TEFL
Ø DEFINITIONS TEFL
Teaching English as a foreign
language (TEFL)
refers to teaching English to students
whose first language is not English. TEFL usually occurs in the
student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native
speakers of English.
Ø TEACHING TECHNIQUES
1.
READING
TEFL that uses literature aimed at
children and teenagers is rising in popularity. Youth-oriented literature offers
simpler material ("simplified readers" are produced by major
publishers), and often provides a more conversational style than literature for
adults. Children's
literature in particular sometimes provides subtle cues to
pronunciation, throughrhyming and other word play. One method for using these books is the multiple-pass technique. The instructor reads the book, pausing often to
explain certain words and concepts. On the second pass, the instructor reads
the book completely through without stopping.
2. COMMUNICATIVE LANGUAGE TEACHING
Communicative
language teaching (CLT) emphasizes interaction as
both the means and the ultimate goal of learning a language. Despite a number
of criticisms, it continues to be popular, particularly in Japan, Taiwan, and Europe.The task-based
language learning (TBLL) approach to CLT has
gained ground in recent years. Proponents believe CLT is important for
developing and improving speaking, writing, listening, and reading skills, and
that it prevents students' merely listening passively to the teacher without
interaction. Dogme is a similar communicative approach that encourages teaching without
published textbooks, instead focusing on conversational communication among the
learners and the teacher.
3.
BLENDED
LEARNING
Blended learning is a combination
of face-to-face teaching and online interactions (also known as CALL or
computer-assisted language learning), achieved through a virtual learning environment (VLE). VLEs have been a
major growth point in the ELT industry over the last five years. There are two
types:
·
Externally hosted platforms that a school or
institution exports content to (e.g., the proprietary Web Course Tools, or the open source Moodle)
·
Content-supplied, course-managed learning platforms
(e.g. the Macmillan English Campus).
The former provides pre-designed
structures and tools, while the latter supports course-building by the language
school teachers can blend existing
courses with games, activities, listening exercises, and grammar reference
units contained online. This supports classroom, self-study or remote practice (for
example in an internet café).
4.
ONLINE CLASSROOM
Advances in technology made it possible to get a TEFL qualification
online. Students can enroll into online classes that are accredited by organizations such as
Accreditat. It should be noted that there is no single overarching
accreditation body for TEFL.[5] Study materials are divided into
modules. Students take one or multiple tests per study module. Support is
handled by tutors, who can
be reached via email. After
successfully finishing the last module the student is granted a certificate. It comes
in digital form or can be shipped to the student's address. Getting such a
certificate can be beneficial in many ways. The student can get a bigger
paycheck or teach English in foreign countries.
5.
QUALIFICATIONS
FOR TEFL TEACHERS
Qualification
requirements vary considerably from country to country and among employers
within the same country. In many institutions it is possible to teach without a
degree or teaching certificate. Some institutions will consider it necessary to
be a native speaker with an MA TESOL. A university degree in English language
and literature can also be of value, as indeed can any specialist degree. Other
institutions consider a proof of English proficiency, a University degree and a
basic teaching qualification to be more than sufficient. However, the level of
academic qualification need not be the most important qualification, as many schools
will be more interested in your interpersonal skills. For trainers wishing to
enter the academic field, publications can be as important as qualifications,
especially if they relate to English use in your field. Where there is a high
demand for teachers and no statutory requirements, employers may accept
otherwise unqualified candidates. Each country is different, and acceptance
depends on demand for English teachers and the teacher's previous teaching and
life experiences.
As a general rule schools will tend to prefer
qualifications that involve a significant amount of assessed teaching: it is
often said that "Learning to teach without classroom practice is like
learning to drive without ever encountering traffic".[6] Shorter courses and online courses often lack
assessed teaching practice. Course makers have recognized this and
have begun introducing combined TEFL courses which have an element of assessed
teaching. Some educational facilities are now offering two or three
well-defined certificates instead of one general certificate. For example, ILT
(Introduction to Language Teaching) - 40 hours, PLT (Practice of Language
Training) - 30 hours, and Literacy - 30 hours.
Private language
schools are likely to
require at least a certificate based on successful completion of a course
consisting of a minimum of 100 hours. Major programs like EPIK will offer a
higher salary to teachers who have completed any TEFL Course, online or
otherwise, so long as the program meets the minimum 100 hour requirement. Internet-based TEFL courses are
generally accepted worldwide, and particularly in Asia, where the largest jobs
markets exist in China, Korea, Taiwan and Japan. Age/gender requirements might
also be encountered. In some countries outside Europe and America, for example
the Middle East, schools might hire men over women or vice versa. And they
might hire only teachers in a certain age range; usually between 20 and 40
years of age. Anyone under 19 may be able to teach TEFL, but usually only in a
volunteer situation, such as a refugee camp.
6.
PAY AND
CONDITIONS WORLDWIDE
As in most fields, the pay depends greatly on
education, training, experience, seniority, and expertise. As with much expatriate work, employment conditions vary among countries,
depending on the level of economic development and how much people want to live there. In
relatively poor countries, even a low wage may equate to a comfortable middle
classlifestyle. EFL Teachers who wish to earn money
often target countries in East Asia such as China, South Korea and Japan where
demand is high. The Middle East is also often named as one of the best paying
areas, although usually better qualifications are needed: at least a CELTA and
one or two years' experience.
There is a danger of exploitation by employers. Spain in particular has encountered
widespread criticism given the
overwhelming number of small to medium businesses (including TEFL schools)
which routinely dodge the teachers' social security contributions as a means of
maximising profits. The result is that most teachers are entitled to less
unemployment or sick pay than they would be entitled to if their salaries and
contributions were declared in accordance with the law. Similar situations
increase in countries with labor laws that may not apply to foreign employees,
or which may be unenforced. An employer might ignore contract provisions, especially regarding working
hours, working days, and end-of-contract payments. Difficulties faced by
foreign teachers regarding language, culture, or simply limited time can make
it difficult to demand pay and conditions that their contracts stipulate. Some
disputes arise from cross-cultural misunderstandings. Teachers who can't adapt to
living and working in a foreign country often leave after a few months.
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