Oh the places you can go

“OH THE PLACES YOU CAN GO”

(As a Teacher of English Language)

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.

 As a general rule schools will tend to prefer qualifications that involve a significant amount of assessed teaching. Shorter courses, or online often lack assessed teaching practice. 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, usually including about 6 hours of observed teaching practice. 

At Paradise TEFL we offer both on line/virtual and site-based teaching programs in the US, Mexico, Cambodia and Thailand. Our virtual and site based programs offer an extensive hands on observed teaching component that fulfills the 120 hour requirement in as little as just one month’s time. We have scores of advantages over more expensive, theoretical and out of date “cram and jam” CELTA and Trinity TEFL programs, including our budget pricing and experienced trainers who treat clients as colleagues. Simply put, we attempt to tailor the program to our individual student teacher’s needs.

DON’T DELAY-SIGN UP TODAY

Right now when you sign up for the Basic TEFL/TESOL certification course you can receive up to eight additional advanced certificates (such as Business English and Teaching English for Young Learners) for the same price. (This price structuring is anticipated to change in 2012 so it is best to take advantage now!)

 

Then... "Oh Baby Oh, The Places You Can Go!"

 

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.

 

Asia

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.

China

Many opportunities exist within the People's Republic of China, including preschool, university, private schools and institutes, companies, and tutoring. NGOs, such as Teach For China, are an opportunity as well. 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. 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, 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.

Hong Kong

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

Japan

In Japan, the JET Programme employs assistant language teachers and teaching assistants to work in Japanese high schools andelementary schools. Other teachers work in eikaiwa (private language schools). The largest of these chains are Aeon and ECC. The sector 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.

Laos

English language has been increasingly important in education, international trade and cooperation in Laos since the 1990s. The government started to promote foreign direct investment, and the introduction of Laos as an observer at ASEAN in 1992 also increased the necessity of English. Laos was considered as a full member of ASEAN in 1997. From 1992-97, the government had to prepare human resources to have English knowledge and ability.

More recently high-ranking officials, business people, and shareholders have started to upgrade their English. The trend will increase as English is considered and developed in the field of education too.

 

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.

South Korea

There is great demand for native English speakers willing to teach in South Korea. The expatriate English teachers in Korea have formed the Association for Teachers of English in Korea to provide support for teachers. This organization is complemented by Korea TESOL (KOTESOL) which was established in 1992 and focuses on professional development for teachers of English in Korea. 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 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, private schools, public schools, and private language academies (known in South Korea as hagwon). Private language academies, the most common teaching location in Korea, can be for classes of school children, housewives, university students (often at the university itself), or businesspeople.

Taiwan

In the Republic of China (Taiwan), most teachers work in intensive schools, known locally as bushibans or buxibans. Some are part of chains, like Hess and Kojen. Others operate independently. Such schools pay around US$2,000 per 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.

Thailand

Thailand has a great demand for native English speakers, and has a ready-made workforce in the form of travelers and ex-patriates attracted by the local lifestyle despite lower salaries. Teachers can expect to earn a starting salary of around 25,000 Baht. Because Thailand prohibits foreigners from most non-skilled and 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.

Qualifications for EFL teachers in Thailand have become stricter in the last couple years, with most schools now requiring a Bachelor's degree plus a 120-hour TEFL course. It is possible to find work without a degree in Thailand. However, as a degree makes for getting a work permit far easier, to work without a degree is often to work illegally, opening teachers up to exploitation by employers.

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. Chile has even made it a national goal to become a bilingual nation within the coming years. As proof of its commitment to this goal the Chilean Ministry of Education sponsors English Opens Doors, a program that recruits English speakers to work in Chilean Public High Schools. English is now considered an important second language in those Spanish and Portuguese-speaking nations.

 

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.

Where to begin?

Regardless of which course is right for you, we guarantee international accreditation and worldwide acceptance.  Our course graduates with a BA come with complete job placement guarantees for locations throughout China and the Asian region. 

 

If you are an experienced ESL teacher already and would like to own your own Paradise TEFL school, we have great franchising opportunities that make it easy to get started. Contact us to find out just how easy it is to start your own Paradise TEFL school.

Immersion "Learning By Doing" for ESL Students and Teachers

What is Immersion Learning?..."Learning By Doing" 

(The Facing and Knowing of Fear)

Fear can be a resistance or motivating factor depending on how a person chooses to react to and cope with an unfamiliar setting. It can either hinder self-confidence or enhance it depending upon how we perform under pressure. Often, some of the biggest reward for many professions requires individuals to not only confront their fears, but use them to push themselves toward overcoming them as part of the growth and success process.

In the Paradise TEFL English Certification program it is important that participants seize the opportunity to challenge themselves and come out of it stronger and more adequately prepared. Unfortunately many folks considering enrollment often undermine their abilities to learn new skills by expressing that they don’t know enough grammar, or understand their syntax well enough to go for it. Don’t let fear dictate or deter you from accomplishing your goal of traveling, studying and obtaining a job overseas.

Immersion, is a process of “learning by doing,” and is the same process which you learned your own native language of English by living in an English speaking country, picking up on and utilizing all the verbal, visual and kinesthetic clues as they appear in the surrounding world. 

This is also going to be how you are going to familiarize and adapt to your new teaching country and its surroundings in order to become comfortable and adept in living and working in a foreign culture. 

By understanding the customs, traditions, and lifestyle, as well as interpreting body language and listening for phrases you recognize, eventually you will move beyond your fear threshold to become experienced, seasoned and more refined.

 Paradise TEFL graduates are among the most successful y placed of Native English Speakers around. Our instructors specialize in getting to know you as a person and helping to enhance and improve your individual strengths and weaknesses.  We take great pride in treating you as a professional with specific needs and interests and tailor our program to meet those needs every single time.

Don’t let your fear of the unknown or preconceived notions steer you away from going for your goal and making the kind of future for yourself that you envision and aspire to create. 

The bottom line is, the old adage that you don’t have anything to fear except fear itself hold relevance.  It’s important not to pretend that there is “NO FEAR” in their minds when making a big step like studying overseas, rather the wiser choose to KNOW FEAR and use it to better themselves and those students who gain new opportunities by learning English as a second language.

Whatever plan of action an unemployed educator decides to take, in general, the more advanced certifications a TEFL or TESOL Teacher holds, the more opportunity they possess in terms of their marketability and increased number of employment options. For a limited time, we offer these advanced certifications such as TOFEL, IELTS, and TEYL at the SAME PRICE as the basic TEFL/TESOL certification!

The advanced course provides additional English Language teaching certifications and is offered in tandem with our site course in Chiang Mai Thailand, or as a complete series of online modules.  You should have already completed a TEFL, TESOL or CELTA course first in order to be eligible and teaching experience is necessary. (Our on-site program provides 2 to 3 weeks of hands on observed teaching practice to help our teachers to effectively develop their skills).

All courses are certified and you will receive a certificate of completion, which is internationally recognized and accepted when you graduate from the course. Many of those who already have experience as TEFL instructors are finding that becoming a certified TEFL trainer is another opportunity and feather in their cap in terms of meeting the demand of TEFL instructors (who are leaving their home countries and working abroad) by teaching others how to teach TEFL effectively. 

Graduates with these additional certifications have the advantage of substantially increasing their marketability and employment status. Improve your chances of getting a good job with a higher level of pay by enrolling today!

      

Recovery Quandary? (Teaching English as a Second Language Jobs Abroad in High Demand)

TEACHING ESL JOBS ABROAD IN HIGH DEMAND

Census shows 1 in 2 people are poor or low-income, Europe not far behind By Hope Yen, Associated Press | AP – 

WASHINGTON (AP) -- Squeezed by rising living costs, a record number of Americans — nearly 1 in 2 — have fallen into poverty or are scraping by on earnings that classify them as low income.

The latest census data depict a middle class that's shrinking as unemployment stays high and the government's safety net frays. The new numbers follow years of stagnating wages for the middle class that have hurt millions of workers and families.

"Safety net programs such as food stamps and tax credits kept poverty from rising even higher in 2010, but for many low-income families with work-related and medical expenses, they are considered too 'rich' to qualify," said Sheldon Danziger, a University of Michigan public policy professor who specializes in poverty.

"The reality is that prospects for the poor and the near poor are dismal," he said. "If Congress and the states make further cuts, we can expect the number of poor and low-income families to rise for the next several years."

Robert Rector, a senior research fellow at the conservative Heritage Foundation, questioned whether some people classified as poor or low-income actually suffer material hardship. He said that while safety-net programs have helped many Americans, they have gone too far. He said some people described as poor live in decent-size homes, drive cars and own wide-screen TVs.

"There's no doubt the recession has thrown a lot of people out of work and incomes have fallen," Rector said. "As we come out of recession, it will be important that these programs promote self-sufficiency rather than dependence and encourage people to look for work."

Mayors in 29 cities say more than 1 in 4 people needing emergency food assistance did not receive it. Many formerly middle-class Americans are dropping below the low-income threshold — roughly $45,000 for a family of four — because of pay cuts, a forced reduction of work hours or a spouse losing a job.

States in the South and West had the highest shares of low-income families, including Arizona, New Mexico and South Carolina, which have scaled back or eliminated aid programs for the needy. By raw numbers, such families were most numerous in California and Texas, each with more than 1 million.

The struggling Americans include Zenobia Bechtol, 18, in Austin, Texas, who earns minimum wage as a part-time pizza delivery driver. Bechtol and her 7-month-old baby were recently evicted from their bedbug-infested apartment after her boyfriend, an electrician, lost his job in the sluggish economy.

"We're paying my mom $200 a month for rent, and after diapers and formula and gas for work, we barely have enough money to spend," said Bechtol, a high school graduate who wants to go to college. "If it weren't for food stamps and other government money for families who need help, we wouldn't have been able to survive."

Even by traditional measures, many working families are hurting.

The majority of low-income families — 62 percent — spent more than one-third of their earnings on housing, surpassing a common guideline for what is considered affordable. By some census surveys, child-care costs consume close to another one-fifth when a mother works.

Paychecks for low-income families are shrinking. The inflation-adjusted average earnings for the bottom 20 percent of families have fallen from $16,788 in 1979 to just under $15,000, and earnings for the next 20 percent have remained flat at $37,000. In contrast, higher-income brackets had significant wage growth since 1979, with earnings for the top 5 percent of families climbing 64 percent to more than $313,000.

A survey of 29 cities conducted by the U.S. Conference of Mayors released Thursday points to a gloomy outlook for those on the lower end of the income scale.

Across the 29 cities, about 27 percent of people needing emergency food aid did not receive it. Kansas City, Mo.; Nashville, Tenn.; Sacramento, Calif.; and Trenton, N.J., were among the cities that pointed to increases in the cost of food and declining food donations. Mayor Michael McGinn in Seattle cited an unexpected spike in food requests from immigrants and refugees, particularly from Somalia, Burma and Bhutan  (Census Bureau: www.census.gov & U.S. Conference of Mayors: www.usmayors.org/)

MEANWHILE ACROSS THE POND

In contrast, the risk of poverty tends to be relatively high in the Mediterranean and the Baltic states. Altogether around 75 million people in the EU are„ "at risk of poverty“. Countries with the highest poor population include France, Germany, Italy, Poland, Spain and the UK. The elderly face much higher poverty rates than children in Norway, Finland, Denmark and Cyprus. Cyprus as a clear out liner, with over half of the population aged 65 or over at risk of poverty. 

On the other hand, in 10 of the 26 countries studied here, children are exposed to a higher risk of poverty than the elderly. In Poland and Hungary in particular, children are around three times more likely to be poor than the elderly.

The euro area seasonally-adjusted unemployment rate was 10.3 % in October 2011, compared with 10.2% in September 2011; it was 10.1 % in October 2010. The EU-27 unemployment rate was 9.8 % in October 2011, compared with 9.7% in September 2011; it was 9.6 % in October 2010.

Among the Member States, the lowest unemployment rates were recorded in Austria (4.1 %), Luxembourg (4.7 %) and the Netherlands (4.8 %), and the highest rates in Spain (22.8 %), Greece (18.3 % in August) and Latvia (16.2 % in the second quarter of 2011).

Compared with a year ago, the unemployment rate fell in twelve Member States and increased in fifteen. The largest falls were observed in Estonia (16.1 % to 11.3 % between the third quarters of 2010 and 2011), Lithuania (18.3 % to 15.0 % between the third quarters of 2010 and 2011) and Latvia (19.3 % to 16.2 % between the second quarters of 2010 and 2011). The highest increases were registered in Greece (12.9 % to 18.3 % between August 2010 and August 2011), Spain (20.5 % to 22.8 %) and Cyprus (6.0 % to 8.2 %)

http://www.sciencedaily.com/releases/2008/10/081031102640.htm

Paradise

TEFL

 Chiang Mai has tried to meet the needs of its students who are living paycheck to paycheck by offering a price reduction from $600 USD to just $500 dollars effective immediately and lasting throughout the start of the busy tourist season which begins in Thailand in November and ends in February.

Paradise TEFL additionally offers online and virtual courses for students who are unable to travel to Thailand. 

Regardless of which course is right for you, we guarantee international accreditation and worldwide acceptance.  Our course graduates with a BA come with complete job placement guarantees for locations throughout China and the Asian region. 

Winter Time is the Perfect Time

REAP THE HARVEST YOU HAVE SOWN 

(Teaching English In the Paradise of Chiang MaiThailand)

Now is the season when villages all across Northern Thailand and Southeast Asia are harvesting rice and preparing for the cooler dry months ahead before the long hot summer begins.  This is a cyclical event that marks a time of hard work and celebration for the bounty of things the earth (and heaven provide) for Thais.  It comes on the heels of the Loy Krathong Festival (water lantern celebration) and proceeded by many minor harvest festivals and culminated and punctuated by both Traditional and Chinese New Years.

Northern Thailand experiences it’s most comfortable and enjoyable months of the year in December, January and February. The fields turn from green to yellow as the days are shorter and the breezes cooler. You will see local farmers  the Hill Tribe people all dressed up in cold climate gear. Second hand jackets,  many with expensive outdoor and designer labels, are worn along with knit hats and gloves to face what are, to some, chilly 20C/50F nights in cobbled wooden and corrugated aluminum homes.  Thais have learned how to prepare themselves for uncertainty as some have become downtrodden victims of political regimes and fluctuating economic  lifestyles that require them to follow the resources, which  because of international trade and policies for the once nomadic, is becoming harder and harder to do.

In a similar fashion , preparing oneself for the future through education and reconsidering the possibilities of following the international demand goods and services, you too can more comfortably reap the fruits of your labors by studying to become a teacher of English as a Second Language. Scores of countries (Including Thailand, as well as those outside of the region) are realizing the need for their citizens to learn what has become the “common speak” of worldwide IT and Business, (the English Language) to open up diverse business opportunities for their employers, themselves and their families.  As a result, the global demand for Native English Speakers (NES) has never been higher.

At Paradise TEFL (aka TEFL Chiang Mai) we not only offer on site accredited certifications in Thailand, but in other locations including Mexico and the US, as well as virtually and on line (for those for whom travel is too prohibitive.)  Our program includes hands-on teaching practice which utilizes a practical approach so that you are not only landing a job within a month’s time,  but free job placement assistance to ensure our graduates are fully prepared for the cultural, professional and career aspects of teaching English both for the near and long term sustainable futures.

We have scores of advantages over more expensive, theoretical and out of date “cram and jam” CELTA and Trinity TEFL programs, including our budget pricing and experienced trainers who treat clients as colleagues more than ivory tower boot-lickers. Simply put, we attempt to tailor the program to our individual student teacher’s needs. l 

DON’T DELAY-SIGN UP TODAY

Right now when you sign up for the Basic TEFL/TESOL certification course you can receive up to eight additional advanced certificates (such as Business English and Teaching English for Young Learners) for the same price. (This price structuring is anticipated to change in 2012 so it is best to take advantage now!)

Why stay stuck in the “Frozen Tundra” of a poor or crumbling economy when you could be making a difference for others and yourself by working and playing as a much needed English teacher and adult mentor? Find out more by examining our web sites and comparing us to all the others out there then contact us to confirm your date now.