theory to provide a comprehensive developmental course for FE lecturers. o It provides ongoing support and assessment within a college from a dedicated team of Teacher Fellows and mentoring staff Teacher Qualification (Further Education) AIMS and OBJECTIVES o The University of Stirling TQ (FE) programme provides an accredited initial teacher training programme that meets the needs of the contemporary further education sector. while guaranteeing academic standards appropriate to the teaching profession.o It offers pre-service students opportunities for practicing their teaching in both a simulated environment at the University and through practice placements in collaborating FE Colleges. Who should study for the TQ(FE)? o Lecturers (full or part-time) who are currently working in further education colleges. 1997. and who wish to obtain a teaching qualification. o The programme combines the occupational standards set out in the Government’s National Guidelines on Provision Leading to the Teaching Qualification’ (SOEID.

Objectives Undertaking the Stirling TQFE will enable participants o to support the learning needs of a diverse and heterogeneous population of students o to demonstrate and solid grasp of learning theory and their application to modern learning environments o to explore their own theories of learning and to become critical thinkers. but who wish to pursue a lecturing career in the sector. o Individuals working in other training and education contexts in post-compulsory education. national and international policies o to work within team structures o to respond rapidly to change . A suitable work placement will be arranged for these applicants at point of admission to the programme. aware of both the merits and deficiencies of present practice o to design and deliver programmes at a range of levels and in a variety of modes o to assess learning using a variety of instruments.o Individuals who do not currently work in a College. including competence-based frameworks and traditional 'academic' methods o to demonstrate an understanding of the role of FE in a rapidly changing world through a knowledge of local.

The pace of study depends on the individual student and on the amount of credit students bring to the programme. but who wish to pursue a lecturing career in the sector (a suitable work placement will be arranged for these applicants at point of admission to the programme). and who wish to obtain a teaching qualification. a student could expect to complete the core TQFE programme in 12 months. individuals who do not currently work in a college.o to aspire to further training and qualifications as part of their own commitment to professional development Teacher Qualification (Further Education) COURSE STRUCTURE Who is it for? The programme is aimed at a range of prospective students: Lecturers (full or part-time) who are currently working in further education colleges. Collaboration The Programme is a collaboration one in ethos and in delivery and the work- based elements are supervised and assessed by Teacher Fellows who are recruited from senior staff in FE . Typically. it is also suitable for individuals working in other training and education contexts in post-compulsory education Pace of Study Individuals may study as in-service or pre-service students.

Flexibility The programme is fully modularised allowing maximum flexibility. this includes a double unit on ‘Further Education Link Practice I & II’. students achieving the Postgraduate Certificate may progress to a full Masters within the Institute on completion of the Research and Enquiry module and the dissertation at the end of their TQFE or. There are two intakes per year. For example. one in September and one in February and the modules may be taken in any order Progression Students may progress onto other programmes within the Institute of Education. The Institute has an excellent reputation for both teaching and research and an extensive portfolio of courses. all of which are mandatory for in-service students. In-house delivery is normally possible for colleges that have cohorts of staff undertaking the programme. a range of taught modules.Mode The programme requires attendance at the University of typically two days per module (ten days over the calendar year). alternatively. Pre-service students need to complete 7 modules. Unit Title Occupational Standards Status UG PG . Structure There are 6 core modules on the TQFE programme.

Credit Credit Rating Rating The Further 6 Respond to change Mandatory SCQF 9SCQF 11 Education 22 15 points Context points* The Learner 1. Facilitate learning Mandatory SCQF 9SCQF 11 Teaching 22 15 points points* Assessment 4. Design the learning SCQF 9SCQF 11 Design experience Mandatory 22 15 points 5. Further The core competencies areMandatory SCQF 9- . Continue to developMandatory SCQF 9SCQF 11 Development professionally 22 15 points points* Curriculum 2. Assess LearnerMandatory SCQF 9SCQF 11 Achievement 22 15 points points* Professional 7.Guide and Support theMandatory SCQF 9SCQF 11 Learner 22 15 points points* Learning and 3. Evaluate the teaching points* and learning experience Research and The core competencies areOptional SCQF 9SCQF 11 Enquiry in not covered but the unit is 44 30 Further informed by the national points* points Education guidelines and consultation with the sector.

FK9 4LA. Scotland. Menus created with Milonic. Teacher Qualification (Further Education) ENTRY REQUIREMENTS What are the entry requirements? 1. Education Link not covered. but the unit isfor pre-44 Practice mandatory for pre-serviceservice points* students as an essentialstudents introduction to teaching practice in FE *Credit ratings are under review by the university but this will not have any impact on exit qualifications. Institute of Education. . 2. Tel: 01786 467600 Text Only | Disclaimer | Page Maintained by CELD . Stirling. All Rights Reserved. The normal entry requirements for admission to a programme leading to a teaching qualification (further education) are:  a relevant degree from a higher education institution in the United Kingdom (UK) or a degree of an equivalent standard from a recognised institution outside the UK. The teaching qualification (further education) is awarded after the person has successfully completed an approved programme. University of Stirling. Page last modified: 11/16/2006 21:21:16 © 2003.

 a relevant Higher National Diploma (HND) at level 8 on the Scottish Credit and Qualifications Framework (SCQF). and  a National Qualifications Course award in numeracy or mathematics at level 4 on the SCQF (or suitable evidence of being able to attain this standard)*.  in certain subject areas. Candidates must also have both language and number skills which meet the demands of the course. licentiateship or other Senior Award from the City and Guilds of London Institute. a relevant associateship or diploma from a higher education institution in the UK or an associateship or diploma of an equivalent standard from a recognised institution outside the UK. full technological certificate.  a part III. 3.  a relevant Higher National Certificate (HNC) at level 7 where this is the highest level of qualification available in the UK in the subject area concerned. 4. . The normal entry requirements will be:  a National Qualifications Course award in English at level 6 on the SCQF (or suitable evidence of being able to attain this standard)*. other qualifications which are of equivalent standard to those listed above. Candidates will be able to transfer credit into TQ(FE) programmes when they have gained the initial teacher training Advanced Diploma: Teaching in Further Education or another teaching qualification of equivalent standard.

As post-employment TQ(FE) programmes are based on the idea of reflective practice. also satisfies the entry requirements in respect of ICT skills. level 5 on the SCQF)**. *Due to their Core Skills content. completion of any of the (new or existing) ITT Professional Development Awards approved by the PDF (see Annex B) also satisfies the entry requirements in respect of language and number skills. all applicants should normally have industrial. 6. Teacher Education Institutions usually require candidates to have experience of teaching in a college or other educational environment. This level of skill in the use of ICT is required partly in order to be able to fully participate on the TQ(FE) programme and partly in order to be able to function effectively in the working environment. commercial or other relevant experience.5. **Completion of either of the new ITT Professional Development Awards approved by the PDF (see Annex B). As well as formal qualifications. ' Teacher Qualification (Further Education) CREDIT ARRANGEMENTS Credit Transfer . or of the proposed new CPD unit/award in the use of ICT for learning and teaching.e. Candidates should have Information and Communications Technology (ICT) skills equivalent to Intermediate Level 2 (i. 7.

For example. The Professional Development Award (PDA) is fully recognised and specific credit is given: PDA  Advanced Certificate (44 credits at undergraduate level and 30 credits at postgraduate level)  Advanced Diploma (44 credits at undergraduate level and 30 credits at postgraduate level)  Students holding single elements of the PDA will still be able to apply for exemption from individual elements of assessment. Columbia University: Train to Teach English Here or Abroad . students with an HND or equivalent are awarded 180 SCQF points and are thus able to graduate with a BA on completion of the core TQFE programme and the module on Research and Enquiry. Full guidance on applying for credit transfer is given on application. A variety of Prior Certificated Learning credits are available.  Credit is also given for students possessing the TDLB D unit or the new A units. Further information is available from the Programme Director –Dr Roy Canning International Jobs | Korean Jobs | Korean Job Forum | Teacher Training Forum Job Information Journal | Post Your Resume | Job Links | Dave's ESL Cafe Home Teachers College.

. I would like to hear some answers. but does that assure you to get a job rather than having a degree in teaching? Well. By the way. hello to everyone! .TEFL useful or not? Teacher Discussion Forums Forum Index -> Announcements View previous topic :: View next topic Author Message Gabriela1982 Joined: 02 Jan 2007 Posts: 1 Posted: Wed Jan 03. would it be useful to take the TEFL course? I've seen that a lot of people take the course. I'm studying to become an english teacher. 2007 2:05 am Post subject: TEFL useful or not? My name is Gabriela Im new in this forum. I have always wanted to know if i wanted to teach abroad.

You'll find that the majority of employers nowadys require a qualification of some kind. but it will certainly help! The two most internationally recognised qualifications are the Cambridge CELTA and Trinity Cert TESOL.Gabriela Back to top keith Joined: 17 Oct 2005 Posts: 12 Posted: Fri Jan 05. It won't assure you a job. Both these are 120 hour. . 2007 3:26 pm Post subject: Hi Gabriela There are certainly advantages to having a TEFL qualification. classroom based courses which include some observed teaching as part of the assessment.

it sounds like you might be thinking of English teaching as more of a long term career? Quite apart from improving job prospects. CELTA and Trinity courses can be quite a financial investment if you are only thinking about teaching for a year. and for how long. From your post though. Trinity cert TESOL or equivalent).eslbase. the more limited your employment options will be. (Have a look at the jobs advertised on this site and others and you will see that many require a Back to top . in a country which accepts teachers with a shorter qualification. You also need to think about where you want to teach. Generally speaking though. Keith http://www. a TEFL qualification can give you the confidence you need to step into the classroom for the first time! Good luck with whatever you decide to do.There are also several other good quality courses of equivalent length and content. the shorter and less classroom based your course. as well as some good quality shorter and online courses.

Go Display posts from previous: Teacher Discussion Forums Forum Index -> Announcements All times are GMT Page 1 of 1 Go Jump to: You cannot post new topics in this forum You cannot reply to topics in this forum You cannot edit your posts in this forum You cannot delete your posts in this forum You cannot vote in polls in this forum Teachers College. Powered by phpBB © 2001. 2002 phpBB Group teacher (english as a foreign language) . Columbia University: Train to Teach English Here or Abroad This page is maintained by the one and only Dave Sperling. All Rights Reserved. Contact Dave's ESL Cafe Copyright © 2007 Dave Sperling.

such as: • to help with their work or business • to improve their conversational English • to get into college or university in an English speaking country • to prepare for an exam. It usually involves teaching small groups of students.known as TESP (Teaching English for Specific Purposes). local shops or museums. Students learn English for diferrent work or leisure purposes. cities. such as: • commercial language schools • further education colleges • language centres throughout the UK and overseas.The work Teachers of English as a Foreign Language (EFL) teach English to people whose first or main language is not English. The work involves: • preparing language lessons and activities • producing resources as well as using those that are already available • setting and marking tests and exercises for students • being involved in social and cultural activities. The teaching takes place in different settings. trips to other towns. Some teachers concentrate on teaching English for business and other specialist areas . . such as sports and social events. Teaching English as a Foreign Language is widely known as TEFL.

particularly in summer schools.Teaching English as a Second Language (TESL) involves teaching people living long-term or permanently in the UK whose first language is not English. but some time may be spent outdoors. Hours and Environment Hours can vary depending on the organisation or type of job. Some jobs involve evening and weekend work. As well as classroom teaching. patience and a good sense of humour • get on well with people of all ages and from different backgrounds and cultures • be able to adapt your teaching style to suit your students . In some jobs. Most of the work is indoors in classrooms. Both TEFL and TESL are covered by the term Teaching English to Speakers of Other Languages (TESOL). They are taught a level of English which will enable them to fit into everyday life. for example on outings. teachers spend many hours preparing lessons and materials. teachers spend a lot of time supervising sporting and social activities. Skills and Interests To be a teacher of English to speakers of other languages you should: • have a good knowledge of English. Some jobs involve living-in. particularly grammar • have strong verbal and written communication skills • be a good listener • have lots of confidence and a lively personality • have energy.

You may be able to find work teaching EFL without a TEFL qualification. but qualifications are advisable for the following reasons: • they will give you the skills you need to teach effectively • they can make a difference in finding work and in your pay • they are essential for some jobs. Some employers will expect you to have a degree. Please check with colleges or universities for their exact entry requirements. This does not need to be in any particular subject. but the following might be useful: • English • linguistics • modern foreign languages • education. Entry To find work as an EFL teacher you will need a good educational background and an excellent standard of English. and • five GCSEs (A-C)/S grades (1-3) . • have the creativity to devise lessons that are practical and enjoyable. . To get on to a degree course you usually need: • two A levels/three H grades. An Access to Higher Education qualification may also be accepted for entry to certain courses. Other qualifications may be accepted in place of A levels and H grades.

Certificates are usually enough for basic level jobs. There are also higher level courses which are needed if you want to aim for a higher level. Training Many usually need A levels/H grades. The following qualifications are widely accepted: • CELTA (Cambridge Certificate in English Language Teaching to Adults) .you need at least two A levels/three H grades (or the equivalent) and must be at least 18 years old (20 in some cases). and must be at least 18 (20 in some cases). colleges and private language schools offer courses for teaching EFL.Please see the Training section for information on qualifications.this is very similar to the CELTA course (with the same entry requirements). but specialises in teaching younger learners • CertTESOL (Trinity College London Certificate in Teaching English to Speakers of Other Languages) . You could consider gaining experience as a language assistant. Courses last four or five weeks full-time or 16 weeks to one year part- time • CELTYL (Cambridge Certificate in English Language Teaching to Young Learners) . They include: . Please see the British Council website for details. There is a link to the site in the Further Information section. or the equivalent. Courses last between four and ten weeks full-time and three months to a year part-time.

There is a shortage of EFL teachers . To teach EFL in a college of further education in th UK. Opportunities Most people who train as EFL teachers do so as a means of working and living abroad. These are found throughout the UK. The main employers include: commercial language schools. • DELTA (Cambridge Diploma in Language Teaching to Adults) • Trinity Licentiate Diploma in TESOL. There is also a growing number of MA degrees in TEFL or TESOL for which you need a first degree. large companies. and • a Certificate for ESOL Subject Specialists which is available through Cambridge ESOL or Trinity College. and The British Council. you will need: • a Level 4 Certificate in Further Education Teaching at Stage 3 (See Lecturer: Further Education). and Oxford and Cambridge. the south coast of England. voluntary organisations.. For these you need EFL teaching experience and usually a TEFL certificate qualification. Please see the Cambridge and Trinity websites for further information and details of course providers. Overseas opportunities are good in many countries. Many of these jobs are on fixed-term contracts of between nine months and two years. although there are more in London. These can be useful if you want to move into management. Work is available in the UK in commercial language schools. government departments.

000 and £8.000 or more a year. Some EFL teachers work in colleges and universities in the is often seasonal. the busy period being between Easter and autumn.and there are many vacancies for qualified people.500 but usually includes accommodation and flights. Earnings for senior positions can be up to £24. most of the work is seasonal. Annual Income Figures are intended as a guideline only. It is difficult to get a permanent or long-term job. A typical salary in China may be between £4. Salaries in Europe are between £5. However. it is possible to gain promotion to a senior or management position in a commercial language school or a college. but such jobs are scarce.000 to around £18. With experience.000 including accommodation. and teachers are often paid by the hour or week. Salaries in parts of the Middle . Many of the jobs are on short-term contracts. This is based on full-time work .000 a year. Teachers working in commercial language schools in the UK could earn between around £13.000 and £7. with most available in the summer. Other possibilities include: • private tuition • training other people to teach EFL • opening a language school • writing books and other EFL materials • setting and marking examinations. In language schools overseas the salaries vary widely from country to country.

uk International Association of Teachers of English as Foreign Language (IATEFL) Darwin College University of Kent Canterbury Kent CT2 7NY Tel: 01227 824430 . It is important to take into account the cost of living in a country before judging the value of a Trinity College London 89 Albert Embankment London SE1 7TP Tel: 020 7820 6100 http://www.000 to £20.cambridge-efl. Further information University of Cambridge ESOL Exams 1 Hills Road Cambridge CB1 2EU http://www.trinitycollege. Korea and Taiwan can be higher and may be in the region of £ Contracts are usually for between nine and twelve months or for the summer.000.East and countries such as Japan.

net Outlook: Stable last updated: Mon. call 0800 100 900 or email: enquiries@learndirect... • home • find a course • jobs and careers o job profiles o assess your skills and interests o finding a job . British Council 10 Spring Gardens London SW1A 2BN Tel: 020 7930 8466 http://www.britishcouncil. 23 Oct 2006 Back to top what's on the If you would like to discuss your career options with a learning advisor at the learndirect advice line.iatefl.

com/ G o o g l e automatically generates html versions of documents as we crawl the web.. use the following url: • help and advice • features • get in touch national learning advice learndirect courses & centres learndirect for business university qualifications site home | about us | go Help me find. | Cymru/Wales | Northern Ireland | copyright | privacy statement | terms and conditions | statement of service | jobs at Ufi / learndirect This is the html version of the file q=cache:bharcli8ZXgJ:www.modernenglishpublishing.. To link to or bookmark this page.pdf+tefl +qualification&hl=en&ct=clnk&cd=316 .

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London.CareersInELT. Guillaume Gazembetti. .com Email: celt@modernenglishpublishing. Roger Chrisman. Working Overseas: The British Council. James Beetham. UK Tel: +44 (0)20 7222 1155 Fax: +44 (0)20 7222 1551 Web: www. 2003 Editor Simon Collin Editorial Director Peter Collin Design Modern English Publishing Section Acknowledgments: Training: Mary Ellen © Modern English Publishing. SW1P 2DB.3 Page 4 Guide to Careers in English Language Teaching Reprinted 2003 First Published in 2003 by: Modern English Publishing Ltd 32-34 Great Peter Stret. Susan Matson.

Joe Ziegler. Yuri Tambovtsev. Mark Warschauer. Mark Peterson. Barbara Stipek. Michael Howard. Tony Donovan. details are bound to change. Mona Scheraga. Mark Sigrist. Martha Oral. Lin Lougheed. especially with regard to information that refers to visa requirements. Finland NOTE: While every effort has been made to ensure that the information contained in this book is accurate and up-to-date at the time of going to press. Alistair Kennedy. No part of this publication may be reproduced in any form or by any means without the permission of the publishers. Edward Prados. exchange rates and working conditions. qualifications or travels. Career Development Tina Carver. If your school is mentioned in this guide and you would like to update your information for the next edition of . Paul Vreeland. All rights reserved. Ian McNamara. Andy Martin. Celia Thompson.Chung Han. state certification. The publisher is not responsible for any problems or disappointments encourntered during your training. Dianne James. Brian Garity. However. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library ISBN 1-904549-00-4 Printed by WS Bookwell. Colin Underwood.

. . . . . . . . University Degree course directory. . . . . . . . 13 Certificate courses . . . . 60 .CareersInELT. . . . . . . . . . 16 . . . . . . . 56 . . . . . . . . 51 . . Recruitment agencies . . . . . . Summer schools . The British Council . Distance Learning Certificate course directory . . . . . . . . . . . . . . 4 Page 5 Contents Foreword 7 ACRONYMS 9 1: TRAINING TO TEACH 12 Training/Qualifications. . . . . . . . . . . . . . Types of course . . . . . International school groups. . . . . . . 53 2: FINDING A JOB 55 . . Jobs on the Internet . . . . . . . . 56 . 59 . .the guide. . . . . 13 Choosing a course . . . . . . . . . . . . . Certificate Training course directory . .com where you can update your information using the forms online or use the form at the back of this book. . . . please visit our website www. . . . . . . . 19 . . . 58 . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . 62 3: PREPARATION: BEFORE YOU GO 65 Insurance . . . . . . . . . . . . . 124 . . . Volunteer programmes . 201 . . . . 66 Tax . . . . . . . . . . . . . . . . . . Eastern and Central Europe . . . . . . . Africa . . . . . . . Latin America. . . . . . . . . . . . . . . . by region . US State certification . . 141 . . . . . . . . . . . . . . . . . . . . 205 5: CAREER DEVELOPMENT 218 Diploma course directory . . . . . . . . . . . . . . . . Asia. . . . . . . . . 74 Country Profiles. . . 179 . . . . . . . . . 200 . . . . . . . . . . . 68 4: WORKING AROUND THE WORLD 73 Over 100 country profiles: index . . 148 . . . . 77 5 Page 6 continued: WORKING AROUND THE WORLD Country Profiles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . North America . . . . . . by region . . . Western Europe . . . . . . . . . . . . . . . . 220 . . . . . . . . . . . . . . . . 102 . . . 152 . . . . . . . . . . . . . . . . . .. . . . . . . . . . Australia / New Zealand . Middle East and North Africa . . . . . US Public school system . . . . . . . . . . .

. . . . . Bookshops . . . . . . . . Web directories. . . . . . 276 . . 274 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Travel advice .Master’s degree course directory . . . . . . . . . . . . . . . . . . . . . . . . . . . Publishers . . . . . . . . . . . Teaching English for specific purposes . . . . . . . . . . . . . . . Teaching tips . 230 Specialist English . . . 265 School Management . . . . . . . . . . . . . . . Discussion groups . . . . . . . . . 280 U. . . . . . 273 . . Magazines . . . . . . . 252 Study for a Doctorate . . . . . . . 248 . . . . . . 267 6: APPENDIX 269 Teaching Associations . . . . . . . . . . Conferences . . . . . . . 274 . . . 259 Running Your Own School . . . . . . . . 277 . . . . . . . . . . . . . . . 295 . . . . . . . . . . Associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 . . . . . . . . . . . . . . . . . 272 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 . . . . . . 275 . 278 The British Council around the world . . . . .S Embassies around the world . . Classroom material. . . . . . . . . . . . . 270 Useful websites . . . . Lesson plans . . . Schools . . 256 Getting Published . . . . . . . . . . . . . . . . . . . . . . . . . 275 . . . . . . . 277 . . . CALL: Teaching Language & Technology . . . 278 . . . . . . . .

About 85% of the Internet’s web-pages are in English and everyone has acknowledged that English is essential for efficient use of the web - recently the . find a job. This guide will help you choose how best to get qualified. Globalization and developments in communications are fuelling demand for the language around the world. a way of helping others or the first step to owning your own business. English has become the world’s language and it is growing in importance every day. develop professionally and travel the world. Like it or not. World demographics will result in sustained demand for teachers of English for at least the next twenty years – that’s about as secure a job market as you will find these days.Index 309 6 Page 7 Foreword B eing an English language teacher can be whatever you want it to be: a passport to world travel. a stable and fulfilling career.

from young learners visiting with a school . By the year 2050 it is estimated that half the world’s population will be competent users of English. Canada. in the UK. the demand for learning English is high: for example. This learning frenzy will not take place because of some love for the language. There are teachers from the UK. there are hundreds of ELT-schools that gain most of their student intake from overseas visitors combining lessons with travel . Australia and New Zealand working as English teachers in almost every country in the world. but due to the realization that people will be left behind in work and social situations unless they can communicate with the rest of the world. If you are looking for a way to travel and work overseas. then teaching English is an obvious path. USA. Hundreds of thousands of young people have used teaching English as a means to see the world and understand other cultures. And even in native-English speaking countries.governments of Japan and Korea announced policies to encourage all of their working populations to acquire a basic level of English.

you may find it easier to start with the section that is most suited to your own particular needs. or a good way to pay for your round- the-world adventure. 7 Foreword Page 8 Using This Guide T his Guide is designed for use by people thinking of becoming teachers as well as those who have started training and experienced teachers. teaching people to speak English accounts for almost half of all adult education! This book will show you how you can work in English language teaching: If you are looking for a stable. to give something back to your community or to the rest of the world through voluntary work.12) – is aimed at readers who are thinking of becoming . this guide will explain how to do it through teaching English. Although you can read the Guide from cover to cover. And in the USA. long term career.for a week to professionals learning business English for their job development. One: Training to Teach (p.

We provide an overview of the different training courses on offer – short term introductory and certificate courses – and details of training courses held around the world. applying directly to schools and using the Internet. This covers job agencies.teachers of English as a second or foreign language and who are interested in getting qualified to teach. most importantly.65) – covers the topics that you need to address before you set off and travel the world! This includes insurance. contact details of the local embassy and British Council office and. Country-specific information and a directory of schools to approach for a job are listed in section 4. a directory .55) – explains how best to find a job as a newly qualified teacher. Three: Preparation . Two: Finding a job (p. Four: Working Around the World (p.before you go (p.73) – is written for readers who want to explore the exciting prospects of combining teaching with travel. together with their work prospects. tax issues and how to handle problems when you reach your school. regulations (including tax and visas). The section provides detailed profiles of over 100 countries.

the first lesson is to learn the acronyms that are used in the profession. suppliers. we cover school management and how to get published. 8 Using This Guide Page 9 Acronyms For many new teachers. publishers.269) contains a list of useful websites. travel-related sites.218) – is the section intended for language teachers with experience who want to develop their skills and professional lives. addresses for teacher- associations. Basic ACE: Access Certificate in Education. including young learners and business English. British Council offices and US embassies around the world. universities that provide Master’s courses and doctorates. Lastly. schools. Five: Career Development (p. An entry-level training certificate being piloted by Pitmans/City and Guilds in the UK. We also cover specialist English subjects. .of the main job prospects: the schools in the country together with their contact details. Appendix (p. Here are some of the more common ones. We include directories of Diploma courses.

ECIS: European Council of International Schools EFL: English as a Foreign Language–English language programmes in countries where English is not the common or official language.or college-based) course. ELT: English Language Teaching or Training–A . ELICOS: English Language Intensive Courses for Overseas Students. The Australian term for EFL ELL: English Language Learner–a term that has become popular in California designed to replace the acronym “LEP” (see below) which many teachers felt to be pejorative. CELTYL: Certificate in English Language Teaching to Young Learners. It is used in American university programmes where international students study English although the use of the word “foreign” is now avoided in some schools because of its xenophobic connotations.BC: British Council CALL: Computer Assisted Language Learning. A new qualification from UCLES (see below) DOS: Director of Studies EAP: English for Academic Purposes–The study or teaching of English with specific reference to an academic (usually a university.

ESP: English for Specific Purposes–a term that refers to teaching or studying English for a particular career (like law or medicine) or for business in general. Programmes designed for non-English-speaking immigrants in the USA are ESL programmes.term coined in the UK and designed to replace EFL. ESOL: English to Speakers of Other Languages–a term often used to describe elementary and secondary English language programmes. It is in use around the world but has yet to catch on in the USA. IEP: Intensive English Program–refers to an intensive course designed to help non-English speaking students prepare for academic study at a university or college. It is sometimes used to distinguish ESL classes within adult basic education programmes. L1: First language L2: Second language 9 . EOP: English for Occupational Purposes ESL: English as a Second Language–English language programmes in countries where English is the dominant or official language.

A certificate course developed in the UK by University of Cambridge ESOL (UCLES). The advanced version for experienced teachers is the Lic. Cert. The certificate course developed in the UK by Trinity College London. Teacher Training CELTA: Certificate in English Language Teaching to Adults. A certificate course developed by LCCI for teachers specialising in business English (see LCCI. Cert. CELTYL: Certificate in English Language Teaching to Young Learners.TEYL: Certificate in Teaching English to .TESOL: Certificate in TESOL.TEB: Certificate in Teaching English for Business.TESOL.Dip.Acronyms Page 10 LEP: Limited English Proficient–a term used for many years to designate children in the schools systems for whom English was not their first language. DELTA is the advanced Diploma course. below) Cert. Now replaced by terms like ELL. normally taken as an add-on option with CELTA. This is a trade name TEFL certificate course developed in the UK by University of Cambridge ESOL (UCLES) and RSA.

TESOL and LTCL. TESOL: Teaching English to Speakers of Other Languages–a term that is used to distinguish English language teaching as a professional activity that requires specialized training.Young Learners. The advanced (post-experience) qualification from University of Cambridge ESOL (UCLES) LTCL.TESOL: Licentiate Diploma in TESOL.TESOL.TESOL) . A certificate course extension developed by Trinity College London.Dip. A certificate-level course developed by University of Cambridge ESOL (UCLES) DELTA: Diploma in English Language Teaching to Adults. TESL: Teaching English as a Second Language–a term that refers to teacher training programmes in ESL.Dip. Also refers to the teacher examinations developed by Trinity College London (Cert. COTE: Certificate for Overseas Teachers of English. The advanced (post-experience) qualification from Trinity College London TEFL: Teaching English as a Foreign Language – a term that refers to teacher training programmes in EFL. normally taken as an add-on option with Cert.

Associations AAIEP: American Association of Intensive English Programmes is a group of university and college-based intensive English programmes ACELS: Advisory Council for English Language Schools in Ireland ARELS: Association of Recognised English Language Schools in the UK BASELT: British Association of State English Language Teaching schools in the UK CRELS: Combined Registered English Language Schools of New Zealand ELTAs: English Language Teacher Associations groups for teachers in Germany and Austria IATEFL: International Association of Teachers of English as a Foreign Language is based in the UK with members around the world. for course-providers in Australia . JALT: Japanese Association for Language Teaching JET: Japanese Exchange and Teaching Programme NABE: National Association for Bilingual Education is an association that represents the interests of bilingual teachers in the USA. NEAS: National ELT Accreditation Scheme.

RELSA: Recognised English Language Schools Association. Canada . 10 Acronyms Page 11 Exams/Exam Boards Assessment and Qualifications Alliance (AQA) (formerly AEB & NEAB) Certificate in English Language Skills (ESOL).toeic.esbuk. www.national federation of teachers and providers in Canada TESOL: US-based international association of teachers of English as a second or foreign language. below) US-based group that administers the TOEIC student ESB (English Speaking Board International) Oral assessments in (spoken) English Cambridge see University of Cambridge Chauncey Group (part of ETS. There are regional affiliates and many countries have their own affiliated range of graded exams for ETS (Educational Testing Service) Based in . The organisation of independent language schools in Ireland TESL: Teaching English as a Second Language. www. JET SET. Pitman Qualifications Range of general ESOL exams. including spoken English and business London Chamber of Commerce and Industry (LCCIEB) Range of business and specialist English the British Council and IDP Australia for academic and vocational RSA Royal Society of Arts is a body that works with UCLES (see below).com London Examinations .uk International English Language Testing System (IELTS) Managed by UCLES (University of Cambridge Local Examinations Syndicate) syndicate of local . www.iol.edexcel.ielts. Trinity College London Responsible for the Certificate in TESOL and the Licentiate Diploma in TESOL examinations.Princeton. the world’s biggest examination board. www. www. Institute of Linguists Diploma in English for International administrators of the TOEFL student examination. NJ.Edexcel International London Tests of English range of exams graded from basic to proficient. www. www.

www. CELTYL. .examination centres around the world that administer the University of Cambridge ESOL www. opinions within the teaching field are varied on this question. W hether you plan to teach in your own country or travel overseas. Although the profession is not governed by a single body or a single qualifying entrance exam. FCE. you will need to consider the type of training you will require in order to be 11 Acronyms Page 12 Training To Teach This chapter offers a comprehensive guide to achieving one of the teaching credentials that will be essential your working career. and DELTA examinations. there are many ways to become a qualified teacher – the following sections explain how.cambridgeESOL. CAE) and teacher training programmes including the University of Cambridge ESOL (administered locally by UCLES) is a British-based organization responsible for developing a number of important English language exams (including PET.

Teachers of this mindset are convinced that the teacher training industry is some sort of vast conspiracy set up in order to fleece unsuspecting students of their money by conning them into taking courses for qualifications which are almost useless. New Zealand. This section of the Guide is designed to give you an idea of the courses and programmes on . Others argue that a Master’s degree is an unnecessary waste of time and money and that it is easy to get a job at a school or college without one.Some teachers argue that you don’t need a TEFL Certificate to teach English around the world. though it is increasingly difficult. It is true that not every single ESL lecturer has a Master’s degree in TESL. The reality is that you can get a job teaching English without a formal qualification. especially in the UK. but even these teachers need guidance and feedback from peers and mentors. USA and Canada. TEFL or TESOL. But these positions are very few and far between. Australia. And another consideration: Do you really want to start teaching with no idea of what you are doing? Is this fair on you? Is it fair on your students? There are gifted teachers born with a natural ability.

see page 228. once you have taught for several years and want to develop your career). You can start with a simple introductory course .often designed to help you decide if this is the career for you . Can anyone be an English language teacher? . For post-experience courses (ie. 12 Training To Teach Page 13 Training and Qualifications There are several ways to become a qualified English language teacher and your choice of qualification route mainly depends on where and who you want to teach. Instead of a single qualifying entrance exam. The time you have to train and the cost of training are also important considerations. The English language teaching profession is not governed by a single body. You can then teach around the world. there are multiple routes to qualification as an English language teacher.then move on to a basic certificate course.offer and which qualification suits your needs best when training to be a teacher. Master’s degree or postgraduate qualification. before perhaps working on a diploma.

In the USA and some of the Far East. In major cities and tourist centres only qualified teachers will be taken on. There are many routes to qualification as a TEFL teacher ranging from intensive four-week Certificate courses to two-year Master’s Degrees. validated by University of Cambridge ESOL (adminstered around the world by UCLES) and Trinity College London respectively.It is still possible to get a job teaching EFL/ESL without any formal qualification. Of these TEFL courses. you can move on to a post-experience course such as the Diploma in ELT (from Cambridge) or the Licentiate Diploma in TESOL (from Trinity College London) – see page 218 for details of these courses. a good first degree is adequate. but this is becoming increasingly rare. the two best-known practical teaching certificates are CELTA and Certificate in TESOL. Once you have experience as a teacher. the Commonwealth and South America teachers are preferred to have taken a TEFL course. There is a global shortage of teachers. whereas in Europe. but unqualified teachers are only recruited locally and the pay is usually poor. MAs and doctorates . Is there a standard TEFL qualification? No.

they will all cost you money and take a couple of months (or longer) of study to complete. but many employers may not consider you qualified unless you have at least a Certificate (see below). are turning to TEFL Certificate courses. What should I do? There are a number of introductory courses in teaching EFL/ESL offered by various institutions if you think that you might not want to commit yourself to a career in teaching. personally and professionally. Am I too old to teach ? Many middle-aged people faced with redundancy or early-retirement decide to embark on a career in English language teaching.and you can only find a suitable . I’m not sure if I want to commit to long course. Choosing a Course How do you choose a Certificate course? There are hundreds of ELT. most schools welcome the added depth of life experience that a more mature teacher can bring to the classroom. But not every course will be right for you . Those teachers who want to grow. Although age can be a barrier in some parts of the world. However. several accredited courses and various levels and ways to study.

If those who will be your role models only have a TEFL Cert. it does suggest deeper understanding about the theory behind the methods and a clear commitment to the field.course by asking the right questions. themselves. While a Master’s is not a guarantee of good training. The nature of the complaint will tell you what the programme may not publicly advertise. be reported - justified or not. Here are some essential questions to ensure you choose the best school for you: 13 Page 14 What are the qualifications of your trainers? A Diploma or Master’s degree (MATESOL) for all or most trainers is a good sign. by State licensing agencies. look deeper into the curriculum offered and ask about their years of experience. any complaints must. many employers (particularly in Europe and Australia/Asia) . Have any complaints ever been filed against your school? If you are studying in the USA. Is your certificate recognized? Although many excellent certificate programmes are not affiliated with an exam board such as Cambridge or Trinity London.

a school should have an extensive list of employers throughout the world and access to Internet postings. the better. Intensive programmes can run 120 to 150 hours. The ideal programme will allow you chances to work with beginning. What is your hire/placement track record? Proprietary programmes are required to keep close records on how many graduates get jobs. CV advice. and a . closely supervised. Tell me about your job network At minimum. intermediate. given the intense market for EFL/ESL teachers. over 80%. and advanced speakers of English. The more practicum hours. respectively). What about the duration of your programme and practicum? Ask about both classroom time and practicum hours. The vast majority. Some programmes also offer job counseling.TESOL qualification (from Cambridge and Trinity College London.favour teachers with a recognised CELTA or Cert. Note: part-time programmes lack the immediacy of feedback seen in intensive. should be getting jobs within two months of hire. It is very difficult for a teacher to learn from his or her mistakes if given only three or four opportunities to teach. full-time programmes.

For example. but rather that the school meets stringent state standards. you won’t perform well in a TEFL programme that requires passing a test for graduation. and a refund procedure. What kind of coursework and topics do you have? . All programmes should have highly specific criteria for evaluating you. These should be in written form. particularly in the area of practicum teaching. you’ll want to know it early on. while there is still a chance to get a refund or improve your performance. And if you do find there is a chance of failing. these include standards for qualifications of trainers and administrators. in California. are you licensed by any state agency? If you are studying in the USA.means of providing feedback from graduates who are now teaching overseas. strict record keeping. How are trainees tested? If you do poorly at written tests. this is an important point: licensure for proprietary schools does not mean that you will qualify for a public school job. to help 14 Training To Teach Page 15 prevent any bias on the part of an observer. In the USA.

The best programmes allow you to leave within the first few days with few. illness. speaking. listening. Make sure you will have a guaranteed number of students for your practical sessions in order to do pair and group work. writing. lesson planning. reading. Classes of more than 15 trainees may make it more difficult to get the best from your teacher. student evaluation. Others will pro-rata the amount coming back to you depending on .A comprehensive programme will at least introduce you to the basics of classroom management. as opinions on your strengths and weaknesses will vary. What is your trainee/trainer ratio? The programme should allow for easy exchanges in class work and for closer counselling as needed. How are refunds handled? Many unanticipated events may force a drop-out–family crisis. if any. and techniques for teaching grammar. Your practical classes should be observed by more than one trainer. so that their responses will be genuine. or a mismatch of trainee and programme goals. How do you get your students for the practicals? The ideal is students who really do not know the material you will be teaching. and pronunciation. financial penalty.

be able to say that you have had some experience of English language teaching. they receive a certificate. You will. Some schools . a transcript of courses taken and the results. however. 15 Page 16 Training: Types of Course Introductory Courses These Introductory Courses are designed for prospective teachers who want to experience teaching before making the decision to train formally and obtain qualifications. a letter of recommendation. and accomodation. How much will it all cost? Of course you will want to know about course tuition. and. perhaps.the time spent in the programme. What will I receive on completion? Trainee teachers disperse quickly after a course ends. but don’t forget to add in extras such as books and day trips. The courses usually last from a week up to four weeks. An efficient programme will make sure that on graduation day. These are not certificate courses and you will not be regarded as a qualified teacher after completion of your Introductory Course.

You can take distance-study courses or take a certificate course on a part-time basis over several months. Certificate courses are great for trainee-teachers who have no experience of teaching . lesson development.perhaps have a degree or experience in a totally different field .require trainee teachers to take an introductory course before starting a Certificate course. you can start to apply for jobs at school around the world (see the main section on page 73).and want to ensure that they are well prepared for their first ‘real’ class (as a trainee-teacher. there are two main certificate courses: University of Cambridge CELTA and Trinity College . Once you have a certificate in teaching English. the different stages of teaching English. managing students and. Certificate courses The majority of trainee-teachers who would like to teach take a certificate course in teaching EFL/ESL. A certificate course provides basic grounding in teaching. in particular. part of your certificate course will be to experience practical teaching in a classroom). Most certificate courses are intensive and run over a four or six week period. Although there is no single qualification.

page 252).000 student-teacher enrolments per year. Make sure that you ask the course provider about their qualification and if they will provide assistance finding a job once you have completed your course.TESOL. Either one is well recognised around the world. teaching young learners or teaching business English. many school. for example. you can also study for additional modules that will gain you experience and qualifications in specialist subjects (see also the section on ESP. Aside from these two main certificate qualifications. 16 Training To Teach Page 17 University of Cambridge ESOL CELTA The Cambridge CELTA (Certificate in English Language Teaching to Adults) is the longest established qualification for English language teachers and has over 8. colleges and universities have their own certificate course developed in-house. .London Cert. It was developed by the University of Cambridge ESOL and managed around the world by the University of Cambridge Local Examination Syndicate (UCLES). As well as the basic certificate course.

CELTA courses are. CELTA is run in over 40 countries around the world and is externally validated by University of Cambridge ESOL. There are a few part-time CELTA courses.with observed teaching practice integral to any course. CELTYL Cambridge CELTYL (Certificate in English Language Teaching to Young Learners) is administered by the University of Cambridge Local Examination Syndicate (UCLES). since applicants are carefully selected: when applying. a course normally costs between £700-1000 ($1000-1600). based on practical teaching . This is a pre-experience course that is normally taken as an add-on module to a CELTA course. like the Trinity College London Certificate course (see next page). though some schools do run part-time courses. . Pass rates are generally high.The CELTA is a pre-experience course. usually run on a four-week intensive basis. but these are very much the exception. A CELTA course is normally a 4-week intensive programme. you will be interviewed and might have to take a language awareness test. with an examination at the end (the fee for the examination is normally included as part of the course fee).

Cambridge.000 student-teachers . CB1 Website: 17 Training To Teach Page 18 Trinity College London Certificate in TESOL The Certificate in TESOL (Teaching English to Speakers of Other Languages) . This is a pre- experience course that is taken as an alternative to CELTA by non-native-speakers who already have teaching experience in their own It has over 4. UK Tel: + 44 1223 553355 Fax: +44 1223 460278 Email: esolhelpdesk@ucles. University of Cambridge ESOL Examinations 1 Hills Road.COTE Cambridge COTE (Certificate for Overseas Teachers of English) is administered by the University of Cambridge Local Examination Syndicate (UCLES).often referred to as certTESOL is administered by Trinity College London.

Trainees are expected to take courses in a foreign language. although part-time courses are available at a few centres. like the CELTA (above) a well-recognised Certificate in practical ELT teaching.TESOL course and is designed for teachers who would like to specialise in teaching to young learners of English (which is a strong market that is growing rapidly. and Greece). Korea. so you will need to verify the details of the specific course. Japan. The costs are very similar to a CELTA.enrolments per year and is. Certificate in TEYL The Certificate in Teaching English to Young Learners is administered by Trinity College London. to understand the difficulties in teaching a foreign language. especially in Italy.TESOL courses are usually full-time intensive and last between four to six weeks. This is a pre-experience course that is normally taken as an add-on module to a Cert. as course designers can introduce their own ideas and elements. £700-1000 ($1000-1600). No two courses are the same. Trinity College London 89 Albert Embankment London . Cert.

though these are not generally popular with employers unless they include an observed period of teaching practice and are externally validated. Distance Learning Courses Some training courses in English language teaching are offered on a distance University Certificate Courses University Certificate courses are usually short courses running from one to six months and are an alternative to the Cambridge or Trinity certificates (above).uk Website: www. with almost every university and college in the UK offering some form of English language teaching course. These are the most common pre-experience courses available. See page 51 for listings of distance learning 18 Training To Teach . There are also ‘in-service’ certificate courses available for those teachers who have classroom experience but no formal qualifications.trinitycollege. But if you are already teaching English they can be a viable option. UK Tel: +44 (0)20 7820 6100 Fax: +44 (0)20 7820 6161 Email: info@trinitycollege.SE1 7TP.

ar Tel: 03722 443443 Fax: 03722 443443 Courses Offered: In this section. 3500 Email: casadeingles@infovia. For specialist certificates (such as business English).TESOL. Cert.TEYL . page 218. See the previous page for a description of the different types of course available. COTE . Cert. C 1036 AA . Capital Federal.TESOL. 4°piso. CELTYL and COTE courses). and post-experience diplomas and MAs.TESOL CENTUM Servicios de Idiomas Bartolomé Mitre 811.Page 19 Certificate Training Courses This section lists the main institutions around the world that offer teacher-training courses that lead to pre-experience certification in teaching ESL/EFL (that you would then use to get a job as a teacher).University of Cambridge Cert. Key CELTA. we list the institutes that offer certificate courses (including the popular CELTA.Trinity College London ARGENTINA (+54) Casa de Inglés Entre Rios 362. Resistencia. CELTYL. see the chapter on Career-development.

ace.TESOL Santa Monica School Of Languages Hipólito Yrigoyen Courses offered: COTE AUSTRALIA (+61) Australian College of English Level 1. Fax: 2 93896880.Email: centum@datamarkets. Courses offered: CELTA Course Length: CELTA: FT /4 weeks. PT/ 3 courses . Plaza Tower 1. PT/ 12 weeks Start dates: CELTA: FT/Each Queensland 4000 Tel: 73 229 0350 Fax: 73 229 0850 Email: em@ace. Bondi Junction NSW Tel: 4328 2385/8572/5150 Courses Offered: Cert. Level 18. A 1824 ABC Lanús Oeste. Buenos Aires Tel: 4241 2667 Fax: 4241 2667 Email: Courses offered: CELTA Australian TESOL Training Centre. 295 Ann Street. Tel: 2 500 Oxford Website: www.

Tel: 8 8359 3535. Email: Email: 19 Certificate Training Courses Page 20 Courses Offered: CELTA.ace. Western Australia 6845 Tel: 89266 4224 Fax: 89266 3186 Email: Curtin University School of Languages and Intercultural Education GPO Box Fax: 8 8359 Course Length: 4 weeks FT or 12 weeks PT. Courses offered: CELTA Edith Cowan University International English Website: Adelaide South Australia Website: Western Australia 6010 Tel: 89 442 1412 . Buckingham College of English 21 Hindmarsh Square. Goldsworthy Website: www.

edu. May. Haymarket.ecu.Fax: 89 442 1452 Email: s. Courses Offered: CELTA. October. Feb. Graduate Cert in TESOL. PT: February. Tel: 3 9564 1819. Melbourne 3000 Tel: 39662 2055 Fax: 39662 2083 Email: celta@holmescolleges. Sydney. New South Wales 1240. Fax: 2 9281 4675 Courses Offered: Website: Courses offered: CELTA Holmesglen Institute of TAFE PO Box Courses offered: CELTA Insearch (University Of Technology. July.holmescolleges. August. Start dates: FT: Jan. Sydney) PO Box K1206. Institute of Continuing TESOL Education . Chadstone Victoria 3148. Course Length: 4 weeks FT or 18 weeks PT. Fax: 3 9564 Website: www.crivelli@ecu. Tel: 2 9281 4544. Holmes Institute Teacher Training Centre 185 Spring Street.

Queensland 4072. Tel: 7 3365 6720.ihqld. Tel: 3 9479 1319. Course Length: 4 weeks. Victoria International House. . Courses offered: CELTA International House. Website: www. Queensland 4870 Tel: 74031 3466 Fax: 74031 3464 Email: Courses offered: CELTA La Trobe University Language Website: www. Start dates: October.uq.uq.University of Queensland. St Lucia. Fax: 7 3365 6599. Bundoora. Courses Offered: CELTA. 89 York Street. New South Wales 2000 Tel: 29279 0733 Fax: 29279 4544 Website: www.icte. Queensland 130 McLeod St. Sydney Level 3. Email: tesol.

W estern Australia 6006. Fax: 8 9227 5540. Victoria 8006 Tel: 39657 5800 Fax: 39663 8504 Email: cyntha.phoenixela.wa. Courses Offered: Website: www. A’Beckett 223 Vincent Courses offered: CELTA RMIT University: CELL PO Box 12058. W estern Australia Courses offered: CELTA St Mark’s International College . Fax: 8 9221 Website: www. Email: milner@wantree. Tel: 8 9227 Email: pjones@phoenixela.milner. Courses Offered: CELTA. Milner International College Of English 375 Hay Street. Tel: 8 9325 5444.Fax: 3 9479 3676. Courses offered: CELTA Phoenix English Language Website: www.

Stirling Street.PO Box 8480. Perth 6489 20 Training To Teach .

Terbaik Menyingkap Setelah menjabat rektor. 16 Juli 1942. ketertarikannya terhadap dunia pendidikan melebihi cita-citanya.Senin. Izin sebagai perguruan tinggi yang universal. sudah dua periode ia menjalani Memilih tak perannya sebagai seorang yang paling berkuasa di sebuah universitas besar Melaut berbasis pendidikan di Bandung. MEd. • Intensifikasi Lahan Sebelum menjadi rektor. • Kedua DBD Namun. bapak dari tiga anak ini tidak meninggalkan hobi lamanya • Misteri Robert yaitu mengajar. Ia pernah menjadi tutor Malaysia Indonesian Studies di Sydney University Australia. kita dapat mengikuti perkembangan disiplin ilmu supaya fungsi sebagai rektor tidak Wajah Baru . Ia juga pernah • Destinasi menjadi dosen Bahasa Inggris dan Manajemen Pendidikan di UPI tahun 1972. Artinya. Ganas mengejar beasiswa dan menjadi guru hanya untuk mendapatkan kepuasan Nelayan Pantai pendidikan yang tinggi dan lebih tinggi lagi. Fakry juga bercita-cita membangun UPI • Disahkan. Sekarang ia masih mengajar Management Planning and Policy Mason Studies di program S1 dan pascasarjana UPI. Kisah Bisa Lebih hidupnya sangat mengesankan. memiliki standar dan fasilitas Pembangunan internasional. Ia 'berkelana' dari satu negara ke negara lain. rektor dan guru besar pendidikan di Universitas Pendidikan Indonesia (UPI). "Dengan mengajar. 13 Mei 2002 Prof Dr H Mohammad Fakry Gaffar MEd BERITA LAIN Guru Sepanjang Masa Perda KBU Selain mengupayakan tertib manajemen. sejak tahun 1995 hingga sekarang. • Selatan Hasilnya. Ia adalah Prof Dr H Mohammad Fakry Gaffar Dicanangkan. tahun 1971. Diperketat Serangan Cita-cita awal pria kelahiran Pontianak. ini adalah menjadi kiai besar. suami Dra Hj Emmy Fakry Gaffar MPd ini memang Pertanian mempunyai segudang pengalaman dalam urusan mengajar.

dengan mengajar kita mengetahui kemampuan dan kemajuan mahasiswa Malaysia dalam belajar. aku Mohammad Fakry. guru juga harus dapat menciptakan iklim komunikatif Satu Cinta dengan siswanya dalam suasana akademik yang sehat dan demokratis. PM Bantah Beli Bahkan. • Istana Raja lanjutnya. guru harus memberikan kesempatan kepada para Eksekutif siswanya untuk mengembangkan potensi dirinya secara seimbang. imbuh Fakry. generalisasi bahwa guru adalah momok yang penuh kekurangan dan membuat pendidikan Indonesia tidak berkembang itu sangat berlebihan. ''Di sinilah Dirly Idol Ingin proses take and give antara dosen dan mahasiswa terjadi serta ilmu dan nilai • Main Film pendidikan berkembang." ujarnya bersemangat. "Setiap guru memiliki kelebihan dan kekurangannya masing-masing. Seharusnya. masalah kekurangan guru bukan digeneralisir melainkan diatasi. ia memiliki konsep mengajar yang selalu dipegang • Pesawat sejak dulu.menghilangkan kemampuan akademis saya. Putri Cerita • Dua Sahabat Kemudian. sambungnya. Romantis Dan yang terakhir dan perlu diperhatikan oleh para pendidik. di Indonesia yang sering kali diperbincangkan adalah sisi negatif guru. Pertama. Upaya UPI untuk mengatasi hal tersebut adalah bekerja sama dengan pemerintah selama sepuluh tahun terakhir ini demi meningkatkan mutu guru. wawasan. Menurutnya. Namun." paparnya prihatin. lanjutnya. adalah visi." ujar Fakry. Selain itu. karena pendidikan adalah tanggung jawab bersama. Ini misalnya ." ujarnya sambil tersenyum. katanya. "Sangat jarang yang mengeksploitasi kehebatan guru. landasan filosofis guru terhadap seluruh proses pembelajaran. jelasnya.

" . pemerintah harus membuat kebijakan nasional yang menjadi pegangan setiap daerah dalam penyelenggaraan pendidikan. Kemudian. "Tetapi hal tersebut tidak mudah dan butuh biaya besar. misalnya. Untuk menjadi guru SD. Selain itu. Jangan sampai guru yang selalu dipersalahkan. penguasa daerah harus memprioritaskan pendidikan minimal 15 sampai 20 persen dari anggaran.dengan meningkatkan kualifikasi guru. dan daya dukung. daya dukung dari pemerintah untuk meningkatkan manajemen pendidikan nasional berkurang. sistem evaluasi. tambah Fakry. Sedangkan untuk menjadi guru sekolah menengah minimal harus lulusan S1. lanjutnya. tetapi juga bagi para petani. "Ada lima kebijakan yang harus diambil pemerintah yaitu. dan sebagainya. "Ini adalah modal dasar untuk membangun daerah sendiri." ujarnya." tegasnya. pemerintah harus merevisi undang-undang pendidikan yang masih disusun dalam suasana sentralisasi. Selain itu. buruh." ujarnya. ketenagaan. Apalagi di saat krisis ekonomi. sarana prasarana. bidang kurikulum. Ia memberi contoh." paparnya. "Ini harus ditindaklanjuti dengan cepat. menurutnya. hanya sekitar 5 persen dari APBN. Selain itu. "Anggaran pendidikan kita kecil. tiap penguasa daerah harus membangun pendidikan formal tidak hanya untuk usia pendidikan sekolah. imbuhnya. yang juga menjadi masalah adalah banyaknya daerah yang belum siap mengimplementasikan otonomi daerah dalam sistem pendidikannya. disusun peraturan-peraturan sebagai penjabaran dari undang-undang pendidikan tersebut dalam bentuk peraturan pemerintah atau keputusan presiden. Oleh karena itu. minimal harus lulusan D2. Fakry juga menuturkan perlunya kesadaran dari komponen daerah untuk melakukan pembenahan diri.

bagaimana mahasiswa kuliah dan keluar pada waktunya. "Tujuannya adalah agar lulusan UPI di terima di dalam maupun di luar negeri. sebenarnya sudah mulai diwujudkan sewaktu ia masih menjadi pejabat pembantu rektor I UPI tahun 1987.ungkapnya seakan mewakili rekan-rekan seprofesi lainnya. profesionalisme. Selain mengupayakan tertib manajemen di UPI. Prinsip kerjanya adalah institutional leaderships. bagaimana registrasi dilakukan pada waktunya dan masih banyak lagi. Di sela-sela kesibukannya sebagai pengajar dan rektor. Misalnya. Konkritnya." ujar pria yang hobi golf dan tenis ini. bagaimana dosen mengajar dan selesai mengajar pada waktunya. Fakry juga memiliki cita-cita membangun UPI sebagai perguruan tinggi yang universal." ujarnya. kata Fakry. ia juga aktif di berbagai . Prinsip ini dituangkan dalam progran kerja yang diberi nama 'Tertib Manajemen'.300 dosen dan 800 karyawan. "Untuk memimpin sekitar 20 ribu mahasiswa. yaitu manajemen umum dan manajemen akademik. proses manajemen yang efisien. memiliki standar dan fasilitas internasional. Dalam upaya ini juga diberlakukan sanksi. Artinya. program 'Tertib Manajemen' harus dijalankan. 1. bagaimana dosen memberi ujian dan nilai pada waktunya. ia melakukan penertiban dua manajemen besar di UPI. Tertib manajemen. dan pemberdayaan seluruh komponen universitas. Kadang jenuh Profesi sebagai rektor dijalaninya dengan penuh tanggung jawab.

lembaga pendidikan internasional. Ia menjadi anggota Comparative Education

Society of Asia (CESA) dan menjadi anggota Steering Committee di Asia Pasific

Network for International Education and Values Education (APNIV) yang berbasis di
Kadang, ia merasa jenuh dengan pekerjaannya. Apalagi nada ketidakpuasan selalu berdatangan
dari dalam maupun luar universitas. Tetapi ia selalu memandang hal tersebut sebagai sebuah
tantangan yang harus disikapi secara optimis. ''Ini sesuai dengan moto hidup saya, yaitu
bertindak dan bergerak cepat dengan disertai doa dan usaha," ujarnya sambil tersenyum. ratih
sukma pertiwi

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ertificate in English Language Teaching to Adults

Teaching English to speakers of other languages can be a highly rewarding

career, offering you the chance to live and work abroad. You will need an

internationally recognised teaching qualification, and CELTA - highly

regarded throughout the world - gives you the skills you need and will make

it easier to get a teaching job anywhere.

What is CELTA?

CELTA is an initial qualification for people with little or no previous teaching

experience and opens up a whole world of exciting teaching opportunities.

Because it is awarded by Cambridge ESOL, part of the world famous

University of Cambridge, you can rely on its quality and recognition.

CELTA can also be taken as Module One of the Certificate in Further

Education Teaching Stage 3 with the Certificate for ESOL Subject

Specialists, which is a qualification for teachers who want to specialise in

teaching English in Further, Adult and Community Education in England and


Over 10,000 people successfully complete a CELTA course each year.

How does CELTA relate to TEFL/TESOL?

'TEFL' or 'TESOL' are terms often used to describe qualifications for

English Language teachers. CELTA, the best known and most widely taken

initial TESOL/TEFL qualification of its kind in the world, was previously

known as CTEFLA and the 'RSA certificate'.

Who is CELTA for?

People starting a career in English Language teaching

You may be considering a career in English Language teaching and view

CELTA as an entry into a good teaching position in another country, or you

may be a graduate wanting a qualification that provides a sound basis in the

fundamentals of language teaching practice and gives you the confidence to

take control in the classroom.

People looking for a career change or career break

Increasingly, CELTA candidates are professionals either looking for a new

career opportunity or wanting a short break in their existing career. Many

seek the exciting opportunities of living and working abroad. Whether you

wish to teach English for the short or long term, CELTA gives you the

training you need to help you adjust to a dynamic and challenging new


People teaching English without formal qualifications

CELTA can also be a useful qualification for teachers who have little

previous formal training. CELTA sharpens your teaching practice, confirms

your ability, and may even lead to internal promotion or a better teaching


People who want to work in Further, Adult and Community Education in

England and Wales

CELTA is also Module One of a two-module course leading to the following


• Certificate in Further Education Teaching at Stage 3

• Certificate for ESOL Subject Specialists.

These qualifications meet the UK government's teacher training

requirements for people who want to work in this sector.

What does CELTA involve?

Your chosen course: • teaches you the principles of effective teaching • provides a range of practical skills for teaching English to adult learners • gives you hands-on teaching practice • builds your confidence.You can take CELTA full time (typically four to five weeks). There are two components of assessment: 1. with no final examination. There are five main units of learning: • Learners and teachers. or part time (from a few months to over a year). and the teaching and learning context • Language analysis and awareness • Language skills: reading. appointed by Cambridge ESOL. listening. Written assignments You will complete four written assignments: one focusing on adult . An external assessor. 2. speaking and writing • Planning and resources for different contexts • Developing teaching skills and professionalism. moderates each course. You will be assessed throughout the course. working with classes at two levels of ability. Assessment is based on your overall performance at the end of the six hours. Teaching practice You will teach for a total of six hours.

accept applicants aged between 18 and 20. Who recognises CELTA? CELTA is accepted throughout the world by organisations which employ English Language teachers. The Cambridge CELTA has been accredited by the Qualifications and Curriculum Authority (QCA) at level 4 on the National Qualifications Framework. one on language skills. at their discretion. There are three grades . Some centres may. one on the language system of English.Pass. learning. Cambridge ESOL also works with international ELT organisations to ensure the acceptance of CELTA globally. Am I eligible to apply? Ideally you should: • have a standard of education equivalent to that required for entry into higher education • be aged 20 or over • have a standard of English which will enable you to teach at a range of levels Centres may still accept you if you do not have formal qualifications at this level but can demonstrate that you would be likely to complete the course successfully. To be awarded the certificate you must pass both components. . and one on classroom teaching. Pass 'B' and Pass 'A'.

How do I apply? CELTA courses are designed by individual centres. They are available at over 286 approved centres in 54 countries. based on specifications produced by Cambridge ESOL. using our online application form. Contact your chosen centre directly for detailed course information. providing almost 900 CELTA courses every year. . Apply to become a CELTA centre.