TEFL Uncovered

TEF
UN
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O TEACH
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YO
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WIT Written in
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JamesEJ ited By
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Mike Sc y
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About the Author
James Jenkin has been teaching English as a foreign language since 1994, having managed English language
programmes in Vietnam, China and Australia. His classroom career has included teaching Sudanese
refugees,Vietnamese government ministers and Chinese airline pilots. As well as developing English
language programmes and training teachers, James is also the proud author of Lonely Planet’s Russian
Phrasebook! Needless to say, he has had invaluable experiences in the TEFL and travel world and can
offer you a whole world of TEFL-Travel advice. With his extensive teaching experience, as well as ten
years’ experience as a teacher-trainer on Cambridge CELTA Courses and i-to-i’s Classroom TEFL
Courses, he truly understands the needs, fears and hopes of people entering the TEFL world.

Qualifications:
l Cambridge CELTA
l Bachelor of Arts Degree in Russian and Latvian
l Master’s Degree in Applied Linguistics

What James Has To Say

How and why did you get into teaching English overseas?
“I’d studied languages and I thought I’d be a good teacher because
I knew about grammar. I used to stand in the front and lecture. I
wish I’d done some worthwhile teacher training before I started – it
took me a couple of years to realize that being a good teacher is
about helping ‘learners’ get involved and practise with each other
and develop their skills.”
James with one of his students What do you most enjoy about TEFL training on the
Classroom TEFL Course?
“It’s a thrill to see people develop such confidence in such a short
period of time.”

Any tips for first time TEFL/TESOL teachers?
“Get the students talking! The less time you’re up in the front
About the Author

talking, the better. They need the practice, not you!”
l 02

Contents
Foreword Foreword 04
The World’s First TEFL Self-Help Book 06
1 Welcome To TEFL 07
Introduction 08
A Life Changing Choice 11
Your Opportunities 16
What Is Teaching English Like? 19
Types Of English Teaching 25
2 Qualifications
Introduction
30
31
Do You Need A Qualification? 33
Qualifications Demystified 37
3 Finding Good Work
Introduction
42
43
The Internet 44
Job Placements & Agents 47
Networking 50
Conditions 53
4 Getting Good Work
Introduction
58
59
Personal Contact 60
Application Letter Or Email 62
Creating A Teaching Resume 67
5 Resources 73
Introduction 74
Print Resources 76
Online Resources 80
Teaching With No Resources 84
6 Instant TEFL 87
Introduction 88
Making A Contribution 90
What Do Students Want? 95
Getting Students Talking 99
Being An Effective Teacher 104
7 Country Guides
Introduction
107
108
Country Guides 109
8 Are You Ready To Start TEFL-ing? 137
Introduction 138
Contents

9 Glossary
Teaching Terms
140
141
Language Terms 142
The TEFL Profession 143
l 03

Foreword
They say that ‘meaning’ is the new ‘money’. Recent research into ‘happiness’ suggests that the key
components in pursuit of it are:

l being involved in activities that have ‘meaning’ for us

l having opportunities to use our skills to make a difference

The research also suggests that we become happier by promoting the well-being and happiness of
others.

Surely, therefore, the world of TEFL offers huge opportunities for the pursuit and promotion of
happiness.

The material that follows opens up to us a world in which bright, committed people are making a
contribution to the concept of ‘one world’ by reducing barriers, engaging respectfully with different
cultures and passing on learning that expands the horizons of its recipients. These ‘TEFL people’ are
taking part in life-changing experiences themselves and are inviting millions of their students to do the
same.

Each of us is a unique individual. Nobody else has our combination of DNA, upbringing, experiences,
education, skills, values, ambitions, or aspirations. Nobody else has ever carried that uniqueness into
this particular time in an ever-evolving world. The world of TEFL offers unique opportunities to
unique individuals to make unique interventions in the lives of others. As a result, there is therefore
no blueprint or guidelines that would work for everybody. What follows is not a blueprint but pages
of wisdom and learning drawn from the experiences of many who have gone before. What follows is
yours to engage with, to reflect on, to select from and to apply what fits to support your purpose and
plans.

It is a book ‘to do’ rather than to read. The most effective teachers are not those who lecture others
on what must be learnt. They are rather those who provide opportunities for learners to access and
assess information, reflect on its relevance to them, their world and their needs, to select, absorb,
‘own’ and apply. That is what is on offer here.You will only get out of it as much as you put into it.
You won’t find ‘the’ answers, but hopefully you will find ‘your’ answers in the thoughts it provokes,
the awareness it creates, the clues it supplies and your choices it informs. It will reward reflection,
motivation, and honesty with oneself.

To get the best out of it, plan your study for times when you are at your best, tackle it in ‘bite-size
Foreword

chunks and note the things that occur to you (thoughts, feeling, ideas, questions etc.). ‘Harvest’
your thoughts and your awareness because this is your learning and the basis for your planning and
decision-making. Talk through the things that occur to you with someone who knows you well, and
get their reaction and feedback as a contribution to your decision-making.
l 04

You could be on the brink of a great adventure and a life-changing experience. The hope is that the
material in this book will be an introduction to the most creative and rewarding time in your life and
that you (and those you teach) will be happier as a result!

Mike Scally
(Author of ‘Lifeskills Teaching’)

Please note ;
Any information and advice in this book is offered in good faith, but it cannot and should not replace the
reader’s own need for judgment of its relevance and value in their context and the need for each of us to be
responsible for our own risk assessment and decision-making.

Foreword
l 05

The World’s First
TEFL Self-Help Book!
i-to-i commissioned TEFL Uncovered: How to Teach Your Way Abroad to help you understand TEFL and all
your opportunities around the world…

With 16 years’ in the TEFL industry, i-to-i’s expert TEFL team is committed to making the TEFL world
real and accessible to you, so you can understand TEFL as well as the experts do!

Teaching English as a foreign language is as simple as you’ve probably heard – you only need to
speak English fluently to teach English abroad; however, understanding the global TEFL industry, as
well as the most effective teaching methods, can be a bit more complex as all countries, schools, job
requirements and people are different. Therefore, i-to-i felt strongly about creating a book that told
you exactly what you needed to know about the industry, courses and opportunities before you dove
straight in and possibly got lost!

Interestingly enough, hundreds of thousands of people have been teaching English abroad for decades
with nothing more than their knowledge of the English language. But as the market has become far
more competitive, requirements and restrictions have increased and peoples’ general concerns have
broadened. Today, understanding TEFL is not so simple and eager travellers are more than keen to
understand the market inside and out.

This book will serve as a perfect guide for you to begin your TEFL endeavours. It is a truly unbiased
view of the TEFL world based on our experiences (16 years!) teaching abroad and training people to
teach abroad too.

We hope you enjoy this first step into your TEFL career abroad.

All the best!

The i-to-i TEFL Team
Book Introduction

the i-to-i team
l 06

Section 1
Welcome To TEFL
Introduction

A Life Changing Choice
1 Explore how the experience of living and working
abroad is very different from being a tourist and how
TEFL can transform your future.

Your Opportunities
2 Take a look at the number of job opportunities in the
TEFL industry and the types of conditions you can
expect.
Section 1: Welcome to TEFL

3 What Is Teaching English Like?
Decide whether a TEFL classroom is right for you and
learn about the activities you might need to do with
your students.

4 Types Of English Teaching
From outdoor activities with primary students to
teaching technical English to oil and gas engineers –
there are all sorts of teaching opportunities overseas.
07
l7

Introduction to Section 1
1 Welcome!
If you think …
l TEFL allows you to travel almost anywhere
l TEFL is exciting and rewarding
l TEFL will change your view of the world

… you are right!

This book will show you how to make your dream of teaching abroad come true.You will have a clear
understanding of what being a TEFL teacher is like – the many positives and the challenges – and the
sorts of opportunities there are for you.

2 Is TEFL For You?
Before we look at opportunities in TEFL, let’s reflect on what you want in your life.

2.1
-
What made you think about teaching English abroad?

Tick the things that are true for you and add some more if you like.

I like travelling
I like mixing with people
I want to experience other cultures
I think I would teach English well
I want to help people
I’d like to explore something
I’m interested in English completely new and different

I’m eager for a break from my career
and life at home

I’d like to travel and earn

I like languages
l 08

See what TEFL-Travellers have to say!

Ashley Griffiths from the UK
‘ Back in 2007 I was in a job I hated and was very much part
of the rat race! I had always enjoyed helping and guiding my
employees and loved travelling, so the decision was easy! Don’t
worry about the stress of adjusting to another culture, that’s
part of the fun!
‘
Which do you think are the most important reasons for you – and for your students?

For yourself: ___________________________________________________________
-
For the people you will teach: ______________________________________________

2.2 Imagine you could be somewhere different in three months.
Complete the sentence.

I would like to be in _________________ because

_____________________________________________________________________

2.3 Answer yes, no or not sure to the following:

l There are TEFL jobs in my dream destination

l I can secure a job there before I go

l I do not need a teaching qualification to teach there

l I don’t need to know the local language to teach there

l I will be there in three months

Let’s look at the facts to see if you were right.
l 09

3 TEFL – The Situation
English is the international language of business, politics, science and communications. The British
Council estimates there are over a billion people learning English worldwide.* About three quarters
of these people live in non-English-speaking countries. In other words, every country needs English
teachers (there are even foreign TEFL teachers in North Korea).

Asia
Europe 300,000,000+
200,000,000+ learners
learners

South America Middle East
150,000,000+ 50,000,000+
learners learners

Most language schools advertise on the internet and many like to arrange a contract in advance. There
are hundreds of websites dedicated to TEFL jobs. It’s estimated that there are over 20,000 new TEFL
jobs listed each month. One of the best known, www.eslcafe.com, has over 2,000 listings at any time.

The demand for TEFL is so huge that many schools will employ teachers with no teaching qualification
or degree. This does depend on the country – you may need to be qualified to get a work visa in some
countries (we will see which ones later). Also, the question of whether you want to teach without
some training needs serious consideration.

Most English language schools are English language environments.You will use English for all
interactions at work. However, knowing some basic phrases in the local language shows respect for
people and will add considerably to your cultural experience.

You could actually be teaching in one of many countries tomorrow.You will need to decide whether
you want to simply arrive in a country and approach schools or arrange a job before you go. We will

look at the pros and cons of each later.

* British Council Learning. August 1 2009. < http://www.britishcouncil.org/learning-faq-the-english-language.htm>.
l 10

1 A Life
Changing Choice

‘

I put my TEFL qualification to use within a few months as
I went to Japan to work for an English language company
that deals with teaching children. What I intended to be a six
month working holiday turned into an 18 month odyssey! I had
so much fun and so many enjoyable moments with all some ‘
300 students that I saw on a regular basis. And yes, I learned
everyone’s name! It’s my driving ambition to return to my
Tel Porter from Australia Japanese home as soon as I can.

? DID YOU KNOW?
l It is easy to find a job and teach in another country
l Teaching abroad will probably be like nothing you have ever experienced

1 First Thoughts
Let’s first look at why you are considering TEFL.

1.1 How is being a tourist different from living and working somewhere?

Think of the pros and cons of both. - Section 1: Welcome to TEFL
Being a Tourist Living and Working in a Country

Pros

Cons

Which has the greater appeal for you? __________________________________________
l 11

1.2 In what ways might teaching abroad change your life for the better?

Write down your thoughts about this.

_______________________________________________________________________
-
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

How do you feel about those possibilities? __________________________________________

_______________________________________________________________________

2 The Facts
Now let’s look at the experience of living and teaching abroad in more detail – both the plusses
and the challenges.

2.1 Do you agree or disagree with the following statements? If you know anyone who

-
has taught or worked abroad, reflect on their experiences.

Fill in the following
Agree Disagree

Living abroad is the most memorable experience
many people have had.

Teaching is just a means to an end – to be able to travel.

You can lead a luxurious life teaching abroad.

Locals look up to you as a foreigner.
Some expats suffer severe culture shock when they
live overseas.

It’s too late if you’re locked into a contract and you
don’t like the place.

TEFL experience will be useful for my future,
even if I stop teaching.
l 12

! We Suggest:
l Yes. Teaching in a country means you can experience complete cultural immersion.You can gain
a deep understanding of another culture and a new awareness of your own.You have a genuine
reason to interact with interesting people, and you can develop very deep and long-lasting
relationships.

l There are many stories of people working for little or no pay and using their savings to live and
teach somewhere, simply because the experience is so rewarding.

l Teaching can simply be a means to an end. But TEFL needs dedicated, passionate teachers, so we
hope you will want to make a serious contribution to the profession.

l Teaching will almost certainly not be a luxurious life! Teachers are not paid like expat executives.
In many countries you’ll receive something like a local salary, which will enable you to have a
comfortable life, but not a cushy one.

l No they won’t – respect and appreciation have to be earned!

l Yes. Almost everyone will experience some form of culture shock. Make sure you are mentally
and emotionally prepared for a very big change in lifestyle. It can help to start teaching in a
country or culture you are familiar with before moving abroad.

l No. Teachers do break contracts. Schools tend to offer incentives for teachers to stay to the
end of a contract instead (e.g. paying a bonus or airfare).

l Overseas teaching experience is regarded by employers in many fields as unique and valuable.
It demonstrates initiative, responsibility and intellect.

2.1 It’s essential to be mentally prepared.
What problems do you think could arise in the following areas?

How could you deal with them? -
Possible Problems How Could You Overcome Them?
Low Salary

Food

Accommodation Section 1: Welcome to TEFL

Sanitation

Culture

Government

Security

Away from Family/Friends
l 13

Every person staying for a length of time in a new country will experience culture shock. At first,
everything around you will seem exciting and stimulating. However, this can suddenly change. Often
triggered by a single negative experience, you may start to feel on edge, depressed, or even angry.
However, this will pass.You will reach a state where things seem normal. Some of the excitement of
the honeymoon phase will return, along with a deeper appreciation of the cultural environment.

The best way to adjust to culture shock is to be aware of what’s happening to you. Remind yourself
that it’s natural to feel this way, that everyone experiences it, and it is temporary. Importantly, don’t
isolate yourself. Try actively to meet local people and embrace the culture. Explore, enjoy the food, and
learn the language.

Interestingly, once people have adjusted to a new culture, they usually feel reverse culture shock coming
back to their home country!

3 Reflection & Action

3.1 Think seriously. Is living abroad still right for you?
-
Why?

___________________________________________________________________________

3.2 Where would you like to go and for how long?
Plus, do you have all the information you would need to make this decision yet?

___________________________________________________________________________

3.3 How can you find out more about living in that country?

___________________________________________________________________________

= SUMMARY
l Teaching abroad has been a life-changing experience for many people

l Be realistic and be prepared for challenges
l 14

E
KEY RESOURCES
A useful introduction to the issues:
http://teachertipstraining.suite101.com/article.cfm/qualifying_as_an_efl_teacher

For an overview of the plusses and challenges of teaching abroad:
http://www.transitionsabroad.com/listings/work/esl/index.shtml

For a range of articles on teaching and living abroad:
http://teaching-abroad.suite101.com/


‘ ‘
It has been fantastic. Both living abroad and teaching in Spain
have proven to be extremely rewarding. Definitely the best
choice I could have made after graduating from college. What
would be better than a year away to find myself?

Peter Wickman from the USA

l 15

2?
l

l
Your Opportunities

DID YOU KNOW?
One billion people are learning English as a foreign language

By 2025 this should double to two billion

l There are more people learning English in China than there are native English speakers in the USA

l Over 100,000 people do a TEFL certificate course each year.Yet there are clearly not enough
graduates to meet demand

1 First Thoughts
This part will give you a clear overview of TEFL job opportunities worldwide.

1.1 Do you agree or disagree with the below facts?

I am optimistic about finding a job.
-
_______________________________________________________________________
The internet is the best place to look for opportunities.
_______________________________________________________________________
It is easy to get a job in any country.

_______________________________________________________________________
Requirements for qualifications are the same worldwide.
_______________________________________________________________________
Schools are unwilling to give contracts.
_______________________________________________________________________
Conditions are quite similar across countries.
_______________________________________________________________________
l 16

2 The Facts
2.1 Let’s find out if your ideas were on the right track.
Look at two of the best-known TEFL websites: www.eslcafe.com and www.tefl.com.
Make some notes on the following: -
The Number of Jobs ___________________________________________________________

Qualifications _________________________________________________________________

Nationality Requirements _____________________________________________________

Contracts Available ___________________________________________________________

Conditions _________________________________________________________________

! We Suggest:
l There are 20,000 TEFL jobs advertised every month.

l Certain countries require a degree, a TEFL qualification, or both.

l Western Europe is the strictest regarding nationality: you normally need an EU passport
(or a working holiday visa for people aged 18-30). It is unlikely a school will sponsor you unless
they know you.

l Schools typically want teachers to stay for as long as possible.

l Conditions vary dramatically. It is possible to save money in Japan, Korea, Hong Kong, Taiwan,
Western Europe and the Middle East. In China, Russia and Eastern Europe, salaries will be high
by local standards and enough to live very comfortably on, but not to make money.

2.2 In view of the above, which countries look attractive to you?

Why? - Section 1: Welcome to TEFL

Top 3 Countries . Why?
1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________
l 17

Consider that the most rewarding positions may have the most difficult conditions.
For example, teaching in a rural school with few facilities may be making a real difference in students’ lives.

3.1
-
Look at job adverts from the countries you chose.

What are the questions you’ d want to ask?

______________________________________________________________________?

______________________________________________________________________?

______________________________________________________________________?

We will answer your questions when we look in detail at job adverts and contracts in
Section 3: Finding Good Work.

= SUMMARY
l There are thousands of opportunities for TEFL teachers

l Conditions and requirements vary greatly

E KEY RESOURCES
Key job websites:
http://www.eslcafe.com
http://www.tefl.com


‘
From my experience in Hungary, schools are always looking
for new teachers. To have any ‘street cred’ a school needs
native speakers, at least as teaching assistants, and as most
native speakers are travellers and only staying for a set
period, there is a high turnover in teaching staff! I had no
problem at all changing jobs. All I had to do was look for local
language schools on the web and send my resume to places
that looked promising. Also, because schools are used to
‘
Adrian Thurnwald from Australia dealing with itinerant native sorts, they often have some kind
of system in place for accommodation. Not always, though!
l 18

3 What Is Teaching
English Like?

‘

I’ve taught some fantastic classes in South Korea… been
thrown into some interesting deep ends, eh....teaching
science, mass and density to be exact, to a bunch of 5
year olds, oh and of course the rules of soccer (!) and the
American Revolution to my 12 year olds! The kids never ‘
cease to amaze me with their questions: ‘Teacher, what’s
your blood type?’ and ‘Teacher, what’s the difference between
Jennifer Maxwell from Ireland an alligator and a crocodile?’ But I love it! I have a million
stories to tell about my time here.

? DID YOU KNOW?
l TEFL, more than any other field of teaching, has ‘tried and tested’ approaches to running a class

l There are great materials for teaching English readily available

l TEFL, EFL, TESOL, ESOL and ESL are often used interchangeably. However, as a rule, TEFL is
teaching in a non-English speaking country, and ESL is teaching migrants in an English-speaking
country

1 First Thoughts
Let’s start by thinking about what happens – and should happen - in a language class.

1.1 Think about when you learnt a language
(if you haven’t studied a language, think of any school subject).

What did you like? What didn’t you like? Why? -
I liked … I didn’t like …
l 19

1.2
-
What should students spend most of their time doing in class?

Rank the following from 1 (most time) to 6 (least time).

listening to the teacher talking about grammar

listening to the teacher talking about the world

listening to audio recordings

reading

writing

speaking in pairs or groups

Why did you prioritise them in the way you did? Is it because they help students’ language development,
or is it some other reason? Do any of the activities have risks – for example, could students get bored,
or could they learn bad habits?

Shortly we will look at what students actually need. It may surprise you.

1.3 What do you find daunting about teaching? Is it being in front of a large group of people?

Answering grammar questions? Make some notes.

What worries me about teaching is…
-
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

We’re going to suggest that a TEFL class may be vastly different from any class you’ve experienced – and
that an awareness of the role of an effective TEFL teacher should significantly reduce your anxiety and
help you feel excited about getting into a classroom. Section 1: Welcome to TEFL

2 The Facts
When we think about teaching, we understandably think primarily about ourselves. However, TEFL
challenges you to turn that around. It’s essential to think about your students’ experience and what
they need. This should shape what happens in your class.
l 20

2.1 Look at these real quotes from students.
Do they make you reconsider your priorities for the classroom? What would you change?

We always did grammar at
middle school. It’s very boring.
We had an Australian teacher
who talked for hours about
Australia. I wanted to go to
sleep.

I’m too shy to speak.
I can understand the teacher
but not other English speakers.

I need English for my job. I
need to talk on the telephone
and write emails.
Games are fun.

2.2 Give your opinion about the following questions and say why.

Is learning a language more like going to history lectures or learning to drive a car?
-
_____________________________________________________________________

Which of the four skills (reading, writing, listening & speaking) is most important for students to
develop?

_____________________________________________________________________

How can you ensure students get lots of speaking practice in class?

_____________________________________________________________________

Is listening to the teacher the most useful listening practice you can provide?

_____________________________________________________________________

Do students need to learn a lot of grammar?

_____________________________________________________________________
l 21

! We Suggest
l Speaking a language is a skill, like driving or cooking. Knowing rules doesn’t mean students can
produce sentences. They need to practise as much as possible.

l All skills are important. However students will have different abilities in different skills. Many
students from China have had little speaking practice, so they need much more speaking
practice in class; whereas, many students from Saudi Arabia are confident in speaking, so they
need to work on their writing.

l You can maximise speaking practice by getting students to practise in small groups. The
teacher standing at the front talking to one student at a time is not efficient.

l Listening to the teacher is not rich practice. It’s the same voice in the same context every
time. Students need to listen to a wide range of speakers in different situations (on CDs,
DVDs, the internet, etc).

l Students do need to know how to put together a sentence accurately. But we need to keep
grammar in perspective. For example, bad pronunciation makes someone much harder to
understand than bad grammar.

l Students may be interested in you. And of course you want to open up to your students to
build rapport and trust. But this is not the same as spending a lot of time telling the class
about you. Find out what interests your students, and choose topics with which they will
engage.

2.3
If you aim to have lots of student-to-student interaction in class, what will you be doing
while students are speaking in groups?
Look at 1.2 in Part 3 again. How can a student-centred approach reduce your anxiety?

!
We Suggest
l ‘Monitor’ students (i.e. move around the class and listen to students) as they practise. Give
students space – as far as possible let them work out difficulties themselves. Don’t pounce on
every error as that inhibits students. However, do give help to individual students when they
ask for it.

l A student-centred approach means the less time you’re out in the front under the spotlight
the better! It’s not about you – it’s about the students having a go, and you’re there to assist

and guide.
l 22

3.1 Choose from this list what you would like to happen in your class.

students role play in pairs (e.g. shop assistant and customer)

the teacher tells the class about his/her likes and dislikes

students play interactive speaking games

students do life-like tasks they need in their jobs

students read out one sentence of a text in turn

the teacher lectures about grammar

students discuss topics in small groups

one student at a time stands out in the front and talks for three minutes
about a topic

students work out grammar rules together in pairs

A teacher of a student-centred class would choose the activities that involve meaningful student-
student interaction: role-plays, speaking games, life-like tasks, small-group discussion and students
working out rules themselves.

3.2 Do you think you could make those things happen if you walked into a class today?

If not, what knowledge, skills or resources would you need?

_____________________________________________________________________
-
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________ Section 1: Welcome to TEFL

3.3 Go and see a real class run by an experienced teacher!
You can ask at a local English school or search for ‘TEFL classroom’ on www.youtube.com.

Explore the link(s) over leaf to find out more about teaching methods and lesson plans.
l 23

= SUMMARY
l Students need to practise

l Move around the room and help students

l Choose material that will interest your students

E
KEY RESOURCES
For an overview of communicative approaches to teaching:
http://www.teachingenglish.org.uk/think/knowledge-wiki/communicative-approach


‘
I was traveling through Laos last summer as part of an
around the world trip. When I arrived in central Laos to
work at an organic farm, I was told about a building that
was constructed to teach the local villagers. They had no
transportation to the school in the nearby town and the
children from the four villages received schooling only when
someone was available. The farmer asked if I would be
‘
Larry Shorthell from the USA interested and I started that evening.

l 24

4 Types Of English Teaching

‘

I’m in France for two years with my husband (for his job)
and am teaching English to business people, part-time. I’m
doing mostly telephone lessons and some face to face work.
Telephone lessons are popular with business people as they
don’t have to leave their work-place and are good practice
for conducting business on the phone. Before coming to
France I worked as a Health Visitor (a sort of community
nurse) for more than twenty years and really wanted a
‘
Jackie Podmore from the UK change of career. Teaching English is great fun, although a
huge challenge for me; I’d like to continue with it when we
get back to the UK if possible.

? DID YOU KNOW?
l English is the international language of business, science, technology, diplomacy and aviation

l At a time when learning English was a fashionable pastime in some countries, it was called
TENOR – ‘Teaching English for No Obvious Reason’

1 First Thoughts
Let’s consider first of all why so many people are learning English.

1.1 Brainstorm all the reasons you can think of why people learn English.

-

compulsory at school better future opportunities

jobs in tourism business purposes
l 25

1.2 Which, do you think, are the main reasons? -
_________________________________________________________________________

_________________________________________________________________________

2 The Facts
2.1 There are numerous branches of TEFL teaching, outlined below.

General English An English class with no specific goal except to raise students’ English level
(however, consider that each student will have particular goals – to travel,
to write emails, to emigrate, etc). Many students study General English at
lower levels and then specialise later.

Young Learners Children (generally refers to primary age).

Tutoring One-on-one or small group.

Volunteering Teaching for no nominal payment.

EAP EAP is a pre-university course that takes students to the level they need for
(English for their degree. It often involves study skills as well as language. Some schools
Academic offer specialised streams (e.g. business, art and design) depending on the
Purposes) student’s future course.

Test Preparation A course to help students pass or attain the score they need in an English
test. Two important tests for university admission are IELTS (in the UK,
Australia and New Zealand) and TOEFL (in the US).

EOP General workplace English relevant to a range of jobs.
(English for
Occupational
Purposes)

ESP Specialised workplace English such as ‘English for Engineering’ or ‘English for IT’.
(English for
Specific
Purposes)

Business English English for business students or businesspeople. Business English can be seen
as a branch of EAP or ESP, but it’s so enormous it’s usually seen as a category
of its own.
l 26

The terms may differ from school to school and country to country – for example, ‘English for
Occupational Purposes’ might be called ‘English for the Workplace’, ‘English for Work’, ‘Workplace
English’ etc.

2.2 What do you think?

Choose a or b as your answer to each of the following:

The most English spoken every day is between:
-
a native speakers and non-native speakers
b non-native speakers and non-native speakers

Most learners of English want to:
a use English for a practical purpose
b sound like native speakers

Most learners of English:
a don’t know what they need to learn
b are very aware of what they need to learn

! We Suggest
l The most English spoken every day is between (b) non-native speakers and non-native
speakers.

For example, Korean and Japanese businesspeople and Russian pilots and Chinese air traffic
controllers use English to communicate with each other.

l Most learners of English want to (a) use English for a practical purpose.

Since English is just a tool, the ideal of sounding like a native speaker is irrelevant to most
learners. The ‘native speaker’ as an ideal is dead and buried.

l Most learners of English (b) are very aware of what they need to learn.

Students know why they need English – whether it’s to pass an exam, do business, fly a plane,
or work in a joint-venture mining company. Our aim is to help students develop specific
language for their real-life goals.

-

2.3 Do you agree or disagree with these statements?
Agree Disagree
You have to be an engineer to teach engineering English.

Teaching small classes is easier than large classes.

Teaching business is more serious so there will be less interaction.

Teaching young learners is tiring.
l 27

! We Suggest
l No. Obviously the students are the experts, and, in fact, they don’t want you to teach them
about the subject matter (studies have shown this). They want you to help with language they
need for work. So choose topics, types of written texts, dialogues etc. that are relevant to their
field. Ask your students to show you examples of what they need to read and write, and to tell
you the words they need to pronounce (however it helps if you have an interest in the subject
matter e.g. don’t teach English for accounting if you hate maths!).

l It depends. If you organise lots of small-group work, it really makes no difference whether you
have a class of 10 or 30. Teaching one-on-one can be really hard work – it’s a good idea to tutor
two students at once so they can practise with each other.

l No. Just choose interaction patterns that are relevant to their work – e.g. salesperson and
client, socialising at a function, presenting their company.

l It depends! Young learners need a lot of different short activities or they get bored. If you’re
energetic and love children, it can be extremely rewarding, and the day flies!

3.1 What areas of English could you teach?
Choose three that appeal to you. Consider developing a niche – it’s very marketable.

General English (lower levels) General English (higher levels)

English for Young Learners Tutoring Tertiary Students

Tutoring Businesspeople English for Business

English for Academic Purposes English for Aviation

English for IT English for Finance

English for Science & Technology English for Nursing

English for Engineering English for Hospitality Section 1: Welcome to TEFL

Retail English Military English

3.2 Go to a specialist TEFL bookseller.
Look at the resources you can buy to teach specialised areas of English. You’ll be amazed at the range
and quality, and how easy it is to teach without background knowledge in the subject matter.
l 28

= SUMMARY
l Most learners have a clear real-life purpose for learning English

l We should find out what that purpose is, and focus our teaching on it

E
KEY RESOURCES
For an overview of English for Specific Purposes:
http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html

Links for teaching young learners:
http://www.ihes.com/bcn/tt/yl-sites.html

l 29

Section 2
Qualifications
Introduction

Do You Need A Qualification?
1 Gain a better understanding about
qualification requirements to teach
English as a foreign language.

2 Qualifications Demystified
Compare the different courses and
qualifications available and find out
which one is right for you.

Section 2 : Qualifications
l 30

1 What Do You Think?
What are your initial thoughts about getting a TEFL qualification?

Tick the statements with which you agree. -
A qualification will help me teach with confidence and know-how

I don’t need a qualification due to the high demand for English teachers overseas

I could get a better ELT (English Language Teaching) job with a qualification

I need a qualification to teach in certain countries

I speak English, so I can teach English

I’d rather do a course online than face-to face

Write down any thoughts you have about getting TEFL qualified:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
l 31

2 Qualifications – The Facts
It is true that you can jump on a plane today with no TEFL qualification and get a job in a lot of
countries. But just consider the below:

Learning to Teach
l A course shows you how to teach effectively
(for your students’ benefit and your own peace of mind)

l Face-to-face TEFL training usually gives you the opportunity to practise teaching and receive
helpful feedback – increasing your confidence in the classroom

Finding Quality Job Opportunities
l Having a qualification puts you in a stronger position to get the best jobs possible

l Many schools ask for a TEFL qualification

l A course is a great opportunity for networking and finding your job abroad

Visa Regulations
l Some countries require a TEFL qualification to teach (and even a certain type) and/or a degree
– see Section 7

Types of Courses
l A basic TEFL qualification (not higher) is the standard for entering the profession

l There are many online and face-to-face options

l Courses range in length from 20 to 160 hours

l 32

1 Do You Need A Qualification?

‘

I worked mainly in a private school in Hanoi. Some of the
children were real trouble and wouldn’t listen, but once
you asserted your authority they were eager to learn and
to impress, especially when you had stickers! The TEFL
‘
taught me the basics but even if you don’t remember that,
it all comes back to you, and the real training is in the
classroom when you’re up at a board with 30/40 faces
looking up at you!
Elizabeth Cox from the UK

? DID YOU KNOW?
l There’s a huge demand for English Language Teachers, even without a TEFL certificate
l Different countries have different requirements
l Some countries require a bachelor’s degree (in any field) rather than a TEFL certificate

1 First Thoughts
Here are the typical options available for an entry-level TEFL qualification.
1.1 But before we move further, let’s explore your initial thoughts. Make sure you consider your
current budget and time constraints when answering.
What would increase your potential in the TEFL world?

No course
- Section 2 : Qualifications

A book on how to teach English for £30/US$50

A 20 hour face-to-face course for £300/US$500

A 60 hour online course for £300/US$500

A 120 hour combined online & face-to-face course for £600/US$1000

A full-time four-week course where you practise teaching real students for £1500/US$2600
l 33

1.2 What kinds of questions would you want to ask before you signed up for a course?

-
Is the qualification recognised internationally?

_______________________________________________________________________?

_______________________________________________________________________?

_______________________________________________________________________?

_______________________________________________________________________?

2 The Facts
Here are the general qualification requirements worldwide.
2.1 You’ll see in many regions a TEFL certificate is ‘preferred’ – so it may get you more (and better!)
opportunities. However, many employers asking for ‘TEFL/TESOL qualifications’ (as it’s usually
phrased) will still employ people without one.

Region General Requirements
North Asia Degree required; TEFL certificate preferred
South-East Asia TEFL certificate preferred
Western & Mediterranean Europe Degree & EU passport/working holiday visa required
Central & Eastern Europe TEFL certificate preferred
Central & South America TEFL certificate preferred
Middle East Degree required
Subcontinent Degree & TEFL certificate required
Africa EFL certificate preferred
English-Speaking Countries Degree & CELTA/Trinity CertTESOL required (see Part 2)

There is variation within each region, of course - we look in detail at individual countries in Section 7.

2.2 Do you think the following statements are true or false?
-

Requirements for volunteering are different from paid work

Different teaching experience or qualifications may be seen as equivalent
to a TEFL qualification

All schools and teachers obey the law
l 34

! We Suggest
l There are not many requirements for volunteering (usually), so the decision to do a course is
solely about your desire to develop your classroom skills before you start teaching.

l In countries where a TEFL qualification is ‘preferred’, you can certainly aim to sell your
qualifications as equivalent, and any teaching experience will be valued. However English-
speaking countries are strict about the qualifications they require.

l As you’d expect, no. For better or worse, the field is market-driven. Wherever demand for
English is high, there are teachers working without the required qualifications and work visa
and being paid cash-in-hand. This is a dangerous thing to do – teachers risk being exploited
and getting caught. If you’re caught in the EU, for example, you will be deported and probably
never get another visa to that country again.

We know a certificate can make finding work easier. But there are of course professional benefits
from studying a TEFL course.

2.3 Which of these experiences would make a course seem worthwhile to you?

I became more confident
about my grammar.
We practised teaching lessons
to the other tutees in the
course.

I now feel confident walking
into a classroom, as I know
We learnt how to teach
exactly what to do.
engaging lessons.

I now have 17 colleagues I will
stay in touch with.
We taught lessons to real
English students.

We learnt how to teach
beginners.

The next part will tell you what individual courses will bring you and which courses will fulfill your
needs.
l 35

3.1 Think back to your dream destination in Section 1.
Do you think you have the required qualifications for that country? If not, will you:
l Change your destination?
l Consider studying?

3.2 Your TEFL Assessment
Tick the statements that are true for you. -
I already know people teaching who can help me find work

I’ve already been offered a job

I’ve done tutoring

I’m a very experienced teacher

I feel confident about teaching

I’m a confident person

I’ve studied a language to a fairly high level

I’m not planning to teach in an English-speaking country

SCORES
4-8 If you ticked 4 – 8 boxes, you’re probably ready to go straight away! Perhaps consider a TEFL
course along the way.

0-3 If you ticked 0 – 3 boxes, you’d probably benefit from a course before you go. A course will give
you a feel for the TEFL industry, help develop your classroom skills, and give you the chance to
make some valuable contacts.

= SUMMARY
l Employers like teachers to have a TEFL qualification, but it is often not essential Section 2 : Qualifications

l Consider a TEFL course for the professional benefits it will bring you

E
KEY RESOURCES
Overviews of, and opinions regarding,TEFL certificates:
http://www.tefl.net/teacher-training/faq.htm
http://www.eslbase.com/courses/
l 36

2 Qualifications
Demystified

‘
I took the TEFL class on line just for fun and because our
church offered an English class to Hispanic people who had
moved to the area. I thought that by taking the class, I could
improve my own English and be better able to assist with
the class. Less than one week after completing the TEFL
class online and receiving my certificate, I received a call from
our church denomination’s National Foreign Missions Board
chairperson, asking if I might be interested in going to Taiwan
for two weeks to help with an English camp there. Because I
Julie Tipton from the USA. had a part time job and was pretty tied down, any thing long
term was out, so I saw this as a perfect opportunity to practise
what I had just learned! I said “yes”, and soon was on a plane
to Taiwan! I spent two weeks as one of two Americans on a
team of twenty native Taiwanese who were planning an English
camp to a remote fishing village in southwestern Taiwan. I had
a blast and found the Taiwanese extremely friendly, helpful, and
‘
very motivated to learn English.

? DID YOU KNOW?
l The qualification you need to start teaching is a certificate – you don’t need a diploma or
master’s degree

l There are hundreds of face-to-face and online certificate courses, but only a few are
well-recognised

l TEFL, TESOL, ESOL, EFL and ESL are not names of qualifications – they are fields of teaching
l 37

1 First Thoughts
Have you heard of different TEFL course types or providers? What do you know about them?
1.1
Make some notes.

Qualification Details
-
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2 The Facts
2.1 Here are some of the options available:

Online Courses
l Courses are generally 20-100 hours
l Input covers language analysis & teaching methodology
l Often optional specialised modules available (e.g. business English, teaching children)
l Better courses incorporate videos of real classes and interaction with a tutor

Short Face-to-Face Courses
l Courses are generally 20-40 hours in person
l Input covers language analysis & teaching methodology
l Better courses incorporate peer-teaching with tutor feedback

Cambridge CELTA (Certificate in English Language Teaching to Adults) & Trinity CertTESOL
l 4 weeks full-time in person (sometimes part-time is offered)

l Around 60 hours of input (language analysis & teaching methodology)
l 6 hours of teaching real students with tutor feedback
l 6-8 hours of observing experienced teachers
l Written assignments

It’s worth remembering that a lot of courses are offered worldwide. So you can do a course in Moscow,
Barcelona or Shanghai – a great way to check out a new lifestyle and look for work as you travel.
l 38

2.2 What do you believe are the advantages and disadvantages of each course type?

Pros Cons
-
Online Courses


CELTA/Trinity Courses

! We Suggest:
Online Courses
Pros Cons
l Some online courses are high quality l Some providers are not well-
l Flexible recognised – choose carefully
l Inexpensive l No personal contact with
TEFL teachers or other students
l No teaching practice

Pros Cons
l Some short courses are top quality l Content can be superficial
training and recognised worldwide l Not much attention to language
l Get a feel for the industry – meet analysis
TEFL teachers and other students l No teaching practice with real
l Can be a fun learning experience students
l May include peer-teaching practice
l A quick way to get qualified

CELTA/Trinity Courses

Pros Cons
l High prestige l Very intensive
l Can use it to teach in English- l Can be stressful
speaking countries (with a degree) l Inflexible delivery model
l Audited – universally high-standard l Expensive
l Practical content
l Teaching real students and getting
feedback
l 39


‘
I had several interviews with schools around Seoul. I began
to teach kindergarten and elementary kids. It was very
daunting at first, but I remembered what I had learned in
my TEFL course and after a few weeks it became so much
fun that I hardly felt like I was working at all; I felt as though
I was getting paid to have a great time. I enjoyed it so much
I spent three years in Seoul, and I’m still teaching but this
‘
time I’m in the Czech Republic.
Daniel Deacon from the UK

Many prospective teachers ask, ‘But really which is the best course to do?’ It’s honestly hard to answer
– it depends on your personal needs and teaching plans. Competition is stiff, and all of the well-known
courses, whether online or face-to-face, provide useful content.

Nevertheless, CELTA and Trinity are still the best known and most highly regarded. They are just about
the only certificate courses that will allow you to teach in an English-speaking country, primarily because
they are over 100 hours, and they include six hours of observed and assessed teaching. However, they
are quite expensive and stressful, so be certain about your TEFL plans before committing your time and
money to this course.

You can always start with a less demanding option and teach for a while to see what it’s like. If you really
enjoy it and want to stay in the field, you can then consider a CELTA or Trinity course.

3.1 Which courses will you now explore?

_______________________________________________________________________
-
_______________________________________________________________________

_______________________________________________________________________

3.2 Google the reviews of the courses you are interested in.
See what people who have done the courses think. Section 2 : Qualifications

= SUMMARY

l There is a wide range of certificate courses, online and face-to-face, ranging from 20 to 160
hours
l Cambridge and Trinity CertTESOL are the most prestigious, and the only certificates that allow
you to teach in English-speaking countries
l 40

E
KEY RESOURCES
For an overview of certificate courses:
http://www.esljobs.com/tefl-certificate-programs-overview.htm

Cambridge CELTA:
http://www.cambridgeesol.org/exams/teaching-awards/celta.html

Trinity CertTESOL:
http://www.trinitycollege.co.uk/site/?id=201

i-to-i:
http://www.onlinetefl.com

TEFL Worldwide:
http://www.teflworldwideprague.com/


‘
My TEFL course gave me the skills I needed to be confident
in the classroom. Since coming back to the UK I have
continued to teach EFL and am now involved in running a
‘
language school!

Amanda Gillies from Scotland

l 41

Section 3
Finding Good Work

Introduction

1 Do You Need A Qualification?
With hundreds of TEFL job sites on the
internet, find out exactly where to start
with your job search and how to identify
the better opportunities available to you.

2 Job Placement Services & Agents
Understand all the benefits and possible
risks involved in using a third party to find
your job abroad.

3 Networking
Discover how to develop international
networks with both teachers and schools.

4 Conditions
How do you know if a job is good? What
should you look for in a job advert or
contract? What should you ask? Find out
all the answers to these key questions.
Section 3: Finding Good Work
l 42

1 How Do People Find Work?
Reflect on how you or people you know have found work.

Circle the items below (or add your own). -
Through A Friend Newspaper Job Advert Family

Notice In A Window Agency Internet Job Post

2 Finding Good TEFL Work – The Situation
The principles for finding any sort of work are the same. So in order to find your TEFL job, you can:

l Use the internet
l Visit schools
l Use an agency or job placement service
l Start networking Section 3: Finding Good Work

The only challenge with TEFL work is that the jobs are in another country! This section will suggest
some ways of becoming an effective international job seeker.

By the end of this section you should feel excited by the incredible range of opportunities, and have
developed the skills to proceed wisely.
l 43

1 The Internet

‘

I took the TEFL course ... My wife and I decided to move to
Hong Kong. I searched for a job online. I struck some luck and
within that same week I had landed myself a teaching post
in a center teaching ages from 4-12. ... I managed to strike a
perfect schedule working seven days a week, I think the TEFL ‘
certificate played a large part in landing myself with
a job as a teacher, because it is highly regarded by schools
and centers. As long as you’re a native English speaker and
Ben Casey from the UK
have a TEFL qualification then you can get a job quite easily!

? DID YOU KNOW?
l There are thousands of jobs advertised on the internet on any given day
l There are five main types of positions advertised
l Adverts are usually upfront about conditions

1 First Thoughts
1.1 Google “TEFL Jobs” and choose three websites to explore.

l

Site
What do you like/dislike about each of the websites?
Enter your findings in the chart below.
I liked … I didn’t like …
- Section 3: Finding Good Work
www.esljobs.com Easy to navigate; Not so many jobs
spells out job details clearly

Find a job that looks exciting to you on each site.
l 44

2 The Facts
2.1 There are five basic types of positions:

Types of Positions Examples
Government Schools e.g. ‘Hangzhou No. 14 Middle School’, ‘Lompok Elementary School’
While government schools advertise directly, some countries such as
Japan, South Korea and Taiwan have centralised government-funded
schemes to allocate teachers to schools

Universities/Colleges e.g. ‘King Saud University’, ‘Sichuan Engineering Vocational College’

Small Private Schools These schools have eccentric names like ‘Joy English College’ or
‘Banana School’

Private Chain Schools Private Chain Schools have branches in many cities and countries.
You’ll see many ads for organisations such as EF (English First),
IH (International House), Shane, Wall Street, Berlitz, Language Link, etc

Volunteering Development projects, working with migrants, underprivileged
communities and refugees

2.2 Go back to the three websites you looked at.
Find examples of these different types of positions.

2.3 What do you notice about typical contracts and conditions?

Make some notes.

Types of Positions Conditions
-
Government Schools

Universities/Colleges

Small Private Schools

Private Chain Schools

Volunteering Section 3: Finding Good Work

! We Suggest:
l Conditions vary greatly between countries, and between city and rural areas within one
country.

l Contracts at government schools and colleges, as you’d expect, coincide with semesters.
In developing countries, they are usually not able to offer high salaries but may offer free
accommodation.
l 45

l Private schools, especially the chain schools, may offer considerably higher pay than
government schools. Contract periods vary but they tend to want you to stay as long as
possible and may offer incentives, such as an end-of-contract bonus.

l Volunteering, of course, takes commitment. While you may, in fact, need to pay to be a
volunteer, the rewards (in terms of learning, achievement and contribution) can be huge.

2.4 You would have noticed that there are hundreds of job websites.
Here are the top three sites recommended by TEFL teachers as the perfect starting point.

Site Details

www.eslcafe.com l The biggest TEFL job site
l Searchable teacher forums where you can get inside information
on schools
l Site posts helpful warnings about less reputable schools

www.tefl.com l Fewer positions listed, but they’re generally high quality
l Excellent database search engine
l Country cost guide

www.transitionsabroad.com
l Links to country-specific job sites
l Detailed country-specific information – e.g. typical jobs, conditions,
visa regulations, tax etc

We will also be looking at country-specific websites in Section 7.

3.1 Use the three websites recommended and find five jobs that you would love to have.
Bookmark them – we will be looking at them later in this section.

= SUMMARY
l Start with some of the larger ‘tried and tested’ websites

E KEY RESOURCES Section 3: Finding Good Work

Recommended job sites:
www.eslcafe.com
www.tefl.com
www.onlinetefl.com/tefl-jobs-abroad/

Country information:
www.transitionsabroad.com
l 46

2 Job Placements
& Agents

‘

I travelled to Lopburi, Thailand on a paid teaching placement.
I wouldn’t have felt comfortable travelling alone to a new
country and culture without the back up that I received from
i-to-i. The staff made the whole experience so easy, advising
‘
me on everything from vaccines to visas, and knowing there
was always someone available at the end of the phone.

Shelly Whelan from Ireland

? DID YOU KNOW?
l There are job placement services and agents who will offer to help with contacting schools,
organising paperwork, and supporting you in-country

l Thanks to the internet, it’s very easy to make direct contact with schools, rather than going
through a middle person

1 First Thoughts
Out of Persons A, B and C, which one are you most like?
The internet job ads look I’m going to jump on I’m a bit nervous about
fine, so I’ll give them a a plane and find a job finding a job on my own.
shot on my own. when I’m already abroad.

Person A Person B Person C

If you’re most like Person C, you should consider the facts overleaf.
l 47

2 The Facts
Keep your wits about you. Do you believe that a person or organisation, acting on commission, is going
to look after you? Always be suspicious of agencies that charge advance fees and operate exclusively
by email.

2.1 Before you sign up, ask yourself whether job placement services or agents meet
the following criteria:

I can actually speak with them
-
They have a good reputation

Conditions are spelt out clearly

The conditions are better than jobs I can apply for independently

There are clear benefits in using their service – e.g. they have an in-country representative
who will support me in an emergency

If you have doubts about any of the above, perhaps reconsider using their services.

2.2 You’ll notice many agents or ‘consulting firms’ advertising on the job websites,
offering to arrange work for you in schools.

Why do you think many make statements like the below:

Reputable & Reliable Recruiter

Trust us to find you a good job

! We Suggest:
l There are reputable agents and disreputable agents.
l There are many critical stories about agents on teacher forums (e.g. withholding pay,
disappearing).

l Consider carefully – is there a need to go through one when you can contact schools directly?
What value do they add?

l Agents receive a signing commission that can be as much as one month’s salary and often a
percentage for every hour you work. This will often mean the jobs they arrange have lower
rates of pay.
l 48

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