David's English Teaching World

I've moved

2009-10-14T04:19:00.001-07:00

Hi all, thanks for dropping by. To make things easier, I've decided to merge some of my blogs, which, including this one, can now be found at ELT World. I've been getting off my backsides and writing recently, so come over to the new URL and leave lots of lovely comments.

ELT World News Blog

2009-01-18T23:36:00.001-08:00

Thanks to all of you who have visited this blog. I'm busier than ever over at eltworld.net setting up things. The ELT World news blog has been up and running for almost a year now...

Please drop by and learn all the latest TEFL scandal from around the world at the ELT World News blog, you'll be amazed what's going on in the wonderful world of English language teaching.

Making the Move

2008-11-01T01:20:00.000-07:00

Dear all, I'm making the move gradually away from blogger and onto the eltworld.net website proper, hence the slowing down in posts. I'll keep you informed as to the progress with the whole range of blogs that will soon be up and running, including the all new David's ELT World blog, the ELT Times Newspaper, the ELT World News center, ELT World Lesson Plans and many, many more. Thanks for dropping by and please check out the new blogs.

TEFL Certification and Training Options for Teaching English Abroad

2008-10-24T00:19:00.000-07:00

By Luke Fisher

We're once again joined by Luke Fisher, who delves into the world of teacher training courses in this latest addition to the guest authors series:

The various types of TEFL Certification available make it important to research all possible options before learning to teach English as a second language. As there are many types of courses available you can usually find one that will suit both your timing and the method that you prefer for instruction. In the past there have been two options when it comes to taking a TEFL course, the first is classroom style and the second is an online course. Currently, about 30,000 people per year become TEFL certified with 5,000 completing in-class courses and 25,000 completing online courses.

There are a number of options in terms of TEFL certification. The training methods vary due to the nature of the course itself, the main difference being the method of course delivery. An in-class 4 week course is face to face where trainees are taught along with their peers and includes the very important component of teaching practice with real students of English. By Contrast, an online course is by nature completed independently with the support of an online tutor either via email or chat. Although an online course is a convenient option in terms of cost and accessibility, the draw back is that no teaching practice can be completed due the course being online. Instead, a CD of teachers teaching are viewed and commented on.

Typically, a TEFL certification course is 4 weeks long and is more than often completed in the country where you plan to teach English. The course is fairly intensive and is designed to give a sound foundation and introduction to teaching English as well as teaching practice with actual students of English. Teaching skills, knowledge and experience are improved after the course when actually teaching. The most popular locations for TEFL certification are Thailand, Spain, Italy and Costa Rica.

Another option is TEFL certification online. The main advantage of this type of course is its flexibility and price. The course can be taken from pretty much anywhere with a pc and can be completed at a self dictated pace. The course can be completed in anything from 2 weeks to 6 months depending on the time that you have available. Not having to attend a training centre overseas for 4 weeks obviously makes this type of course a much cheaper option.

One further option is a Combined TEFL course. This is a combination of the two methods above. Trainees complete the online TEFL certification course and then attend a training centre for two weeks for further training and teaching practice. This is a good option for those that do not perform to their full potential in intensive environments. The teaching practice component of the combined course is offered in four locations: Thailand, Italy, Spain and the USA.

The quality of training and certification received when completing a TEFL course relates to the time involved in training and the amount of teaching practice hours completed. The 4 week in class TEFL course and the combined TEFL course involves approximately 130 hrs of training and 6 to 10 hrs of teaching practice. The industry standard recommendation for an in-class course is 6 hrs of teaching practice. The online course involves 100 hrs of training and post course options for in class components of teaching practice either locally or abroad.

About the author

TEFL Course is a leading provider in global TEFL Certification and TESOL Certification. TEFL Course will help you find TEFL Jobs in a range of countries.

Teaching English in Japan is at this Instant Easier...

2008-10-05T23:57:00.000-07:00

By Judy Wellsworth

In this edition of the guest writers series, Judy Wellsworth gives us the lowdown on teaching in Japan:

In Japan, the necessity for English-speaking citizens has lately risen to epic proportions. With this increase in demand, finding a job teaching English in Japan is easier than ever for foreigners who wish to head abroad. Are you considering teaching English in Japan? If so, there are a few key things you should know before you begin your job hunt. Teaching English in Japan is an adventure makes sure it's not a stressful one

Image courtesy of www.freephotosbank.com

Gross Good While Coaching In Japan: Teaching English in Japan is also possible at a more laid-back level. If you're not interested in getting involved with a school, college, or corporation, consider teaching private lessons. Private teachers who travel to peoples homes to teach English can expect to earn about 15-20 Euros per session. You most likely won't make a living doing this, but it can be a great way to enhancement your income if you're forecast on staying in Japan.

A unique expansion in the field of teaching English in Japan involves teaching over the telephone. Although this method is catching on in many countries, it is particularly popular in Japan, and it offers teachers the opportunity to do their jobs without having to leave their home countries. Some might quarrel that living in France is the best part of becoming an English teacher. However, if your life doesn't permit travel but you're still interested in a TEFL career, telephone teaching is another option to walk around.

If you're interested in the Japanese culture and have a working knowledge of the language, teaching English in Japan can be a great way to support you while experiencing a different culture. If youâ€™ve chosen this field, be prepared to do your research before embarking on your adventure. Till take some work, but it's very possible to make this your lifelong livelihood.

Ever since the middle of 1990, a lot of foreign individuals have looked into the possibility of teaching English in Japan. This is because of the vast opportunity that is waiting for them in the country. With the increasing weight of the American economy within the large-scale market or the desire to travel to the USA, a lot of citizens who do not know how to speak the language have decided to study it. English schools within the country want to be assured with the tutoring that they are providing their students.

It would not be an awful idea for you to try looking for a teaching job in the country, too. You can make your employment more enjoyable when you pick to apply within schools which have a good status. This way, you will be able to guarantee that the terms of your indenture are clear. If you want to make sure that the contract of your English teaching job is not just a false promise, you can ask for references from the people that you know. If you know someone who has previously qualified or is currently teaching in Japan , you might want to ask which school offers the best benefits. If you are engrossed in education English in Japan then you can take the TEFL course. All prices include tuition fees and course materials; the higher cost in Seville is because it includes accommodation. In the other 2 locations, accommodation is not provided but the course organizers will help you to assemble it.

There are many opportunities for teaching English in Japan so seize your TEFL certificate in one of these three locations and then help will be given to finding you a job in the area of your choice. Most contracts last for one year and then you are free to endeavor another country that appeals to you, maybe, China, Indonesia, Thailand, Brazil, the list is endless and the choice is yours a TEFL certificate in actuality is a authorization to the world.

About the author

You can also find more info on Teaching Certificates and Teaching Courses. Teachingjobshelp.com is a comprehensive resource to known more about teaching jobs.

English learning resources: variety and motivation

2008-09-29T04:32:00.000-07:00

By Luke Holden

In this article in the guest author series, Luke Holden discusses the need for variety in language learning:

Variety is the key to success for those learning a new language or trying to build on their existing knowledge. Having interesting and appealing material to study from is essential to maintain motivation as a student, and this article will attempt to explain some of the more useful resources available.

It is worth noting that new learners of a language really do need to build a solid foundation of knowledge before attempting anything else, and it is most useful for them to use material intended for that purpose such as structured textbooks and some websites for beginners. Both of these types offer constructive examples with relative variety. The good news is that for English learners with at least a basic level of ability, there is an abundance of material available as learning resources. In order to create some order of what exactly is available, the following three categories have been constructed;

'Authentic material' is material which has not been created for the classroom. It can be thought of as original and unedited, and covers areas like newspapers and magazines, business reports, leaflets and brochures, novels, and more. The advantage to using authentic material as a study aid is that you can get a first hand idea of how to apply your English knowledge to real, everyday situations. The problem for many learners is that they don't feel that they can use their knowledge, but authentic material crosses that bridge and is an endless source of interesting and varied information. For example, in a newspaper alone you can learn about world events, improve your general knowledge with related reports, or simply find out what is on television in another country. Authentic material has such huge diversity that a learner can always find something relevant to their needs or interests, and new authentic material is being created everyday.

'Non-authentic material' is material which has been designed for the classroom, and is usually edited to make it appropriate to a particular level of English. This kind of resource is best found in the classroom from certified esl and tefl teachers, or in the school itself. It's a very effective form of learning and covers categories like word searches, dialogues and worksheets, amongst others. Correctly designed non-authentic material has been built with a teaching idea or topic in mind, and should focus on helping the learner to understand a specific point of knowledge relating to grammar or vocabulary. The English learner who wants to understand an exact concept can use non-authentic material as a strong and useful tool, and then move back into authentic material for the application.

'Online material' is technically both authentic and non-authentic, but has been put into its own category because it is such a unique phenomenon. The growth of the internet over the last twenty years has helped numerous groups of people, with language learners at the forefront. A massive number of websites to help English learners has emerged, as Google proves with 85 million results for the phrase 'learn English.' Without a doubt, the internet connects the world and does so by uniting people from different countries and backgrounds, and who speak different languages. For English learners, the internet offers educational websites, but is not limited to that alone. It also has a huge selection of free authentic and non-authentic resources to cater for every need, and will continue to do so for years to come.

As has been shown, the availability of English learning resources is seemingly endless and ever-increasing. Knowing which type of material is most useful for which lesson is a matter of experience and unique to the individual, but by combining authentic, non-authentic and the internet together, any English student can succeed in their search for English learning resources.

About the Author

Luke Holden is an experienced English teacher, living and working in Beijing. He is the proud owner of http://www.aenglish.net, a collection of learning resources and advice run exclusively by English native speakers

Advice for a New ESL Teacher?

2008-09-26T05:11:00.000-07:00

'When you first arrive in your assigned country, the first few minutes can be shocking. The air smells different, the people surging around you are likely different, the looks of buildings and storefronts and wares for sale may all be different' notes Douglas Anderson in his article 'Advice for a New ESL Teacher' over on the ELT Times online TEFL newspaper. R ead on...

TEFL International discussed on the Forums

2008-09-26T05:05:00.000-07:00

The issue of TEFL International has reared its head again over on the forums and is bringing about some heated debate. Check out the latest news over on the general discussion forum now!

TEFL courses in Argentina & TEFL jobs teaching English in Argentina: PART 2

2008-09-18T03:23:00.000-07:00

Some coıncern has been expressed over on the ELT World forums about the recent post from Luke Fisher on the subject of teaching in Argentina. While I've left the post intact, I don't wish any of you to think that I've received any money from the organisation that Mr. Fisher represents, nor do I condone their policies with regards to the way they choose to run their business.

By way of providing a balanced perspective, I strongly recommend anyone who read that article to also read this.

TEFL courses in Argentina & TEFL jobs teaching English in Argentina

2008-09-11T04:27:00.000-07:00

By Luke Fisher

In this article from our guest authors series, Luke Fisher discusses the life of the TEFL teacher in the South American nation of Argentina:

There are a wide variety of TEFL courses in Argentina offered in cities throughout the country. Completing a TEFL course in Argentina leads to TEFL jobs teaching English in Argentina. This is a truly wonderful and unique country which offers great opportunities for travel and teaching. In terms of initial costs for TEFL certification, Argentina is one of the best deals going in South America due to the financial crash of 2003.

Argentina is a country of stunning natural beauty. Due to the waves of immigration throughout the 20th Century, Argentina is truly cosmopolitan. It has beautiful big cities and huge expanses of untamed wilderness. It is a place where the visitor, particularly if they have a lively interest in soccer, can blend seamlessly with the surroundings and friendly people. The local language is of course Spanish, but there are some native South American dialects still in use. The population of this vast country is thirty-seven million, and the religion is predominately Roman Catholic. In a country where US television and baseball is enormously popular, there is considerable enthusiasm for learning English and as a result a plethora of TEFL jobs teaching English in Argentina are available. Those actively looking for TEFL jobs teaching English in Argentina will find a good variety of opportunities throughout the country, and be rewarded by the experience of teaching some of the most enthusiastic and fun-loving students in the world.

Completing a TEFL course in Argentina with TEFL certification is sufficient to teach in state and private schools. Generally, employers for TEFL jobs do not require a degree, PGCE or previous teaching experience. Within language institutes you can expect to find yourself teaching those who work in tourism or business. Also businesses and companies provide TEFL jobs teaching English in Argentina for English language training purposes for their employees. A good TEFL course in Argentina will provide components within the course for teaching business English and in some cases specialized courses dealing only with business English teaching leading to CTBE: Certificate in Teaching Business English.

Argentina has a needs driven market when it comes to English language learning and as a result you will find highly motivated students. TEFL jobs teaching English in Argentina have to be paid for and this is generally at a cost to the student of English. Students, school managers, companies and businesses will expect a respectable, well-turned out, professional teacher. An important thing to note is that Latin languages are inflected and students will naturally have a high awareness of grammar. Teachers teaching English in Argentina will need to prepare well for their classes in order to provide rich and structured lessons and a solid learning environment. Argentinean students are amongst the most warmly spoken of by experienced TEFL teachers. Expect fun, great enthusiasm, but do not be too surprised if class sizes are low should there be a major sporting event being broadcast.

Buenos Aires is a great location for TEFL courses in Argentina and TEFL jobs leading to teaching English in Argentina. The capital city boasts cafe lined grand avenues and cobbled back-streets in a style as that of Europe, a buzzing night life and many places of interest. It is not too difficult to escape the somewhat unusually easy paced life of the city for the quieter suburbs and natural expanses that surround Buenos Aires. Cordoba is the education centre of the country with seven universities in total. As an academic town it is alive with interesting people and events and there is plenty to do on a budget. Mendoza in contrast, with giant sycamore lined streets, feels like a desert - as you will notice from the high temperatures - but it is a desert made green by the work of plantation owners.

A little preparation prior to setting off for your TEFL course in Argentina or TEFL job teaching English in Argentina will pay dividends. Think of not just of Argentina, but the whole continent of South America, as you may well end up traveling around quite a bit once you hit this part of the world. It is a good idea to contact Latin American embassies in your country of origin for the locations that interest you. Enquire about TEFL courses, TEFL jobs teaching English and visas, and see what you get back. You will find that you will have compiled a useful set of information which will help in the long run. Information will vary from country of origin to country of origin, Latin American embassy to Latin American embassy.

In many cases TEFL jobs teaching English in Argentina are acquired on-the-spot. Hence you will need a letter of introduction, in Spanish, your resume or CV translated accordingly, plus a translation of your transcripts and certificates. The best option is to use Castillian Spanish as spoken in Spain. This is seen as the mother tongue, universally comprehended, and carries style, weight and considerable currency throughout Argentina and Latin America.

There are a number of options that can be utilized to gain a placement prior to teaching English in Argentina. Many US TEFL schools have close ties with Argentina and other South American countries. The Buenos Aires Herald carries TEFL job advertisements for English Teachers and sometimes information about TEFL courses in Argentina. The Net has many forums and dedicated websites for TEFL jobs and teaching English in Argentina.

The local yellow pages detail schools, language institutes and universities which are often only too willing to interview candidates. Well presented, organized and enthusiastic TEFL teachers are in short supply. It is quite likely that if an employer likes you they will most certainly find some teaching for you!

TEFL job opportunities for teaching English in Argentina are in plentiful supply. There is a wide and varied market for those having completed a TEFL course in Argentina or at another location. Argentina offers great travel options and the opportunity to become part of the local culture through teaching English. When choosing a location for a TEFL course and teaching English overseas, Argentina and South America should be given some serious consideration.

About the Author

TEFL International offers TEFL courses in Argentina and TEFL jobs leading to teaching English in Argentina. Teach, travel, live and work in Argentina.

IATEFL 2009: Cardiff

2008-09-11T00:14:00.000-07:00

IATEFL holds its International Annual Conference & Exhibition every spring, which is attended by around 1500 ELT professionals from 70+ countries. It involves a 3.5 -4-day programme of over 300 talks, workshops and symposiums and, in addition to giving delegates a chance to meet leading theorists and writers, and exchange ideas with fellow professionals from all sectors of ELT, it enables them to see the latest ELT publications and services in a large resources exhibition involving around 70 ELT-related exhibitors.

The 43rd IATEFL Annual International Conference and Exhibition will be in Cardiff 31st March - 4th April, at the City Hall and Museum. Plenary Speakers to be confirmed. Click here for more details Cardiff 2009. The closing date for speaker proposals is 22nd September 2008.

Following their very successful conference in Cardiff in 2005, the organizers are sure that delegates will be pleased that they are returning to Cardiff for the conference in 2009. The beautiful city with its many attractions are a delight.

Advice For A New ESL Teacher

2008-09-08T05:32:00.000-07:00

Douglas Anderson shares his knowledge with those just starting out in the profession:

When you first arrive in your assigned country, the first few minutes can be shocking. The air smells different, the people surging around you are likely different, the looks of buildings and storefronts and wares for sale may all be different.

If you are in modern country, such as Japan, you will likely feel only slightly uncomfortable, as the airport will be clean and streamlined, although perhaps twice as busy as you expected. But signs will be in English, and you will have no problem navigating through the airport to the outside world.

If you are in a third-world country, the airport could be a far cry from anything remotely comfortable, with military soldiers everywhere, a crush of people, strange maybe even repulsive smells in the air, total chaos. If you are alone, this can be especially intimidating.

When I arrive in a new country, I am always surprised at the first few moments outside the airport. The sky looks different, the air smells different, the chaos of people coming and going is different. Finding a bus or taxi or jeepney can be a fun experience but it is more likely to be a trying experience, so it is best if someone can meet you and help you get oriented for the first trip from the airport to your place of residence.

Depending on your guest country, and the resources available, you may get a private room with a private bathroom, or a shared room and a public bathroom.

The school may look a wee bit different from the brochures, which tend to highlight greenery and other colourful aspects. Brochures also don't tell you about oppressive tropical heat, or cold winds from the mountains.

Before starting your trip, you should read up on the culture of the country. For example, in Thailand, people would be shocked if you touched a child's head, or if you washed your underwear and hung it outside to dry.

During my stay in Thailand, I managed a software development project and hired a couple of university-educated Thai women to help. We worked out of my two-bedroom apartment. One moved into the spare bedroom in the apartment, and the other slept on the sofa five nights a week. The one in the bedroom said she lived a long way away and the daily commute was aggravating. Fair enough. But the second one lived 20 minutes away by elevated electric train. I never really understood why she wanted to live with me. Perhaps I was a father-figure for her.

One day, I rounded up all the towels to put in the washing machine. The women had their own bathroom, and the towels were provided by me. The apartment was modern and fully equipped.

One of the women said, "Doug, what are you doing?"

I said, "I'm going to wash all the towels in the machine."

She said, "But you took the white one."

The white one was a cotton bathmat that had been on the floor in front of the shower.

"Yes, I will wash it with the others."

"Doug, you can't do that."

"Why not?"

"It's for the feet."

Apparently in Thai culture, you don't sully your body towels with foot towels.

I said, "Sorry, this is a machine, very hot water, with detergent and fabric softener. I am going to wash all the towels and bath mats together."

She was unhappy with this, had a strange look on her face, like I had said something totally disgusting.

After the towels had been washed and dried, I took one of the bath towels and held it under her nose, and said, "Smell this."

She took a whiff and said, "Oh, Doug, smell very good."

I said, "That's the fabric softener, it has perfume to make the towels smell good."

Then I held the white bath mat under her nose. She didn't move away, although I expected her to. "Smell this one."

"Doug, same same."

"Yes," I said, "and now you know why I washed them together. In your culture, you wash them by hand, and would do the foot mats last. In my Western culture, with machines, we put them all in together and they come out the same."

She accepted that. In this case Western culture overruled Thai culture.

As I write this in November 2007, a British ESL teacher has been arrested in Sudan, which is a Muslim country, for letting her primary school students name a teddy bear "Muhammed". Although this is a very common name in Sudan and other Muslim countries, giving a toy bear this name is apparently insulting to Islam, according to the charges against her. One of the parents of the students complained to police and she was arrested. If found guilty, she could receive many years in prison, a hefty fine, and 40 lashes with a whip.

So learning something about the culture you will be living in is advice you should take seriously.

In Central and parts of South America, for instance, you might think the culture is Spanish, and that is certainly the dominant one, but the underlying Mayan culture is still there, especially amongst people whose primary language is Quechua or Aymara. Don't assume you understand their culture because you know about Mexican or Spanish culture. Do some research first, so as to help you understand where they are coming from, and try to structure your lessons to fit with their culture. This can be as simple as changing place names: don't talk about the Mississippi River, for example, use a local river instead. They will associate with that, but not associate with the Mississippi.

The beliefs and attitudes of your guest country will potentially be different from what you naively expected, so research! research! research!

As you become accustomed to your new daily routine, students, and fellow teachers, you will discover that some of the teachers have become cynical with time. They may have been there 20 years, and never say anything good about the place; they seem to live in a cloud of negativity. You will be eager and fired up and enjoying the challenge; they will talk about police purges, stupid management at the school, incompetent governments, corruption, and whatnot. The list is never-ending. Try to avoid these people. Live your own life, and be happy with the little differences and challenges that are thrown your way.

In Thailand, the vast majority of people are Buddhists. They are taught from an early age to meet adversity with a smile. One time, I was waiting under an awning for a tropical downpour to lessen. I watched a young lady attempt to cross the flooded street in front of me. She stepped in a hidden pothole, lost her balance, and fell face first into 6 inches of dirty water. She stood up, brushed the water off her face, and laughed. If that had been me, I would have been cursing. But she was a Buddhist. She laughed.

Meet adversity with a smile.

A good philosophy to live by.

If your assignment is in a third-world country, find out if the school and/or students have basic supplies. In rural Peru, for example, there might be one small chalkboard for a one-room school, no paper at all, and certainly no pens or pencils. While that kind of school is not going to have English classes, you can still help them enormously by traveling with two suitcases, one for your stuff, and the other filled with notebooks, pencils, chalk, small chalkboards, crayons, art paper, children's scissors, etc. Before you start your flight, contact the school and find out if they need these supplies, or if they can put you in touch with a rural school that does. Those $50 worth of supplies might be more than a rural school has ever seen and will make a big difference.

Another piece of advice: keep a journal of your experiences. If you have Internet access, create a blog and update it regularly. But in any case, be careful not to write anything in your journal or blog that is critical of the school management, the local religion, or the government. That journal will be a treasured keepsake in future years, and remain with you the rest of your life.

After you've been living and teaching for a while in the guest country, returning to your home town in your native country can be a jarring experience: culture shock in reverse. You became an ESL teacher for the fun of travel, the joy of discovering a new culture, and now you're back in Wal-Mart or Tesco standing in a queue behind an enormous fat lady with a shopping cart full of junk. Your mother is glad to see you, but you find your town boring, the food bland and voluminous.

If you are back for good, and have to get a job, you will probably find yourself bored out of your skull working in an office. Your co-workers will have no interest in your ESL experiences and couldn't care less about the things you did and the places you went.

Pretty soon you will be scouring the Internet looking for other ESL jobs; you've got to follow your dreams, wherever they take you...

About The Author

Doug Anderson has a web site with English grammar tips and ESL teacher tips at http://www.learn-faster.org/English

20 Great Links for the TOEFL Exam

2008-09-03T01:54:00.000-07:00

How many of us haven't heard students say things such as "How can I increase my TOEFL score? What's the secret of the IELTS? I need a better TOEFL score! I need to improve on the IELTS exam!"? Like many other standardized tests, the TOEFL can be extremely important for non-native English speakers in getting into certain colleges and even obtaining jobs.

Fortunately, my experience in having to prepare students for this exam has been minimal. Love them or hate them though, standardized tests continue to be used by many institutions, and the TOEFL is used extensively. On this page, there are resources to help students practice for the TOEFL and TOEIC and also a few links for information related to language testing in general, International Second Language Proficiency Ratings, and other information that is of more interest to teachers than to students.

If you know of a great site related to the TOEFL, or any language testing and/or assessment sites, please feel free to getin touch at ethicalelt@gmail.com

Good Luck TOEFL

A complete, free, step-by-step guide to the TOEFL iBT. Includes tips and tutorials for each of the sections of the exam, as well as each of the skills you will need. Also has a forum where you can ask a TOEFL instructor any specific questions you might have.

TOEIC preparation

Online toeic preparation. the site covers both old and new test formats. performance monitor shows where to train. 100's exercises over 1500 hours study material. Free trial, no obligation.

Active IELTS

Free IELTS advice, guides to each test, worksheets, practice questions, information on word length, how writing is marked, preparing for the day of the exam. IELTS ENewsletter service. Paid services include correction of writing work and interview practice.

IELTS Worldwide

IELTS Worldwide provides free practice and information for the IELTS exam. It also provides free information on work and study in Australia, Canada and England.

TOEIC (Test of English for International Communication) ETS Europe official website

Official TOEIC website Europe: The TOEIC test is the most widely used English language test for professional English.

IELTS-Blog

Free help in preparation for IELTS exam: tips and strategies for studying, multiple links to free IELTS practice tests, example essays, letters and more

Take a Free TOEFL IBT Practice test

ETS, the creators of the TOEFL, provide "TOEFL Practice Online:" a free community where students can take free TOEFL practice tests, including free IBT practice tests featuring the Reading, Writing, Listening, and Speaking sections.

Exam English: TOEFL practice

Free TOEFL practice tests and information about other exams for learners of English as a foreign language

TOEFL.ez-guide.net

New resource with tips, guides and book reviews for TOEFL. Visit us, all content is free and there is no need to register.

TOEFL Prep Info

TOEFL information that will help you understand the TOEFL test.

Onlearn Academic English

Onlearn.biz provides academic English/university entrance examination practice materials with feedback. This interactive Flash-based site focuses on listening, writing, note-taking, vocabulary, timed reading and graphs for IELTS, TOEFL and TOEIC level students.

Beat the TOEFL Test Online

'Beat the CBT TOEFL Test Online' offers TOEFL writing courses and practice tests (plug-in free - no Flash required). Also provides free daily TOEFL practice and up-to-date testing information. Prepare for the TOEFL comfortably, speedily and effectivley.

TOEFL- Test Preparation Materials and Practice Questions

From ETS and TOEFL Online

English Tests

Including the TOEFL from Ohio University's CALL Lab

5000 SAT Vocabulary Words

5000 Vocabulary words for SAT preparation. Also useful for GRE and general vocabulary building. Download for free.

Testwise TOEFL

Testwise has a free on-line TOEFL test.

PhonePass - Testing English by Telephone

The PhonePass/Ordinate site describes the PhonePass test and Ordinate Corporation, offers readers a sample test to download, and provides immediate access of test results.

TOEFL Practice

Practice the structure and written expression section of the soon-to-be computerised TOEFL test. You need shockwave.

TOEFL DEN

TOEFL DEN offers an entire set of custom study programs for students and teachers interested in TOEFL. The site contains full length practice exams, over 7000 practice questions, tips for achieving higher scores and a fully automatic marking and scoring mechanism.

International Second Language Proficiency Ratings (ASLPR)

The International Second Language Proficiency Ratings (Formerly the Australian Second Language Proficiency Ratings or ASLPR) is a widely-used university entrance English proficiency test. Candidates have an interview with a qualified tester who tests the candidates speaking, listening and reading using authentic material. The writing part comprises a number of authentic tasks.

Thanks to Deniz for providing this list.

Latest Headlines from the ELT Times

2008-09-02T01:35:00.001-07:00

Head over to the ELT Times and read what's happening in the world of ELT. Among recent articles, you can find a guide to the advantages of a TESOL Course by Manuel Kupka, Memoirs of a Teacher by Paul Selibio, Blindfold Activities in the TEFL classroom by William Sullivan and Teaching English in Japan by John Paxton.

The Times is looking for new columnists, so head over and start writing for the internet's only ELT newspaper.

TEFL courses in Thailand & teaching English in Thailand with TEFL jobs

2008-08-28T04:19:00.000-07:00

By Luke Fisher

The life of the English teacher in Thailand is the subject of this latest in the series of guest articles, this time from Luke Fisher:

There are a wide variety and number of TEFL courses in Thailand in locations to suit all tastes. Equally, teaching English in Thailand is well catered for due to the high number of TEFL jobs available. There is a high demand for English language knowledge and ability in this diverse and truly amazing country. Thailand is a central Asian country which enjoys a tropical climate with 3 seasons: hot and dry October through February, hot and humid with showers from March through May and wet and cool June to September. These seasons vary from the cooler north of Thailand to the hotter south. The average annual temperature is 28 C (83 F), ranging, in Bangkok, for example, from 30 C in April to 25 C in December.

The relaxed life style, friendly people and sense of tropical paradise, all make Thailand a very popular destination for teaching English. After completing a TEFL course in Thailand, TEFL jobs may appear to offer somewhat low salaries ranging from Bht 30,000 ($1000 USD) to Bht 60,000 ($2000 USD) per month, but the cost of living is relatively low. As a result, teaching English in Thailand provides the opportunity to live comfortably, save and travel.

One thing to remember is that as a teacher teaching English in Thailand, you will be going native and not paying 'Farang' (foreigner) prices for everything. Most people find that salaries are more than enough to support a very comfortable lifestyle, and that TEFL jobs teaching English in Thailand are a very positive life experience.

Thailand is a very popular location for teaching English and TEFL courses and it is important to remember to respect local concerns. Teachers teaching English in Thailand are respected members of society, and are expected to dress accordingly. It is, therefore, advisable that dress, when teaching or looking for TEFL jobs, includes either long trousers or a skirt below the knee, accompanied by long-sleeved shirt or blouse. Cut-off shorts and vests will neither win friends nor influence people. It does get very hot, so light-weight clothing is advisable. Simply show a little respect and this will be appreciated and reciprocated. As with many Asian countries the saving of face is extremely important, being rude or in-polite is seriously frowned upon.

The whole approach to TEFL courses in Thailand and teaching English in Thailand is dictated by your anticipated length of stay, and this will be reflected in your approach to visas. TEFL courses in Thailand can be completed on a tourist visa or a student visa. Teaching English in Thailand and TEFL jobs in Thailand in general require a Non-B visa which is renewable every twelve months. As well as this, teachers of English will need a teacher's license. Employers help provide both the visa and the license. In order to be eligible TEFL job applicants would have to of successfully completed a TEFL course in Thailand or prior to arrival in another location.

Major cities for TEFL jobs teaching English in Thailand include Bangkok, Chang Mai, Udon Thani, Phuket and Hat Yai. Bangkok offers great nightlife, but at the cost of pollution, congestion and higher living costs, although salaries tend to be higher here. Mountainous Chang Mai and Udon Thani in the North of Thailand are proving popular, especially for those seeking the real Thailand and the unique experience that comes with it. The island of Phuket is developing rapidly and is very popular for TEFL courses in Thailand and teaching English. With development comes a strong and varied TEFL job market in the public, private and tourism sectors. Phuket also retains a great sense of tropical paradise regardless of the development.

TEFL courses in Thailand are offered in Phuket, Ban Phe and Chiang Mai as well as several other locations. Searching on the net will provide a wide choice of TEFL course provider. Two things to consider are that the course provider is properly accredited and examined by the Thai Ministry of Education and that the provider has good TEFL job support services and that this element is included as part of the TEFL course.

For those seeking TEFL jobs teaching English in Thailand in advance of arrival, companies such as Anglo-Pacific Consultancy, Bell Associated Schools and EF English First, which has several centres in Thailand, are all worth checking out. It is perfectly possible to get jobs on the spot in most cities. It is simply a matter of checking out the local English language press, trying to make a few contacts, and making the rounds of the universities, schools and English language colleges. You will need a copy of your TEFL certificate, and increasingly in Thailand, a university degree is also a requisite.

As with any TEFL job teaching English in Thailand you should complete some research. You should enquire with your employer about class sizes, teaching materials, preparation time, time for staff meetings, and expected length of contract. In some cases you will be making up the whole curriculum for your students and in others working within a very rigid framework.

Most people find teaching English in Thailand a wonderful experience and teaching Thai people a great pleasure. A fortune is not there to be earned, but a great sense of worth and accomplishment is there to be realized. There are a wide variety of TEFL courses in Thailand to choose from leading to TEFL jobs and an opportunity live, work and travel in one of the world's most amazing countries.

About the Author

TEFL in Thailand and TEFL International provides TEFL courses and TEFL certification leading to TEFL jobs and teaching English abroad. English teaching jobs are available in countries all over the world.

The World's First Online TEFL Newspaper

2008-08-26T03:03:00.002-07:00

The ELT Times

The ELT Times is the world's first online TEFL newspaper with articles and discussion on many issues affecting our profession in the early 21st century. Recent articles titles include 'An Acronym By Any Other Name' by Brenda Townsend Hall, 'A Dummies Guide to the Gulf' by Sarah Adham and 'English Teaching in Israel Can be Immensely Rewarding' by Michelle Simmons.

Take a look at the ELT Times today and you'll be sure to find something of interest.

ELT World Lesson Plans

2008-08-19T02:23:00.000-07:00

I've finally got the ELT World lesson plans blog functioning and there are a fair few teaching ideas for you now. Go and take a look.

Some recent posts:

- Reported speech

- 'Would rather' for preference

- Present perfect for experience

- Past simple regular verbs

Classic Articles: Secrets of those that do the TEFL Hiring

2008-08-18T03:33:00.000-07:00

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, we look at what you need to ask at your TEFL interview:

In March, Mishmumkin raised an issue of great significance to those of us who are looking for that dream TEFL job or are considering starting out in the profession: 'If I've done my research correctly I should know a great deal about my potential employer before the interview. I'm curious what those who do the hiring wish their candidates asked about.'

So, what are recruiters expecting from their prospective employees at the interview? The forum members shared their wealth of experience in offering the following words of great wisdom. Here's what those in the position to hire feel you should be asking your future employer at that interview:

Ask what you NEED to know

First and foremost, there is a consensus that you really need to ask what's important to you as the employee: don't assume that the person interviewing you knows what your priorities are. MELEE notes that, 'mostly I'm just listening to see what they ask me. That will tell me what's important to them (the students, the curriculum, resources, housing, benefits, vacation time, etc.). I do the interviews individually, but then report back to a panel - that conversation always includes letting the others know what questions were asked by the candidate.' When applying for a job it's easy to forget that, while it's a one of event for you as the potential employee, the person doing the hiring is having the same interaction many, many times and, as noted earlier, is probably under time constraints. Therefore they are likely to try to get what they need from the encounter, leaving you to ask the questions you personally need answering. Justin Trullinger exemplifies the kind of things that he, from experience, feels teachers should ask at the interview:

'I do the hiring at the organisation where I work. It's not that I have a list of questions I want you to ask, because I don't know what's important to you but I feel very strongly that you SHOULD ask about whatever is. Some of the worst problems I've had with teachers have had to do with things that were important to them that they didn't find out about beforehand, or didn't ask for more details.'

Some examples:

1 Clothing:

Teachers placed in elementary schools through us wear uniforms. They are told about this before hiring, and asked if they are okay with it. Depending on the school, these uniforms vary - some are very smart suit looking things, but some, especially at lower income schools, are sweatsuits with school logos. One teacher, very appearance conscious, was so horrified by wearing a sweatsuit that she was unable to continue, and we had to negotiate special permission for her to wear her own clothes. This made all the parents think she was the principal. It was a mess. Personally, I don't care what I wear, and would love to have a uniform, any uniform that meant I wouldn't have to shop for clothes, or try to figure out what color tie goes with things...but to her, it was an issue. She should have asked.

2 Costs of living:

Some things are very cheap in Ecuador. Some are more expensive. Computers are first world prices or higher. Having read online that the cost of living in Ecuador is low (in terms of rent and food, it is) one teacher decided rather than bringing a computer, to buy one here. But here, lap tops are high end luxury without much selection. He should have asked.

3 Housing:

We don't provide housing - but many of our teachers share apartments with each other - which is clearly stated in our pre-interview literature. This is because Ecuadorian apartments are mostly large family or multifamily units, and it would be hard to afford one on your own. A teacher who doesn't like to share simply assumed that he could find his own, and anticipated finding an apartment for the same cost as a room in a shared unit. Not a chance. Then he complains that it's hard to make ends meet...should have asked.

4 Teaching conditions:

Our teachers are expected to use text books, but not to spend the whole course using only textbooks. They also have to be creative and come up with their own supplementary activities and materials. Payment for this is included in their hourly rate - they are not paid for extra hours for doing it. This is standard enough that I didn't make an issue of it, though again, it says in the package that "teaching hours are paid for at $X per hour, and that this rate includes preparation..." Again, if this is a problem, ask, let's talk beforehand. Likewise, if you have any financial obligations outside of the country, like student loan payments, it would be good to ask about how feasible that is...

To that list I'd certainly want to add medical insurance and, if you're thinking about staying in a country for an extended period of time, you might also want to look into their policies regarding work permits and social security contributions. Those of you who're new to teaching may find it hard to believe but some of us end up staying for good. It would be a shame to find out several years down the line that you've been living illegally and that you're presence in a country is no longer welcome, or that what could have become a reasonable state pension to supplement your retirement doesn't exist as your employers never registered you. Ask!

Post-interview questions

Of course, sometimes as the interviewee, you're going to feel overwhelmed by the situation. A natural consequence of this is forgetting to ask the questions that you really need answering, as Emma notes, 'I've found in interviews that the interviewer has told me so much information about the school and teaching methods that I really can't think of anything when asked if I have questions. To ask about obvious stuff like salary when I haven't been offered a job seems presumptuous.' This issue of asking about salary is something that I'll return to later. Emma also asked the following question on the forum:

'How do you feel about teachers coming back and asking questions before accepting the post?'

MELEE replied thus, reiterating the need to be time conscious, 'I think it's great. I'd rather teachers ask only 2 or 3 of the most important questions in the interview, but that's because we interview over the phone and I'm under pressure to try to keep the calls around 30 minutes. I welcome additional questions by email, no matter how many. The sooner the better because really I'm using those questions to decide whether or not I'm going to make you an offer.' Something I've always done at the end of an interview is ask the interviewer if I can make additional contact after our meeting, primarily because I experience the kind of information overload that Emma mentions. As MELEE quite clearly states, this is beneficial to both parties.

Time (not) to talk money

Now onto the issue that's almost always at the bottom line, salary. Gordon shares his thoughts on the matter:

'Prospective applicants should not ask about salary until they are offered the job. On the other hand, applicants should have a pretty good idea of the salary at this point anyways. I won't apply for a job unless I have a decent idea of the salary range, in many cases it would be a waste of everyone's time. I hate it when jobs don't give the salary in the ad or at least the salary range.' It's not impossible these days to get a fairly good idea of what you can expect to earn in a particular country or even at a certain school. Asking questions at the ELT World Forums is one good way to learn such information. Sherri adds, 'I don't see why the salary should be such a big secret. I always tell the applicants what they can expect to make. I usually tell them over the phone before we schedule the interview. There is a pay scale so it is easy to figure out. All teachers have a copy of the pay scale once hired. If it looks like the interview is going well, I tell them how often they will be paid and when they can expect their first pay check. This is especially important for people who are relocating for a job.' I also chipped in with a recommendation which has always seen me right in the past:

'I think it's appropriate for the interviewee to raise the issue, such as, 'I'm sure once you've made your decision about hiring me, we can talk in more detail about the salary and benefits package you offer.' This lets the interviewer know that while this isn't your only motivation for wanting the job, it is something that they expect to be informed about in detail at some point.'

Gordon summarises the issue perfectly when he states, 'I think one doesn't want to appear as though money is the most important factor in the job decision, whereas we all know that it is.' I would make it clear that you will want to have a clear idea about the kind of money you'll be earning without making that the sole purpose for you having turned up for the interview.

How can you prepare for the interview?

What can you do before the interview? Gordon again offers advice:

'Before an interview, I write a list of things (housing, resources, etc) that I want answered before deciding to take a job. Then, during the interview I take copious notes, and if the interview hasn't answered my questions, I ask them at the question time. Although, just thinking about it now, I haven't had a face to face interview for years now, so its easy to have my little list and notebook. Not sure how that would go down in a face to face interview.'

While Gordon may not have tried this in a face to face interview, this is a tactic that I myself have used and find that it has been received well. If you've taken the time to sit down and make a note of what you need to know from this potential employer, it gives the impression that you're serious about wanting the job.

Another thing that makes a good impression is showing that you've given some thought about how you'll fit in to the school. Sherri exemplifies, 'I must admit, I like it when people ask about the students. I like it when they ask about the work atmosphere, but how the teachers work together, if they share and support each other. I like it if they show an interest in our program and show that they at least looked at our website.' For the interview I had for my present job, I printed off the school's entire website, annotated the points that interested me and highlighted other information I wanted to ask about. While there was no way for me to get through more than one or two points that I'd noted, it gave the impression that I'd really thought about why I wanted to work here, and was told as much later.

Don't waste their time

Let's now briefly assume you've been offered a job. Having noted earlier that recruiters appreciate you asking questions that will help you decide if you're going to take the position, think about whether or not you're realistically thinking of taking the position before making secondary contact. MELEE explains: 'If I make the offer, then you hit me with questions that lead me to believe that this is not the best position for you, then you've wasted my time because I need to give you adequate time before I offer it to someone else rather than you.' Think, at some point it could be you who misses out on an interview because someone was wasting the recruiter's time mulling over an offer they didn't intend to take.

One thing you also really need to do is prioritise what you need to ask. The interviewer will want to make a decision about you just as much as you want to decide if you want the job. One sure way to put off the person deciding whether or not to hire you will be asking questions to which you could easily find the answers elsewhere. Think about this: what would you rather know about, the number of hours you could expect to work in an average week or the colour of the tiles in the bathroom of the apartment you'll be sharing? Prioritise what you need to learn about the school. Yaramaz explains this issue, referring to a recent incident in her efforts to recruit teachers:

'We just recently recruiting for next term and have had an interesting time poring over applications. One woman included a jpeg list of over 100 questions for us to answer-- not even in word or PDF format! How can we even begin to answer 147 questions on a jpeg??? And most were really pointless questions that could be googled or asked in the interview, like "Do you have a photocopier?' and 'what is the climate of your city?' Aaaaagh!'

Aaaaaagh indeed. Imagine how you would feel if you received such a list of questions at a time when you've got to interview numerous people. How much priority would you give to someone who asked questions to which they could so easily find the answers themselves? I'll conclude by returning to the advice of Justin Trullinger: 'It isn't a question of what you should ask - but ask everything that YOU need to know. I may not know what's important to you, but it's important that you ask about what you need to know. Do not assume! Whatever you need to know in order to make an adequate decision, you'll need to ask.'

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Classic Articles: Does your TEFL employer provide medical insurance?

2008-08-17T03:22:00.000-07:00

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, I examine the issue of medical coverage with the help of members of the ELT World forums:

'How well will you be provided for should you need urgent medical treatment?' I asked on the ELT World forums. Here are the responses of forum members from around the world:

Many of you seemed to have a pretty good idea of what would happen should you find yourself in trouble. 'Yes', exclaimed EFL Geek emphatically finding himself among the vast majority (71 votes - 83%) of you who are covered in some way should you need medical treatment. Only 15% (13 votes) of you stated that you weren't covered. All I can say about the 2% (2 votes) who didn't know if they were covered is that it must be nice to live in blissful ignorance! Several forum members explained the state health system where they are. Emma notes the situation in Greece:

'In Greece, although your employer has to pay your contributions over to the National Health Service, I'm not sure how good it is and most people have a top-up insurance, even though it is in the EU.'

MELEE, in Mixteca, describes how things are in Mexico:

'Mexico has national health, not the greatest, but if I had 3rd degree burns over 70% of my body, they'd treat me. Whether or not I'm close enough to a hospital that could handle that terrible of an accident is another story.'

Lozwich explains the situation when covered by private insurance in Bogota, Colombia, in comparison to Spain:

'I've been lucky (?) enough to have had two surgeries here in Boggy, both completely paid for by my insurance. I think they even paid for the rental of my crutches, and they definitely paid for some slightly radical treatment I had. I gave myself a second degree burn when I lived in Spain, and the "treatment" I received at the local hospital was awful. I got better treatment and follow up physio advice (I damaged tendons in my hand through the burn) from a couple of pals who work for the NHS in London. I think burns are not very well understood by many medical professionals, and think there's plenty of room for improvement on that front all over the world.'

Denise further discusses private health insurance, this time in relation to what one might find in the Gulf:

'I've only had minor issues and routine checks, but they've been nearly fully covered. I just pay 2 rials, which is about $5, and get way more drugs than I need for free. Typically, the doc says, "I'm giving you this pill to take three times a day, and this pill to take once a day, and this pill to take only if you're feeling really, really bad, and this other pill that you shouldn't take at all." Once you get into the system for the private hospital in Muscat, you get good care nearly fully covered. You just need a referral to get in for that first visit.'

The graphic, while reassuring, doesn't of course tell the whole story. Dmb notes, for example, that while his insurance 'also pays %80 of medicine. If I die however, I am only worth 15 grand ($).' Further research into whether or not we consider our coverage adequate may well feature in a later edition of the journal. Yaramaz, another resident of Ataturkburg, Turkey, describes her situation: we don't always appreciate medical coverage until we need it: 'Yes - but only since last September in my current job. Last spring, several teachers (including myself) were involved in a car accident on the way back from a company class. The owner of our school arranged ambulances to a private hospital and paid out of pocket for all tests and treatments and hospital stays and follow ups (one teacher had a double fractured pelvis). As a result of this accident, they added full private insurance to our new contracts - I haven't used mine yet, but am glad to have it. Public hospitals here are not very reassuring.'

A good point: if you're going to have to rely on what you can get from the state when faced with a medical emergency, be sure to find out what exactly that is likely to mean. Also, find out if your employer is going to support you or cut corners if they possibly can. Glenski exemplifies with a case from Japan:

'Health insurance co-payments are required by law in Japan. Just be careful about how your employer operates. If he counts only the hours you are in the classroom and it's less than 29 per week, he can legally call you part-time when he reports you to the tax authorities and therefore avoid making the co-payments.'

Let's round off with some very sound advice from Fat Chris in Japan, advice that will make more sense to you once you get into your thirties:

'If a job wouldn't offer me health insurance, then I wouldn't be likely to take that job. That said, if I am choosing between two jobs with Job A offering more money and a "lesser" health insurance policy and Job B offering less money and a more comprehensive health insurance policy, I may be more likely to take Job B. Having an adequate health insurance policy can't be emphasized enough. I am currently covered with life insurance thrown in as well.'

So, if you're accepting a job as a teacher, whether for the first time or not, think about how well you're covered in a medical emergency.

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Classic Articles: When is it too Late to Get out of TEFL?

2008-08-16T03:13:00.000-07:00

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, I when is it too late to get out of this profession with the help of members of the ELT World forums:

Changing careers after a number of years is no easy feat and takes a lot of courage. Is it any easier or more difficult for TEFLers than those in other jobs though? A poll ran on the blog and on the forum discussing this issue.

The first obvious theme in the responses given by forum members focused on the concept of time. Obviously, any substantial length of time spent in one line of work makes it more difficult to leave and start something new. Gaijinalways notes, ' any post held for a longer period of time will possibly make it more difficult to change gears and careers. Returning to your home country after many years abroad can cause an additional strain. So I really think there is no limit, only what limits you place on yourself.' MELEE reiterates this theme, 'like others have said, at this point I'm not interested in getting out of TEFL. But like others have said I also think a long time in any field makes it hard to change to something else.'

While this concept of being established after a number of years seems obvious, it appears that, generally, maybe it isn't something that is necessarily only connected to TEFL. Markle suggests that, 'I think you could apply it to any career path, I mean when is it too late to get out of the military, IT, insurance, banking, prostitution? Any reasonably specialised job is going to leave you less equipped to enter into another line of work.'

Another factor mentioned regarding having done a job for a number of years is that you might well have financial reasons for sticking with it. Sheikh Inal Ovar describes:

'for me, it became too late to get out when I started a well paid job... but now I'm stuck in TEFL until I've filled my boots with enough cash to be (semi) financially independent ... Why? Because I don't think I could guarantee the same sort of savings if I were to try my arm at something else... so I'm in the absurd position that I cannot afford to quit TEFLing ... at least not for the next few years.'

Another theme that became evident, clearly related to spending years going in one direction, is that of developing a skill set specific to your profession. Are you equipped to move into a different career? Chimp Guevara states, 'I don't think it's possible for it to be "too late" to get out of ELT, but don't expect the career switch to be massive - ELT to Investment Banking is a bit of a stretch for someone with a French Lit degree and a DELTA, for example.' So, if you want to change careers, where can you go? Chimp Guevara continues, 'education administration or even retraining within the education profession is clearly a possibility. The most important thing is the qualifications you hold and the transferable skills you have.'

Having noted that many of the factors TEFLers would become faced with are also faced by anyone trying to change careers after a number of years, some comments indicated that there may be additional factors affecting English teachers. For example, Sherri asks, 'I think a question that many ask is when is: When is it too late to start over in a new country/ home country?' In addition to starting over in terms of work, many involved in TEFL would also have to start over in a new country. Sherri further develops this notion, 'for me at least, my standards have changed since I was in my 20s. Then I would be happy with one bag and sharing a room. Now I would never dream of sharing and I have a family to think of. If you stay too long in one place, you can get "stuck" and like it or not, you have to stay because your options become limited. This is especially true if you have not upgraded your qualifications or you have not broadened your skill set.' Jerry takes a somewhat different stance, suggesting other motivations for remaining in TEFL, 'It's never too late to do anything in your life..... if you genuinely think something will be better, go for it. However, if you are kicking the arse out of something (like many TEFLers) you will have few choices in anything you want to do in life, and TEFL offers an easy life for a limited period of time for the shyster.' 31 notes the long-term effects, indicating why it may become more difficult to leave TEFL than certain other professions, 'TEFL makes you bitter, alcoholic, unemployable and a joke back home.'

It's not all doom and gloom, however. che1959 hints at why one or two respondents possibly indicated that one year might be too late:

'I don't think you can ever really get out of it. TEFL changes you. As much as I hate to admit it, there is adventure in TEFL. Some of us are literally living the lives that many people dream about, think about it for a second.'

Many people considered this to be quite a negative poll to run on a website related to TEFL. My intention when asking this question, however, was for people to consider whether or not they could leave TEFL if they wanted to. I'm pleased that so many of you seem to agree with the sentiments of che1959.

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Classic Articles: In Search of the A Word: Can Ambition survive in TEFL?

2008-08-15T02:40:00.000-07:00

Adam Simpson's article has moved here.

Classic Articles: Was your Four-week TEFL Course Worth it?

2008-08-14T02:21:00.000-07:00

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, I question the worth of the 4-week TEFL course with the help of members of the ELT World forums:

The four-week TEFL course, a starting point for so many of us in our careers as English teachers. But is it really worth it?

What do we really gain from these short, intensive courses that can't possibly hope to adequately prepare us for a career in teaching? A great deal, it would seem, according to the poll that ran on the blog and the forum.

Firstly, and most importantly judging by how many suggested this, the initial teacher training course provides a good foundation on which to build.

I started the ball rolling, stating the following:

'It didn't in any way prepare me for a full-time teaching position, but I can't imagine having had to go into a classroom for the first time without having done it.'

Emma, a forum member currently embroiled in her initial training course, perceptively notes, 'I imagine it's like passing your driving test. You only really learn to drive properly afterwards.' Spiral78 adds, 'a good course is a pretty essential starter - not that certified teachers are professionals, but that they've got a decent idea of how to start. The course got me started on a stronger foot than I'd have had without it.' Denise further reiterates:

'It alone would not have gotten me to where I am now, but it was a crucial first step. It taught me the basics and I went on from there. I can't imagine how my first teaching job would have gone without a certificate (if they would even have hired me without one). I learned a lot about how to plan, organize, and deliver a lesson.'

Canuck is another who shares the notion, 'that the one month courses offer a foundation to build upon, maybe provide information about what someone currently does in their class now and reinforces good techniques.' GueroPaz and Mishmumkin further exemplify, GueroPaz noting, 'it helped me immensely; I would have been lost without it,' while Mishmumkin adds, 'I had been teaching a year before doing it, but it really taught me a lot about lesson planning, what to expect, how to talk less/listen more.' Guy Courchesne reinforces the idea that 4 week courses should be seen as a foundation and that development is required after:

'I took it without having any serious or immediate expectations of going abroad... I eventually did, about 6 months later. I completed my course in Canada and as it was geared towards teaching in Korea, I found I had to study further and learn 'on the fly' when I started teaching in Mexico.

Increased opportunity in the local job market is another advantage that was mentioned. Chimp Guevara asserts that, 'it opened the door to better jobs for me in Japan, and gave me a good grounding in the basics so that I continue learning when I got back.'

Another potential advantage of the four-week training course is that it will effectively indicate those who are clearly not up to it. spiral78 exemplifies, 'I think the courses can also be useful for weeding out people who genuinely aren't cut out for the job - for example, if a trainee can't show up on time every day, looking reputable, he/she's going to crash and burn early in a contract anyway.'

It would seem, therefore, that these initial teacher training courses hold a lot of value. Never the less, Jerry was one who, validly, raised issue with an inadequate learning environment as reason for a course not being worth what was paid:

'I would say it wasn't worth the money. I say this because the course was delivered on a shoestring in less than acceptable premises with virtually no frills (coffee, water, working computers). The (course provider's) websites are very misleading with respect to training environment.'

So, certain courses may be lacking in areas outside the experience you'll gain in terms of teacher training. These are definitely things to consider when choosing a course, an issue we'll return to later. Despite this feeling of dissatisfaction, Jerry goes on to note, 'the course content was delivered well by the trainer and was comprehensive so in that respect it was "worthwhile".'

Another factor relating to whether or not a particular course is worth the investment is related to what you gain from being in a particular location. This particular aspect caused some disagreement, with suggestions made in support of doing the course in an exotic foreign locale or at a location in your home country. Spiral78 led the cry for taking the course in the country where you're thinking of teaching, listing the following benefits:

-You can get your feet wet in the country/culture while you still have a support system - training centers will usually arrange for your housing during the course, pick you up at the airport, and generally offer you some kind of local orientation. -Your practice teaching students will be representative of those you'll be working with when you start. -A good training centre can give you invaluable info regarding reputable employers in a region. -You can be sure that your cert will be recognized by regional employers.

Jerry, in contrast, notes the benefits of doing the course in your home country:

-When you set up a course online in the country you will work in can you be sure of the provider? -Is their course moderated? -Can you have your certificate notarized in that country? -What's the validity of the certificate? -What's the local reputation of the course provider? -What's the training environment like? -Will you be picked up at the airport? I wasn't, a pre-course orientation meeting was convened and conducted by a previous student who felt it was her moral duty to make sure new students were not left out on a limb as she had been. -Long term, is the certificate any use in another country or region?

Jerry also notes that this won't necessarily help you in getting used to the type of student you'll be teaching, suggesting, 'As for getting to know the type of student, the lessons are so heavily teacher orientated and regimented you don't get near to learning about them or understanding them.'

In terms of it being worthwhile, there was more agreement when it came to the notion of finding out about your course in advance, with spiral78 suggesting the following checklist:

-How long has the course been operating - under current management? -What qualifications do the trainers have? -What support will the centre guarantee? -Will the centre allow you to contact current trainees? -I'd also send a very brief email to several employers in the area asking whether certification from course X is well-looked-upon.

Spiral78 further exemplifies the disparity between courses, noting, 'there are a couple of 60-hour courses without teaching practice which are given as seminars using classrooms at universities - but which are NOT considered to be basic level certifications in many parts of the world.' Indeed, deciding on whether or not a course will be worth it, finding out what the course will include seems to be vital, Canuck asserting that, 'the only 4 week course someone should take is one that is 120 hours with a practical teaching component. The CELTA and 120 hour TEFL have this. I don't think an online course can measure up. I also believe that the 'every weekend' CELTA isn't as valuable as the one month all at once type.'

So, generally such courses are seen by the majority as being a good thing, providing as good a foundation in teaching as possible in a short space of time. The experience you gain will open doors in terms of job opportunities and will give you a pretty clear indication if you're not up to the task.

There are also clear benefits to the location at which you take the course, depending on what your needs may be. Having said that, it's clear that there are major disparities between the quality of such courses and doing some research before hand will pay dividends.

One final thing to consider if you're thinking of doing such a course is the group you're likely to end up teaching. For example, in many countries this might end up being primarily children. Leprofdanglais comments, 'the only thing is it trains you to teach adults, but where I was working in Spain, new staff always got lumbered with kids' classes.' GueroPaz reiterates, 'here in Thailand and in most places in the world, you teach lots of kids. That's my main complaint against any adult-oriented course.' So, even at the initial, four-week starter course stage, think about how specifically the course is going to meet your potential needs.

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Read more great articles like this at the Horizons Journal website.

Teaching Abroad: A guide to the basics

2008-08-12T04:03:00.000-07:00

By Joel Bleasedale

Leading on from the last guest author article on the subject of getting into TEFL, Joel Bleasedale here discusses what's involved in teaching English in a foreign country:

Teaching English as foreign language (or second language) is an excellent option for visiting new parts of the world. Because English is commonly used for diplomacy, higher education, business and technology, English teachers and classes are in high demand around the worldwide. Knowing how to teach English also provides you with an excellent skill to be used in volunteering. There are opportunities around the world where people would benefit from knowing English, yet they do not have the funds to enroll in classes, or perhaps they don't have access to any classes at all. If teaching English isn't for you, international schools require native English speakers to teach other subjects as well, such as mathematics, science, history, and the arts.

What is TEFL, ESL, EFL, etc.?

There are lots of different abbreviations and acronyms to refer to teaching English. Here is a quick simplifier... ELT: English Language Teaching or English Language Training EFL: English as a Foreign Language ESL: English as a Second Language ESOL: English for Speakers of Other Languages EAL: English as an Additional Language TEFL: Teaching English as a Foreign Language TESL: Teaching English as a Second Language TEAL: Teaching English as an Additional Language TESOL: Teaching English to Speakers of Other Languages All of the above abbreviations are used for essentially the same thing, however, you may notice that generally ESL is used for non-native speakers learning English in an English speaking country, and EFL is for non-native-speaks learning English in a non-English speaking environment, such as their own country. Moreover, Americans tend to use ESL more, and British teachers tend to use EFL. EAL is an attempt to bridge the gap between the two. Oftentimes people learn English not as their second language, but as their third, fourth or more. Also, EAL avoids using the word "foreign", which is considered by the more politically correct to have an unpleasant inference.

Do I need a certificate to teach English?

There are many opportunities around the world to teach English without a certificate. However, certification does help, especially if there is an application process involved and positions are competitive.

Do I need to speak a foreign language to teach people English?

Theoretically, to teach English you should only need to speak one language. However, if you are teaching in a foreign country, there is no doubt that some knowledge of that country's culture and language can make your job much easier, and probably allow you to make your lessons more relevant and interesting for your students. If your students are of mixed international backgrounds, then knowing one or two foreign languages may not be of assistance to the entirety of the group. There is some benefit to your teaching if you do in fact know a foreign language or have learnt one. By having first hand experience of being a student, you are able to have a more complete perspective of the student/teacher relationship and the trials and tribulations of those you teach. Moreover, learning another language provides you with valuable insight about grammar, such as verb conjugations and tenses, which come naturally to a native speaker. Many other languages use similar grammatical formats as English, and by learning a foreign language you might be able to examine your native language more carefully.

Do I need to speak English as my native language to teach English?

You certainly don't have to speak English as your native tongue; however you must have excellent fluency and writing skills to start a training course for certification. Oftentimes non-native speakers make the best teachers, however. If you've been through it yourself then you are able to relate to what your students will be dealing with.

How long will it take to become certified?

Certification is a pretty quick process, usually taking four weeks or considerably less. You can take the course full time, part time, or through distance learning. There are options to suit whichever method or time frame you prefer.

About the Author

Joel Bleasedale works for www.TravelTree.co.uk, one of the largest directories of Alternative Travel and Gap Year activities online today.

Reasons for and against Reading Aloud

2008-08-10T23:20:00.000-07:00

Should we get our students to read out loud? This is an emotive question and has provoked a great deal of response over on the forum, both for and against. Check out the discussion here.

Characteristics of an ESL/EFL/TEFL Teacher: Know What Schools Look For

2008-08-08T03:28:00.000-07:00

Think about your teacher profile, suggests Michael G. Hines

When a ESL/EFL/TEFL school searches for a new teacher for an open ESL/TEFL/TEFL teaching position, they already have an image of the teacher they want. Every school has certain qualities they feel a teacher must have to be successful. Those qualities can be many things depending on the needs and location of the school. While the qualities that each school considers important may vary, there are usually shared qualities that all schools would consider important to the job.

The experience or background of a teacher is the most important quality a school looks for so your resume should highlight the qualities they are looking for. If they are looking for an ESL/EFL/TEFL teacher for kindergarten students, it may be best to highlight lessons that contain activities that you have initiated and prepared at your previous schools. In addition, if you are looking at a position for a content subject such as science or math, highlight your knowledge and education (i.e. degree) in that area. This is especially important if you are a new teacher with little or no experience. Regardless, you should also have all academic qualifications available for the school to preview before you go for an interview. Most schools want to review the qualifications prior to hiring or considering applicants for a teaching position and will sometimes pass on teachers who don't submit these items for review when applying. Each ESL/EFL/TEFL school is unique so the best thing would be to have a cover letter that speaks to that school and the teaching job they are looking to fill. Don't just have a blanket letter and resume that you mass mail to any potential school looking for a teacher in the hopes of gaining employment. It may be beneficial to have a list of professional highlights that you can copy and paste into a cover letter based on the requirements of the position.

Another important consideration for schools is the personal qualities of a teacher. Most schools are looking for a long term commitment from a teacher so they want to make sure that teacher will fit within their school. The obvious qualities that come to mind are personable, positive and flexible/patient because these qualities will carry over into the classroom and interaction with your future students. In addition, the school will look at a teacher's qualities with regards to their professionalism because there is much that is required outside of the classroom such as preparing lessons, creating worksheets and tests and the always popular grading of assignments. In other words, they will want a teacher that is organized and committed. If they feel that the teacher can't be depended on, they may not consider them a viable candidate. One of the things that may highlight a teacher's lack of commitment is a resume that shows numerous ESL/EFL/TEFL teaching positions over a short period of time. Remember that you will not be judged strictly by your qualifications but on the sum of who you are as an individual.

The factors that go into a school's decision to accept a teacher are varied and many so it is impossible to cover them all. Regardless, cover the basics looked for in any teacher for any teaching job and then identify the unique characteristics or qualifications of a particular position. Remember that looking for a teaching job, like many other employment searches, is about selling yourself and the best way to do this is by identifying what the employer (i.e the school) wants.

The following is an abbreviated list of characteristics posted by a teacher in response to a UNICEF request to "What makes a Good Teacher?":

Positive - The teacher thinks positively and enthusiastically about people and what they are capable of becoming. Sees the good in any situation and can move forward to make the most of difficult situations when confronted with obstacles. Encourages others to also be positive.
Dependable - The teacher is honest and authentic in working with others. Consistently lives up to commitments to students and others. Works with them in an open, honest, and forthright manner.
Organized - The teacher makes efficient use of time and moves in a planned and systematic direction. Knows where he or she is heading and is able to help students in their own organization and planning. Can think in terms of how organization can be beneficial to those served.
Committed - The teacher demonstrates commitment to students and the profession and is self-confident, poised and personally in control of situations. Has a healthy self-image. Encourages students to look at themselves in a positive manner, careful to honor the self-respect of the students, while encouraging them to develop a positive self-concept.
Motivational - The teacher is enthusiastic with standards and expectations for students and self. Understands the intrinsic motivations of individuals, and knows what it is that motivates students. Takes action in constructive ways.
Compassionate - The teacher is caring, empathetic and able to respond to people at a feeling level. Open with personal thoughts and feelings, encouraging others to do likewise. Knows and understands the feelings of students.
Flexible - The teacher is willing to alter plans and directions in a manner which assists people in moving toward their goals. Seeks to reason out situations with students and staff in a manner that allows all people to move forward in a positive direction.
Knowledgeable - The teacher is in a constant quest for knowledge. Keeps up in his or her specialty areas, and has the insight to integrate new knowledge. Takes knowledge and translates it to students in a way which is comprehensible to them, yet retains its originality.
Creative - The teacher is versatile, innovative, and open to new ideas. Strives to incorporate techniques and activities that enable students to have unique and meaningful new growth experiences.
Patient - The teacher is deliberate in coming to conclusions. Strives to look at all aspects of the situation and remains highly fair and objective under most difficult circumstances. Believes that problems can be resolved if enough input and attention is given by people who are affected.

You can also practice answers to typical teacher interview questions like the ones on the following sites:

Virginia Polytechnic Institute
Resumes for Teachers

About the Author

M. G. Hines is an English teacher teaching in Bangkok, Thailand & founder of IconGroupThailand.com - education websites for ESL/EFL/TEFL jobs, resumes, articles, resources, banner ads & links directory/top site portal: TotalESL.com - Edu-Sites.com - EduBann