Why the need for Global English Teachers Rising

Global Need for English Teachers Rising

We at Paradise TEFL

  (a fully accredited and globally recognized TEFL program) strive for our students  to learn conversational English with the latest proven strategies and methods, but share up to date pedagogy and strategies as part of our teachers career development through the latest teaching paradigms.

With the fast-paced changes brought about by globalization and technological development, TESOL professionals need to understand current socio-economic factors and their influence on English language teaching. The industrial societies of the past are giving way to a new post-industrial economic order based on globalized manufacturing and distribution.

Informationalism has given rise to economic, social, and cultural dynamics which are very different than those of the industrial area and which are shaped by an overriding contradiction between the power of global networks and the struggle for local identity Simply put, people's lives are increasingly affected by international networks operating via financial markets, transnational corporations, and the Internet which impinge on traditional seats of authority and meaning, such as family, patriarchy, and nation.

While the rise of “informationalism” is still in its infancy, it has already had an important impact on the field of TESOL. One of its consequences is the dominance of the communicative approach within the field of English language teaching (at least in theory, if not in practice). The increased global contact brought about in the new network society through international tourism, business, scientific exchange, and media places a premium on the ability for communication in [English]

The emphasis of the communicative approach on functional interaction, rather than on achieving native-like perfection, corresponds to the imperatives of the new society, in which English is shared among many groups of non-native speakers rather than dominated by the British or Americans. This trend toward multinational integration, making use of English as an additional language, has developed furthest and fastest in Europe, and thus it is not surprising that the shift toward communicative language teaching arose earliest and most prominently in Europe. As this new stage of global capitalism expands and develops, new challenges will be posed to the English language teaching profession.

 As we look toward the 21^st century, three consequences of informationalism are likely to impact English language teaching: (1) global Englishes (2) employment patterns, and (3) technology.

Global Englishes

Globalization is unfolding in a two-stage manner. In the first stage, global media and businesses extend their reach into new domains throughout the world. In a second stage, these same businesses and media are re-localized in order to best meet the economic and social imperatives of functioning in different regions of the world (see discussion in Graddol, 1997). An example of this phenomenon is seen in the global spread of the music television network MTV, which first broadcast a single version internationally but now is increasingly developing regional versions in a variety of languages and dialects. As Castells put it, "we are not living in a global village, but in customized cottages globally produced and locally distributed" (1996, p. 341).

Just as businesses and media have experienced globalization and re-localization, so has the English language. But the very growth of English has shifted the balance of forces within it, with second language speakers by some accounts now outnumbering first language speakers (Crystal, 1997). This explains in part the shift to a communicative approach in English language teaching mentioned above: it would be rather odd to insist that all learners adapt to an English or American model when second language speakers increasingly use English to speak to other second language speakers, rather than to native speakers of the language. At the same time, the imperatives of international communication demand that some level of mutual intelligibility be upheld.

Increasing numbers of people around the world turn to English as a requirement of international communication, but they emphasize their own local variety of English rather than submitting to colonial standardized norms in order to project their identity and values. This is true in many countries where English is spoken as a second language, that is, as an additional language of communication among citizens of the country, such as Singapore, Malaysia, Nigeria, or the Philippines. Perhaps most interestingly, a rejection of Anglo-American English is also emerging in what have traditionally been thought of as expanding circle countries, as these countries now become integrated into regions where English is a second language. 

First, English teachers will need to reconceptualize how they conceive of the link between language and culture. Culture remains an integral part of language learning, but our approach toward culture must become multi-faceted, taking into account the diverse cultures of the many people who speak English around the world. There is no single formula for how to handle issues of culture in teaching. Teachers will need to vary their approach depending on the particular audiences being taught and their purposes in learning English.

The growing role of different varieties of English will also necessitate a new respect for bi-dialectism and multi-dialectism, again taking into account the needs of the learners. Japanese university students hoping to pass the TOEFL will need and want to study standard American English. But primary students in Calcutta, secondary students in Hong Kong, or adult workers in Dubai may all have needs to master more than one dialect.

In summary, in the 21^st century there will be a growing basis for learners around the world to view English as their own language of additional communication, rather than as a foreign language controlled by the "Other". Teachers would do well to exploit this situation by creating opportunities for communication based on the values, cultural norms, and needs of learners, rather than on the syllabi and texts developed in England and the United States.

Employment

A second major way that “informationalism” will impact English language teaching in the 21^st century relates to trends in employment. Simply put, the jobs that existed in the industrial era are disappearing and are being replaced by new types of job and work requirements that didn�t exist before.

According to Reich (1991), the earlier categorization of blue-collar factory workers and white-collar office workers is no longer meaningful. Rather, employees in the United States and other developed countries now fall overwhelmingly into one of three categories.

 The first category is routine-production service workers. These include factory workers but also routine information workers such as data processors or payroll clerks.

 A second category is in-person service workers. These include workers such as janitors, hospital attendants, and taxi drivers.

A third category is what Reich called symbolic analysts, because they spend much of their time analyzing symbol-based (numerical and textual) information. These include software engineers, management consultants, strategic planners, lawyers, real estate developers, and research scientists. Reich offered no opinion as to where teachers fall in this hierarchy, but he did suggest that university professors are symbolic analysts. As will be discussed below in the section on distance education, I believe that educators, including those at the university level, face the threat of having their work "de-skilled" and shifted into the service categories.

Thus new work skills of symbolic analysis are emerging as crucial for success in the 21^st century. These include skills of critical analysis, evaluation, experimentation, collaboration, communication, abstraction, system thinking, and persuasion (Reich, 1991). And, due to globalization, these skills are increasingly applied in English language contexts.

Not only American and British firms, but many other transnational firms based in Europe and Asia use English for international communication and even for national communication. Thus Swedes working for the high-tech Swedish firm Ericsson communicate with other Swedes using EnglishWhat does this mean then for English language teaching? First, as already mentioned, it underscores the role of English as an international language for global communication.

Secondly, it signals a change in the types of communication required in English. A large and increasing number of people, even if they never set foot in an "English-speaking country," will be required to use English in highly sophisticated communication and collaboration with people around the world. They will need to be able to write persuasively, critically interpret and analyze information in English, and carry out complex negotiations and collaboration in English.

Apparently, the need for highly advanced communication skills in English is also shaping adult education in the United States. Recently, ESL surpassed Spanish as the main language taught at Berlitz (Rosen, 1999). The expensive Berlitz courses are not taken by immigrant workers, who are the main clientele of adult government-funded ESL programs in the US. Rather, the enrollees are foreign executives, managers, and scientists working in the US, who can communicate on a functional basis without problem, but now find that they need more sophisticated communication skills to carry out their work. Instead, new project-based approaches will have to be found that give students the opportunity to learn and practice the kinds of analytic problem-solving and argumentation that they will need in English if they are to compete for the better jobs in society.

Technology

While the U.S. has been a world leader in Internet use, other industrialized countries are catching up. And the fastest growth on the Internet is occurring in emerging economies of Asia, the Middle East, Eastern Europe, and Latin America.

Simply put, information technology is rapidly posing itself as the medium of a new, and fourth, revolution in human communication and cognition, matched in significance only by the prior three revolutions of language, writing, and print (Harnad, 1991). Information technology will impact how people interact, access information, and share information as greatly as the Gutenberg revolution 500 years ago. And what�s more, this impact will occur much more quickly.

The following are some of the new language and literacy skills that are required by the extensive use of information technology, divided into the broad categories of reading/research and writing/authoring.

Reading/research

• Finding the information to read in the first place (through Internet searches, etc.)
• Rapidly evaluating the source, credibility, and timeliness of information once it has been located
• Rapidly making navigational decisions as to whether to read the current page of information, pursue links internal or external to the page, or revert back to further searching
• Making on-the-spot decisions about ways to save or catalogue part of the information on the page or the complete page
• Organizing and keeping track of electronic information that has been saved

These may seem like esoteric skills for a class of beginning English learners who are still trying to figure out how to decode simple words. But as English expands in the 21^st century as a language of international communication, the number of learners who master basic English skills will grow.

 

Writing/Authoring

(Integrating texts, graphics, and audio-visual material into a multimedia presentation)

• Writing effectively in hypertext genres
• Using internal and external links to communicate a message well
• Writing for a particular audience when the audience is unknown readers on the World Wide Web
• Using effective pragmatic strategies in various circumstances of computer-mediated communication (including one-to-one e-mail, e-mail discussion lists, and various forms of synchronous real-time communication).

The Digital Divide

Educators teaching in schools and communities lacking computer access will need to resist two false prophets: techno-infatuation and techno-cynicism. Those infatuated with technology would have us believe that every educational problem can be solved by throwing in computers and Internet connections, and that any delay in doing so will cause communities to fall desperately behind. Unfortunately, the rush to computer-based instruction in poor communities and countries is often ill planned  drawing resources away from more urgent educational needs with limited results.

Techno-cynics make the opposite mistake, claiming that the computer is just a tool, and an expensive one at that, and should yield to other pressing concerns. But computers are more than a benign optional tool for language learning. The ability to communicate and conduct research in English using computers can have an important impact on a student's life opportunities. And it is precisely those with limited economic resources who will have less opportunity to use computers and the Internet in home environments. Thus use of computers in schools might provide these students the only access to socially-valuable literacy practices that wealthier students get at home.

Conclusion

The trends mentioned in this paper will intensify in the 21st century. According to demographic projections, the relative number of English native speakers will decrease compared to the population of the world (or compared to native speakers of other fast growing languages such as Spanish, Hindi, or Arabic, see Graddol, 1997), while the number of speakers of English as an additional language will rapidly increase.

In summary, if the central contradiction of the 21st century is between global networks and local identities, English is a tool of both. It connects people around the world and provides a means to struggle to give meaning to those connections. If English is imposing the world on our students, we can enable them, through English, to impose their voices on the world.

(TOP 10 Reasons Why Education Will Shift on a Global Scale)

Deciding Which Country is Right for You?

Deciding Which Country is Right for You!

 

Since 2004, Paradise TEFL has successfully placed students in solid employment positions around the globe not only in Thailand, Cambodia, Vietnam, Malaysia, Indonesia, and Singapore, but  in many other countries outside of South East Asia such as China, Taiwan, South Korea, India, Japan, South Africa, Argentina, Ecuador, Chile, Spain, France, Russia, Czechoslovakia, Oman, as well as the USA and Canada.

Much depends on the passport you hold, your desired reasons for teaching and living abroad and your personal and professional needs in general.  If you would like to learn more about where is the best fit for you individually why not send an email to us and we will be happy to respond to you directly.

 Many times TEFL teachers in training find it most beneficial to study their with an accredited certification course in the country which they plan on working and making their new home. Unlike other TEFL programs, Paradise TEFL not only offers courses in its home office location of Chiang Mai Thailand, but is available and experienced in facilitating basic and advanced training in a myriad of other locations in South East Asia that allow you to get to know the local customs, students and logistics through direct contact and personal experience.

As part of TEFL Chiang Mai's goal to increase cultural and religious sensitivity among our participants, we also offer a TEFL Buddhist Exchange program where future TEFL teachers have the opportunity not only to become certified instructors but to participate as student's of the Buddhist philosophy and tradition with daily monk chats and dharma talks to better understand the religious beliefs which permeates our student's lives through out many parts of South East Asia. For more information and registration for this, or any of the "Paradise TEFL" franchise programs, please don't hesitate to contact us today!

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. Whatever plan of action unemployed educator decides to take, in general, the more accredited certifications, flexibility toward global relocation and related experience one maintains, the easier it becomes to find work. Good luck, and be sure to check out our prices and compare them against all of the other TEFL programs out there. Whether you are looking for On-sight, Virtual, or On-line programs, you will find the "Paradise is the place you want to be!"

 

Should I Stay or Should I Go?

Should I stay or should I go? (Becoming a Global TEFL/TESOL Job  Applicant)

Many people are often hesitant to pull up stakes and hightail it across the ocean to search for better opportunity, however, given the outlooks for job growth in the USA and Europe these days, and for the foreseeable future, now is perhaps the best time to (follow what for many are their ancestral patterns of immigration) and consider looking for employment overseas.  

Increasingly individuals, corporations and financial institutions are looking to Asia as the place for employment, market expansion and low cost production. (Don’t believe all the fear and horrible stories about acclimatizing and immigration. It truly depends on the location you end up selecting and the manner in which you are employed which makes all the difference.)

A recent article posted on Yahoo news indicated in may be years before the Western economies cycle back into a period of decisive growth.

Amid bleak economic growth and unemployment, the stock market swoon, and the downgrade of the credit rating of the federal government, the fear of a dreaded double-dip recession--or even of a 21st-century Great Depression--has been taking hold.

But a rough consensus among economists may be starting to emerge. According to this line of thinking, although a double-dip is certainly possible, a long period of stagnation--that is, frustratingly low growth--is more likely, much like what we've seen since the recession officially ended two years ago. That would be preferable to another recession, of course. But it would mean that ordinary Americans--especially the roughly 26 million who either can't find a job or have given up looking--can look forward to years of hardship.

"I think extended stagnation, rather than a double-dip, is most likely," Mark Thoma, an economics professor at the University of Oregon, told The Lookout.

An Associated Press survey of economists released Tuesday put the likelihood of a recession--that is, another two or more straight quarters of economic contraction--before August 2012 at only 26 percent. But the respondents also expected the economy to inch along at just 2.1 percent growth for the rest of the year, and to barely do better in 2012.

The Federal Reserve appears to take a similar view. Announcing earlier this month that it would hold interest rates near zero for at least another two years, the central bank said it "now expects a somewhat slower pace of recovery over coming quarters" than it had previously--a prediction that's consistent with a lengthy period of weak growth.

And J.P. Morgan, Goldman Sachs, and Morgan Stanley all cut their growth forecasts last week, with J.P. Morgan predicting just 1 percent growth for the fourth quarter of the year--lower even than the 1.3 percent figure from the second quarter that helped spark double-dip speculation. Morgan Stanley cited in part the federal government's expected spending cuts, which would likely have a negative effect on growth.

Some economists think the focus on the double-dip is counter-productive, because it downplays the damage that a lengthy period of weak growth would do.

"The goal isn't to stay above zero," Jared Bernstein, who recently stepped down as an economic adviser to Vice President Joe Biden, wrote last week. "It's to grow fast enough to put people back to work."

Bernstein argues that instead of focusing narrowly on whether the economy is growing or shrinking, we should look at whether the economy is meeting its potential growth rate, which, based on productivity and the growth of the labor force, is 2.4 percent. By that standard, we've been in what Bernstein calls a "growth recession"--a period when the economy is technically expanding, but not by enough to exceed its potential--since the middle of last year.

According to some scholars, history suggests that's not likely to change any time soon. In a paper written last year for the Kansas City Fed, economists Carmen and Vincent Reinhart found that the impact on the economy and job growth of an economic "shock" like the bursting of the housing bubble and the subsequent financial crisis typically lingers for around a decade. "Income growth tends to slow and unemployment remains elevated for a very long time after a severe shock," they wrote, predicting "a lengthy period of retrenchment."

Even longer-term trends may be in play, too. In his recent e-book, The Great Stagnation, George Mason University economics professor Tyler Cowen argues that developed economies worldwide are in the midst of a slowdown, because the pace of innovation is slowing. For the developed world, large-scale, growth-generating improvements like electricity, penicillin and mass education are all largely completed. The next wave of similar advances--the Internet being the prime example--aren't employing as many people as those that came before.

According to Thoma, the rise in long-term joblessness--already at record levels--that would accompany prolonged stagnation would likely lead to a glut of people dropping out of the labor force entirely, after spending months or years searching fruitlessly for work. Many of these would likely be older workers who decide to simply hang on until Social Security kicks in.

Other workers, especially those in fast-moving industries like technology, would see their skills erode, making it even harder for them to find work, Thoma said. And even those who found work would likely see a reduction in their lifetime earnings, the evidence suggests.

As Thoma summed it up: "The longer the recovery drags on, the more permanent the damage is likely.

As a result, English language will continue to expand as the international language of business and prosperity. The demand for certified English Language Instructors will mirror this increased demand around the globe, but perhaps nowhere more than in Asian markets.  

For those who don't already know, TEFL Chiang Mai offers our basic TEFL certification is one of the most affordable accredited hands on TEFL courses offered in Asia or anywhere for that matter. (In fact the Chiang Mai course is 5,000 THB less than other Paradise TEFL locations in Thailand and about $333 USD less than other locations in Asia!)

In addition to the substantial savings over other programs all over the world, TEFL Chiang Mai in particular is offering the Advanced TEFL Certification for the same price as the basic certification when you enroll now and attend class before December 2011. This means that in addition to the basic TEFL certification you will also receive authorization to teach Business English, English for Special Purposes, English for Academic Purposes, Teaching English for Young Learners, Teaching IELTS Prep, Teaching TOFEL Prep, Teaching TOEIC Prep, and Teaching PET Prep.

 

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. Whatever plan of action unemployed educator decides to take, in general, the more accredited certifications, flexibility toward global relocation and related experience one maintains, the easier it becomes to find work.

We at TEFL Chiang Mai English Language Certification  (a fully accredited and globally recognized TEFL program) strive for our students  to learn conversational English with the latest proven strategies and methods, but share up to date pedagogy and strategies as part of our teachers career development through the latest teaching paradigms. Graduates with these additional certifications have the advantage of substantially increasing their marketability and employment status. This is a limited offer available only at the TEFL Chiang Mai location. Improve your chances of getting a good job with higher a higher level of pay by enrolling today!

Not your Grandmother's Grammar

Grammar and English Language Acquisition 

Grammar is a topic which most students of English (Native Speakers or second language learners) dread and long to avoid. Traditional approaches toward learning English Grammar continually plague not only students, but some would be teachers who feel that they must be experts in English Grammar in order to teach and convey the basics of English successfully. This is an unfortunate misconception. More and more, educators and linguistic experts are beginning to recognize that the acquisition of whole language often more successful when students are not overburdened by grammatical structure and rather instead focus on conversational English, which focuses on the skills of listening and speaking (and to a lesser extent reading comprehension.)

“The ideal that native speakers are more knowledgeable in terms of their ability to understand English Grammar is a farce,” says PhD Dr. Stephen Gardner. “As a baby, all Native English speakers learned how to speak by listening to others and then mimicking their sounds and patterns. The preconception that conversational language teachers must know every possible grammatical term and rule is erroneous, that is why text books and writer’s guides are available as go to references. Potentially effective and gifted teachers should not shy away from pursuing a career as English language teachers because of this.”

Dr. Stephen professes the importance of a “Practical Approach.” This is not to say that grammar is not at all important, or must not be taught. Rather it is important to remember the goals and objectives of each of your students. “Unless they are planning on going on to be English Majors, chances are they we not need to remember all the rules of proper syntax and structure, though in some cases it may provide an advantage.” Course syllables topics for the TEFL course is as follows:

Effective Resume Writing and Interviewing

Culture, Travel and Living Advice

Visa, Work Permit and Licensing Information

Lesson Planning

Teaching Material Development

Theories of Language Learning

Teaching Pronunciation

Teaching Listening

Teaching Reading

Teaching Writing

Teaching Grammar

Classroom Management

3 Weeks of Observed Teaching Practice

 

Dr. Gardner sights the most necessary attributes for teachers as an ability to engage students, patience with learners and a desire to make learning fun.  If this sounds like the kind of class that would enable you to become a certified and accredited TEFL/TESOL Teacher, please contact paradise TEFL for further information, questions and requirements today.

As part of TEFL Chiang Mai's goal to increase cultural and religious sensitivity among our participants, we also offer a TEFL Buddhist Exchange program where future TEFL teachers have the opportunity not only to become certified instructors but to participate as student's of the Buddhist philosophy and tradition with daily monk chats and dharma talks to better understand the religious beliefs which permeates our student's lives through out many parts of South East Asia. For more information and registration for this, or any of the "Paradise TEFL" franchise programs, please don't hesitate to contact us today!

"Get a Haircut" and Get a Good Job

Get a Haircut and Get a Good Job

Many issues affect your chances for getting a TEFL/TESOL English Language teaching position including your academic preparedness and flexibility in terms of location and conditions where you are applying.

In addition to the substantial savings over other programs all over the world, TEFL Chiang Mai in particular is offering the Advanced TEFL Certification for the same price as the basic certification when you enroll now and attend class before December 2011. This means that in addition to the basic TEFL certification you will also receive authorization to teach Business English, English for Special Purposes, English for Academic Purposes, Teaching English for Young Learners, Teaching IELTS Prep, Teaching TOFEL Prep, Teaching TOEIC Prep, and Teaching PET Prep. 

Graduates with these additional certifications have the advantage of substantially increasing their marketability and employment status. This is a limited offer available only at the TEFL Chiang Mai location. Improve your chances of getting a good job with higher a higher level of pay by enrolling today!

 

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. Whatever plan of action unemployed educator decides to take, in general, the more accredited certifications, flexibility toward global relocation and related experience one maintains, the easier it becomes to find work.

We at 

TEFL Chiang Mai English Language Certification  (a fully accredited and globally recognized TEFL program) strive for our students  to learn conversational English with the latest proven strategies and methods, but share up to date pedagogy and strategies as part of our teachers career development through the latest teaching paradigms.

 

STYLE VERSUS SUBSTANCE

In Asia, as in most parts of the “Western World,” you need to be conscientious about not only your skills and attitudes, but your appearance will be yet another crucial determining factor.  The issues of cultural identity are multifaceted and sometimes fortunate or unfortunate factors depending on ethnicity and where you plan on seeking employment. There is little one can do to prevent this, however, you can control the way you are perceived in terms of your professional appearance. As unprofessional as it may sound, many times employers in Asia, and other parts of the world, consistently place qualification judgements and success status on individuals who simply “look the part,” rather than delving deeper to get to know them as people with applicable teaching merits and abilities. This is typically less important in China than say your in South East Asia, however, looking your best will always be an additional asset no matter where you look to teach in a professional environment.

An article in U.S.A. Today spoke about candidates for jobs wearing jeans, purple sweat suits, and spike heels or sneakers. Other applicants weren't afraid to show pierced body parts and spiked hair. Still others chewed gum or showed up in rumpled clothes or with their pants falling down. One recruiter even told a candidate with his trousers down below his hips, to "Pull your pants up." According to the article, the outlandish dress costs some candidates the job.

First impressions count.  A professional consultant who doesn’t take the time to maintain a professional appearance presents the image of not being able to perform adequately on the job. Our professional dress code is codified because many professionals have never been taught appropriate professional appearance and demeanor.  Professional dress code standards are alive and well in major financial and executive management levels. Anyone who aspires to top management knows that personal appearance counts. TIPS FOR INTERNATIONAL EDUCATORS: (Inappropriate dress code and grooming)  No Neanderthal-style unibrows are allowed, and you should shave any loose hair on your forehead or the palms of your hands.  All ear hair must be shaved, and remove any "Admiral Zumwalt" style giant eyebrows.  If you must wear a toupee, have it custom fitted and secured properly.  Please, no Trump-style comb-overs. Here are some examples of inappropriate female grooming:   Prejudice still exists within corporate America and elsewhere about tattoos in their dress codes, and there is a clear correlation betweenincome, education and the population who have tattoos.  It's no surprise that tattoos are more popular among the poor and undereducated. Let's take a closer look at specific dress codes for male and female professionals.   Dress Code for Males: Body Art - Of course our dress code prohibits tattoos.  They can be seen as unprofessional, low-class and ignorant , and at no time may a consultant have a visible tattoo.  Read details about why most corporations prohibit tattoos.  Professional dress code and Tattoos   Suit – A suit means a SUIT; sport coats and slacks are not allowed. The suit must be dark blue, gray or charcoal, (except for tropical engagements) be “well tailored”, and have no loose threads, "pills" or "nurdles".    Shirt - A crisp white shirt is always required.  French cuffs are optional.  I have seen consultants turned away at the door of banks because of their hot pink dress shirt.   Tie - Must be conservative, something a bank VP might wear.   Shoes - High quality black lace-up shoes are required, polished to a mirror quality spit-shine.  You would be surprised at how many people judge you by your shoes.  See footwear details below.   Accessories - No phony Rolexes, body piercing or earrings.   Grooming - All hair, moustaches and beards must be neatly groomed and cologne must be used sparingly. Protruding nasal hair is prohibited, and all tattoos must be fully hidden.  If you have been working all night and have an early morning meeting, you can use an anti-inflammatory hemorrhoid cream (e.g. Preparation H) to quickly shrink those unsightly puffy bags under your eyes.  Just carefully dab the roid cream on your lower eyelids (being careful not to get any in your eyes) and you will look fresh and well-rested.   Cologne - Cologne and after-shave are optional, but if used, it must not be so strong as to call attention to yourself in a closed elevator.  Dress Code for Females: I'm not trying to be a chauvinist here, but many of our client organizations have standards for professional appearance, and it's better to be safe than to be embarrassed. Skirt Suit - No pants allowed, ever.  The suit must be dark blue, gray or charcoal.     Blouse - A crisp white blouse is great, and you may have ruffles and other decorations.   Tie - Optional, but it must be conservative.   Shoes - High quality black or brown shoes are required, polished to a high shine. (see details below)    Jewelry - Ostentatious jewelry, multiple ear rings on each ear, and multiple chain necklaces are prohibited.  Leave the Zircons at home; most people can recognize them instantly.   Cosmetics - Do not use the ski-slope approach to cosmetics (that's 3-inches of powder on top of a 6-inch base).  Use no "cheap" perfumes and make sure that you do not offend people with allergies with too much perfume odor.  Co-workers can sue your employer and you if your perfume is too strong.   Grooming - All hair must be neatly groomed.  Females with facial hair are required to shave before any on-site engagements.  You should always shave legs and exposed armpits.   Perfume - Too much perfume is considered especially heinous when the stench is so strong as to cause allergic reactions or when the odor can be detected from more than 3 feet away. Remember, the quality of perfume is directly proportional to the price, and many female executives can quickly tell if you are wearing a cheap, "stink pretty" perfume. While this may seem overstated, a professional appearance is an absolute requirement for Burleson Consulting.   Casual Dress Code Requirements When the client specifically requests that you dress down, the following dress code applies: Crisp, pressed button-down shirt   Slacks with leather belt   Leather shoes (no sneakers, ever, even on a casual dress day) The only exception to this casual dress code is when the client specifically requests you dress down below our casual standards (shorts, t-shirts). Tropical Dress Code When consulting for clientele in tropical areas, Burleson Consulting requires our professionals wear ties and dress clothes. You may, at your option, wear tropical suits when working in balmy climates (Caribbean, Polynesia, Hawaii, etc.). This DOES NOT apply to any consulting done in cities within the contiguous states (San Diego, Miami, etc.). Also, after the first day, you may dress down, but only at the client's behest. When consulting in these tropical areas, white, tan and light gray linen suits are acceptable for men and women, provided that the suits are permanent press and wrinkle-free.  You may supplement your white “ice cream” suit with a straw hat or felt fedora, but no hat styles that may have cultural intonations. Your tie must be worn at all times, but you may remove your jackets and roll up your sleeves, if this is the custom of your client.  Cultural Dress Code When representing Burleson Consulting, it is not acceptable to wear any cultural or religious garments that may offend a client.  See this page for details on working with different cultures. Burleson consulting respects the religious beliefs of you and our clients, but our clients come first.  When representing Burleson Consulting it is unacceptable to wear any garments, icons or jewelry that may have overt (or covert) religious, racial, cultural or national connotations that may offend a client.   It is important to any professional not to advertise religious affiliations.  For example, when consulting in areas with large Muslim populations, you may not wear customary garments unless you are a practicing member of that religion, and then, only when the attire is consistent with the other tenets of our dress code. Dress Code Accessories Here are some accessories that you might want to consider: Clothing shaver - These are very handy for stray pills and removing fuzz.   Travel Shoe Kit - It is critical that you touch-up your dress shoes, everyday.  You should not use a brush (it fades the mirror-quality), and I carry a t-shirt rag, black wax and a liquid black dauber for the soles.   Burberry trench coat - Instantly recognizable for men and women alike.   Rolex watch - The time honored, instantly recognized symbol of success. However, all accessories can be abused, so be careful that your accessories remain in good taste

Where the Jobs Are? (Part 2- China)

As most "Western" educators have becoming increasingly aware, finding a teaching job is becoming increasingly difficult task in the in their home country for a myriad of economic factors and reasons. A recent article from "Education Week's" web page revealed some interesting statistics about the status of declining budgets and the "trickle down" for American educators struggling to find a job or those who are under employed seeking to find additional work. 

In China however, the demand for Native English Speaking instructors only continues to be consistently rising. Why is that the case and what can you expect if you take a position in mainland China? Read on and learn more or watch a video on the Highlights of visiting China here:

China is a developing country and living costs are much cheaper than in USA, Canada or other developed countries.  The average salary for the local population is around 1500-2500 Yuan (depending on the location).

That amount is not enough for Westerners to survive however, because cheapest rent ranges from 400 Yuan (if you share your room with somebody) to 1500-2500 Yuan (if you rent one bedroom apartment yourself). But many Chinese manage to live a fairly good life earning this money. It is one reason why young people live with their parents most of their life.

Wages for teaching English are much higher than the salary of an average Chinese, that’s why Chinese people think that all the foreigners living in China are very rich. Sometimes it even affects friendship between foreigners and the local population.

Salary rates for teaching English will depend on many different factors, such as a teacher’s qualifications and experience, the place where you work, public kindergarten, schools. colleges and universities or private institutions. Usually private institutions pay less than public, but also it depends on the size of the organization. A private university with 1000 students studying there might find you earning quite good money for only 15 hours of teaching a week. That's a pretty good offer!

For a native speaker without experience the starting salaries can range from 4500 Yuan to 8000 Yuan (with housing, visa, air reimbursement and other bonuses). 

 For those teachers who hold BA/MA/PhD or TEFL/TESOL and have a few years of teaching experience, preferably in China, the salary might be 50-100% more or even higher.  But higher salaries you are more likely to get taxed, that is the employer will deduct a certain amount of money from your salary every month. The higher the salary; the higher the amount of taxes.

More and more recruitment agencies are appearing on the market. They can play many different roles.  Some just introduce teachers to schools or institutions and then you deal with the school directly. But most education institutions are so busy, especially in big cities like Beijing, Shanghai, Hangzhou, etc., that they prefer to find a recruitment agency that will provide total care of foreign teachers. That means these agencies sign the contract with the institution and after that they are responsible for hiring foreign teachers, for the housing for teachers, for their visa and so on.

Recently there has been more competition among employers. The Chinese population is huge and hungry for the English language training. With each passing year the scope of private kindergartens, schools, colleges and universities has increased so much that the employers (i.e. teaching institutions) have to compete among themselves, trying to make their offers as attractive as possible.

As for the benefits you can get for teaching English, they are as following:

1.    Health insurance: (you will get it only if you are employed by a public institution or a huge private school or center) usually it is supposed to cover basic medical and dental needs. Chinese medicine is very cheap, so the amount of health insurance will correspond to expenses for medical attention and prescriptions.

2.    Holidays: there are 16 national holidays in China, excluding spring festival (Chinese New Year). For spring festival holidays different institutions have different schedules, but the minimum days off should be 7 days, in colleges or universities you might have up to a month off. All the national holidays should be paid by the employer.

3.    Vacations: depending on the employer you may have 7-14 days for your vacation per year. But private schools are more unlike to offer you such benefit. They will ask you to take your vacation during spring festival or on other long national holidays, as they don’t have summer or winter holidays at all.   Universities and Colleges will likely offer longer holidays than private schools.

4.    Sick leave: you can count on a few days of sick leave per year, if you work at a public institution. But if it’s a private center, they usually don’t pay for missed days/classes. If you take a sick leave for more than 15 days, the employer has the right to terminate the contract without your agreement.

5.  Transportation cost: many employers will cover the costs of transportation to China by reimbursing the teachers upon arrival in China and from China back to their home country at the end of the contract. Don’t forget to ask about it before signing the contract with your employer.

6.   Housing: when hiring a foreign teacher, all Chinese institutions are responsible for housing. This can be in an apartment, a furnished dormitory or small, single rooms. Single rooms are usually rudimentarily furnished, heated and air-conditioned (depending on location) with a private bathroom. They are usually in a foreign housing complex on the campus or close to school for teacher’s convenience.

7.   Visa: as it was already mentioned, you need to be careful with agencies and schools, for many of them don’t know how to deal with working visa. It would be better if you have at least a three month visa when you come to China (if you do not obtain the correct visa before arriving - as a one month might be not enough for getting your working visa done before your current visa expires. It’s a serious issue that you should keep in mind, as you will have to leave China and get a new visa then come back again - if your visa is about to expire. It is better to contact people who worked at the institution before or used the services of the agency, and make sure if those people did not have any troubles with visas. Before and after Olympics visa rules became stricter than before, so one should pay attention to any changes.

8.    Bonuses: many institutions (depends on the employer) pay a bonus to attract more foreigners. It’s an extra amount of money that will be added to your monthly salary or the amount for the whole year when you finish your contract. This bonus is roughly equivalent to severance pay.

9.   Taxes: in most cases teachers are taxed directly and the employer covers all the taxes. But in some institutions, especially if you earn a high salary around 15000-18000 Yuan a month, you may have to pay your own taxes. Discuss this issue with your employer before signing the contract. 

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. Whatever plan of action unemployed educator decides to take, in general, the more accredited certifications, flexibility toward global relocation and related experience one maintains, the easier it becomes to find work.

We at TEFL Chiang Mai English Language Certification  (a fully accredited and globally recognized TEFL program) strive for our students  to learn conversational English with the latest proven strategies and methods, but share up to date pedagogy and strategies as part of our teacherscareer development through the latest teaching paradigms.For more information and registration for this, or any of the "Paradise TEFL" franchise programs, please don't hesitate to contact us today!