TEFL

1. What are research scopes in English teaching?

2. How to do these researches
3. how to make a good test
When preparing a test on any given subject matter, the first step in creating a
strong test for students is to choose the best test format for the cognitive ability or
comprehension which is going to evaluate. This is the initial phase in composing a
test by determining which type of test format going to utilize. Some common test
formats including multiple choices, true-false, fill in the blank and open-ended
question which best measure student’s ability in any given subject. For instance,
when measuring the student's reasoning skills, analysis skills or general
comprehension of a subject matter, selecting multiple choice test questions is
more considerable, the same goes for the other test formats. Upon considering the
test format then creating good test questions for the chosen test format for the
students flow easily. However, when composing a test take a thorough
investigation of the tests items in terms of reliability, validity and standardization
which refer to the consistency, usefulness of the tests respectively.

4. why evaluation is urgent and important

Evaluation or testing and teaching are not separate entities. Teaching has always
been a process of helping students to discover new ideas and new ways of
organizing which they learned. While evaluation is an attempt to capture what
students knows in response to a question. Evaluation should goes in two ways in
terms of student’s achievements and evaluating teaching-learning process itself.
In relation to student’s achievement, evaluation is needed to diagnose what
individual pupil already known of the subject matter, helping the teacher gain a
perspective of the range of attained learning as well as individual competence. On
the other hand, evaluation can help the teacher determine the pace of classroom
instruction as tools for measuring the effectiveness of instruction and learning.
Evaluation is an important part of the teaching and learning process and you need
to consider your effectiveness as a basic skills tutor on a regular basis. As a basic
skills tutor working with people with mental health difficulties, you will
encounter specific issues relating to:

5. what are the types of media in English teaching

6. how to make a good media for English teaching

7. how to plan a lesson
A key aspect of effective teaching is having a plan for what will happen in
the classroom each day. Creating such a plan involves setting realistic goals,
deciding how to incorporate course textbooks and other required materials, and
developing activities that will promote learning. Below is some guidlines in
planning a lesson.
Goals
 Goals determine purpose, aim, and rationale for what teacher and
students will engage in during class time.
Objectives
This section focuses on what students will do to acquire further
knowledge and skills.
Materials
This section has two functions: it helps teachers quickly determine
a) how much preparation time, resources, and management will be
involved in carrying out this plan and b) what materials, books,
equipment, and resources they will need to have ready.
Lesson Procedure
This section provides a detailed, step-by-step description of how to
replicate the lesson and achieve lesson plan objectives. This is usually
intended for the teacher and provides suggestions on how to proceed with
implementation of the lesson plan. It also focuses on what the teacher
should have students do during the lesson. This section is basically
divided into several components: an introduction, a main activity, and
closure.
Assessment/Evaluation
This section focuses on ensuring that students have arrived at their
intended destination. Teacher will need to gather some evidence that they
did. This usually is done by gathering students' work and assessing this
work using some kind of grading rubric that is based on lesson objectives.

8. how to develop teaching materials for students

Developing materials refers to contextualizing materials in purpose of helping
the students easily understand the materials through variety of techniques, methods,
and activities. For instance, contextualizing listening activities to approximate real-
life tasks and give the listener an idea of the type of information to expect and what to
do with it in advance of the actual listening may encourage students learning and
master the materials.
Construct activity around a contextualized task or around a purpose that has significance
for the students. For example on teaching reading, make sure students understand
what the purpose for reading is: to get the main idea, obtain specific information,
understand most or all of the message, enjoy a story, or decide whether or not to
read more. Recognizing the purpose for reading will help student select
appropriate reading strategies.
Define the activity's instructional goal and type of response. Recognizing the goal(s) of in
each activity will help student select appropriate learning strategies.
Check the level of difficulty of the materials in term of complexity, familiarity to the
students, organization, etc.
Use pre-activities to prepare students for what they are going to learn.
Match while-activities to the instructional goal, purpose, and students' proficiency level.
9. how to teach listening
Listening skills are vital for students. Of the 'four skills,' listening is by far the
most frequently used. Good listening lessons go beyond the listening task itself
with related activities before and after the listening. Here is the basic structure of
teaching listening:
• Before Listening
Prepare students by introducing the topic and finding out what they already
know about it like having a brainstorming session and some discussion
questions related to the topic. Then provide any necessary background
information and new vocabulary they will need for the listening activity.
• During Listening
Be specific about what students need to listen for. They can listen for selective
details or general content, or for an emotional tone such as happy, surprised,
or angry.
• After Listening
Finish with an activity to extend the topic and help students remember new
vocabulary. This could be a discussion group, craft project, writing task,
game, etc.
Moreover, the following ideas will help make listening activities more
successful such as reducing distractions and noise during the listening segment. If
using a cassette player, make sure it produces acceptable sound quality. Read or
play the text a total of 2-3 times. Give students a listening task to do between
classes.

10. how to teach speaking

Teaching speaking simply involves providing your students with as many
chances to speak as is possible - sometimes in a controlled context, and sometimes in
a free context. What teachers are really helping students with speaking falls into three
categories:
1. improving fluency (speaking smoothly)
Fluency comes from practice - plain and simple. However it needs to be
practice that involves extended use of the language and use of extended
sentences. Fluency at its heart relates to being able to speak for longer periods of
time in a smooth way. Broadly speaking, here are a few things that can help build
fluency:
1. speeches or presentations
2. group discussions
3. role plays
4. negotiations and debates
5. interviews and meetings
6. chatting in small groups
2. improving pronunciation (saying words properly)
 Pronunciation is the ability to say words properly with the correct sounds
in the correct places. There are two keys to proper pronunciation 1) tons of native
speaker input and 2) tons of speaking by the learner with native speakers. .
1. working on specific vowels
2. working on trouble consonants (e.g. th for French speakers)
3. working on understanding movement and location of mouth and tongue when
making sounds

3. improving enunciation (Saying words/phrases clearly - I think this includes word

and sentence intonation)
Enunciation is speaking clearly, is a very important aspect of speaking in that
poor enunciation can make someone almost impossible to understand. Things that can
be done to help with enunciation include:
1. focused work on trouble word combinations
2. working on reductions (want to –> wanna)
3. working on sentence level stress points
4. working on word level stress points (e.g. differences between noun/verb forms of
same word record/record)
5. working on sentence level intonation patterns

11. how to teach reading and writing

Instruction in reading strategies is not an add-on, but rather an integral part of the use of
reading activities in the language classroom. Instructors can help their students become
effective readers by teaching them how to use strategies before, during, and after reading.
Before reading: Plan for the reading task
• Set a purpose or decide in advance what to read for
• Decide if more linguistic or background knowledge is needed
• Determine whether to enter the text from the top down (attend to the overall
meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
• Verify predictions and check for inaccurate guesses
• Decide what is and is not important to understand
• Reread to check comprehension
• Ask for help
After reading: Evaluate comprehension and strategy use
• Evaluate comprehension in a particular task or area
• Evaluate overall progress in reading and in particular types of reading tasks
• Decide if the strategies used were appropriate for the purpose and for the task
• Modify strategies if necessary

Pre-writing: A Place to Start

Pre-writing, the first stage in the writing process, begins long before the writer puts
thoughts into writing. The experiences, observations, and interactions that students
have prior to entering the classroom have an impact upon what they will write and
how they will write it. Within the classroom, pre-writing prompts and activities can
be integrated into the writing process as scaffolds by teachers to help students
generate ideas for their writing and to practice the thinking skills inherent in the
activity. To initiate thinking and generate possible writing topics, it is important for
students to explore ideas for writing topics using a variety of pre-writing strategies,
such as the following:
- Interviewing a person knowledgeable about the topic
- Engaging in peer or teacher-student discussions and conferences
- Reading about and researching the topic
- Viewing media such as pictures, movies, and television
- Reflecting upon personal experience

Planning: Organizing for Drafting

After students have generated some ideas, they must decide what they will say about
their chosen topic. Students develop an initial plan for the product they will
compose. As they do so, they must consider the purpose, audience, point of view,
and format because these elements have implications for both the planning and the
drafting of the written product. To develop an initial plan for drafting, students
organize the information they have generated during pre-writing by using such
structures as outlines, story frames, maps, diagrams, charts, and concept webs.

Post-writing: Preparing To Go Public

When students have an authentic audience and purpose, they want to rework their
written drafts, polishing them for presentation or publication. To prepare a final,
polished draft, students may write in legible handwriting or use a word-processing
program to prepare a polished written work. Then their writings go to public
through

12. how to teach pronunciation for children, elementary and advanced level.
Pronunciation involves far more than individual sounds. Word stress,
sentence stress, intonation, and word linking all influence the sound of spoken
English. Here are some ideas of presenting pronunciation in the classroom.
• Initially, Introducing student (especially for children or elementary students)
phonemes in contrasting pairs like /t/ and /d/. Repeat the phonemes in words as
well as in isolation and ask the students to identify them. In order to visually
represent the differences they are listening for, teacher may want to draw
pronunciation diagrams for each sound showing the placement of the tongue and
lips. Draw simple diagrams of tongue and lip positions. Make sure all students
can clearly see teacher’s mouth while modeling sounds. The next phase is
introducing word or sentence intonation by mimicking with a kazoo, or
alternatively by humming. This will take the students' attention off of the meaning
of a word or sentence and help them focus on the intonation. Moreover, teacher
 now move to demonstrating varying vowel lengths within a word by stretching
rubber bands on the longer vowels and letting them contract on shorter ones. Then
let the students try it.
• For the intermediate students, let them to count syllables in a word and hold up
the correct number of fingers, or place objects on table to represent each syllable.
Illustrate syllable stress by clapping softly and loudly corresponding to the
syllables of a word. Moreover, take the students to recognize minimal pairs, or
words such as 'bit/bat' that differ by only one sound, are useful for helping
students distinguish similar sounds. Tongue twisters are useful for practicing
specific target sounds, plus they're fun. Make sure the vocabulary isn't too
difficult. Finally, students now may come to pronounce phrases and even whole
sentences as one smooth sound instead of a series of separate words such as 'Will
Amy go away,' is rendered 'Willaymeegowaway.'.
Articles related with TEFL:

What is the meaning of TEFL, TESL & TESOL?

By International Teacher Training Organization

TEFL: Teaching English as a Foreign Language – a term that refers to teacher training
programs in EFL.

TESL: Teaching English as a Second Language, Canada - national federation of teachers

and providers in Canada.

TESL: Teaching English as a Second Language – a term that refers to teacher training
programs in ESL.

TESOL: Teaching English to Speakers of Other Languages – a term that is used to

distinguish English language teaching as a professional activity that requires specialized
training. Also refers to the teacher examinations developed by Trinity College London
(Cert.TESOL and LTCL.Dip.TESOL).

TESOL: US-based international association of teachers of English as a second or foreign

language. There are regional affiliates and many countries have their own affiliated
associations.

What is a TEFL / TESL / TESOL certificate?: A TEFL / TESL / TESOL (Teaching

English as a Foreign / Second / to Speakers of Other Language) is an internationally
recognized qualification that enables people/english teachers to Teach English as a
Foreign or Second Language.

TEFL courses | TESL certificates | TESOL certification in Mexico & Boston, USA.
Click to visit our home page!

About International Teacher Training Organization (ITTO):

ITTO provides TEFL Certification in Mexico & Boston, USA. Upon successful
completion of the TEFL Course, we guarantee paid job placement in Mexico and direct
employment contacts worldwide.

Contact us by the following means:

Teaching English as a second language

From Wikipedia, the free encyclopedia
Jump to: navigation, search
TESL or teaching English as a second language (also called "Teaching English for
Speakers of other Languages," to note the fact that some people may be acquiring English
as a third language, fourth language, etc.) refers to teaching English to students whose
first language is not English and usually in a region where English is the dominant
language and natural English language immersion situations are apt to be plentiful.

TEFL or teaching English as a foreign language refers to teaching English to students

whose first language is not English and usually in a region where English is not the
dominant language and natural English language immersion situations are apt to be few.

These two teaching situations are different; so the teaching profession has different
names for them.

Teaching English as a foreign language

From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article does not cite any references or sources.
Please help improve this article by adding citations to reliable sources. Unsourced material may
be challenged and removed. (February 2008)
This article may contain original research. Please improve it by verifying the
claims made and adding references. Statements consisting only of original research
may be removed. More details may be available on the talk page. (November 2008)
Contents
[hide]

• 1 Teaching techniques used today

o 1.1 Reading
o 1.2 Communicative language teaching
o 1.3 Blended learning
• 2 Qualifications for TEFL teachers
• 3 Pay and conditions worldwide
• 4 TEFL region and country locations
o 4.1 Europe
 4.1.1 Western Europe
 4.1.2 Eastern Europe, Northern Europe, and Scandinavia
o 4.2 Asia
 4.2.1 Cambodia
 4.2.2 China
 4.2.3 Hong Kong
 4.2.4 Japan
 4.2.5 Laos
 4.2.6 Middle East
 4.2.7 South Korea
 4.2.8 Taiwan
 4.2.9 Thailand
o 4.3 Americas
o 4.4 Africa
• 5 See also
• 6 References
• 7 Further reading

• 8 External links

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.

This article describes English teaching by native Anglophones working outside their own
country, a small subset of English taught worldwide. To learn about other aspects of
English teaching, see English language learning and teaching, which explains
methodology and context, and explains abbreviations (e.g., the difference between ESL
and EFL, or TESOL as a subject and an organization). For information on foreign
language teaching in general, see language education and second language acquisition.
[edit] Teaching techniques used today

See also: Language education

[edit] 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,
through rhyming 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.

[edit] 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,[1] it continues to
be popular, particularly in Japan, Taiwan,[2] 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 language teaching shares a
philosophy with TBL, although differs in approach.[3] Dogme is a communicative
approach to language teaching and encourages teaching without published textbooks and
instead focusing on conversational communication among the learners and the teacher.[4]

[edit] 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 or 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).

[edit] Qualifications for TEFL teachers

The neutrality of this section is disputed. Please see the discussion on the talk
page. Please do not remove this message until the dispute is resolved. (February
2010)

Teachers can earn English teaching certifications through an intensive 4-week program,
or a longer part-time program, either of which provide an internationally-recognized
qualification. Please look for courses that meet the following content:

--At least 100 hours of training—At least 6 hours of Observed Teaching Practice
(teaching real students as an experienced teacher observes and critiques you)

--Be externally validated by a reputable examination body (usually a university or

recognized examination board)

There are three courses that are generally considered to be internationally recognized:
CELTA, Trinity and SIT. TEFL International is also a popular course.

Both the CertTESOL and CELTA certifications are internationally-recognized and

accredited in the UK on the National Qualifications Framework. Both qualifications are
externally assessed and accepted by the British Council in their accredited teaching
organizations worldwide in over a 100 countries.

Internet-based TEFL courses often claim to be internationally recognized, but recognition

varies along with price and content of the programs. Private institutions often desire that
course be face-to-face, or at least include an element of observed teaching.[5]

Schools around the world run international certificate programs. Qualification

requirements vary considerably, from country to country and among employers within
the same country. In some cases, it's possible to teach without a BA degree or without a
teaching certificate. However, private language schools in some countries are likely to
require a certificate based on successful completion of a course consisting of a minimum
of 100 hours, usually including about 6 hours of observed teaching practice.

Many language schools accept any certificate that fulfills these criteria, while others look
for teachers with specific certificates. It's also possible to gain certificates by completing
shorter courses, or online courses, but these certificates do not always satisfy employer
requirements due to lack of teaching practice. Also, some private language schools
require teachers to complete in-house training programs even if they have a certification
from elsewhere. 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. Another aspect that should be addressed is the
age/gender issue when qualifying as a TEFL teacher. Generally speaking there is no
upper age limit when it comes to finding TEFL employment, although schools outside of
Europe and America sometimes 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. The same goes for gender; generally
speaking schools, both public & private, will hire either sex. But again, schools outside of
Europe and America will sometimes specify either a male or female teacher for a TEFL
position. This is especially true in the Middle East.

[edit] 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 class lifestyle.[6]

There is a danger of exploitation by employers. This increases 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.

[edit] TEFL region and country locations

[edit] Europe
[edit] Western Europe

Most cities in Western Europe have established language schools. These can be on-site,
or operated as agencies that send teachers to various locations. September is the peak
recruiting month, and many annual contracts last October through June. Employers prefer
those with graduate-level academic qualifications, experience in Business English, or
experience with younger learners.

Instructors from the United Kingdom and Ireland, countries within the European Union,
do not need work visas to work in the EU, which reduces demand for teachers from
outside. Immigration laws require that non-EU job applicants submit documents from
their home countries in person after the European employer files an officially
documented job offer. If the worker has traveled to Europe to find the job, this means
they must return home and wait for some time. Even if they follow the process correctly,
visa rejection rates are high. Many private-sector employers don't sponsor them at all,
because they can meet staffing needs more easily from nearby countries.
International schools hire some non-EU teachers. These are more desirable positions that
require significant experience and qualifications. Various countries' education ministries,
such as those of France and Spain, offer opportunities for assistant language instructors in
public schools. Part-time employment is usually allowed under an education visa, but this
visa also requires proper attendance at an accredited EU college or university, institute, or
other educational program. Other teachers work illegally under tourist visas, since the
"don't ask, don't tell" method is the only viable solution to avoiding impossible
bureaucracy and eventual job rejection.

[edit] Eastern Europe, Northern Europe, and Scandinavia

Demand for TEFL is stronger in certain Eastern European countries because of the
expansion of the European Union. Such locations also tend to have lower costs of living.
Non-EU teachers usually find legal work here with less difficulty. The Balkan former
Yugoslav countries have seen recent growth in TEFL—private schools have recruited
Anglophone teachers there for several years.

Far fewer instructors work in Scandinavia, which has stricter immigration laws and a
policy of relying on bilingual local teachers.

[edit] Asia
[edit] Cambodia

Demand for English teachers in Cambodia has grown over the past decade, though the
country has a small population and is dependent on foreign aid for much of its economic
development, limiting growth.

[edit] China

Many opportunities exist within the People's Republic of China, including preschool,
university, private schools and institutes, companies, and tutoring. The provinces and the
Ministry of Education in Beijing tightly govern public schools, while private schools
have more freedom to set work schedules, pay, and requirements. Outside of Beijing,
Shanghai, and Guangzhou, salaries range between 3800 to 6000 yuan per month with an
average of 4500 yuan.[7] Public schools tend to offer fewer hours per week (12 to 18) with
low pay but free on-campus housing, while private schools usually require more than 22
hours a week and may offer higher pay without free housing. Preschool and elementary
schools may ask the teacher to work more hours, just as the Chinese teacher would do.

Most schools pay for some travel expenses to and from Asia, and typically pay round-trip
for a one-year contract (usually 10 months), and one-way for a six-month contract. Public
schools usually pay during vacations, but not for summer break unless the teacher renews
the contract,[8] while many private schools have shortened vacation schedules and may
pay for whatever short number of days is allowed for vacation. Private schools may also
require that teachers work weekends and evenings, which public schools seldom do. Both
may have off-campus classes that require extra transportation time. Public schools
provide an apartment with some extras. Most, but not all, private schools outside Beijing,
Shanghai, and Guangzhou also provide housing.

Company jobs vary, depending on the number of employees they want to train. They may
employ a teacher for one or two classes, or a complete set of 14 to 16 hours a week.
Tutoring also varies, as in some cases a whole family of students or just one family
member.

Some teachers work successfully on an independent basis with several contracts for
tutoring, individual college classes, and some company work. The majority of teachers
accept contracts with schools. Public school contracts are fairly standard, while private
schools set their own requirements. Schools try to hire teachers from Anglophone
countries, but because of demand, others with good English language skills can find
positions.

[edit] Hong Kong

Once a British Crown Colony, English language education in Hong Kong is taken
seriously, as demonstrated by recent government-funded research.[9]

[edit] Japan

In Japan, the JET Programme employs assistant language teachers to work in Japanese
high schools and elementary schools. Other teachers work in private language schools,
eikaiwa. The largest of these chains are Aeon and ECC. The industry is not well
regulated. Nova, one of the largest chains with over 900 branches, collapsed in October
2007, leaving thousands of foreign teachers without income or for some, a place to live.
Other teachers work in universities. Agencies are increasingly used to send English
speakers into kindergartens, primary schools, and private companies whose employees
need to improve their Business English. Agencies, known in Japan as haken, or dispatch
companies, have recently been competing among themselves to get contracts from
various Boards of Education for Elementary, Junior and Senior High Schools, so wages
have decreased steadily.[citation needed]

[edit] Laos

English language has been increasingly important in education, international trade and
cooperation in Laos since 1990s. There were some factors on the rise of English in Laos.
One of those was that because Laos was marked as a market economy country, and then
the government started to open and promote foreign direct investment. The introduction
of Laos as an observer in the Association of Southeast Asian Nations (ASEAN) in 1992
was also the factor increasing the necessity of English language in the country because
among the ASEAN nations English had been considered a common language to
communicate for exploring understanding and potential areas of cooperation. Laos was
considered as a full member of ASEAN in 1997. During five years until 1997, the
government had to prepare human resources to have English knowledge and skills and
ability to use it. This was an obligation to Lao government in order to be able to work
with other countries in the fields of cooperation effectively. Later, high-ranking officials,
business people and shareholders, key persons in administrative level eagerly have started
to upgrade their knowledge and skills in English. English have been a language of
interest for Lao society ever since Laos opened the country to the world market economy
and became a member of ASEAN. The trend of the interest will be increased as English
is considered and developed in the field of education as well.

[edit] Middle East

Saudi Arabia and the United Arab Emirates are the main locations for instructors to work
in this region. Positions in these countries have a reputation for often paying very high
salaries but also require more qualifications and experience. Private academies and
university programs are the main venues of instruction. More primary and secondary
schools have begun to recruit foreign English instructors.

[edit] South Korea

There is great demand for native English speakers willing to teach in South Korea. The
U.S. Embassy, however, reports that teachers have sometimes come to Korea under
contracts that promised generous salaries and benefits, but found actual conditions
drastically different, and in some cases ended up with insufficient funds to return home.
[10]
The expatriate English teachers in Korea have formed the Association for Teachers of
English in Korea to provide support for teachers. As with Japan, Korea is also nurturing a
government-run program for teacher placement called English Program in Korea (EPIK).
In March 2009 EPIK reported that it recruited 3,377 foreign teachers into Korean public
schools.

Institutions commonly provide round-trip airfare and a rent-free apartment for a one-year
contract. Note that since March 15, 2008, visa rules have changed. Prospective teachers
must now undergo a medical examination and a criminal background check, produce an
original degree certificate, and provide sealed transcripts. On arriving in South Korea,
teachers must undergo a further medical check before they receive an ARC card.

Though contracts usually include return flights, some schools offer cash instead.
Severance pay equivalent to one month's salary is paid at the end of a contract as well.
Citizens of the USA, Canada and Australia[11] also receive back their pension
contributions and their employers' part of the pension contributions on leaving the
country.

There are four main places to work in South Korea: universities, public schools, private
language academies (known in South Korea as hagwon), and private company Business
English classes. Recently, small private schools have been opening after-school
programs.
[edit] Taiwan

In the Republic of China (Taiwan), most teachers work in cram schools, known locally as
bushibans or buxibans. Some are part of chains, like Hess and Kojen. Others operate
independently. Such schools pay around $2,000 USD a month. End-of-contract bonuses
equivalent to an extra month's pay are not mandated by law as in South Korea, and are
uncommon in Taiwan.

[edit] Thailand

Thailand has a great demand for native English speakers, and has a ready-made
workforce in the form of travelers and expatriates attracted by the local lifestyle despite
relatively low salaries. Because Thailand prohibits foreigners from most non-skilled
occupations a high percentage of foreign residents teach English for a living, and are able
to stay in the country. There is also a growing demand for Filipino English teachers, as
they are often hired for literally half the salary of a native-speaker.

[edit] Americas

There has been significant growth in TEFL within the wealthier non-Anglophone
countries of North, Central, and South America as well as the Caribbean. In particular,
many teachers work in Mexico, Argentina, Brazil, and Chile.

[edit] Africa

TEFL in Africa has historically been linked to aid programs such as the US Peace Corps
or the multinational Voluntary Service Overseas organization, as well as other aid
programs. Most African countries employ bilingual local teachers. Poverty and instability
in some African countries has made it difficult to attract foreign teachers. There has been
increasing government investment in education and a growing private sector.

TEFL Short for Teaching English as a Foreign Language. Also EFL alone. The
teaching of English to learners in or from countries where it has not been traditionally
used. The terms (T)EFL, (T)ESL, and TESOL all emerged after the Second World War,
and in Britain, no distinction was made between (T)EFL and (T)ESL before 1950, both
being subsumed under ELT (English Language Teaching). EFL and TEFL are usually
pronounced ‘ee-eff-ell’ and ‘teffle’. Informally, someone engaged in TEFL is a TEFLer.

Background
The teaching of English as a foreign language has been common since at least the mid-
19c, and for most of that time was comparable to the teaching of any other foreign
language. However, with the explosion in the importance of English since the Second
World War, teaching it to foreign learners has been so institutionalized that it has
acquired a distinct name and acronym. Traditionally, such teaching has been mainly in
the care of local teachers at the secondary and tertiary levels in such countries as France
and Germany. It has been primarily cultural, more or less on a par with learning a musical
instrument. In EFL, however, the teaching has mainly social and economic importance,
and such cultural aspects as literature have a secondary role. The focus of (T)EFL is
largely on everyday communication, business, and access to English-medium education.
In such work, the place of native-speaking teachers has become significant, particularly
in privately run schools and colleges. Currently, in Britain, EFL is largely a private, often
entrepreneurial activity, ranging from well-established and respected institutions to
‘cowboy’ outfits. Rates of pay for teachers are generally low, conditions of service vary,
and the quality of teaching varies with them.

Current situation
Between 1960 and 1990, as demand for courses in Britain steadily increased, TEFL
became a significant earner of foreign currency. Some 1,000 private language schools,
mainly in southern England, provide short courses for some 250,000 students a year,
mostly young adults. A wide range of course materials, published and unpublished, has
been produced to cater to this demand and the needs of learners elsewhere. There has
been a great increase in radio and TV courses and the provision of examinations and
certificates of attainment. The British Council is closely involved in EFL, providing
scholarships for foreign students to attend courses or obtain higher degrees in applied
linguistics and EFL/ESL. Organizations include the Association of Registered English
Language Schools (1960) and the International Association of Teachers of English as a
Foreign Language (IATEFL) (1971). Associated publications include the ELT Journal
and EFL Gazette. Teachers at British language schools were at first mainly graduates in
English Literature, usually without training as language teachers. In the 1970s–80s,
however, there has been a move towards professionalization. Centres for research and
development in applied linguistic and EFL/ESL have been established in such
universities as Edinburgh, Lancaster, and Reading, strengthening the academic base of
the profession and helping to provide teachers with an awareness of the theory and
practice of foreign language teaching.

Principles
EFL, as represented by the major language schools and the universities in Britain,
generally aims at a working command of the spoken and written language. Methods tend
to be eclectic and the range of materials wide, generally emphasizing fluency and
accuracy. Features of grammar are explained after rather than before being used. The
explicit teaching of grammar is not dominant and most teachers do not consider that
command of the language is a consequence of knowing a set of rules. The four skills of
listening, speaking, reading, and writing are by and large taught in an integrated way.
Classroom activity varies, and pair work, group work, tasks, and projects are all favoured.
Reading and writing tend to be taught with practical aims in mind: letters, reports, notes,
instructions, stories. Many teachers create their own materials as a supplement to, or a
substitute for, published courses, which are available in great variety. By and large,
teaching techniques are flexible, varying according to a student's level of attainment
(beginner, intermediate, advanced) as well as the aims of the course and students' hopes
and expectations.

TESL Short for Teaching English as a Second Language. Also ESL alone. The teaching
of English to non-native learners in countries where it has an established role, such as
India, Nigeria, and Singapore, and to immigrants to English-speaking countries, such as
Australia, Canada, the UK, and the US. The terms (T)EFL, (T)ESL, TESOL emerged
after the Second World War, and in Britain, no distinction was made between (T)ESL
and (T)EFL before 1950, both being subsumed under ELT (English Language Teaching).
ESL and TESL are usually pronounced ‘ee-ess-ell’ and ‘tessel’. The terms apply in
particular to two types of teaching that overlap but are in many ways distinct:
Commonwealth ESL and Immigrant ESL.

Commonwealth ESL
In this sense, ESL is a major activity in many non-white countries of the Commonwealth,
especially where English is official and/or a language of higher education and
professional opportunity. It has been largely confined to school-age pupils, often in
English-medium schools, and methods have been influenced by developments in
language education and methodology generally, especially since the Second World War.
It relates in the main to work undertaken not in Britain itself (apart from courses for
teacher trainers), but in such countries as India, Nigeria, and Singapore. It assumes that
the learners will encounter English outside the classroom and expects to achieve adequate
levels of ability. By and large, emphasis on the acquisition of BrE Received
Pronunciation has declined and an educated local accent and pronunciation are often the
acknowledged target. An English-language examination is usually part of the school-
leaving qualifications and teacher training is usually the responsibility of departments and
colleges of education. Most teachers have a degree, and the emphasis in their training is
on classroom techniques rather than linguistic theory. British EFL and Commonwealth
ESL have much in common.

Immigrant ESL in North America

The teaching of ESL for immigrants to the US and Canada has a different tradition. It is
concerned principally with adults and the need for learners to be integrated into local life.
Waves of immigrants since 1945, especially from Asia and Latin America, have created a
great demand. Local communities, particularly in the larger cities, offer adult courses and
make provision for non-English-speaking children in schools. Many universities have
instituted MA courses in related subjects and created centres for teaching and for research
and development. In addition, many countries have looked to the US and Canada for
assistance with teacher training. Some universities have therefore set up links with
centres in other countries, and a number of in-country projects in English-language
training and teacher education have been undertaken in such countries as Peru, the
Philippines, and Thailand, with help from such bodies as the Ford Foundation or with
government sponsorship. Because many US immigrants are refugees, their ESL teacher
may be the only representative of society they can relate to without arousing their fears of
authority. This gives a quality of social service to much North American ESL, especially
in larger cities, and has led to characteristics not found elsewhere: (1) A sense among
teachers that their students need special care because of past or present experiences,
resulting in efforts to establish warm relationships in the classroom. (2) The promotion by
some teachers of holistic methods that link a concern for the student as a whole person to
the teaching of ESL. Such teachers typically have an MA degree in which linguistics and
research figure prominently. While practical training is included, classroom methodology
is usually secondary to academic content.

Immigrant ESL in Britain

Immigrants to the UK are in the main from Commonwealth countries, principally the
West Indies and West Africa (where English and English-based creoles are spoken),
Uganda (mainly South Asian traders), South Asia (Bangladesh, India, Pakistan, Sri
Lanka), and Hong Kong, where English is widely used in the community. ESL work
includes both school-age children and adults, including literacy for women. ESL teachers
are mainly teachers of the mother tongue who have received special in-service training.
How much and how effective this training is depends on where they work; the London
and Birmingham areas currently provide the most thorough training. Because many
people of West Indian background speak standard West Indian English in addition to
English-based creoles, they have been classified as speakers of English rather than as
second-language learners, a factor that can lead to the disregarding of language issues in
schools where standard English is the expected norm. Until the mid-1980s, ESL was
often taught in separate classes or language centres (where the numbers justified such
provision). However, this procedure came to be widely regarded as divisive, even racist,
as it cut ESL learners off from the rest of the curriculum. After a court case by the
Commission for Racial Equality in 1986, integrated classes became the norm, requiring
ESL to become an element in the training of all teachers rather than the concern of only a
few. ESL classes are also provided for adults in further education colleges, and by a
range of voluntary groups providing individual home-based teaching. Increasingly, ESL
teachers have concerned themselves with political issues arising from the status of many
learners. In the 1980s, activists from minority groups became increasingly involved,
determined to associate LANGUAGE LEARNING more strongly with minority rights.
The successive renamings of one association from Association for Teaching of English to
People of Overseas Origin (ATEPO) to National Association for Multiracial Education
to National Anti-Racist Movement in Education (both NAME) illustrate this shift. See
ENGLISH TEACHING, LANGUAGE TEACHING, TEIL, TESD.

TESOL, short for Teaching English to Speakers of Other Languages. A

professional association for teachers of English as a second language, founded in
the US in 1966, and the especially US name for TEACHING ENGLISH as a
second or additional language, especially to immigrants in English-speaking
countries. The organization was at first focused on North America, but in the
1970s–80s became increasingly international. Its core membership at June 1990
was some 16,000 individuals, but as an association of associations, with 70
affiliates worldwide, it represents an additional 26,000 English-teaching
 professionals. Its stated aim is ‘to strengthen the effective teaching and learning of
English around the world while respecting individuals’ language rights. To this
end, TESOL, as an international professional association: supports and seeks to
inspire those involved in English language teaching, teacher education,
administration and management, curriculum and materials design, and research;
provides leadership and direction through the dissemination and exchange of
information and resources; and encourages access to and standards for English
language instruction, professional preparation, and employment.' TESOL is
governed by an Executive Board elected by the membership to represent the
affiliates, the 16 special-interest sections, and the membership at large. The Board
is headed by a President who holds office for one year.

TESOL's major public activities are an annual conference of about 6,000

participants, usually held in March in either the US or Canada, and a Summer
Institute of six to eight weeks, usually in North America but occasionally in
Europe. In addition to books and policy statements, publications include TESOL
Quarterly (a journal presenting mainly research papers), TESOL Matters (a
bimonthly medium for news of the organization and the profession at large), and
TESOL Journal (a quarterly featuring practical concerns). Its headquarters are at
1600 Cameron Street, Suite 300, Alexandria, Virginia, USA. See ENGLISH
TEACHING, LANGUAGE LEARNING, LANGUAGE TEACHING.

TEACHING ENGLISH Also the teaching of English and English teaching. General,
non-technical terms for the work of teachers of ENGLISH, whether with children,
adolescents, or adults, and whether as a first, second, foreign, or additional language.
However organized, whatever the aim, and whatever the methods used, such teaching
currently proceeds on a scale well beyond that of any other language past or present, and
approached only (in a more restricted geographical area) by Putonghua in the People's
Republic of China. In LANGUAGE TEACHING and APPLIED LINGUISTICS, and
increasingly in EDUCATION generally, the teaching of English is divided into five
categories, each with its own tradition, terminology, perspective, theory, practice,
publications, organizations, and conferences. They are:

1. Teaching English as a Native Language.

Also Teaching English as a Mother Tongue and Teaching English as a First Language.
In the English-speaking world, the teaching of children, adolescents, and adults in
institutions of primary (elementary), secondary, and tertiary (higher) education, and of
adults in continuing education, including literacy programmes. English is often used as a
shorthand (but sometimes ambiguous) term for the teaching and study of both language
and literature, being understood as meaning mainly language at the primary level, both at
the secondary level, and at the tertiary level literature (perhaps with traditional
philology), language (usually the modern language), or sometimes both. In recent years,
however, there has been a tendency in secondary schools, universities, and other
institutions to reduce the possibility of ambiguity by distinguishing ‘English Language’
and ‘English Literature’ clearly as the names of the courses, the subjects of degrees, and
subjects for examination. The term ENL countries (‘ee-en-ell’: English as a Native
Language) refers to those territories in which English is the first, and for many the only
significant, language, such as Australia, anglophone Canada, Britain, the Irish Republic,
New Zealand, and the US.

2. Teaching English as a Second Language.

Short form TESL (‘tessle’). (1) The teaching of English in countries where the language
is not a mother tongue but has long been part of the fabric of society, usually for imperial
and colonial reasons in the relatively recent past, either as a lingua franca or a medium of
education, or both. The term ESL countries (‘ee-ess-ell’) refers to those territories in
which English has a statutory role such as (co-)official language or medium of education,
but is not generally used in the home, such as India, Nigeria, and Singapore. (2) The
teaching of non-English-speaking immigrants to ENL countries. The comparable term
TESOL (‘teesol’: Teaching English to Speakers of Other Languages), originally used in
North America primarily for the teaching of immigrants, is now used worldwide in both
senses. See TESOL.

3. Teaching English as a Foreign Language.

Short form TEFL (‘teffle’). (1) The teaching of English in countries where it is of interest
and/or importance but is not or has not been until recently a local medium of
communication or instruction, such as Japan, Saudi Arabia, and Sweden. In the late 20c,
the term EFL countries (‘ee-eff-ell’) refers in effect to the rest of the world. (2) Providing
courses in ENL countries for visiting students from EFL countries. Another term used
principally for this category, especially in Britain, is English language teaching or, more
commonly, ELT (‘ee-ell-tee’).

4. Teaching English as an International Language.

Short form TEIL (‘teel’, ‘tee-ee-eye-ell’). Teaching English as a global lingua franca,
making people aware in the process of the worldwide role of the language and the
problems that derive from or are related to that role. EIL (‘ee-eye-ell’) embraces all
countries, learners, and users (ENL, ESL, and EFL), its proponents arguing that native
users of English need as much consciousness-raising with regard to an adequate
international use of the language as those who learn it as a second or foreign language.
They also argue that the more English becomes institutionalized as the world's main
medium of international expression the more native and non-native users will need to
learn to acclimatize to each other's ways of using it.

5. Teaching English as a Second Dialect.

Short form TESD (‘tezd’, ‘tee-ee-ess-dee’). Teaching the standard language to speakers
of non-standard varieties of English, such as a dialect (Scouse in the UK, Appalachian in
the US) or a creole (Nation Language in Jamaica or any Caribbean Creole in the UK).
Here, the term English is restricted to a use traditionally given to it (usually implicitly) by
many educationists and grammarians: the language of professional and business people
educated to college level or its equivalent and of the major media: that is, the standard
language, dialect, or variety. Both term and abbreviation have been modelled on the
labels of the preceding three categories. To make their standpoint clear, however, some
proponents of TESD use the term Standard English as a Second Dialect (short form
SESD) to present standard English as one dialect among many, and not as a specially
prestigious entity in its own right.

Mother-tongue English teaching

In all ENL countries, the educational profession in general and a significant part of the
interested public regard good English teaching (whatever ‘good’ is taken to mean) as
fundamental to all schooling at all levels, and as an essential underpinning for students'
later lives. Despite the often acrimonious debate that follows from close concern for the
language and how it is taught, it is widely accepted that the roles of the people teaching
English are so different at the three educational levels that in fact there is no such thing as
a ‘typical’ teacher of English for all seasons:(1) In primary schools, because of the nature
of the work, most teachers teach English along with everything else that the children
learn. Such teachers are not so much English specialists as educational generalists who
integrate the key elements of elementary English teaching (such as listening, speaking,
reading, and writing) into the whole fabric of the child's experience at school.(2) In
secondary schools, again because of the nature of the work, most teachers are (at least
ideally) specialists in different subjects or groups of subjects. However, while English
specialists have an obviously central role, the others are also in a serious sense teachers of
English (whether they wish to see themselves in that light or not), because the language is
the medium through which they work. When for example science teachers introduce new
terms, indicate how the notes of an experiment should be kept, or discuss relevant texts,
they are providing instruction in the register of scientific and technical English,
something that is not usually the concern of the English specialist.(3) In tertiary
institutions, teachers are not only (at least ideally) ‘general’ specialists in ‘English’, but
also teachers and researchers in sub-specialities of their own, such as the Victorian novel,
Creole Studies, Media Studies, or aspects of grammatical or literary theory. As a result,
the precise nature of a degree course in English often rests not only on an understanding
among the teachers and administrators of what must or should be covered as a
foundation, but also on a supplement of courses arising from the special interests and
inclinations of the staff available at any time a department.

The secondary-school teacher of English

Although it is relatively easy to specify what is going on at the primary and tertiary
stages, it is difficult to be clear about the precise nature and aims of the work done in the
middle years. As a result, the secondary level tends to receive more critical attention from
the public than the others. The two professional comments that follow, on the nature of
the teacher's work at this level, demonstrate the burden that English-speaking societies
have long placed on the secondary specialist. The first quotation is from the US in 1965,
the second from the UK in 1991, both periods of vigorous and controversial debate:
The United States, 1965. Like any other professional person, the professional English
teacher is one who has been trained or has trained himself, to do competent work. For
him professional competence should mean, at the minimum: a college major in English or
a strong minor, preparation sufficient to qualify him to begin graduate study in English;
systematic postcollegiate study, carried on privately or in a graduate school; a reading
command of at least one foreign language, ancient or modern; a deep interest in literature,
old and new, and a solid set of critical skills; the ability to write well and the habit of
writing, whether for publication or not; a knowledge of the development of the English
language and familiarity with recent work in linguistics; a desire not simply to know but
to impart knowledge; skill in the handling of instructional problems and knowledge of the
research concerning them; an unflagging interest in the processes by which the young
learn to use language effectively and richly (from Freedom and Discipline in English, the
Report of the Commission on English, chaired by Harold C. Martin of Harvard
University, College Entrance Examination Board, New York, 1965).
The United Kingdom, 1991. English teachers are asked to cover a wide spectrum. In
addition to the fundamentals of reading, writing, listening, speaking and spelling required
by the National Curriculum [for England and Wales, 1987 onward], they usually teach
drama and media studies and are expected to show greater interest in the whole child than
many other subject specialists. Most children probably write more prose, and certainly
compose more poetry in school than many of their parents. Hence the joke: ‘Don't look
out of the window or she'll make you write a poem about it.’ Both science and English
are important subjects in the curriculum, but if something goes amiss in adult life, then it
is more likely that blame will be attached to English teachers than to science teachers. In
the Sixties, Andrew Wilkinson drew attention to this wide role when he described several
models of English teaching, ranging from ‘proof reader’, which involved meticulous
correction of every spelling and punctuation error, to ‘Grendel's mother, guardian of the
word-hoard’, the person with the awesome responsibility of keeping alive and enhancing
the nation's cultural heritage. Fortunately, English teachers are among the best qualified
academically to undertake such an assignment. Analysis of graduate recruits to teaching
shows that English, history and modern languages entrants have more firsts and upper
seconds than in any other subject (from ‘Peace in the Civil English War’, Schools Report,
Observer, 22 Sept. 1991, by Ted Wragg, head of the School of Education, Exeter
University, England).

Society and the teacher

In the last analysis, however, all teachers involved in English, primary or secondary, are
regarded as responsible for the quality of the language skills of young people when they
leave school. If employers and politicians, among others, complain (rightly or wrongly)
about falling standards, the spotlight is turned on these teachers and their trainers, and on
the theories that underpin their practices. It often seems to the professional English
teacher that in public discussions of English teaching everyone has a view of how things
should be done, where there might be caution in the expression of opinions about the
teaching of mathematics or science, or about the work of lawyers and doctors. In public
debate, there is often an elemental polarization: between conservatives who consider that
changes in ways of teaching grammar and spelling (among other things) are symptomatic
of a more general social decay, and radicals who consider that progress will never be
made until the outdated methods favoured by the conservatives are utterly uprooted. As is
often the case in other areas, most teachers are located at neither end of the spectrum, but
are somewhere in the middle, where efforts can be made to unite, as judiciously as
possible, the most effective aspects of the old and the new.