Teaching English as a Foreign Language
From Wikipedia, the free encyclopedia
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.
The rest of this article discusses a particular subset of TEFL, namely the teaching of English by an educated ex-patriate community of qualified native speakers. It is important to remember that this does not reflect the totality of TEFL.
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.
Contents |
[edit] 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 the parts of the world influenced by Britain (the Commonwealth and the European Union), the two most commonly recognized certificates are the UCLES CELTA and the Trinity CertTESOL. Some universities issue TEFL certificates as part of their undergraduate programmes.[citation needed]
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 unacreditted schools offer courses of varying quality which lead to their own certificates.
[edit] 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, a low wage may equate to a cozy middle class life style.
As with all occupations, there is a danger of exploitation by employers. This is increased when working in a foreign country where the worker does not know their rights. 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 are less than golden.
[edit] Issues 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.
[edit] Issues in Asia
[edit] Hong Kong
Because of the special history of Hong Kong, it takes its English language education especailly seriously, as evidenced by recent government-funded research. See Teaching English as a Foreign Language in Hong Kong.
[edit] 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 and Nova and ECC. Other teachers work in universities.
[edit] South Korea
South Korea has a great demand for native English speakers willing to teach, to the degree that it is standard for institutions to pay for the round-trip airfare and housing costs of a teacher with any university degree.
South Korea is notorious in the TEFL community for unscrupulous language schools. While bad bosses and criminal activity can exist anywhere, South Korea suffers from this situation more than most. Indeed the situation there is so severe that the US State Department has seen fit to issue a warning to prospective teachers.
[edit] Taiwan (Republic of China)
In the Republic of China (Taiwan) most teachers work in bushibans (a cram school). Some bushibans 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.
See Teaching English in Taiwan.
[edit] Thailand
Thailand has a huge demand for native speakers, and has a ready-made workforce in the form of travellers and expatriates for whom the lifestyle there is very attractive. As Thailand prohibits foreigners from most non-skilled occupations, the majority of foreigners working there are teaching, as they have no other way legally to make a living. 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 Thai authorities cracking down on schools employing illegal workers, and up visa regulations have been tightened. It has however become simpler for legitimate workers to obtain visas in-country.
[edit] Problems
Whether teaching to travel or travelling to teach, an ELT life style is not without its difficulties. Teachers tend to complain about the following things.
[edit] Culture
The biggest 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.
[edit] The school
Teachers may be sharing living accommodation with colleagues. Enthusiastic teachers often become disillusioned by private institutions' lack of regard for quality or teacher development.
[edit] Teaching techniques
See also: Language education
[edit] 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.
[edit] Blended learning
The concept of Blended learning has been much discussed recently 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).
[edit] See also
- English language learning and teaching
- Language education
- Second language acquisition
- Applied linguistics
[edit] External links
[edit] More Information on the TEFL Profession
- Top 10 TEFL Blogs by TEFLLogue
- TEFL News Network
- TEFLWatch Blacklist for Teachers
- TEFL Professional Network - extensive TEFL career jobs database
