Professional Documents
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TEFL Uncovered PDF
TEFL Uncovered PDF
UN
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C OV E R
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HOW TOUR WAY
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JamesEJdited By
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About the Author
James Jenkin has been teaching English as a foreign language since 1994, having managed English language
programmes in Vietnam, China and Australia. His classroom career has included teaching Sudanese
refugees,Vietnamese government ministers and Chinese airline pilots. As well as developing English
language programmes and training teachers, James is also the proud author of Lonely Planet’s Russian
Phrasebook! Needless to say, he has had invaluable experiences in the TEFL and travel world and can
offer you a whole world of TEFL-Travel advice. With his extensive teaching experience, as well as ten
years’ experience as a teacher-trainer on Cambridge CELTA Courses and i-to-i’s Classroom TEFL
Courses, he truly understands the needs, fears and hopes of people entering the TEFL world.
Qualifications:
● Cambridge CELTA
● Bachelor of Arts Degree in Russian and Latvian
● Master’s Degree in Applied Linguistics
How and why did you get into teaching English overseas?
“I’d studied languages and I thought I’d be a good teacher because
I knew about grammar. I used to stand in the front and lecture. I
wish I’d done some worthwhile teacher training before I started – it
took me a couple of years to realize that being a good teacher is
about helping ‘learners’ get involved and practise with each other
and develop their skills.”
James with one of his students What do you most enjoy about TEFL training on the
Classroom TEFL Course?
“It’s a thrill to see people develop such confidence in such a short
period of time.”
9 Glossary
Teaching Terms
140
141
Language Terms 142
The TEFL Profession 143
● 03
Foreword
They say that ‘meaning’ is the new ‘money’. Recent research into ‘happiness’ suggests that the key
components in pursuit of it are:
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.
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 won’t 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.
To get the best out of it, plan your study for times when you are at your best, tackle it in ‘bite-size
Foreword
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.
● 04
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!
-IKE 3CALLY
(Author of ‘Lifeskills Teaching’)
Please note ;
Any information and advice in this book is offered in good faith, but it cannot and should not replace the
reader’s 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.
Foreword
● 05
The World’s First
TEFL Self-Help Book!
i-to-i commissioned TEFL Uncovered: How to Teach Your Way Abroad to help you understand TEFL and all
your opportunities around the world…
With 16 years’ in the TEFL industry, i-to-i’s expert TEFL team is committed to making the TEFL world
real and accessible to you, so you can understand TEFL as well as the experts do!
Teaching English as a foreign language is as simple as you’ve probably heard – you only need to
speak English fluently to teach English abroad; however, understanding the global TEFL industry, as
well as the most effective teaching methods, can be a bit more complex as all countries, schools, job
requirements and people are different. Therefore, i-to-i felt strongly about creating a book that told
you exactly what you needed to know about the industry, courses and opportunities before you dove
straight in and possibly got lost!
Interestingly enough, hundreds of thousands of people have been teaching English abroad for decades
with nothing more than their knowledge of the English language. But as the market has become far
more competitive, requirements and restrictions have increased and peoples’ general concerns have
broadened. Today, understanding TEFL is not so simple and eager travellers are more than keen to
understand the market inside and out.
This book will serve as a perfect guide for you to begin your TEFL endeavours. It is a truly unbiased
view of the TEFL world based on our experiences (16 years!) teaching abroad and training people to
teach abroad too.
We hope you enjoy this first step into your TEFL career abroad.
Your Opportunities
2 Take a look at the number of job opportunities in the
TEFL industry and the types of conditions you can
expect.
Section 1: Welcome to TEFL
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.
2.1
✍
What made you think about teaching English abroad?
Tick the things that are true for you and add some more if you like.
I like travelling
I like mixing with people
I want to experience other cultures
I think I would teach English well
I want to help people
Section 1: Welcome to TEFL
I like languages
08 ●
See what TEFL-Travellers have to say!
_____________________________________________________________________
Asia
Europe 300,000,000+
200,000,000+ learners
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. It’s 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.
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.
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
Section 1: Welcome to TEFL
‘
See what TEFL-Travellers have to say!
1 First Thoughts
Let’s first look at why you are considering TEFL.
1.1 How is being a tourist different from living and working somewhere?
Pros
Cons
_______________________________________________________________________
✍
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2 The Facts
Now let’s look at the experience of living and teaching abroad in more detail – both the plusses
and the challenges.
2.1 Do you agree or disagree with the following statements? If you know anyone who
✍
has taught or worked abroad, reflect on their experiences.
● 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 you’ll 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.
Food
Accommodation
Section 1: Welcome to TEFL
Sanitation
Culture
Government
Security
The best way to adjust to culture shock is to be aware of what’s happening to you. Remind yourself
that it’s natural to feel this way, that everyone experiences it, and it is temporary. Importantly, don’t
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!
___________________________________________________________________________
___________________________________________________________________________
3.3 How can you find out more about living in that country?
= SUMMARY
● Teaching abroad has been a life-changing experience for many people
‘ ‘
It has been fantastic. Both living abroad and teaching in Spain
have proven to be extremely rewarding. Definitely the best
choice I could have made after graduating from college. What
would be better than a year away to find myself?
●
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.
_______________________________________________________________________
Requirements for qualifications are the same worldwide.
_______________________________________________________________________
Schools are unwilling to give contracts.
_______________________________________________________________________
Conditions are quite similar across countries.
_______________________________________________________________________
16 ●
2 The Facts
2.1 Let’s 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: ✍
The Number of Jobs ___________________________________________________________
Qualifications _________________________________________________________________
Conditions _________________________________________________________________
! We Suggest:
● There are 20,000 TEFL jobs advertised every month.
● 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.
✍
Section 1: Welcome to TEFL
Why?
2. _______________________________________________________________________
3. _______________________________________________________________________
17 ●
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.
= SUMMARY
● There are thousands of opportunities for TEFL teachers
E KEY RESOURCES
Key job websites:
http://www.eslcafe.com
http://www.tefl.com
‘
Section 1: Welcome to TEFL
‘
See what TEFL-Travellers have to say!
● 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
Let’s start by thinking about what happens – and should happen - in a language class.
Section 1: Welcome to TEFL
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?
_____________________________________________________________________
_____________________________________________________________________
We’re going to suggest that a TEFL class may be vastly different from any class you’ve 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.
Section 1: Welcome to TEFL
2 The Facts
When we think about teaching, we understandably think primarily about ourselves. However, TEFL
challenges you to turn that around. It’s essential to think about your students’ experience and what
they need. This should shape what happens in your class.
20 ●
2.1 Look at these real quotes from students.
Do they make you reconsider your priorities for the classroom? What would you change?
2.2 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?
Section 1: Welcome to TEFL
_____________________________________________________________________
Is listening to the teacher the most useful listening practice you can provide?
_____________________________________________________________________
_____________________________________________________________________
21 ●
! We Suggest
● Speaking a language is a skill, like driving or cooking. Knowing rules doesn’t 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. It’s 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.
2.3
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
● ‘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. Don’t 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 you’re out in the front under the spotlight
the better! It’s not about you – it’s about the students having a go, and you’re there to assist
Section 1: Welcome to TEFL
and guide.
22 ●
3 Reflection & Action
3.1 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 student-
student interaction: role-plays, speaking games, life-like tasks, small-group discussion and students
working out rules themselves.
3.2 Do you think you could make those things happen if you walked into a class today?
_____________________________________________________________________
✍
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Section 1: Welcome to TEFL
Explore the link(s) over leaf to find out more about teaching methods and lesson plans.
23 ●
= SUMMARY
● Students need to practise
E
KEY RESOURCES
For an overview of communicative approaches to teaching:
http://www.teachingenglish.org.uk/think/knowledge-wiki/communicative-approach
‘
I was traveling through Laos last summer as part of an
around the world trip. When I arrived in central Laos to
work at an organic farm, I was told about a building that
was constructed to teach the local villagers. They had no
transportation to the school in the nearby town and the
children from the four villages received schooling only when
someone was available. The farmer asked if I would be
‘
Larry Shorthell from the USA interested and I started that evening.
‘
See what TEFL-Travellers have to say!
I’m in France for two years with my husband (for his job)
and am teaching English to business people, part-time. I’m
doing mostly telephone lessons and some face to face work.
Telephone lessons are popular with business people as they
don’t have to leave their work-place and are good practice
for conducting business on the phone. Before coming to
France I worked as a Health Visitor (a sort of community
nurse) for more than twenty years and really wanted a
‘
Jackie Podmore from the UK change of career. Teaching English is great fun, although a
huge challenge for me; I’d like to continue with it when we
get back to the UK if possible.
● 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
Let’s consider first of all why so many people are learning English.
1.1 Brainstorm all the reasons you can think of why people learn English.
✍
Section 1: Welcome to TEFL
_________________________________________________________________________
2 The Facts
2.1 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.
EAP EAP is a pre-university course that takes students to the level they need for
(English for their degree. It often involves study skills as well as language. Some schools
Academic offer specialised streams (e.g. business, art and design) depending on the
Purposes) student’s future course.
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).
ESP Specialised workplace English such as ‘English for Engineering’ or ‘English for IT’.
(English for
Specific
Purposes)
Section 1: Welcome to TEFL
Business English English for business students or businesspeople. Business English can be seen
as a branch of EAP or ESP, but it’s so enormous it’s usually seen as a category
of its own.
26 ●
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.
! We Suggest
● 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.
Students know why they need English – whether it’s 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.
✍
Section 1: Welcome to TEFL
● 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 – it’s 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 you’re
energetic and love children, it can be extremely rewarding, and the day flies!
● We should find out what that purpose is, and focus our teaching on it
E
KEY RESOURCES
For an overview of English for Specific Purposes:
http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html
2 Qualifications Demystified
Compare the different courses and
qualifications available and find out
which one is right for you.
Section 2 : Qualifications
● 30
30
Introduction to Section 2
1 What Do You Think?
What are your initial thoughts about getting a TEFL qualification?
I don’t 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
Write down any thoughts you have about getting TEFL qualified:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Section 2 : Qualifications
_______________________________________________________________________
_______________________________________________________________________
31 ●
2 Qualifications – The Facts
It is true that you can jump on a plane today with no TEFL qualification and get a job in a lot of
countries. But just consider the below:
Learning to Teach
● A course shows you how to teach effectively
(for your students’ benefit and your own peace of mind)
● 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
● Some countries require a TEFL qualification to teach (and even a certain type) and/or a degree
– see Section 7
Types of Courses
● A basic TEFL qualification (not higher) is the standard for entering the profession
Section 2 : Qualifications
32 ●
1 Do You Need A Qualification?
‘
See what TEFL-Travellers have to say!
1 First Thoughts
Here are the typical options available for an entry-level TEFL qualification.
1.1 But before we move further, let’s 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
✍ Section 2 : Qualifications
A full-time four-week course where you practise teaching real students for £1500/US$2600
33 ●
1.2 What kinds of questions would you want to ask before you signed up for a course?
✍
Is the qualification recognised internationally?
_______________________________________________________________________?
_______________________________________________________________________?
_______________________________________________________________________?
_______________________________________________________________________?
2 The Facts
Here are the general qualification requirements worldwide.
2.1 You’ll see in many regions a TEFL certificate is ‘preferred’ – so it may get you more (and better!)
opportunities. However, many employers asking for ‘TEFL/TESOL qualifications’ (as it’s usually
phrased) will still employ people without one.
There is variation within each region, of course - we look in detail at individual countries in Section 7.
● 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 English-
speaking countries are strict about the qualifications they require.
● As you’d 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 you’re 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.
2.3 Which of these experiences would make a course seem worthwhile to you?
The next part will tell you what individual courses will bring you and which courses will fulfill your
needs.
35 ●
3 Reflection & Action
3.1 Think back to your dream destination in Section 1.
Do you think you have the required qualifications for that country? If not, will you:
● Change your destination?
● Consider studying?
SCORES
4-8 If you ticked 4 – 8 boxes, you’re probably ready to go straight away! Perhaps consider a TEFL
course along the way.
0-3 If you ticked 0 – 3 boxes, you’d 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.
= SUMMARY
● Employers like teachers to have a TEFL qualification, but it is often not essential
Section 2 : Qualifications
● Consider a TEFL course for the professional benefits it will bring you
E
KEY RESOURCES
Overviews of, and opinions regarding,TEFL certificates:
http://www.tefl.net/teacher-training/faq.htm
http://www.eslbase.com/courses/
36 ●
2 Qualifications
Demystified
See what TEFL-Travellers have to say!
‘
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 denomination’s 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
Julie Tipton from the USA. 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.
● 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 ●
1 First Thoughts
Have you heard of different TEFL course types or providers? What do you know about them?
1.1
Make some notes.
Qualification Details
✍
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2 The Facts
2.1 Here are some of the options available:
Online Courses
● Courses are generally 20-100 hours
● Input covers language analysis & teaching methodology
● 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
● 4 weeks full-time in person (sometimes part-time is offered)
Section 2 : Qualifications
It’s 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.
38 ●
2.2 What do you believe are the advantages and disadvantages of each course type?
Pros Cons
✍
Online Courses
CELTA/Trinity Courses
! We Suggest:
Online Courses
Pros Cons
● Some online courses are high quality ● Some providers are not well-
● Flexible recognised – choose carefully
● Inexpensive ● No personal contact with
TEFL teachers or other students
● No teaching practice
CELTA/Trinity Courses
Section 2 : Qualifications
Pros Cons
● High prestige ● Very intensive
● Can use it to teach in English- ● Can be stressful
speaking countries (with a degree) ● Inflexible delivery model
● Audited – universally high-standard ● Expensive
● Practical content
● Teaching real students and getting
feedback
39 ●
See what TEFL-Travellers have to say!
‘
I had several interviews with schools around Seoul. I began
to teach kindergarten and elementary kids. It was very
daunting at first, but I remembered what I had learned in
my TEFL course and after a few weeks it became so much
fun that I hardly felt like I was working at all; I felt as though
I was getting paid to have a great time. I enjoyed it so much
I spent three years in Seoul, and I’m still teaching but this
‘
time I’m in the Czech Republic.
Daniel Deacon from the UK
Many prospective teachers ask, ‘But really which is the best course to do?’ It’s 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 it’s like. If you really
enjoy it and want to stay in the field, you can then consider a CELTA or Trinity course.
_______________________________________________________________________
✍
_______________________________________________________________________
_______________________________________________________________________
3.2 Google the reviews of the courses you are interested in.
See what people who have done the courses think.
Section 2 : Qualifications
= SUMMARY
● 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
40 ●
E
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/
‘
My TEFL course gave me the skills I needed to be confident
in the classroom. Since coming back to the UK I have
continued to teach EFL and am now involved in running a
‘
language school!
Section 2 : Qualifications
41 ●
Section 3
Finding Good Work
Introduction
3 Networking
Discover how to develop international
networks with both teachers and schools.
4 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. Section 3: Finding Good Work
● 42
42
Introduction to Section 3
1 How Do People Find Work?
Reflect on how you or people you know have found work.
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 ●
1 The Internet
‘
See what TEFL-Travellers have to say!
1 First Thoughts
1.1 Google “TEFL Jobs” and choose three websites to explore.
Site
What do you like/dislike about each of the websites?
Enter your findings in the chart below.
I liked … I didn’t like …
✍ Section 3: Finding Good Work
Small Private Schools These schools have eccentric names like ‘Joy English College’ or
‘Banana School’
Private Chain Schools Private Chain Schools have branches in many cities and countries.
You’ll see many ads for organisations such as EF (English First),
IH (International House), Shane, Wall Street, Berlitz, Language Link, etc
Universities/Colleges
Volunteering
Section 3: Finding Good Work
! We Suggest:
● Conditions vary greatly between countries, and between city and rural areas within one
country.
● Contracts at government schools and colleges, as you’d expect, coincide with semesters.
In developing countries, they are usually not able to offer high salaries but may offer free
accommodation.
45 ●
● 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.transitionsabroad.com
● Links to country-specific job sites
● Detailed country-specific information – e.g. typical jobs, conditions,
visa regulations, tax etc
= SUMMARY
● Start with some of the larger ‘tried and tested’ websites
E KEY RESOURCES
Section 3: Finding Good Work
Country information:
www.transitionsabroad.com
46 ●
2 Job Placements
& Agents
‘
See what TEFL-Travellers have to say!
● Thanks to the internet, it’s very easy to make direct contact with schools, rather than going
through a middle person
1 First Thoughts
Out of Persons A, B and C, which one are you most like? Section 3: Finding Good Work
The internet job ads look I’m going to jump on I’m a bit nervous about
fine, so I’ll give them a a plane and find a job finding a job on my own.
shot on my own. when I’m already abroad.
If you’re most like Person C, you should consider the facts overleaf.
47 ●
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 You’ll notice many agents or ‘consulting firms’ advertising on the job websites,
offering to arrange work for you in schools.
! We Suggest:
● There are reputable agents and disreputable agents.
Section 3: Finding Good Work
● 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 month’s salary and often a
percentage for every hour you work. This will often mean the jobs they arrange have lower
rates of pay.
48 ●
3 Reflection & Action
Research (1) a job placement service and (2) an agency (e.g. look at the Korean jobs board on www.
eslcafe.com). What benefits do these jobs offer you?
= SUMMARY
● Consider carefully whether you really need this sort of help
E KEY RESOURCES
For well-regarded job placement services:
http://www.onlinetefl.com/tefl-jobs-abroad/
http://www.footprintsrecruiting.com/
http://www.reachtoteachrecruiting.com/
‘
The teaching experience in Thailand was truly amazing
and I can’t wait to get back in October! Thailand is a great
place to begin because everybody is so friendly and helpful!
The kids are very lively but fun loving and are generally
interested in learning! Working for a Thai government school
also provides you with generous holiday entitlements so if
you have itchy feet you can see to your wanderlust! I would
‘
recommend teaching and living in Thailand to anyone.
Ashley Griffiths from the UK
‘
See what TEFL-Travellers have to say!
● You can build networks through friends and the internet and easily start finding TEFL jobs
1 First Thoughts
1.1 Interview someone who has had a number of jobs. How did they find them?
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.
2 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 – that’s already 70 people
thinking about ways of helping you.
Sarah’s
Tom’s brother School friends
(still in China)
Sarah
Tom
Tom’s Wife
(taught in China)
Tom’s work
Sarah’s
mate, John
old manager
just back from
Section 3: Finding Good Work
India
Who might they put you in touch with and how might they help you?
51 ●
2.3 Which of these appeals to you?
Rank them from 1 (most attractive) to 6 (least attractive).
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, it’s good to meet people at schools in person and
be on the ground and available when positions arise.
Just remember, if you’re not the sort of person who wants to set off and make contacts, that’s fine as
well. In particular, if you’ve never travelled before, it’s worth using networks in your home country or
on the internet to arrange a job in advance.
= SUMMARY
● Think explicitly about the networks you can make
● Don’t hesitate to ask people
E 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)
Section 3: Finding Good Work
http://www.lsoft.com/scripts/wl.exe?sl1=tesljb-l&h=listserv.cuny.edu
‘
TEFL has brought me work experience in Shanghai. Before
getting a permanent full time teaching job, I taught part time in
‘
various schools (kindergartens, adult classes, teaching centres...
etc). I now work full time in an international school in Shanghai
and have just signed my 3rd year contract with the school.
‘
See what TEFL-Travellers have to say!
I took the TEFL course online, just after I’d moved to Sweden
after finishing my Masters. After I’d completed the course
I started teaching English at various levels at a couple of
evening class organisations. This wasn’t organised through
TEFL or anything - I had to sort it out all on my own. I did ‘
have a lot of fun, and got to meet all kinds of people. I had
to do whatever I could get workwise over there, and money
was tight, but my teaching jobs were the ones that kept the
Louise Clark from the UK smile on my face.
1 First Thoughts
1.1 QUIZ In which country…
a. Turkey
b. Saudi Arabia
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.
53
_________________________________________________________________________
✍
_________________________________________________________________________
Agree
✍
Disagree
Schools need you more than you need them.
You shouldn’t negotiate.
Ask direct questions about your contract.
Deal directly with a person – avoid emails with ‘Sir/Madam’.
Be courteous.
You can break a contract.
! We Suggest:
● Schools do need you. If you don’t feel right about a school when you first deal with them, don’t
pursue it – there are plenty of other opportunities.
● You can always negotiate – but be polite. Some teachers recommend negotiating after you’ve
started with a school and already made a good impression.
● Always ask direct questions so you’re clear about what you want to know (and again, be polite). Section 3: Finding Good Work
● You should find out the name of the person with whom you’re dealing. A personal relationship
helps things run smoothly and it’s easier to know what’s 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 don’t work out. In view of this, many schools offer
a bonus at the end of a contract.
54 ●
Look at the forums listed in the Key Resources section on page 52
See the types of feedback teachers have given about different schools. What are typical features
of good schools and bad schools?
You probably will have found that teachers do not define good schools based only on money or
physical conditions. Teachers value:
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 they’re lying to the government, why wouldn’t they lie to
you? If anything doesn’t seem quite right, trust your instincts and go somewhere else.
What details would you want to know about teaching hours in reference to the below?
! We Suggest:
● 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.
55 ●
● 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 wouldn’t 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! Don’t be afraid to ask. If a school evades your questions,
simply move along.
SUMMARY
● Be courteous yet upfront. Ask what you need to know
‘
I was in Qingdao, China! The schools’ grounds were made up
of a preschool and kindergarten school and a grade 1-12
school, both of which were made up of Chinese and Korean
students, and an American international school, which
catered to Korean and Japanese students. I taught classes
at all three schools, working with kindergarten-2nd grade. I
‘
taught a total of 22 classes (between 30-50 minutes long).
Lauren Mehl from the USA
Introduction
1 Personal Contact
Understand how beneficial it is to
deal directly with a person, rather
than anonymously, when applying
for a job.
✍
● After the interview
If a recruiter has a pile of job applications, how much time do they usually spend on each?
Write the time here:
Ready for the truth? Most recruiters look at a covering letter for about five to ten seconds! They
then make the decision of ‘maybe’ or ‘no’. First impressions are powerful. How can you make your
application stand out and be impressive?
This section will help you write a powerful covering letter and a resume that will get past the ten-
second selection stage, so you can secure the job you want.
59 ●
1 Personal Contact
‘
See what TEFL-Travellers have to say!
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 face-
to-face contact. Email is inherently anonymous.
60 ●
2 The Facts
Which of the followings points do you think are important? Why?
● A personal relationship makes you different from a sea of unknown applicants
● A personal relationship can smooth out difficulties
● Knowing someone’s name establishes a professional and collegial relationship
● Knowing someone’s name shows you’ve made an effort
● You’re more likely to hear back from a person than an anonymous company email address
● Using someone’s title
! We Suggest:
● 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
✍
1
SUMMARY
● Find out a name and contact them directly
E KEY RESOURCES
Advice on contacting schools:
http://www.teflnewbie.com/tag/jobs-teaching-english/
61 ●
2 Application Letter
Or Email
‘
See what TEFL-Travellers have to say!
● If an employer can’t immediately see that you have relevant skills, your application will
probably go in the bin
First Thoughts
We’ve said that employers may only look at an application for a few seconds. What will make your
application stand out?
✍
Section 4: Getting Good Work
DO DON’T
✍
Look at the job advert below.
1 _________________________________________________________________________
2 _________________________________________________________________________
TEFL qualification desired but not essential – energy and enthusiasm a must!
Please send application and resume to:
Ms Sawako Wakita
Principal, Foundation English Kindergarten
3-2-6 Ogimachi, Kita-ku
Shinagawa
Osaka Japan
! We Suggest:
Section 4: Getting Good Work
● 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.
Ms Sawako Wakita
Principal, Foundation English Kindergarten
3-2-6 Ogimachi, Kita-ku
Shinagawa
Osaka
20 July 2009
Dear Ms Wakita
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.
I would be very grateful for the opportunity to discuss my application further. Please
find my resume attached.
! Yours sincerely
J.Baldwin
Section 4: Getting Good Work
Janet Baldwin
Answers:
● The words in bold (b) are what the advert asks for. That’s all they want to know – nothing
more, nothing less.
● The following sentences are (a) examples which support her statement. It’s proof.
In other words – tell them what they want to hear, and nothing else. Don’t cloud the message.
64
2.4 What do you notice about the language & formatting?
✍
Greetings: ___________________________________________________________________
Length: ___________________________________________________________________
Directness: ___________________________________________________________________
Punctuation: ___________________________________________________________________
Justification: ___________________________________________________________________
Font: _________________________________________________________________________
! We Suggest:
● Use ‘Dear …’ with the person’s 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. Section 4: Getting Good Work
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.
● Highlight the selection criteria so they can see straight away you are the right person for the
specific job
E
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
‘
See what TEFL-Travellers have to say!
1 First Thoughts
✍
Section 4: Getting Good Work
We suggest the answers for all three of these questions can be yes for you. If you speak English
fluently (you probably do!), that’s already an enormous skill. Also, you’re 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 ●
2 The Facts
2.1 Look at Janet Baldwin’s 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
•
Qualified
and
experienced
TEFL
teacher
•
Coordinator
of
sports
and
activity
programs
QUALIFICATIONS
2009
TEFL
Certificate
i-to-i
Melbourne
2008
Bachelor
of
Arts
(Major:
History)
Monash
University
Melbourne
PROFESSIONAL EXPERIENCE
Jan-Jul
2009
TEFL
Teacher
,
Universal
English
College,
Kyoto
•
Teaching
Conversational
English
at
all
levels
•
Teaching
Business
English
to
executives
•
Organising
out-of-class
language
activities
Mar-Oct
2008
Activities
Officer,
Student
Activities
Committee,
Monash
University
•
Planned
and
managed
sports
clubs
and
events
•
Designed
promotional
materials
and
checked
for
errors
•
Completed
records
in
a
timely
and
accurate
manner
Jul-Nov
2007
Freelance
Tutor
•
Tutored
high
school
students
in
English
and
History Section 4: Getting Good Work
INTERESTS
Japanese
language
&
culture;
sport
&
outdoor
activities
REFEREES
Professor
Jane
Scott
Mr
Tim
Michaels
History
Department
Tutor
Monash
University
i-to-i
TEFL
Certificate
jane.scott@monash.edu.au tim_michaels_1978@hotmail.com
(+613)
9275
2978
(+613)
9352
3998
68
‘Key skills’ is a powerful way of restating what the employer needs and supporting your application letter:
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’. We’d 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.
Again, there’s no right or wrong way to format a resume; however, in the TEFL industry, the model
above works well.
! We Suggest:
● Make sure everything on your resume is relevant. Remove anything that doesn’t 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 – you’ve 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 ●
2.3 Some people suggest a professional-looking photo helps to personalise an application – it
makes it more than an anonymous piece of paper.
Think of photos you have of yourself. Which would you choose for teaching at a Japanese
kindergarten and which would you choose for teaching German businesspeople?
2.4 Why did Janet Baldwin include the interests she has?
Imagine she also likes electronic music. Should she include that?
✍
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
! We Suggest:
● 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.
● Whatever sells you… put it first. If you have considerable experience but no degree, consider
putting your experience first.
● As we’ve mentioned, there are many jobs that do not require qualifications or experience.
However, sell your experience as being relevant to the classroom.
2.6 If you see a job that you know is right for you, but you don’t have something they ask for (e.g. a
TEFL qualification), what would you do?
Section 4: Getting Good Work
a. Apply anyway and apologise for not having what they want
b. Apply anyway and not mention the issue
c. Not apply
! We Suggest:
● 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 ●
● 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 don’t 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.
For example:
SHOP ASSISTANT
● Dealt with customers
of different nationalities
● Trained staff
● Was responsible for
✍
cash
1. 2. 3.
Section 4: Getting Good Work
E
KEY RESOURCES
For TEFL resume tips:
http://www.tefl.net/esl-jobs/resume-tips.htm
Introduction
1 Print Resources
Learn the benefits of different
teaching materials and which
ones are the best to take with
you when teaching abroad.
2 Online Resources
Understand how online
computer activities can help you
prepare lessons and get your
students practising.
Section 5: Resources
● 73
73
Introduction to Section 5
1 What Do You Think?
Which of the below statements do you think are true?
1.1
● There are many great TEFL resources in print and online
● In some countries it’s difficult to find good print materials
● Good resources really help a teacher
1.3 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?
_________________________________________________________________________
Section 5: Resources
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
74●
We Suggest:
● 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.
Most cities will have at least one bookshop with TEFL resources. However, the range may be limited.
We’ll 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!
We’ve 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.
Section 5: Resources
75 ●
1 Print Resources
‘
See what TEFL-Travellers have to say!
1 First Thoughts
1.1 The foundation of many courses is a ‘course book’.
New English File (Clive Oxenden, Christina Latham-Koenig & Paul Seligson)
Language In Use (Adrian Doff & Christopher Jones)
Reward (Simon Greenall)
76 ●
Make some notes. Think about:
● Your overall impression – are they different from textbooks you used at school?
● Why they have different ‘levels’ (beginner to advanced)
✍
● What supplementary resources they have
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 teacher’s book (with suggestions for the classroom,
and grammar explanations), a workbook (for homework), audio CDs, and possibly DVDs and online
resources.
✍
What do you think about the following statements?
1.2 Why? Think back to your own experience when you were in school.
Knowing where to get good resources will reduce my preparation time dramatically
__________________________________________________________________________
2 The Facts
Section 5: Resources
! We Suggest:
● 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 ●
● It depends. In most schools (in particular, the big well-organised chain schools) you’ll 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 you’ll 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 they’re 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 we’ll discuss in Section 6)
will greatly increase your quality of life!
Publication Function
4 English Grammar In Use ● Activity book (to photocopy for use in class)
(Raymond Murphy)
● Course book
5 An A-Z Of English Grammar and Usage
(Geoffrey Leech, Benita Cruickshank and Roz Ivanic)
● Skills practice
6 Oxford Learner’s Dictionary
● Ideas for teaching (to help plan lessons)
7 Impact Listening
(Kenton Harsch and Kate Wolf-quintero)
Section 5: Resources
2.3 Which sorts of publications would you find most useful as a new teacher? Why?
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 ●
2.4 What should you take?
Which of the above would you probably not buy to take overseas? Why?
! We Suggest:
● Don’t 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 pre-
intermediate 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.
= SUMMARY
● Most students have a course book
● Supplement the course book, but in an organised way
E KEY RESOURCES
TEFL publishers:
http://www.cambridge.org/elt/
Section 5: Resources
http://www.pearsonlongman.com/
http://www.macmillanenglish.com/
http://www.oup.com/elt/select?url=/eltnew/
79 ●
2 Online Resources
‘
See what TEFL-Travellers have to say!
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
1 First Thoughts
1.1
✍
What’s your opinion – why would computers be useful for you and your students?
1.2
✍
Google ‘Free Online ESL’ and ‘Computer Assisted Language Learning’.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2 The Facts
1.1 There is an enormous amount of material online that includes:
● 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?
Mistakes in materials
Section 5: Resources
Like any unapproved and unedited material on the web, you can’t 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.
81 ●
2.2 Follow some of the CALL links you found earlier.
__________________________________________________________________________
Could students use social networking sites, such as Facebook or MySpace, to develop their English?
__________________________________________________________________________
__________________________________________________________________________
We Suggest:
● 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 it’s 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.
● Any form of interaction is useful.
● Use any websites that are in English and engage students appropriately. They don’t have to be
designed for language learning. If the topic in the course book is food, get students to browse
recipe websites.
✍
● Online activities for students
= ● 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
● Be adventurous. Get students to work in pairs and groups using computers
E KEY RESOURCES
Free worksheets
http://www.esl-galaxy.com/
CALL links:
http://iteslj.org/links/TESL/CALL/
http://www.edvista.com/claire/call.html
‘
This is the best website for quick, printable conversation cards
for speaking activities! http://esldiscussions.com/
* There are currently 650 discussion topics to choose from.
* Use for ESL lessons, speaking practice, debate clubs, lesson
Section 5: Resources
‘
See what TEFL-Travellers have to say!
1 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
__________________________________________________________________________
__________________________________________________________________________
! We Suggest:
● 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
don’t need photocopying or special materials.
● 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
2.3 using materials?
● Get students to write down one thing they like and one thing they don’t like, so they can then
find fellow-students with the same feelings
● Ask students in turn to say what they did yesterday
● 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
85 ●
! We Suggest:
● 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. Don’t fall back on the same lame handful each time
(like hangman and bingo).
● Explore resource books containing ideas for teachers. We’ve listed some links below, including
a review of the very aptly named Lessons from Nothing.
= SUMMARY
● There are great books containing ideas for teaching without resources
● Limit the amount of material you hand out – exploit materials and texts fully
E KEY RESOURCES
General links, regularly updated:
http://iteslj.org/links/
‘
I was very much in at the deep end when I started in Brazil.
Although there had been a teacher there previously there
had been a gap of 5 months. I was well prepared, and had
Section 5: Resources
Introduction
1 Making A Contribution
Reflect on the responsibilities
you’ll have as a teacher and the
cultural differences to be aware of.
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 doesn’t 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.
‘
See what TEFL-Travellers have to say!
1 First Thoughts
1.1 Why is English so important for many people?
______________________________________________________________________
✍
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Section 6: Instant TEFL
______________________________________________________________________
______________________________________________________________________
English, as the international language of business and communications, is a vital skill for getting ahead
and connecting with the international community.
90 ●
1.2
Do you think a TEFL teacher fits the following descriptions?
● Makes a significant contribution to a community
● Shows the same level of professionalism as a teacher in your home country
✍
● Has particular responsibilities
2 The Facts
2.1 What do you think is important in being ‘professional’?
! We Suggest:
● 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.
Section 6: Instant TEFL
● 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 you’re 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.
91 ●
2.3 Look at these real quotes from students in Thailand.
Why do you think they mentioned these issues?
2.4 Think of when you’ve been overseas or ask someone who has.
Have you noticed foreigners clearly not being aware of local sensibilities?
What happened? ✍
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2.5 Which of these do you think are effective and reasonable ideas?
2.6 Below are the areas that tend to have the most cultural issues (add more if you like).
✍
Think of a country you’re interested in teaching in and note down any really important
social rules you can think of:
Religion
Gender
Physical Contact
Dress
Food
I’m going to
Section 6: Instant TEFL
______________________________________________________________________
______________________________________________________________________
93 ●
= SUMMARY
● Teaching TEFL can transform your life
● Have a professional attitude
● Be aware of your environment
E
KEY RESOURCES
Cultural differences in TEFL:
http://esl.about.com/od/esleflteachingtechnique/a/culture_dif.htm
‘
The lack of English speakers was difficult and took me some
effort to adjust to. However, by the end of my stay, I got so
accustomed to this different way of communication (lots of
hand signals, acting out, and even sketching and pointing to
things!) that it was my preferred way to communicate with
most everyone! When I’d meet someone who spoke English
fluently, I felt a little disappointed that I wasn’t faced with the
challenge of body language and the challenge of using my
drama skills!! I even found that I was communicating on this
Daisy De Windt from Australia level with my fellow volunteers - I learned to speak slower,
clearer, and with more active body language. Unfortunately,
since being back in Sydney, I’ve readjusted to my previous way
of communicating (i.e. speaking fast and mumbling at times!).
‘
I can’t wait to speak to a non-English speaker again!”
‘
See what TEFL-Travellers have to say!
1 First Thoughts
1.1 Think back to when you were a student.
What sort of teaching did you like? What didn’t you like? ✍
I liked it when the teacher … I didn’t like it when the teacher …
Section 6: Instant TEFL
95 ●
1.2 Consider these questions.
● What does the above mean for your teaching?
● 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?
2 The Facts
There are a number of studies regarding what motivates and de-motivates students.
2.1 Here are the main problems that TEFL students can have in the classroom.
How would you solve these problems? ✍
Problem Solution
It’s boring.
Almost all of the above are issues you can control in the classroom.
I am fair
Will encourage students to give their opinions
97 ●
= SUMMARY
● 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
● Have a clear aim, and be prepared
● Learn what de-motivates students and avoid it
E 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
‘
It seems that conversational English is valued with the students
more than you trying to grill grammar into them. In fact, their
grammar was probably better than mine because they’ve learnt
it through memorisation and continual practice of proper English.
Whereas, us, in everyday ‘spech dun talk properly and dun spell
stuff right either - so its prolly harder 4 us.’
‘
See what TEFL-Travellers have to say!
?
? DID YOU KNOW?
● You need to plan activities to get students to talk to each other – students won’t usually talk
without a purpose
● Whole-class discussions often don’t work – try smaller groups instead
1 First Thoughts
If you were an English student, which beginning lesson would you enjoy most? Why?
The teacher asks one student The teacher says ‘Today we’re Students stand up, mingle, and
at a time ‘How are you today?’ going to learn about the past greet all the other students in
tense. In English usually it is English.
formed by adding –ed …’
Section 6: Instant TEFL
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 The Facts
2.1
✍
Why do you think many students have had little speaking practice when they’ve learnt English?
d. Many teachers aren’t sure how to maximise speaking practice. TRUE / FALSE
! We Suggest:
● 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 isn’t something the teacher does. It’s a matter of
how to organise it – see d.
● d. Sadly this is true. But it’s easy to fix. It comes down to a couple of simple principles, which
are coming up next.
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
! We Suggest:
● 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●
● b. Start with small groups, and then finish with a whole-class discussion. Students are then
warmed up and confident. It’s 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 Divide students into groups. One person in each group writes.
They brainstorm a list (this could be to recall vocabulary in preparation
for a discussion).
● Discussion Divide students into groups. Write some controversial topics on the
board. Each group should try to come to an agreement about the topics.
● 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).
● Games 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.
There are many more ideas for speaking activities in the Key Resources section at the end of Part 3.
2.4 What do you think might be the risks allowing lots of student speaking practice?
You might think that at lower levels students won’t 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 won’t understand a lot of teacher
talk – it fact it might confuse and demoralise them. So it’s a matter of choosing topics for speaking
activities that beginners can cope with.
101●
2.5 Students do want us to correct their speaking.
A number of studies have shown students want a lot more correction than they receive. In fact, this
is the help many students most appreciate.* So when is it appropriate to correct students?
To begin with, what’s the moral of this story? (It’s apparently true!)
A student missed a week of classes. The following week he came to class and said to the teacher
“I am very sorry, my friend die”. The teacher replied “That should be ‘died’. My friend ‘died’.”
We’d suggest it shows there are appropriate and inappropriate times to correct. If a student is trying
✍
to express meaning, that is not the time to jump in and correct.
During an ice-breaker
! We Suggest:
● There is a difference between accuracy and fluency practice
● 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
= SUMMARY
● Start any class with a student-to-student ice-breaker
● Maximise student-to-student practice throughout the lesson
● Minimise teacher talking time
● 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
102
24 203-18. Ur, P. (2000). ‘Teaching grammar: what can we learn from research.’ The TESOLANZ Journal 8, 14-22.
●
E
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/
‘
I taught English in the National High School, Galapagos. I had
been learning Spanish for some months previously but my
Spanish was not good enough to communicate effectively and
the people in Galapagos did not speak much English.
Apart from the communication problem, it was a wonderful
experience and I found living and working in the local community
to be vastly different from being there as a tourist. I think my
‘
See what TEFL-Travellers have to say!
1 First Thoughts
✍
1.1 How sure are you about the following?
(1 = sure , 5 = unsure,)
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.
104●
2 The Facts
✍
What could you do to bring this lesson to life?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Get students Do this by bringing in visuals or real objects. Get the students to talk
interested in the topic to each other about the visuals or objects (for example, in our food
lesson, bring in some real ingredients, and ask students to discuss
in groups what they could make with them. Alternatively, bring in
some cooking magazines, give one to each group, and ask students to
discuss what recipes they think look good).
Get students to Put students in pairs. Tell one to put their book away.
Section 6: Instant TEFL
work together
Personalise everything Make everything meaningful and relevant to the students (for
example, after students complete the ‘Sally’ exercise in pairs, tell
them to change the sentences to make them true about THEM).
105●
3 Reflection & Action
3.1 What would you do with the food lesson to make it engaging?
Be creative. Ensure there’s lots of student-to-student interaction.
I would …
✍
SUMMARY
● Apply these three simple principles to make a course book engaging and effective
E
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.
Introduction
1 Country Guide
This section gives you specific
information about jobs,
conditions and requirements in
different regions and countries.
We haven’t specified exact salaries and conditions, as these circumstances can change. However, we do
suggest you research these for any countries you are interested in. Under each country there’s a space
for listing monthly and hourly pay rates, other benefits provided by employers and living expenses.
1 North Asia
2 South-East Asia
3 Western & Mediterranean Europe
1.3 4 Central & Eastern Europe
5 Central & South America
6 Middle East & Central Asia
7 Africa
8 Sub-continent
Section 7: Country Guide
E KEY RESOURCES
For all countries we do suggest starting with the major websites.
Challenges Solutions
Section 7: Country Guide
● Working visa
● Working holiday visa available for 18-30 year olds from Australia
Hourly rate:
Insider Information
Other benefits: ● Anything to sell your expertise is useful – TEFL/TESOL certificate,
experience with children.
Living expenses:
110●
Japan ‘ Konnichi wa! ‘
Types of Work
● Demand for English exists but less because of recession,
and competition for work after collapse of Nova
● Numerous private schools and chains (e.g. GEOS & ECC)
● Conversation classes
● Private tutoring (especially after making contact, e.g. while
working at a school)
● 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)
Living expenses:
E
KEY RESOURCES
China South Korea
www.eslcafe.com/jobs/china www.eslcafe.com/jobs/korea
www.tefljobs.cn hiteacher.com/
www.worknplay.co.kr
Hong Kong
www.hkjobs.com Taiwan
www.eslisland.com
Japan www.englishintaiwan.com
www.eltnews.com
www.jobsinjapan.com Section 7: Country Guide
112●
2 South East Asia
Indonesia, Thailand, Vietnam
●
●
●
Low cost of living
Relaxed lifestyle
Many countries allow foreigners to stay up to 90 days
without a visa
● Students respect teachers and see value of education,
so class management is rarely a problem
● Travel opportunities
What Jobs Are There? ● Many jobs in private schools (but lower pay than North Asia)
● Most demand for English for Business
NB It’s 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
Section 7: Country Guide
● First impressions are very important ● Dress smartly with a professional resume
– bad for teachers to lose face and references
113●
Indonesia ‘Selamat siang! ‘
Types of Work
● Medium demand
● English First chain schools
● Otherwise largely ‘back-street’ private schools
Other benefits:
Living expenses:
E
KEY RESOURCES
Indonesia
www.eslbase.com/jobs/indonesia
Thailand
www.esl-teachers.net
www.ajarn.com/
Vietnam
www.eslbase.com/jobs/vietnam
Section 7: Country Guide
115●
3 Western &
Mediterranean Europe
France, Germany, Greece, Italy, Portugal,
Spain, Switzerland, Turkey
●
●
High salaries (esp. Northern Europe)
Cosmopolitan lifestyle
What Jobs Are There? ● Many chain schools (e.g. Berlitz, Wall Street, International
House)
● Summer schools (but this is now hard to get a hold of)
● Universities
● Freelance work (esp. for companies and private tutoring,
often through an agency – very useful to have contacts and
to know the local language)
Challenges Solutions
● Very difficult for non-EU passport ● Working holiday visas for 18-30 year-olds
holders as workplaces are reluctant to (from Australia, NZ, Canada)
Student visas often allow part-time work
Section 7: Country Guide
Other benefits:
Living expenses:
Living expenses:
117●
Greece ‘ Geia sou! ‘
Types of Work
● Frontisteria (secondary cram schools)
● Private tutoring (especially after making contact, e.g. while
working at a school)
Living expenses:
118●
Portugal ‘ Olá! ‘
Types of Work
● Frontisteria (secondary cram schools)
● Private tutoring (especially after making contact, e.g. while
working at a school)
Insider Information
Hourly rate: ● Because of demand, degree may not be necessary. When you find a
teaching job you can apply for permits locally.
Other benefits:
Living expenses:
Insider Information
Other benefits: ● Many teachers work illegally but this is very risky.
Living expenses:
119●
Switzerland ‘ Guten Tag! Bonjour! Buon giorno! ‘
Types of Work
● Private language schools
● University language centres
● Private tutoring (especially after making contact, e.g. while
working at a school)
Living expenses:
Turkey ‘ Merhaba! ‘
Types of Work
● Strong demand (especially for evening and weekend work
teaching adults)
● Many private language schools
● Chain schools
● Colleges/universities (require MA)
Living expenses:
120●
E
KEY RESOURCES
France Portugal
www.tefljobsinfrance.com http://www.lisbon-guide.info/facts_visitor/working
Germany Spain
www.tesall.com/germany.html www.eslbase.com/jobs/spain
Greece Switzerland
www.tefl.edu.gr/faq.htm#a9 http://www.jobsabroad.com/Switzerland.cfm
Italy Turkey
jobstefl.com/esljobsitaly.asp turkeyjoblink.com
●
●
Low cost of living
Good lifestyle with cafes, nice food, beer and wine
Challenges Solutions
salaries
● Be professional (in appearance and
● Locals have high expectations of approach to teaching)
teachers and are wary of foreign
hooligans ● Specialise (e.g. in English for Business or IT/
network with other teachers)
● Competition – lots of UK and
American teachers, especially in
Prague
122●
Czech Republic ‘ Dobrý den! ‘
Types of Work
● Private language schools
● Chain schools
● Freelancing with companies
● Lots of opportunities in provinces, but stiff competition
in Prague
● Lots of stories of badly managed schools – do some
research
Living expenses:
Living expenses:
123●
Russia ‘ Zdravstvuitye! ‘
Types of Work
● Private language schools
● Chain schools
● Freelancing with companies
● Strong demand for business English. Private schools send
teachers to client’s workplace
Living expenses:
E
KEY RESOURCES
Czech Republic
www.eslbase.com/jobs/czech-republic/
Hungary
http://www.esljobs.com/teach-english/hungary/
Russia
www.englishfirst.com/trt/esl-jobs-in-russia.html
●
●
●
Brazil, Chile, Costa Rica, Mexico
Challenges Solutions
● Low pay, rarely with accommodation ● Latin America is for lifestyle, not making
Section 7: Country Guide
money
● Security
NB once you start working at a school, it’s often
possible to negotiate a higher salary
● Act sensibly
125●
Brazil ‘ Olá! ‘
Types of Work
● Private language schools
● Chain schools
● Government schools
Living expenses:
Living expenses:
126●
Costa Rica ‘ ¡Buenos días! ‘
Types of Work
● Private language schools
● Chain schools
● Government schools
Living expenses:
Chile
www.teachingchile.com
Costa Rica
www.escapeartist.com/efam/64/Teaching_English_In_Costa_Rica.html
Mexico
www.teachenglishinmexico.com
●
Jordan, Kuwait, Saudi Arabia, UAE
What Jobs Are There? ● Saudi Arabia, Kuwait, the United Arab Emirates (UAE) and
Jordan have the highest demand
● Most jobs through colleges & universities
Times of Year? ● Sep/Oct is the start of the academic year in most countries
Challenges Solutions
● Laws are strictly enforced (e.g. no ● These laws are no joke! You have to accept
pork or alcohol is allowed in Saudi) them before accepting a job
Section 7: Country Guide
● Strict social ‘rules’, especially in Saudi ● Again, you have to accept this if you want
Arabia & Kuwait – e.g. no public to live there
display of affection between a man and
a woman, no discussion of family ● Many jobs ask for a male or a female
members in class, no reference to teacher, depending on the gender of
decadent behaviours in class students – both men and women will
receive respect in a teaching context
● Sexism
● Israeli passports and teachers with ‘Jewish’
● Anti-Semitism sounding names may be refused a visa
129●
Jordan ‘ Marhaba! ‘
Types of Work
● Sep/Oct is the start of the academic year in most
countries
Other benefits:
Living expenses:
Kuwait ‘ Salaam! ‘
Types of Work
● Colleges & universities
● Some foreign institutes
Other benefits:
Living expenses:
130●
Saudi Arabia ‘ As-salam alaykum! ‘
Types of Work
● Colleges & universities
● Some foreign institutes
● The demand for native-English speaking males is strong.
Colleges offer high tax-free salaries, free transportation
and accommodation, along with other perks
● You will have to organise a job before going there because
there are no tourist visas for Saudi Arabia
Other benefits:
Living expenses:
Other benefits:
Living expenses:
131●
E
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
UAE
www.eslbase.com/jobs/uae/
●
Volunteering is very fulfilling work – teachers report
Africa is ‘life-changing’
You are directly helping people in difficult circumstances
● Sense of adventure
● Because of lack of resources, Africa will quickly develop
a teacher’s skills & creativity
What Jobs Are There? ● Demand for volunteer teachers is very high
● Some international schools are present, but the
requirements for qualifications & experience is very strict
Challenges Solutions
● Very few well-paid teaching positions ● Do not consider Africa for making money
in Africa
● This will be a meaningful experience – just
● Difficult living conditions have realistic expectations
Section 7: Country Guide
Insider Information
Hourly rate:
● Making contact in person is effective.
Other benefits:
Living expenses:
Insider Information
Hourly rate: ● Ensure you are emotionally prepared if you’re volunteering – as much of
the population is below the poverty line.
Other benefits:
Section 7: Country Guide
Living expenses:
E
KEY RESOURCES
Egypt Sudan
www.elgazette.com/teach_in_egypt.cfm www.eslbase.com/jobs/sudan/
www.volunteerabroad.com/Sudan.cfm
134●
8 The Indian
Subcontinent
India, Nepal
Challenges Solutions
● Paid jobs are scarce. There are many ● Have a point of difference – e.g. Business
local English teachers – English is a English experience
national language in India – and many
Section 7: Country Guide
Nepal ‘ Namaste! ‘
Types of Work
● Strong demand for volunteers
● Short-term work at private schools
● Interesting work such as teaching at monasteries
Insider Information
Hourly rate: ● Most teachers are volunteering and have entered on a tourist visa.
Living expenses:
E
KEY RESOURCES
India Nepal
www.esljobs.com/teach-english/india/ http://www.tefl365.com/country/nepal
136●
1
Section 8
Are You Ready To Start TEFLing?
● 137
137 Section 8: Are You Ready To Start TEFLing?
1 Are You Ready
To Start TEFL-ing?
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 decision–making can be the ‘5 W’s’.
● 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’!
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.
___________________________________________________________________________
___________________________________________________________________________
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 ●
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 didn’t know any Italian and I didn’t have
any teaching experience. All I had was an TEFL certificate
and no more than ten survival expressions in Italian. I’m
currently the Director of Studies at the same institute where
I started off and as for my Italian.....well, I can survive!”
‘
Section 8: Are You Ready To Start TEFLing?
Ioannis Latsis from the UK
139 ●
1
Glossary
● 140
140 Section 9: Glossary
Section 9
1 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
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
Macro skills The four primary language skills: reading, writing, listening and speaking
Vocabulary Words
Section 9: Glossary
142
●
3 The
TEFL Profession
Agent A person or company who arranges teaching work
Application letter A letter sent to an employer to apply for a job together with a resume
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
ESOL English as a Second or Other Language (used mainly in the UK); any English
teaching to non-native speakers
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)
TEFL Teaching English as a Foreign Language (used mainly in the UK); generally used
to mean English for work or study
Section 9: Glossary
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