1.1.

1 The EFL Industry

Overview

The Importance of English

English is the most widely used language in the world. It is the primary
language for over 400 million people and a secondary language for over 1
billion others (British Council). It is an official language in many countries,
international organizations, and multi-national corporations. From a practical
point of view, it is used worldwide in tourism,
business settings, academia, and on the Internet.

Most important discoveries, papers, technical documents, treaties, research

findings, enduring literature, and other information with a worldwide appeal
are available in an English translation (when originating in a different
language). Native English speakers often do not realize how lucky they are to
have so much access to great information!
It's little wonder that English is the most studied language in the world and that
demand is strong for quality EFL instruction worldwide.

EFL Industry Growth and Statistics

The value of the EFL Industry is difficult to estimate on a worldwide scale due
to the following factors:

First, demand and consumption of EFL classes, texts, readers, audio-visual

material, online courses, and private tutors is highest in nations such as
China, Brazil, and others in which reliable statistics are hard to come by. Much
of the industry activity is not reported, so using tax figures would probably be
inaccurate.

Second, it is difficult to draw a line where EFL ends and "regular" English
materials begin. For example: are simplified story books that are specifically
published for a non-native English-speaking population considered learning
texts? Is a language-exchange situation an EFL activity on which a dollar
value can be set?

For EFL teachers and administrators the answer is yes, but some consumers
may buy these books because they enjoy reading simplified English for their
personal use. The intent behind taking part in a language exchange might be
to make new, interesting friends - not to study English!

It is estimated that the overall industry is enjoying 10% year-on-year growth,

with the strongest new demand coming from China. Certain segments, such
as children’s EFL, are experiencing even higher growth in demand as parents
seek to ready their children for success in the modern global village.

What this means is that teaching EFL is a rewarding field to be in with

solid future prospects! You play an integral role in helping other people
learn, grow, and better their lives, while enriching your own life - whether from
your hometown, online, or halfway across the world. Congratulations on the
smart decision!

1.1.2 Popular EFL

Destinations

While there are plenty of EFL positions available in language schools,

vacation exchanges, and government programs in native-speaking countries
like the USA and Canada, one of the most appealing aspects of the field is the
opportunity to travel and live in exciting new places.

Salaries are generally determined by several factors, including demand in the

destination country, qualifications required, cost of living, and competition.
Below is a general breakdown of what to expect in some of the more popular
EFL destinations in the world.
South Korea

South Korea has been a long-time favorite for both new teachers and those
with many years of experience. Relatively high salaries,
paid accommodations, return airfare, and insurance are included in most
EFL contracts in Korea.

Salaries are generally $1,800 - $2,800 USD per month, depending on a

teacher’s qualifications and experience. In the bigger cities, there are plenty of
opportunities to earn additional money by offering private tutoring to business
people, students planning to go overseas, and children.

Schools in Korea require applicants to hold a bachelor's degree in any field

and be a native or near-native English speaker. These are necessary
requirements in order to obtain a working visa. A TEFL certificate (minimum
100 hours) enhances applications, making it easier to secure higher paying
positions. Finally, all candidates must secure criminal background checks at a
federal level from their home countries.

Korea offers a variety of working environments. Bigger cities like Seoul and
Daegu offer higher salaries, more opportunities, and a modern, metropolitan
lifestyle. There are also positions available in quieter coastal regions which
retain more natural environments and are less developed compared to the
urban areas.
Besides the salary and economic benefits, many people are attracted
by Korea's unique culture, food, fashion sense, and modernized infrastructure.

China

With a diverse culture that has experienced extraordinarily rapid change and
growth over the past 15 years, China has become one of the top destinations
for new and experienced teachers alike. Salaries have caught up to traditional
Asian destinations like Korea and Japan, while costs remain relatively low
outside the major cities. China offers a wide variety of positions in public
schools, colleges, private training centers and specialty prep schools (training
IELTS, SATS, TOEFL, etc). Employment opportunities are high in most areas
of the country, providing teachers with plenty of geographical and cultural
options. Inner Mongolia will satisfy the cravings of the more
adventurous, Shanghai offers luxurious modern amenities and an energetic
city vibe (at a cost!), and Xian is a haven for culture and history lovers.

To teach in China, applicants require either a four year bachelor's degree and
two years of verifiable teaching experience or a bachelor's degree and
accredited TEFL certification of over 100 hours. Sometimes schools will
consider candidates with lower qualifications (no experience, non-native
speaker with eligible passport etc.) and may be able to provide a working visa
but most quality institutions will not consider candidates without the basics.
In less developed areas the requirements used to be lower. Candidates
without bachelor's degrees used to be accepted, however as of 2017 this is no
longer the case.

Salaries vary widely depending on location, qualifications, benefits, and the

working hours specified in the contract. Salaries in some public schools in
rural areas can be as low as $800 USD per month while private schools in the
cities may offer a monthly rate of up to $3,000 USD. Most full-time contracts
in China include return airfare, insurance, a yearly bonus, and either a
furnished apartment or a housing stipend. Keep in mind that costs vary
dramatically between rural and urban areas. Many teachers in smaller towns
find they save more money than teachers in Beijing, while earning half the
salary!

When considering offers from China, it is important to examine

the contract thoroughly. While some jobs may pay less per month, they may
offer a workload of less than 20 hours a week, a daytime teaching schedule,
and longer holidays. Higher-paying jobs may require the teacher to work
during evenings and weekends, travel between campuses, or offer less
holiday time. The nice thing about China is you can really choose a position
that suits your preferences.
The Middle East

The Middle East has long been recruiting high quality teachers and pays the
highest salaries of all EFL destinations. The qualifications required to be
competitive are much higher, making it difficult for inexperienced teachers to
obtain employment. A bachelor's degree and TEFL with multiple years
of experience is generally the minimum set of requirements, while having a
master's degree in linguistics, a B.Ed, and/or a CELTA opens up more
lucrative opportunities. Demand is strong from Saudi Arabia,
the UAE, Kuwait and, recently, Oman. Salaries range from $2,200 up
to $6,000 USD, tax-exempt, for teaching positions, while department heads
and program directors can expect more. Besides the salary, most employers
provide high-quality accommodations, return airfare, insurance, and family
relocation and education support.

The drawback for some teachers is the cultural adaptation required to live in
the Middle East. In some destinations alcohol is not allowed, there are no
bars, men and women generally do not interact with each other outside of
family, the expected dress code is modest, etc. Expats may find that they
cannot integrate with the local culture and feel a greater sense of alienation
than in other destinations. In addition, many employers require a 2-year
contract to be signed rather than a 1-year, meaning a longer commitment.

It is important for all EFL teachers to keep an open mind, understanding

and accepting the differences in the world in order to be
successful. When choosing a destination, it can help to read about other
teachers’ experiences within that particular area. One of the oldest and most
popular online forums to visit is www.eslcafe.com. Here, prospective teachers
will find plenty of information which will allow for more informed decision-
making.
Japan

Like Korea, Japan has been a popular destination for EFL teachers since the
late 1980s. Japan offers a unique blend of modern and traditional, caters to a
wide spectrum of interests, and offers plenty of employment opportunities to
both new and seasoned instructors. Japan has given the world anime, sumo
wrestling, sushi, martial arts, Zen philosophy, and cutting-edge modern
technology. There is something for everybody in Japan - art, historical sites
and temples, breathtaking natural scenery, sumptuous food, amazing
shopping, and, for the adventurous, skiing and hiking in the mountains.

Public schools and private language-training centers require native English-

speaking teachers. While most public schools typically hire between January
and April, private schools recruit all year long and generally have more
positions available. A Skype interview may suffice for some schools, but many
schools require an in-person interview.

Some large chain schools (ECC, GABA, AEON, Westgate, Nova) have their
own offices overseas and hold recruitment events in the US, Canada, UK,
Australia and New Zealand. Candidates complete an online application and
register for an interview at a location convenient to them. The majority of
available positions go to candidates who attend a fair and interview in person.

Candidates with a bachelor’s degree will have better employment options.

Even entry level positions desire candidates holding a TEFL certificate, and
experience helps. It is more difficult to secure a position in rural areas as few
are available. Tokyo offers the most employment opportunities along with a
few other large cities. Salaries with benefits vary from ¥200,000 to
¥300,000 ($1,800 - $2,800 USD).
The cost of living in Japan is quite high, especially in Tokyo. The monthly rent
for a shared apartment in Tokyo is typically between $370 USD and $700
USD per person. A private apartment usually costs at least $700 USD per
month. Accommodation is cheaper in smaller cities by $90 - $180 USD. To
enter into a lease, you are required to put down 3-4 months' rent as a deposit
and "key money." It's best to work with an employer who offers
accommodation assistance, as they will handle the main lease themselves so
you needn't worry about massive deposits and guarantors.

Typically, contracts will not offer airfare or lodging, but will provide insurance
and assistance in finding suitable accommodations. One of the advantages of
working in a large city is the opportunity to tutor privately on the side. A
standard full-time contract entails approximately 30 teaching hours with
additional hours for marking and lesson prep. The schedule in private schools
is flexible, with mornings, evenings, and weekends being the busiest times.

Once you pass the job interview, your employer will apply to the Immigration
Bureau of Japan for your Certificate of Eligibility (pre-approval document for
the work visa) and send it to you when it is ready (in about 8 weeks). Once
you receive your Certificate of Eligibility, you need to take it to your local
consulate to get your visa (usually takes a week). A working visa will then be
issued.

After this, all that is left is for you to pack your bags and fly out to the land of
the rising sun.
Vietnam

Vietnam’s EFL industry has taken off, and demand is high. The rise in English
learning is due to Vietnam’s strong economic growth. What’s nice
about Vietnam is the low cost of living, the friendliness of the people, amazing
food, unique architecture, and natural beauty - including numerous pristine
beaches and stunning mountain formations. A great tourist destination in its
own right, Vietnam is located next to China, Laos, Cambodia and Thailand,
allowing for convenient, affordable holiday excursions in the heart of
Southeast Asia.

Expect to receive $1,200 to $2,500 USD per month and a work week of 25-40
hours. Most schools pay by the hour and guarantee a minimum amount of
hours per week to provide a full-time schedule. Some teachers may work at
multiple schools, building up their hours and schedules over time. Standard
contracts generally do not provide airfare or apartments. Most positions used
to be in urban areas like Hanoi and Ho Chi Minh City, but these days
opportunities are developing in smaller areas.
In order to teach in Vietnam, all applicants theoretically should hold
a bachelor's degree. Due to high demand, however, this is not always the
reality. Many schools will hire teachers with a TEFL certificate and nothing
else. Schools prefer native English speakers, but will accept non-natives due
to demand.

Georgia

In an effort to increase cultural exchanges and English-speaking abilities as

part of a larger education reform, the Georgian government has introduced a
program called Teach and Learn. Fluent English speakers work alongside
local English teachers in the public school system across the country, aiming
to improve the language skills of elementary and middle school students.

These are "paid volunteer" positions, with return airfare provided,

medical insurance, and cheap (the teacher pays out of their stipend for this)
homestay-style accommodations with a local Georgian family. The
requirements are 2 years of post-secondary education, near-
native fluency, and an open mind. This program allows inexperienced, lesser-
qualified teachers to gain experience in the EFL industry while exploring an
often-overlooked region in the world. Six month contracts are available,
requiring a shorter commitment than other EFL positions around the world.
Georgia is full of natural beauty, including the Black Sea, glaciers, rare black
sand beaches, vast forests and ancient castles. The cost of living is extremely
low, and instructors can live well on a small stipend.

Western Europe

Images of rolling hills, trendy espresso bars, romance, fashion, wonderful

cuisines, and accessible culture make destinations like Italy, France,
and Spain some of the most sought after by EFL teachers. This creates fierce
competition and lower salaries. Additionally, with economic uncertainty
facing Europe, demand for English learning has dropped over the past few
years. It takes dedication and sacrifice to reach one of these destinations as a
newer teacher!
In order to earn a living in Western Europe, many teachers initially pick up
multiple tutoring and part-time classes to create a full schedule. Through the
contacts and experience they build, good teachers may have a chance at a
full-time position. Even with a full-time position, many instructors will do
private tutoring on the side to increase income. Full-time salaries for lesser
qualified teachers (bachelor's, TEFL, little experience) range from €800
EUR to €1,500 EUR per month, while those with a Master's degree and many
years of experience can expect to earn a little over €2,000 EUR per month.
The cost of living in these countries is high, so do not expect much in savings.
Gaining employment visas as a non-EU citizen is difficult as well. Non EU
citizens typically enroll as students in local language schools in order to obtain
a visa which allows up to 20 hours of work per week. It adds expense and
complications to the process. However, if you are after a wonderful, healthy
lifestyle, it is hard to beat Western Europe! Many teachers who overcome the
initial hardships love the life they live, and stay for many years.
Teaching English in Taiwan
Taiwan is a favorite destination among seasoned TEFLers, combining great
salary packages and a low cost of living with the added attractions of beautiful
nature, island vibes, and friendly locals.

With a dynamic, high-tech, export-driven economy and arguably the most

delicious food in Asia, Taiwan has so much more to offer than just a great
salary. Influenced by the Dutch, Spanish, Japanese, and Chinese, Taiwan is
full of hidden surprises. Modern cities, ancient temples, gorgeous hilly terrain,
and hot spring resorts, along with colourful night markets and street vendors,
make it a dream destination.

To qualify for a teaching position in Taiwan, candidates must be native

English speakers, have a bachelor’s degree and be between 20 and 50 years
old. According to Taiwanese government regulations, only candidates holding
passports from Canada, USA, UK, Australia, New Zealand, South Africa, or
Ireland are eligible to teach in Taiwan. The market can be quite competitive,
so completing a TEFL helps with securing a position, with many schools
offering a higher starting salary for TEFL-certified teachers.

The average teaching packages range from 55,000 to 75,000 NTD ($1,890 -
$2,570 USD) per month. Expect to get paid around $20 - 21 USD per hour.
The minimum weekly workload is 20 hours, with the average being around 25.
You can always request additional teaching hours if you want to make (and
save!) more money. Besides a base salary, private school teachers in Taiwan
also receive a work visa, medical insurance, assistance finding
accommodations, and paid holidays.

Compared to the salary earned, the cost of living in Taiwan is relatively low.
Rental prices depend on the area you select. Rents in Taipei for large,
western-style apartments can run quite high. A room in a shared apartment in
Taipei will cost $300 - 600 USD per month. A studio apartment in the city
starts at around $400 USD. Rental prices in Kaohsiung (2nd largest city) and
Taichung (3rd largest city) are significantly lower while having similar amenities
and international communities as Taipei.

In-person applications and interviews are not required to obtain employment.

Candidates who are in Taiwan may choose to hit the pavement to find a job,
but many schools accept online applications. Private schools recruit all year
long. You do not need to take care of special visas or work permits to enter
Taiwan if you are successfully hired. Citizens of the US, Canada, UK, EU, and
New Zealand can enter Taiwan on a regular landing visa. Once the hiring
formalities have been completed, the school will arrange for a resident visa
(ARC) which will be valid for the duration of your employment.

Latin America
Nightlife, color, football, rain forests, heat, mountains, Machu Picchu, and
vibrancy! Welcome to Latin America! EFL opportunities are growing in Latin
America, especially in Brazil, Mexico, and Argentina. The majority of private
demand is coming from the corporate sector as companies increase their
presence on the world stage. There are opportunities in the public sector, but
they are generally reserved for more experienced and qualified instructors.

Salaries vary widely depending on location and position. In an urban

environment in Brazil or Argentina, teachers can expect a full time salary
of $700 - $1,500 USD which provides for basic living expenses. Airfare and
accommodation are rarely included in contracts, and obtaining a work permit
is very difficult. Many teachers choose to work on tourist visas. Keep in mind
this is illegal and could result in fines and/or deportation. It is also difficult to
secure a position from outside of the country. Teachers who would like to
work in South America are advised to fly into the continent first, consult
directories and newspapers for English schools, agencies. etc., and start
knocking on doors!
1.1.3 Why TEFL

Some schools around the world hire teachers without TEFL certificates
because the need for English-speaking instructors (especially native English-
speaking) is high. Some countries may not require a TEFL certificate in order
to obtain a working visa. So why complete a TEFL course?
The truth is that even though you may know English and have been speaking
it for your whole life with ease, teaching it effectively is a completely different
ballgame. Some native English speakers may land a starter position with no
experience or training and feel elated about the new adventure they are about
to embark upon. Let’s take "Emily" for example.

Emily’s Story

Emily is a Canadian who landed a position in China without any TEFL training
or teaching experience. She applied for the visa, booked her plane tickets,
packed her bags, and said her goodbyes at home. She reached the new
country excited, eager, and ready to help others fulfill their dreams.

When the first day of class came, Emily felt nervous and ill-prepared. She
taught in a “conservative manner,” reading the course textbook out loud and
inserting a few role plays. She relied on choral repetition to try and fill the time
and struggled to get students to understand her instructions. She realised she
was losing the class’s attention. Time seemed to slow down. She was
sweating, gritting her teeth, and truly trying her best, but at the end of the long
lesson, she knew her students had had almost no stimulation. She felt
exhausted and dejected. In fact, the first few weeks were like this, and Emily
wondered if she had made the right choice by coming to China. She wasn’t
sure if she could even complete her contract! Her students started dropping
out of her classes or no longer bothered to show up.

One day, however, she notices students walking out of another teacher’s
class, flush with excitement and eager to return the next day. She finds out
that this class's experienced teacher is known to have more exciting,
engaging and challenging classes. He goes beyond the textbook when
planning lessons and includes creative warm-up activities, stimulating lesson
introductions, a variety of visual aids, and engaging activities that students
love. Emily gets a glimpse of how complex yet rewarding teaching can be. He
recommends she take a TEFL course in order to learn the basics.

She then learns to start incorporating thoughtful techniques, activities and

strategies into her plans, growing with her students and guiding them towards
success. The students start to enjoy her classes and enrollment increases.
Everyday Emily feels fulfilled, optimistic, challenged, popular, and confident.

A TEFL course won’t turn a candidate into a well-oiled, lean, mean teaching
machine by itself. It will, however, provide proven frameworks, structures to
follow, ideas, activities, tips, and flows that considerably shorten the learning
curve. In addition, when you walk into that first class, you will feel much more
confident, in control, and prepared, thereby gaining the respect and trust of
your students. It’s a great way to prepare for a rewarding start!
Experienced teachers can also benefit from a TEFL course by gaining tips
and insight into improving the planning and execution of their classes. They
may find solutions to problems that have been troubling them or new ways to
effectively and efficiently correct writing assignments. Teaching English is part
science, part art, and there is always room for improvement and growth at
every moment.

In addition, all good TEFL courses will include comprehensive grammar

sections which most native English speakers will find refreshing, and maybe
even new!

1.1.4 Other Qualifications to

Teach
 There are different qualifications in the EFL
world, the most basic being a recognized bachelor's degree in any field. A
bachelor's in English or linguistics is considered an advantage, especially
when coupled with a 120-Hour TEFL certification. A TEFL training
course suits new teachers or teachers with only a few years' experience.
Many quality employers will only interview applicants who hold a TEFL (or
similar) certificate, while in some countries it is a requirement to obtain a
working visa. The term TEFL can generally be substituted for TESL (Teaching
English as a Second Language), and TESOL (Teaching English for Speakers
of Other Languages). Course content will be the same for all three.

Similar to the TEFL is the Cambridge CELTA (Certificate in Teaching English

to Speakers of Other Languages, formerly Certificate for English Language
Teaching for Adults). It is a more intensive course that includes a field
component. Courses run a minimum of 10 weeks and include 6 hours of
practical teaching. The Cambridge DELTA (Diploma in Teaching English to
Speakers of Other Languages) is designed for teachers who have completed
some form of professional training before and have at least 1 year of
experience in the field. It adds additional modules to the CELTA course.
A very useful qualification to have is a teaching certificate (or Ba.Ed.) from
your native country. Teachers who are qualified and recognized by their home
countries generally can apply for higher paying and more prestigious positions
worldwide.

Holding a master's degree or a Ph.D., especially in related fields, will open

doors to top positions, such as program director, assistant principal, director of
studies and others. The highest-paying jobs in the Middle East prefer
candidates with advanced degrees, as do sought after locations in Western
Europe. In some countries where the requirements are not as stringent, an
advanced degree may help in standing above other candidates but may not
affect pay or benefits at all.

The DipTESOL is offered by the Trinity College London and is similar to the
DELTA.

The CELTYL is similar to the CELTA, with a focus on young learners.

There are plenty of qualification programs out there, but those listed above
are the most widely used and recognized. Experience is a key factor by which
employers determine eligibility for higher positions and is arguably the most
important factor for most candidates who would like to further their EFL
career. So - finish your TEFL and get started in the wonderful, colorful world of
EFL!
1.2.1 EFL Learners

Reasons for Learning English

Students around the world of all ages are learning English for a variety of
reasons. Some students learn English only because it is a compulsory part of
their curriculum at the primary and secondary levels. For others, learning the
language is a deliberate choice.

Immigration

Some choose to learn English because they have moved, or are planning to
move, to a new country in which they will need to know the language in order
to integrate. Obvious examples include the United States, Australia or
the United Kingdom. Less obvious examples include countries
like India or Nigeria, where English is used as a language of commerce and
culture.

Leisure

Some students have more leisurely reasons for studying the language. They
might want to go travelling abroad, make international friends, understand
more about English-based cultures, read English literature, or learn English to
attain higher status in their society. Some of these types of students may
study extensively while others may treat it as a hobby.
Specific Purposes

Other students have more specific needs, (ESP or English for Specific
Needs). Some may be working in the hospitality industry and require their
English to reach a certain level for better opportunities. Some may be in
banking and will need to learn specific financial terminology, phrases, and
practical conversation skills. Other popular examples include legal fields,
nursing, aviation, and academia.

Academic English

English for Academic Purposes (EAP) is quite popular because students

need to pass language proficiency tests like the TOEFL or IELTS in order to
gain acceptance to post-secondary institutes overseas.

And while they might only have the goal of acceptance on their minds, they
will need to use and understand the language effectively enough to write
compelling assignments, pass exams, participate in class discussions, and
keep up with lengthy academic readings.

Business English

Business English is probably the most commonly taught ESP program.

Training focuses on practical communications in common business settings,
formatting, and industry-specific lexis. Business English is sometimes part
of company-sponsored employee training, in which the students
themselves don't choose to enroll in the course.

The goals and objectives of groups of students will heavily influence the
curriculum, textbooks, and to a lesser degree, the methods used in the
classroom.

1.2.2 Learning Settings

Public Schools

Many public schools around the world offer English language classes as part
of their regular curriculum. This means that not all students are equally
motivated to study the language, unlike students in private English language
schools who have enrolled and paid fees for the express purpose of learning
English.

Public school facilities vary from country, region, and even school. Schools in
affluent countries offer modern classrooms equipped with the latest teaching
technologies like interactive whiteboards and language laboratories. On the
flip side, less affluent public schools can offer little more than a blackboard,
chalk, and a place to sit. Some of the perks of working within the public school
system include lengthy vacation periods (around two months each year) and a
9-to-5 work day. Weekends are typically holidays, so teachers can follow a
"regular" schedule. Sometimes teachers will have the same classes everyday,
which allows for a deeper bond with students. In private schools, for the most
part, teachers will see each class once or twice per week.
One downside of teaching within the public school system is the large class
sizes. Classes are often comprised of anywhere between 20 and 50 students.
Some schools will ensure a local assistant is present in the classroom to help
handle discipline and management issues. Private schools have also adopted
the use of assistants in order to maximize the quality teaching time a native-
speaking TEFL teacher can provide.

In addition to teaching, much of the workload in a public school involves

grading papers and assignments. Due to larger class sizes, this can be time-
intensive. Unit 8 will address this issue and provide valuable insight with
regards to designing tests for larger class sizes.

Often the public school English curriculum is designed to help students gain
sufficient knowledge to pass tests and national entry exams. Not surprisingly,
teaching in public schools can mean teaching for tests. This does not mean
that classes have to be boring; each teacher has the freedom to create an
interesting curriculum using additional teaching aids and material that appeals
to students.

“When lesson planning, one of the factors teachers need to account for is the
availability of resources (audio, visual, seating, etc.) in the classroom.”

Private Schools

Private language schools generally operate outside of regular school or office

hours - evenings, weekends, and holidays. They are overall better-equipped
than public schools, have smaller class sizes, and allow for flexible seating
arrangements. An advantage of teaching at a private school is that the
students have elected and paid to study the language, greatly increasing their
motivation to learn.

Private schools cater to a variety of students (elementary, high school, adults,

corporate staff, technical training) with various goals. Working hours can vary,
but tend to be in the evenings or on weekends when students are free.

Many private schools simplify and reduce their teachers' prep time by
providing a developed curriculum, including books, lesson plans, and
supplementary materials (handouts, presentations, cue cards, role cards,
etc.). Some schools design their own course materials, while others use
books by well-known publishers, such as Longman, Macmillan, or Oxford
University Press. The teacher is required to use the curriculum provided by
the school in the classroom, but can also get creative with original activities
and projects for the students.

Unlike public schools, private schools offer students a choice of language

programs. A few examples include exam preparation, conversational English,
business/professional/technical English, university entrance preparation, and
vocabulary building.

Better schools will provide ongoing training for all staff including foreign
teachers. Working with experienced teachers helps the newer ones adapt
more quickly to the challenges of EFL classrooms. The downside to teaching
in a private school is shorter vacation time and an irregular schedule.
Teachers will often work weekends and evenings, with days off falling on
weekdays.
Class sizes, however, are generally smaller compared to public schools.
Depending on the format, class size can vary from 1 to 12 students. This
allows for more "contact time" - time in which students are actively using and
practicing the target language - as opposed to passive listening. Smaller class
sizes also mean fewer discipline issues and easier classroom management.

Company-Sponsored Training

With English being the language of choice for international business, many
companies around the world sponsor language-training classes as part of
employee development. English may be required to develop new
relationships, communicate with potential new markets, or simply for internal
communications purposes within multi-nationals.

Although trainees may attend classes at a private school, often classes are
held at the company premises in order to minimize inconvenience and
employee downtime. The room(s) assigned for teaching might not be
specifically designed for that purpose, so flexibility and adaptability are key to
success. Teachers will need to consider seating, equipment, and space
limitations when crafting lesson plans.

Corporate clients usually do not have a set of books or curriculum in mind.

They expect the teacher to assess the goals and needs of their workforce and
create a custom schedule and teaching plan. The instructor may have to
negotiate course content with students as well as the person responsible for
choosing and paying for the training.
Some companies choose to train large groups of employees, while others
offer English training as an incentive and reward to small groups of employees
with promising potential. Some companies may require one-on-one training
for their top-level management. These different formats will affect learner
motivation and require appropriate lesson planning.

Private Tutoring

Many teachers look to private tutoring to increase their income or even to start
their own business. They may choose to advertise on local BBSes or
classifieds to seek out new students. By far the most effective way to recruit
students is via word of mouth or referrals from current/past students.

Private tutoring has its benefits and drawbacks. Some of the benefits include
the freedom of creating your own schedule, working with students you select,
deciding which books to work with, and how many hours you will work (in an
ideal situation). Private tutors will also earn more per hour than they would in
a school.

On the flip side, creating a curriculum and lesson plans from scratch takes a
lot of time, there are no colleagues to provide feedback which can help
develop teaching skills, and it can be very hard to recruit stable students.
Students are more likely to cancel or postpone private classes, meaning the
tutor does not get paid even after they set aside a time slot. Many students
show up for the first two or three classes and are never heard from again!
Less formal private tutoring sessions are often held in public places like coffee
shops or fast food restaurants. While these places often offer Wi-Fi and
tables, the noise can make lessons less effective. These locations are better
suited for less formal lessons focused on practicing English conversation.

Teachers can arrange for classes to take place at their home so as to use a
whiteboard in a quieter setting. Conversely, students may request holding the
classes at their home, especially if they are children who are unable to travel
independently.

It is best to keep an open mind and maintain flexibility while tutoring privately.
It can be difficult to get established, but once you have good students and a
stable schedule, the rewards and lifestyle can be amazing!

Virtual Learning Environments

With the mounting prevalence of affordable high-speed internet and low-cost

or free software like Skype, virtual learning is becoming increasingly relevant
in the EFL world. Student and teacher can be thousands of miles apart, yet
inhabit the same classroom space. Students and teachers can be anywhere in
the world as long as they have access to the Internet.
EFL teachers can teach online through one of the many big online employers
like VIPKid or DaDaABC for a fixed hourly rate and more experienced
teachers can even offer private lessons online. Private online teachers can
also tap into niche markets like interview coaching and exam preparation for
which they can charge more than standard conversational classes.

The majority of virtual classrooms feature one-on-one learning but group

classes are also prevalent with most group classes boasting a ratio of four to
six students to one teacher.

Virtual learning may create a more impersonal environment in which students

find it hard to maintain their motivation. The teacher may find it difficult to
monitor and adjust pace without visual and other environmental cues.
Students may be shy to interrupt lessons in group settings when unsure about
a section. Audiovisuals may also experience lags or delays, creating gaps in
communication.

1.2.4 Learner Differences

There is no such thing as a "standard learner". There are many differences

between groups of learners and the individuals within those groups. In this
section we will explore some learner differences that affect lesson planning
and teaching strategy.

Age
In EFL, the common consensus is that there are three main age
categories: children, adolescents and adults. Children are generally defined
as being between the ages of 2 - 12, adolescents as being between the ages
of 12 – 18, and adults being over the age of 18. Children below the age of
5 are referred to as Very Young Learners. These ages are not set in stone.
Individual variations abound in language and cognitive development, so the
following should be viewed as a generalization.

Young Learners
Young Learners and children learn from much more than just what is being
consciously taught. Sensory cues from the environment are often more
important than the teacher’s explanation, which accounts for how children
acquire language with what appears to be very little effort. When young
children move to a new country and attend school, they often pick up and
speak the new language as fluently as native speakers.

In order for this to happen, there are a few conditions that must be in place.
Perhaps the most important factor is exposure. Children need to hear the
language a lot in order to pick it up naturally. The nature of the language
matters too. Most adults both consciously and unconsciously alter how they
speak to children by pairing simplified vocabulary and sentence structures
with exaggerated intonation so their voices more clearly convey meaning,
enhancing comprehension. Speaking takes place during typical social
interactions and situations, providing suitable context and information for
children.
Another factor that makes it natural for children to learn languages is
their intrinsic motivation to communicate in order to be fed and
understood. They will start to experiment with language with their parents
and/or other adults, as well as through solitary play. This is when young
children seem to be babbling to themselves and repeating words and
sentences they have heard. Exposure to a language, having plenty of
opportunity and motivation to use it are key factors for language development
in young children. However, as children grow older, this ease of acquisition
declines.

Children are not as self-aware or self-conscious as adolescents or adults, and

their energy levels change quickly, making it difficult for them to remain seated
for long periods of time. They have shorter attention spans and have difficulty
focusing on one task or activity for too long. They learn more
through exposure and experience and are less able to use analytical or
abstract thinking to understand language. Due to their lack of self-
consciousness, children are more willing to take risks and make mistakes,
another factor that increases their natural acquisition abilities.

Challenges teachers face include maintaining high energy levels, planning a

wide variety of fast-paced activities, and balancing discipline and control with
fun and learning. Include a greater variety of short games, songs, puzzles,
and frequent activity changes when teaching young children.

Adolescents

Adolescents fall in-between adults and children. Their intellects are

developing, and they can discuss abstract ideas that younger children find
difficult. They have more natural language acquisition ability than adults, while
being more analytical than children. Meaning and contextual use are still the
most effective methods, but adolescents start to comprehend and learn from
form and structure.

As they may be going through puberty, adolescents are generally much more
self-conscious than adults or children, hindering their ability to take risks and
to make mistakes. They tend to care about their image. Their self-esteem
comes from their position within a peer group rather than the teacher’s
approval or disapproval, which can present challenges in the classroom.
Adolescents have reached a stage where they have more control over their
behavior and energy levels. They still require movement and plenty of variety,
but they are able to stay seated and focus on tasks for longer periods. When
working with adolescents, topics should be carefully selected to ensure they
will interest the student.

Adults

Adult brains are fully formed and capable of abstract and analytical thinking to
aid their learning. Adults may have a wider range of life experiences to draw
from as learners and individuals. They also tend to be learning as a choice,
which gives them more reliable motivation. They are aware of themselves and
can usually control their behavior well. They can keep still for long periods of
time, concentrating on each task in depth.

Adults view making mistakes as undesirable and are generally risk-averse.

One of the challenges a teacher faces with adults is encouraging them to
speak out and participate regardless of mistakes. Another challenge lies in
negative past learning experiences which may make the student nervous or
subconsciously prepare for failure. Some may have picked up bad habits from
prior English learning, and may need to "unlearn" them before they can
relearn correctly.

1.2.6 Learner
Characteristics

One of the challenges an EFL teacher faces is that individual students have a
variety of learning differences within the class. Some students excel in quiet,
structured, individual tasks while others are more effective within informal,
spontaneous group activities. This is due to differences in learning
styles and characteristics. That’s not to say each learner only has one style of
learning. Students who are visually oriented will still learn from an auditory
style lesson, but may find it more challenging and/or harder to retain. Simply
put, students absorb and retain language more effectively when the lesson
matches their preferred learning style.

Visual
Visual learners have a higher capacity of retaining information that they can
see. For these students, written text, diagrams, charts, appropriate use of the
whiteboard, videos, exaggerated body language, overhead projectors, and
flashcards will improve their chances of understanding, retaining, and using
language. Appropriate visual learning materials are easy to incorporate into
lesson plans. The following are simple ideas which can be developed into
activities that suit the visual learning style.

 Show students action flashcards and have them match the

pictures to the corresponding verbs

 Have students read a news article and use different colored

highlighters to mark out different parts of speech. For example,
have students highlight adjectives in green, nouns in blue, etc.

 Have students take part in captioning pictures or rewriting comic

strips. In higher levels, this could evolve into a discussion on
humour across cultures.

 Students are given a jumble of sentences and must correctly order

them to create a coherent story.

Auditory

Auditory learners will generally get more out

of lectures, MP3s, verbal explanations, repetition, dictation, music, and oral
instructions. The following activity ideas suit auditory learners.
  Students listen to passages or dialogues in different accents with
a transcript in their hands which includes blank sections to be
filled in.

 Students play "telephone," in which one student whispers a

sentence to the next student, and in turn s/he whispers it to the
next student. This continues until the last student stands up and
tells everyone the sentence s/he has heard.

 Quiz games like Jeopardy are great for most levels of students
because questions can be as simple as spelling to as complex as
explanations of grammar rules.

 Students recite words, clapping their hands on stressed syllables.

 Students close their eyes and imagine the scene as a story is read
to them.

Tactile & Kinesthetic

Kinesthetic learners take in information best when they use their whole bodies
to complete activities and exercises. Tactile learners are also physically
oriented learners, but more so with their hands, and are likely to benefit from
model-building or similar activities. Games that suit these learners involve the
whole body in motion, moving and touching physical objects. The following
are some examples of kinesthetic or tactile activities that can be successfully
incorporated in a lesson.
  A student puts his hand in a bag of objects and describes what he
is touching. Other students guess what it is.

 Students are each given a card with a word or punctuation on it.

One student must arrange the others to form a grammatically
correct sentence using as many words as they can.

 Groups of students are given tangrams and are required to build

something with them. In order to complete their task, they have to
negotiate with other groups to acquire the pieces they need.

The modern EFL teacher understands that in any classroom there will be
different individuals with different learning styles and preferences. Offering a
wide range of different types of activities is important to ensure everyone’s
needs are fulfilled. There are some activities that are universally beneficial -
for example, reading for pleasure and role playing, but the way we structure
lessons and activities should be adjusted to account for learner differences.

1.2.8 Student Motivation

There are a variety of factors that drive people to learn. Some students have
practical reasons for learning. They want to study Mandarin in order to
conduct business more efficiently in Shanghai, learn how to swim to get into
shape, learn how to ride a motorcycle for weekend road trips, study yoga so
they can become more relaxed, or take karate classes to gain confidence.

The desire to achieve a goal is a strong motivator that is influenced by many

factors. Family, society, peers, media, and even the weather can affect
motivation levels. The type of motivation which brings students into the
classroom is referred to as extrinsic.

The other kind of motivation is called intrinsic. Intrinsic motivation is

generated by what happens in a classroom. This includes the teacher,
classmates, materials, activities, and feelings of success or failure. Extrinsic
motivation is easy to pique, but sustaining that motivation can be difficult.
Students get bored, lose sight of their original goals, dislike their classmates,
or find the subject too easy or too difficult. This is why ultimately intrinsic
motivation is what needs to be encouraged and developed.

It is a teacher’s responsibility to help students sustain intrinsic motivation. The

course and content difficulty should be challenging, but not so difficult that
students are dissuaded. On the flip side, lessons that are too easy will lessen
focus and drive, eventually leading to boredom.

Teachers should select activities that will provoke interest and

participation in the classroom. Talking with children about the positive effects
of environmental sanctions will not help you win their passion and focus, nor
will it do much for them. Discussing Beyoncé’s latest hairdo might be
dynamite with the adolescent crowd, but probably not with elderly Japanese
businessmen (although you never know)!
We also need to display appropriate teacher qualities in order for students to
trust us and have faith in our abilities. Part of these qualities include letting
students truly feel supported and valued. This goes a long way towards
developing and sustaining motivation. Another way to increase motivation is to
have students take ownership of the class and share decision-making
power where possible. Opportunities for sharing ownership of the class with
students may include allowing them to decide the order of activities, or which
supplementary reading text to choose. Students feel more motivated to
participate in lessons when they have had some influence and choice on the
content.

While teachers can do much to encourage, grow, and sustain motivation, the
final responsibility falls on the students themselves. Real motivation can only
come from within.

1.2.9 Student Responsibility

One of the characteristics that separates great learners from good learners is
a sense of self-responsibility. Students who take on additional tasks,
actively participate, and read for pleasure are likely to be more successful in
their language-learning.

Teachers should encourage students to become more autonomous and

gradually extend their role in learning. This might be resisted by some
students, especially those who come from cultures in which it is the teacher's
job to provide learning.

To encourage student responsibility, we might ask them to solve a reading

puzzle on their own or have them look up the meanings of words themselves.
Encouraging students to use monolingual (one language only) dictionaries will
increase their practical application of English and lessen the feeling of reliance
on the teacher. Directing students towards helpful resources in libraries or
online is also helpful in promoting autonomy.

Some students may resist and some may not be capable, but those who
accept and embrace responsibility for their learning will generally be more
successful.

1.3.1 Employment
Opportunities
EFL Schools, Programs & Institutes

Most positions in the EFL world are with public elementary, middle and high
schools, public universities, private colleges and universities, and private
language training companies. There are EFL employment opportunities at
both home and abroad.

In Native-Speaking Countries

Every day there are people immigrating to countries like the UK and the US to
start new lives. Many new immigrants speak little or no English and are highly
motivated to learn the language in order to obtain employment and establish
themselves in their new community.

To ease assimilation, many EFL programs exist on a federal, state/provincial

or municipal level in which a teacher may find employment opportunities.
These positions generally require a degree focused on EFL or linguistics as a
career in addition to a TEFL or CELTA. The draw for many teachers is that
they are helping motivated and eager students adapt and fit into society - in
effect making a difference in people's lives immediately! Also, teachers may
prefer to stay local, enabling them to maintain and enjoy their social and
family lives.

There are many private schools that cater to international students who
come to English-speaking countries to improve their English on immersive
"learning vacations." These programs feature flexibility of schedule: students
may choose to study for a time of their choosing, anywhere from two weeks to
one year. A student may enroll in a private EFL school indefinitely in order to
improve their English to a point where they can attend a public university.
The qualifications required for working in the private sector are lower than in
the public sector. A general bachelor's degree, a TEFL certificate and a bit
of tutoring experience will suffice. Learning vacation programs are the
fastest growing sector in the "local" EFL industry, with demand coming from
Asian and South American-based students.

Working at "local" private schools is a great way to start an EFL career, and
new teachers will find it easier to gain employment compared to public sector
positions. Some teachers choose to gain invaluable experience at a local
private school before they head overseas.

Abroad

Public School Systems: Globally, there is a trend towards teaching students

English from a younger age via the public school curriculum. This means
there are plenty of opportunities for English teachers in elementary schools,
middle schools, and high schools. In many countries, the minimum
qualifications for teaching children in a public setting are a bachelor's
degree and either 2 years of experience, or a TEFL certificate. In places
where demand exceeds available teachers (such as China), public schools
may overlook one of these requirements in order to fill a spot. In other
countries and more prestigious schools, the requirements are stricter and may
require a teaching certificate from your home country. In some countries,
where resources are scarce, one may find a position without any qualifications
besides being a native English speaker, but generally these will be near-
volunteer experiences (like those in Georgia). These positions can be
rewarding in their own right, as they get far fewer foreign teachers and
exposure to outside cultures.
Universities: Universities are normally more strict when it comes to
qualifications, with higher-end markets (such as the U.A.E.) demanding a
teaching certification from the home country or a master's degree in linguistics
or English. Students may be English majors or taking English courses as an
integral part of their degree. Students majoring in tourism, international trade,
and finance are required to reach a certain English proficiency level in order to
graduate and receive their degrees.

Private Language Institutes: Private language institutes encompass a wide

range of students and learning goals. Being an instructor at a private school
may include teaching children English orally, business English in a company
setting, one-to-one classes with a high school student preparing to go
overseas, and a class of undergraduates preparing for an English proficiency
exam like the IELTS.

Many private schools will require a bachelor's degree or a TEFL

certificate at a minimum and will provide some training before allowing new
teachers to take their own classes. Some training schools will only require
native English ability, but may not be able to provide a legal working visa.
Private schools often pay more than public schools and are more willing to
accept new TEFL graduates with little or no experience. The schedules at
private centres tend to be less conventional, with most classes being held on
evenings and weekends. Sometimes teachers have to travel between different
classroom locations and get fewer holidays than at public schools.

Private training schools appeal to teachers with lots of energy, those who
would like to earn a higher salary, and those who enjoy teaching a variety of
students and class types.

1.3.3 Contracts, Other

Employment & Personal
Tips

Contracts

If you decide to take the plunge and leave home, you're most likely going to
be signing a contract with a school or a recruiter who represents a school.
Generally, using a reputable recruiter is an easier process. They take care of
details like paperwork for visas, accommodations and air travel, and they act
as a guide during the entire process, explaining contracts, etc. It should not
cost the candidate anything because recruiters are paid by the school. For
first-time EFL teachers, using an agent will make it easy to have all questions
answered and provide a sense of security all the while.
In order to obtain a working permit, a full-time contract is required at most
schools and companies. Part-time contracts tend to be offered when a
candidate is already in the country. Contracts vary from country to country as
well as school to school.

These are some of the key points that should be stated in the contract
and clarified before you sign:

 What is the salary and when is it paid? Is there any hold-back? Is the
salary after tax or before tax? If before tax, what will the tax deduction
be?

 Is a return or one-way plane ticket included? When is it to be

reimbursed? What if, upon completion of the contract, the teacher
doesn't want to return home right away, or to travel to different
countries? Is there a set amount paid in lieu of an actual ticket?

 Are accommodations included? Are they private or shared? What

amenities and facilities will be provided? Are utilities and Internet
included, or will the teacher pay for these? How far from the school are
accommodations? If farther than walking distance, is a travel stipend
provided?

 Is medical insurance included? If so, what does it cover and what

doesn’t it cover? Is there any dental?

 How much paid or unpaid holiday time is included? When can holidays
be taken?

 How many teaching hours per week will be assigned? Are there office
hours? If so, how many? Are lesson planning and homework checking
done during contract hours or during off-hours? What is the overtime
policy and pay?
  What is the schedule like? Will I get weekends off? Will I be required to
work evenings?

 Will I be working out of one location or several? If teaching is required at

separate locations, is commute time included in contracted hours? Who
will pay commuting costs?

 Who will cover costs of working visas and permits? What about medical
tests or other requirements needed to obtain a visa? Are the costs paid
for by the school or reimbursed?

 What consequences are there if a teacher does not complete the

contract? What if the school decides to terminate the contract early?

 When will final payment be settled? When the contract is over, when will
the working permit or visa expire?

Depending on the country and type of position, the answers to the above will
vary. It is strongly recommended that prospective teachers research the
country, school, and/or recruiter on community forums such as Dave’s ESL
Cafe, ESL HQ, etc. You can post questions about a contract you are
considering and receive feedback from veteran teachers. They will be able to
assess whether the contract is fair and if any items should be negotiated
further.

Other EFL Opportunities

While teaching positions are the most commonly available, the TEFL industry
offers other opportunities as well. Below are a few examples.
Editing and Writing:

Larger private schools, publishers, certain types of agents, and private clients
require editing and writing services. Branded schools often create their own
textbooks. At the most basic level, they require native English speakers to
copy-edit mistakes and point out major errors. They also require structure,
project management, and content writing for their textbooks, which would be
an option for those with higher qualifications and experience.

In addition to the projects above, publishers additionally create supplementary

study materials that include dialogues, test-preparation workbooks,
dictionaries, and conversation guides. Generally, content writers will be
provided a sample of what is required along with a "known vocabulary and
grammar" guide to ensure the target level of English is utilized. Working for a
publisher can be a full-time position or a part-time position on the side.

There are agents who specialize in international college and university

applications. Their clients are often required to submit essays, personal
statements, and reference letters in English. Editors are expected to help
clients with generating ideas, creating frameworks, providing feedback on
subsequent drafts, and polishing final versions. Some more unscrupulous
agents will expect the editor to write entire essays and applications with little
input from the client.
Other jobs exist within the fields of editing and writing but are less obviously
advertised and may take some creativity, connections, or old-fashioned door-
knocking to come across. Translation companies may need native English
speakers to polish their higher-paying projects. Some companies would like to
have their websites or international investor-relations material edited.
Individuals might like to have a professional-looking resume created in
English. One TEFL graduate posted a blog entry about how she helped a
restaurant in South America create a menu in English in exchange for free
cooking classes and meals!

One of the appeals of editing or writing is the fact that much of it can be
done remotely from home, especially in part-time situations. Don’t be shy to
approach potential clients, agents and companies with suggestions or
proposals. There is a world of opportunity out there with the right attitude and
determination!

Voice Recording
In addition to editing and writing, publishing houses frequently require native
English voices to record material. Most EFL material comes with an audio or
video component. The audio may be in the form of a CD, MP3, embedded in
software, or in video. The audio recording may involve reading dialogues with
a partner or group, news articles, stories, instructions, dictionary
terminologies, and more. It sounds like an easy task, but studios require
certain types of voices which record well. Also, recording can get very
monotonous. Imagine sitting behind a microphone in a closed room, reciting
dictionary terms for hours on end! Due to these factors, voice recording pays
generously, but jobs are difficult to come by. Locate and contact any recording
studios you might find and send a sample of your voice. Occasionally, agents
who recruit teachers may also be able to guide applicants towards recording
jobs.

Personal Traits for Success

Moving and working overseas is exciting. It can be a breath of fresh air and an
adventure in its own right. Teaching English adds to that adventure! Some
people seem to relish and love the challenges and newness of teaching in a
foreign country, while others get frustrated and feel they made a wrong
decision. There is no cookie-cutter candidate who makes the perfect EFL
instructor, but the following are some personal traits that better adjusted, more
effective, and happier teachers tend to exhibit:
The last characteristic may be surprising, but it is important to recognize that
being successful will include having some failures along the way. Success is
often built on failures. When faced with difficult situations, it is important to be
strong emotionally and believe in yourself. If you are uncertain about being
able to live and work in another culture, remember that personal growth
involves dealing with uncertainty.
Useful EFL Web Resources

Here is a list of recommended websites that will prove useful to EFL Teachers

 www.eslcafe.com: one of the oldest and most respected resources for

EFL teachers. Forums have plenty of activity and useful, up-to-date
information. Also contains sections with activity suggestions, an idea
cookbook and international job postings.

 www.eslhq.com: A great resource for lesson plans, flashcards, teaching

materials and more. Also has a new teacher-friendly forum.

 www.dictionary.com: Online dictionary with thesaurus and audio

recordings for pronunciation purposes

 http://www.pdictionary.com/: Online picture dictionary; a great resource

for making flashcards and finding good photos for presentations

 http://www.simpleenglishnews.com/: Current news stories in simplified

English. Great reading and discussion material for adult students.

 http://iteslj.org/t/: Full of teaching resources including activity-based

lessons, games, and project ideas.

 http://www.123listening.com/: Listening activities

 https://www.tefl.com/job-seeker//: Lists available EFL/EFL positions

 http://www.developingteachers.com: A resource for EFL materials as

well as useful articles and country information

 http://www.esl-lounge.com/ : Teacher and student resources, including

printable materials

 http://www.mes-english.com/: EFL material, resources and printables