Teaching English as a foreign language

TEFL or Teaching English as a foreign language refers to teaching English to students for whom it is not their mother tongue (see English language learning and teaching, which explains the distinctions between different kinds of teaching of English to non-native speakers). TEFL can take place in English-speaking regions, for example in language schools or summer camps or before the start of a university degree, but usually occurs in the student's own country. There, TEFL can be either within the state school system, or private, either in an after-hours language school or with a one-on-one tutor. The teachers may be native or non-native speakers of English.

For a wider view, relating to both EFL and ESL contexts, and a full explanation of abbreviations (e.g. the difference between ESL and EFL, or TESOL as a subject and an organisation), see English language learning and teaching. For information about foreign language teaching in general, see language education.

Qualifications for TEFL teachers

The basic qualification for teaching English is an undergraduate degree in any subject, plus a TESL or TEFL certificate. There are numerous organisations that issue certificates which vary widely in acceptance. There is no international independent accrediting organisation overseeing the issuing of qualifications in general, although there are national ones, e.g. in Britain, which carry weight in many countries.

In general, language academies (employers) around the world will typically require a 4 week, 120+ hour TEFL/TESOL certificate of some kind. To the employer, this means that the teacher candidate has had teaching practice, completed the various projects and assignments and is willing to adapt to a foreign culture or environment, as most courses are abroad. There are also shorter weekend courses, online courses and quick training solutions, although these may not offer the number of teaching practice and lesson planning hours preferred by employers. In most large international cities, you'll find a number of 4 week intensive training course providers. For someone interested in a course, think about the location, time of year, cost and try to get in touch with previous graduates to hear more about their course. This is more than just sitting in a classroom, it's an experience. Meeting other people, networking, pushing yourself into new comfort zones, adapting and helping others are all a part of teaching abroad.

In the parts of the world influenced by Britain (the Commonwealth and the European Union), the three most commonly recognized certificates are the UCLES CELTA, the Trinity CertTESOL and the School for International Training's TESOL Certificate. Some universities issue TEFL certificates as part of their undergraduate programmes.

The typical United States qualification is a pre-service MA TESOL, although many shorter certificates exist. In some countries it is possible to obtain work with much less than this. Schools willing to take untrained staff typically run short courses and may provide their own training. Chains such as Berlitz do not accept the CELTA and require all their teachers be trained in their particular methods. Additionally, many private unaccredited schools offer courses of varying quality which lead to their own certificates.

Pay and conditions worldwide

As in most fields of work, the rate of pay depends greatly on the candidate's education, training, experience, seniority, and expertise. As with much expat work, the employment conditions vary considerably between countries depending on the level of economic development and the perceived desirability of living in that place. In relatively poor countries, even a low wage may equate to a cozy middle class lifestyle.

As with all occupations, there is a danger of exploitation by employers. This is increased when working in a foreign country where the labor laws differ, are not applied to foreign employees, or not enforced. For example, an employer might ignore contract provisions, especially as regards to working hours, working days, and end-of-contract payments. That many abuses are reported does not necessarily mean that they are statistically common. Sometimes undoubted abuses occur due to low standards of legal protection; for example, in Britain anyone can open a business and call it a language school. TEFL is notoriously an industry open to unscrupulous entrepreneurs. Other reports of mistreatment may stem from cross-cultural misunderstandings. Some teachers who cannot adapt to living and working in a foreign country leave after a few months. Informal and formal blacklists and greylists, such as TEFLWatch, have sprung up on the internet in order to help teachers avoid schools that have received complaints.

TEFL in Europe

The expansion of the European Union and of English as a commercial language have gone hand in hand, and consequently there is great demand for instruction, both in the education sector and in the private sector. With care, job seekers can find high living standards and relatively secure employment. The most numerous positions are found within the private commercial schools which have been expanding and many offer salary and benefits that compete with the education sector.

TEFL in China, Peoples Republic of

Many opportunities exist within China from Preschool through University, Private Schools and Institutes, Companies, and Tutoring. Public schools are tightly governed by the Provinces and the Department of Education in Beijing while the private schools have much more freedom to set work schedules, pay, and requirements. The public schools tend to have lower number of hours per week (12 to 18)with low pay while the private schools usually require more than 22 hours a week and higher pay. An exception might be the preschool and elementary schools asking the teacher to do more hours like the Chinese teacher would do. Most schools will pay for some of the travel expenses to and from Asia and typically will pay round trip for a one year contract (typically 10 months) and one way for a six month contract. Public schools will usually also pay during the vacations, but not for summer while many private schools have shortened vacation schedules and may pay for whatever short number of days is allowed for vacation. Private schools may also require teaching on weekends and evenings while public schools do not. Both may have classes that are not on campus which require extra time transportation to and from classes. Public schools will provide an apartment with some extras while some private schools also do this many do not offer a place to live. Companies vary a lot depending on the number of employees they want to train and could employ a teacher for one or two classes or a complete set of 14 to 16 hours a week. Tutoring also varies as in some cases a whole family is being trained or just one member.

Some teachers are successful working independently with several contracts for tutoring, individual college classes, and some company work. The majority of teachers accept contracts with the schools. Public school contracts are fairly standand while the private schools set their own requirements. For the most part schools try to hire teachers who are native citizens from Australia, Canada, GB, New Zealand, or the USA, but because of the large numbers of teachers needed, others with good English language skills are able to find positions.

Hong Kong

Because of the special history of Hong Kong, it takes its English language education especially seriously, as evidenced by recent government-funded research.

Japan

In Japan, the JET (Japan Exchange and Teaching) program employs assistant language teachers to work in Japanese high schools and elementary schools. Other teachers work in private language schools (Eikaiwa). The largest of these chains are AEON, GEOS, NOVA and ECC. Other teachers work in universities. Agencies are increasingly used to send English speakers into kindergartens, primary schools, and private companies whose employees need to improve their English.

South Korea

South Korea has a great demand for native English speakers willing to teach, to the degree that it is common for institutions to reimburse teachers for the round-trip airfare and sometimes supplement housing costs of teachers although these practices vary depending on the institution.

Taiwan (Republic of China)

In the Republic of China (Taiwan) most teachers work in cram schools known locally as bushibans. Some are part of chains like Hess and Kojen; others are independently operated. Monthly pay in such schools is around the USD $2,000 mark. End of contract bonuses equivalent to an extra month's pay are not mandated by law as they are in Korea, and are not common in Taiwan.

Thailand

Thailand has a great demand for native English speakers, and has a ready-made workforce in the form of travellers and expatriates for whom the lifestyle there is attractive despite the relatively low salary levels commonly available.

As Thailand prohibits foreigners from most non-skilled occupations, a high percentage of foreigners working there are teaching English, as they have no other legal way to make a living, and teach mainly as a means to be able to stay in the country rather than as a pure career choice.

Until recently, Thailand had a worldwide reputation as a place where finding teaching work was relatively easy for any native English speaker who sought it, and recruitment was poorly regulated. However, the recent revelations in 2006 that John Mark Karr, the man charged and subsequently cleared of the murder of JonBenét Ramsey, had been working as a teacher for a school in Bangkok prior to his deportation to the USA, have put the profession under the spotlight, and resulted in a crackdown by Thai authorities on schools employing illegal workers, and visa & work permit regulations have been tightened accordingly. It has, however, become simpler for legitimate workers to obtain visas in-country. In a similar case, a Briton, Sean McMahon, was subsequently detained in Bangkok on child rape charges in January 2007, having fled the UK on bail. He had taught English in a Bangkok school for several years.

Problems

Whether teaching to travel or traveling to teach, an ELT lifestyle is not without its difficulties. For example, one common concern of new English language teachers are issues related to cultural integration. Even with prior mental preparation, culture shock can take a real toll on one's ability to work effectively. Issues of language barriers, cultural and religious differences, financial infrastructure, climate, administration, access to medical care, and food quality are also potential problems. It is best to fully research any country and company for which you would be working and often and potential teachers should request the email addresses of current ESL teachers at the institution that is interested in hiring you and inquire as to the working conditions of the contract.

Teaching techniques

See also: Language education

Reading

The technique of using literature aimed at children and teenagers for TEFL is rising in popularity. Both types of literature offer simpler material ("simplified readers" are produced by all the major publishers), and are often written in a more conversational style than literature aimed at adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other wordplay. One technique for using these books is called the "multiple-pass technique". The instructor reads the book, pausing often to explain words and concepts. On the second pass, the instructor reads the book completely through without stopping.

Communicative language teaching

Communicative language teaching (CLT) is an approach to the teaching of languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms, it continues to be popular, particularly in Japan and Europe.

Blended learning

The concept of blended learning has been discussed among teachers of English as a foreign language. Recent studies have shown that ELT benefit greatly from a combination of face-to-face teaching and interactive (and therefore frequently electronic) practice activity. This can be achieved through the adoption of a Virtual Learning Environment (VLE).

VLEs have been a major growth point in the ELT industry over the last five years. They are developed either as an externally-hosted platforms onto which content can be exported by a school or institution (examples being 'Worldwide Web Course Tools, WebCT' or the 'Blackboard' VLE) or as content-supplied, course-managed learning platforms (an example being the 'Macmillan English Campus').

The key difference is that the latter is able to support course-building by the language school. This means that teachers can blend their existing courses with games, activities, listening exercises and grammar reference units that are contained online. This has applications in the classroom and as self-study or remote practice (for example in an internet café).

See also

• English language learning and teaching
• Language education
• Second language acquisition
• Applied linguistics

External links

More Information on the TEFL Profession

• TEFL News Network
• TEFLWatch School Blacklist
• TEFL Professional Network - extensive TEFL career jobs database
• TEFL.net - TEFL resources for teachers
• TEFL.com - TEFL resources

TEFL Support Organizations

• A Thousand Books - Providing books to Peace Corps TEFL programs in Romania and other countries
• Wikigogy.org - wiki specifically for English teachers