Saturday, August 20, 2011

Locations, Locations, Locations

As is true with many aspects of life, location determines the kind of physical and cultural experience which develops in our presence. Perhaps nowhere is this more applicable than in the areas of travel and education.

At Paradise TEFL, we provide multiple locations and opportunities to chose the place which best fits your travel and accredited certification needs, at affordable rates, allowing students to see and do more in the process.

Whether you want the convenience of an international city like Bangkok, or Phnom Phen, or a place to study and enjoy the warm alluring beaches of Langkawi Malaysia, as well as the opportunity to take in the sights of Thailand's cultural “Rose of North,” Chiang Mai, the decision is yours. All these enticing locations are yours to chose from, and more, if you chose to sign up for a TEFL certification with us.

In addition to a vast array of locations, we focus on practical techniques and hands on teaching solutions to make learning effective, fun and meaningful. If you would like to know more about the “Practical Approach” and its originator, Dr. Stephen Gardner, please take a look at the following “You Tube” link to learn more: http://www.youtube.com/drstephenga

"In Paradise," we strive for our students to learn not only the basics of conversational English with the latest proven strategies and methods, but share up to date pedagogy and strategies in a variety of specific teaching areas an subjects as part of our teachers career development through the advanced teaching certifications.

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!

Wednesday, August 17, 2011

Where the Jobs Are (Isan- the "Texas of Thailand")

Where the Jobs Are- Welcome to Isan Thailand!

Most people think Thailand is one unified culture, but in fact it is culturally distinct within its own borders from North to South, and East to West and even Central regions. Many times, the easiest place to obtain a TEFL teaching job outside of the bright lights and big city of Bangkok is in the sleepier less westernized parts of the Kingdom. These areas are not for the faint of heart if modern conveniences are big on the must have employment list. But don’t let that scare you. Friends and alumni who have taught in very distant parts on the country, who initially having had some major reservations, ended up being enamored by the sincerity and genuine hospitality of these places. If you want an authentic Thai experience, one that will stick with you and let you know you are making a difference by providing new opportunity for those who often struggle financially to improve their socio-economic conditions, then rural Thailand then “Welcome to Isan Thailand.”

By going to the either the Northeast or Far South of Thailand the competition often will be much less than that of highly desired tourist areas such as Phuket, Krabi or Chiang Mai. But the cost of living in these places is noticeably higher and they are still within easy reach via Thailand’s many domestic easy access airports. Air conditioned VIP buses (complete with stewardess services and comfortable seats) go almost everywhere and there is also a well established rail service to many distant destinations. Many of the bigger cities in these less touristic areas offer excellent shopping and nightlife opportunities. But you won’t find the perpetual trail of foreign travelers or guesthouses as “recommended by Lonely Planet” which for many folks, has quite an advantageous appeal.

Outlined by the meandering Mekong River on the North and Eastern edges, Isan, (the Northeast region of Thailand) is the most rural and least developed area in the entire nation. Their culture is traditionally linked to Laos and is built on subsistence farming what is sometime arid, unfertile land. Here small settlements dot the landscape. Houses are still built in traditional Thai style on stilts to allow for shade, storage, and livestock to live underneath. Think of it as “the Texas of Thailand,”(It was actually a part of Lao about a century and a half ago) with rice farming, cow and buffalo ranching, Thai style BBQ and a strong cowboy identity and country pride that is beloved not only by the Thais, but citizens the world over.

Simple shelters called “Salas” provide shade from the beating sun and drenching downpours in the rainy season. Outside of the ever expanding big urban centers of Korat, Khon Kaen, Ubon, and Udon Thani there is little in the way of modern convenience services or Western fare (aside from the ubiquitous 7-11’s and UK empire giant box store Tesco-Lotus.)

The people here are generally shy and exceedingly friendly once they get over a strange face asking for help. Some cities, such as Udon, have internationally recognized hospitals and clinics. Recently, the largest city in Isan, Khon Kaen has begun to attract Bangkok jet-setters and movies stars with its increasingly elaborate discos and nationally recognized medical university.

Generally speaking however, don’t look for lengthy conversations in English here. It is best if you take a crash course in Isan Dialect before you go, because speaking Bangkok Thai will only get you so far in the more remote sectors of this sometimes flat and sometimes mountainous place. You can count on finding plenty of wonderful spicy Isan dishes such as Som Tom (papaya salad) served up with grilled fish and chicken ( Paa Yang and Gai Yang) served with sticky rice (Khao Neow) and ice filled cold beer. All made tastier by the sounds of relentless picking of rhythmic and trance educing music you and traditional dancers can really gyrate one's hips to.

People of Isan often look different from their countrymen in the rest of Thailand. Typically their faces are more angular, their skin darker, fashion more functional and their politics fervently populist based.

Teaching conditions in Isan are usually more rustic and rudimentary, but for many teachers, more rewarding because of the rural connections they make. Isan people often have an understanding of three distinct languages Isan (similar to Lao,) Bangkok Thai and their own regional village language in addition to whatever English they may have already acquired in school or the media. Jobs here tend to be plentiful for Native English Speakers. The salaries are slightly lower paid, but often include accommodations, adoring students and an air of celebrity you bring by your knowledge and familiarity of distant lands.

It is an easy place to save the vast majority of your income without depriving yourself of the basic necessities and comforts as often as you can find them. If you are interested in obtaining a job in Thailand quickly and having a truly authentic traditional Thai experience then Isan may just be the place for you.

At TEFL Chiang Mai English Language Certification (a fully accredited and globally recognized TEFL program) we 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.

Tuesday, August 16, 2011

"Serious Business" Certification (Additional TEFL Certs. for the Same Low Price- For a Limited Time)

TEFL Chiang Mai offers our basic TEFL certification is one of the most affordable accredited TEFL courses offered anywhere. (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. Most other TEFL Certification programs charge you separately or for each additional certification you add.

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.

In terms of these additional certification courses, such as Business English, it demonstrates the use of function-based lessons that are critical for your success when teaching Business English. As you can imagine, there is a vast number of differences between students studying for a college admittance exam, and those preparing for a corporate sector position.

Business English students are usually quite different from typical language school students. They are often older, more experienced, tired from a long day at work and have a definite idea about what they want and need to learn.

They are often required to take English classes if they want to progress in their company. If you are seen as being “wet behind the ears” and as having little or no knowledge of their world, you will typically be replaced rather quickly.

Some EFL teachers think that teaching Business English is the same as teaching regular English classes, but having a little business vocabulary thrown in. Some teachers think that all you might need to do is to change The book is on the desk to The report is on the photocopier. No, not good enough.

These older, more skilled business people also need you to have some interest and knowledge of the business world. You need and are expected to pique their interest and create relevant contexts for your lessons. The coursebook for this certification will lead you to those special topics that are relevant to these more demanding students. Students that often pay you 50-100% more than other EFL teachers are paid.

Experienced teachers can expect this course to take about 20 hours including the lesson plans project. New or inexperienced teachers should expect it to take longer. You are allowed one year to complete the course. Your evaluation is based on submitting lesson plans on required topics within the bounds of teaching specialized examinations. Business English is all about teaching functions lessons rather than the grammar-based lessons that CELTA or other TEFL courses teach.

TEFL Chiang Mai English Language Certification (a fully accredited and globally recognized TEFL program) strive for our students to learn not only the basics of conversational English with the latest proven strategies and methods, but share up to date pedagogy and strategies in a variety of specific teaching areas an subjects as part of our teacherscareer development through the advanced teaching certifications.

Entering a TEFL Job Interview Prepared and Confident

Getting and advanced TEFL Certification opens doors that might otherwise have been off limits to teachers with only a basic level of experience and training. For those who don't already know, TEFL Chiang Mai offers our basic TEFL certification is one of the most affordable accredited TEFL courses offered anywhere. (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

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.

WHY? (Because education matters!) Graduates earn higher levels of income (plain and simple)

Once you have gotten certified it pays to be prepared for a TEFL/TESOL job Interview by thinking through a potential quandary of questions ahead of time. Here is a list of questions a headmaster provided me with before an interview at a bilingual international school. There is also a list of questions you as the employee may want to ask of the school administrator(s) responsible for the hiring. The more you are prepared the better chances you will have of nailing the job that really meets your individual needs.

Tell me about yourself.
What is your personal educational philosophy?
If you could design the ideal classroom for the elementary grades what would it look like?
What type of reading program did you use in student teaching?
If I walked into your classroom during reading time, what would I see?
Tell me what you know about differentiated learning.
Which subject area do you believe is your strength, which is your weakest? What steps will you take to improve in this area?
What are the most important or worthwhile qualifications of a good teacher?
What are your strengths and weaknesses as a teacher?
Describe your student teaching successes and failures?
Describe a good lesson, explain why it was good.
How would you go about planning a lesson?
How would you individualize a curriculum for students at various levels?
How would you identify special needs of students?
What methods do you use for classroom management? Describe one difficult incident with a student, and how you handled it.
How would you handle difficult parents?
Give me an example of a rule or procedure in your classroom?
What methods have you used or would you use to assess student learning?
What do you know about multiple intelligences?
Tell us about your experience with students from diverse cultural backgrounds.
What experience have you had incorporating educational technologies in a classroom?
What grade level would you be most comfortable teaching?
What are your thoughts on team-teaching?
What role do you usually play in a team?
Tell us about your social involvement.
Why do you want to work for our school?
How do you handle classroom discipline?
Do you have any questions for us?

Question 1 - What are your thoughts on team-teaching

Teacher’s Interview questions

Personal values and philosophy of education

Tell us about yourself.
How do you describe your role as a teacher?
If you could design the ideal classroom for the elementary grades what would it look like?
Tell us what you know about differentiated instruction.
What are the most important or worthwhile qualifications of a good teacher?
Describe your student teaching successes and failures?
What do you know about international education?
What do you know about multiple intelligences?
What are your personal strengths and weaknesses?
What’s your experience with bilingual education?

Academic programs: reading; writing; math; science; educational technologies

What type of reading program did you use in student teaching?
If I walked into your classroom during reading time, what would I see?
What would your math class look like?
What do your students write about?
What do you know about the phonics approach?
How would you proceed to teach reading?
Describe a good lesson, explain why it was good.
How would you go about planning a lesson?
How would you individualize a curriculum for students at various levels?
How would you identify special needs of students?
What experience have you had incorporating educational technologies in a classroom?
What methods have you used or would you use to assess student learning?
Which subject area do you believe is your strength, which is your weakest? What steps will you take to improve in this area?
What grade level would you be most comfortable teaching?
Tell us about your experience with students from diverse cultural backgrounds.

Classroom management

What methods do you use for classroom management?
Give me an example of a rule or procedure in your classroom?
How do you determine the classroom rules?
Describe one difficult incident with a student, and how you handled it.

Extracurricular involvement

Tell us about your social involvement.
Have you coached a team or a school club before? Tell us about it?
If not, what do you think you could contribute to the school’s extracurricular activities?

Team work

What are your thoughts on team-teaching?
How would you handle difficult parents?
How do you see the role of a school principal, head teacher?
What role do you usually play in a team?

Why do you want to work for our school?
Do you have any questions for us?

Sunday, August 14, 2011

LISTEN UP! (Teaching Tips for Listening; the Forgotten Skill)

As an ESL teacher in Thailand one thing I learned after conducting both formal and informal assessments on numerous students was the low level of "Listening Skills" that a vast number of students exhibited. Often overlooked, in terms of traditional academic approach or an equal percentage of class time, listening *and speaking practice) are the ways which all of us learned our mother/native tongue (or L1) languages.

Almost no one ever started out reading and writing from the get go. And yet these parts of acquiring English as a Second Language are frequently neglected in terms of the amount of time and energy focus on them compared to reading and writing..Based on personal observations, it appears there are a number of factors that seem to dovetail together to create this trend.

First and foremost, traditional lecturing and rote memorization class structures tend to give the teacher more control over the students in terms of classroom management and delivery. But it is important for teachers to remember to maintain student needs and a student centered classroom in order to improve teaching effectiveness.

Students in Thailand for example, begin learning English in grade 5 in Thai public schools, but a vast,percentage cannot not understand or respond appropriately in a conversational setting. This can be directly linked to a lack of confidence because of a lack of opportunity and requirements to do so both formally and informally in class.

In the international school environment in Asia, I have observed the same trends in students from Korea, China, Japan, Taiwan, Lao and other nationalities in part not only because of their cultural atonement toward teachers as authorities, but because of limited formal learning opportunities to do so in a classroom setting. These same students often will interact and discuss contemporary topics much more readily in a social setting.

No one wants to appear inept or foolish, so breaking the mold on what makes a passive student is sometimes difficult and it becomes necessary to make appropriate academic risk taking rewarding and fun. Also, many times the same students prefer to use cultural pronunciations over those of the correct English pronunciation due to societal reinforcement and societal norms which is understandable, but sometimes prevents comprehension in a Native English Speaking setting. It's fine to say the word differently when they are around others who understand and accept alternative pronunciations, but ultimately, if they are going to need to use English in a global setting, using the conventional pronunciation will be key.

Often students are not given proper guidelines into how or what to listen for. They are not assigned specific listening tasks or expected to show consistent comprehension in this skill the way it is demanded in say reading. This is unfortunate, and often misunderstood by most beginning ESL teachers who constantly check for comprehension by asking, "Do you understand?" Or does anyone have any questions? When silence proceeds they tend to not delve any further and conclude with a statement such as "Good!" and then continue on to the next topic without even being aware that they have left half the class in the proverbial "linguistic dust."

Specific strategies of how to incorporate listening activities and assignments for ESL students are provided in the course book for TEFL Chiang Mai. One passage I particularly find useful is as follows:

Of the 'four skills,' listening is by far the most frequently used.

Listening and speaking are often taught together, but beginners, especially non-literate ones, should be

given more listening than speaking practice. It's important to speak as close to natural speed as possible,

although with beginners some slowing is usually necessary. Without reducing your speaking speed, you

can make your language easier to comprehend by simplifying your vocabulary, using shorter sentences,

and increasing the number and length of pauses in your speech. There are many types of listening

activities. Those that don't require learners to produce language in response are easier than those that

do. Learners can be asked to physically respond to a command (for example, "please open the door"),

select an appropriate picture or object, circle the correct letter or word on a worksheet, draw a route on

a map, or fill in a chart as they listen. It's more difficult to repeat back what was heard, translate into the

native language, take notes, make an outline, or answer comprehension questions. To add more

challenge, learners can continue a story text, solve a problem, perform a similar task with a classmate

after listening to a model (for example, order a cake from a bakery), or participate in real-time

conversation.

Good listening lessons go beyond the listening task itself with related activities before and after the

listening. Here is the basic structure:

· Before Listening

Prepare your learners by introducing the topic and finding out what they already know about it.

A good way to do this is to have 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. If they are not marking

answers or otherwise responding while listening, tell them ahead of time what will be required

afterward.

· 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.

The movement to ensure an equal number of class hours spent honing listening skills is still dragging along behind the others however with increased awareness comes new momentum and ultimately more inclusion.

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.

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!

Saturday, August 13, 2011

Considering CELTA? (A Personal Quest)

Considering CELTA? Although CELTA certification was once recognized as the premier TEFL certification, things have changed over the years. The following is a personal story based on my experience comparing CELTA with Paradise TEFL Chiang Mai I underwent many months back when I was first relocating in Thailand. Hope that it provides a sense of the key differences in cost, methodology, teaching experience and approach. Enjoy!

Admittance to Costly CELTA

As an American classroom teacher with years of classroom and outdoor teaching experience, I was required to take the CELTA in order to obtain my job the British Head of School who explained to me how vastly superior the CELTA program was to all the other TEFL certifications out there and that I must take and pass the Cambridge based course at my own expense if I wanted to obtain a teaching position in his international school.

After attempting to enroll in San Francisco, near where I lived, I was promptly rejected on the basis of two factors. One was a lower than average test score for their entrance exam (despite all my years of being a published author and teaching History and Science, apparently I wasn't schooled well enough in all the nuances of English Grammar) in order to do that well with their test; the other was overcrowding of the class.

The cost was around $2,500 USD and thinking I needed to have the certification in order to get the job I looked around for CELTA certification in other locations in the world. The timing was poor for other programs, and I needed to get certified quickly.

Apparently there was a CELTA program in Denver which was still available, but I would of had to pay to reapply and move and rent a place to get my certification within my narrow time frame, which in turn would double the cost. Needless to say, I felt it made more sense to me to take the course in the country where I would be teaching, that way my student teaching would be working with the same type of student nationals who I would be working with for the future, but I was reluctant to inform the administrator of this change, so I did not.

Once I paid my application fee (around 100 usd) and studied for the lengthy and in many cases irrelevant entrance exam, I had a phone interview with the instructor and was accepted. Incidentally, I never got back the application fee from SF however, and to this day wonder how much money is made by encouraging applicants merely to obtain the application fees as a source of easy revenue for their "educationally driven" corporate business schemes.

Authentic Accreditation

I researched and found a course offered through the ECC in Chiang Mai that offered an authorized CELTA certification. (I later learned that in terms of accreditation that Cambridge CELTA was actually started through a committee of the British Council which also certifies the CELTA program.) This kind of blatant nepotism is not unique to CELTA in that this parent founder of CELTA is similar to many similar accreditation organizations out there, which no one educational body actually governs.

In conclusion then, it is not so important who accredits a program (although it is an important factor in determining the level of legitimacy in some regard) but rather it is the motives of any accreditation organization which certify a TEFL that matters most. In my book, one that is truly independent of the program which it certifies is usually best, if you can find one that is! "Text and Talk" in Chiang Mai is certified by the Thai Ministry of Education which is independent of its ownership, however being certified by an non-English speaking entity may not be the ultimate in terms of high quality English language non-political educational agendas.

Choosing Chiang Mai

With my application accepted, I headed off to Chiang Mai shortly after purchasing an airplane ticket to the ECC run CELTA program located just outside the campus gates of the Chiang Mai University campus and, after some searching around, was able to locate decent affordable accommodations for the course, which in fact, was a big advantage for studying in Thailand to be sure.

Once I arrived and went to the ECC office I was dismayed by the facilities for which I paid around $1700 to attend. The quarters were cramped and inefficient. The access to a copy machine and computers was second rate and the resources sparse. I was also informed I was required to buy several text at quite a high fee and that the books I needed where nowhere to be found in Chiang Mai, but that the ECC could help by ordering them from a store they knew of in Bangkok.

After several sessions with my instructors it quickly became apparent that the two gentlemen had little to no experience actually teaching English in Thailand, rather they had vast experience in teach students how to get certified in the CELTA. I found them both ethnic and egocentric as evidence by one instructor who, in a discussion of different terminology for American and British idioms, stated that the teaching and acquiring of English language globally would have been "much easier without the bastardization of the language."

CELTA Critera (A Euro-Centric Approach)

The assignments and lesson plans were overly detailed, complex and completely unrealistic. I was scolded and shamed for not sticking to their suggested "White-board plan" by using specific areas of the board for certain topics and using the required array of colors in my visual presentation. If I went beyond the required minute for an introduction or explaining a misunderstood aspect of the lesson, I was interrupted and told to stay on track. As a credentialed teacher with multiple certifications and a master's degree in Education and Multicultural Studies, I found this extremely unprofessional, counter-productive and annoying. Learning takes place in many ways and modalities.

At one point one of the instructors asked all the Thai students to sit on the floor without providing a mat or any items for them to sit on, which showed a complete lack of understanding for Thai culture and traditional customs. They reprimanded and pestered the Thai student volunteers, many of whom worked or attended school full time, when they arrived late or failed to complete homework assignments and in the process ended up alienating many to the point where they were reluctant to return.

Without a enough students to teach a meaningful observed lesson on numerous occasions the ECC's own Thai staff was used as replacements. I feel this was a bit of unfortunate kharmic justices which ensued, due to the instructor's own ignorance and unwelcoming approach. As an unfortunate result, I saw truly sincere and potentially highly effective teachers lose their confidence and desire to continue the program, which instead of bringing the class together ended up tearing it apart. It felt more like a boot camp, where by, once the money had been obtained, the aim was to weed the weakest links out, utilizing fear, intimidation and shame as the main exterior motivating forces.

Welcome to Paradise

Luckily, I had signed up for Paradise TEFL Chiang Mai prior to the International School headmaster's ultimatum that I enroll in CELTA in order to be employed. After attending the 4 week training session at the Paradise Chiang Mai TEFL program, I learned valuable, applicable, hands on training and ESL specific effective techniques. I grew as an educator, not by turning away from my past experience and desire to improve but because of it.

During the duration of the course I found I was supported by the Paradise staff and my colleagues (not only in terms of teaching but both professionals as friends) and ended up so enamored that I ended up leaving my high-paying international school teaching position, to work in the highly rewarding field of teaching conversational English. In my free time, I even began to volunteer at the one room school house established by the local temple in my rural village near the lavish campus of the international school because of the satisfaction I gained by working with learners who's quality of life I directly influenced by being a conversational language teacher.

Today, I continue to volunteer and spend my time meeting my professional aspirations and financial obligations by working as an instructor for Paradise TEFL Chiang Mai, teaching those seeking to find meaningful, and financially sustainable program, and applicable work throughout the world as well as right here in the South East Asian region. I look forward to the opportunity of contributing to the lives of new teacher recruits and those who benefit from learning English and a second or foreign language the world over.

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.

Friday, August 12, 2011

Free Advanced TEFL Course Until January 2012

For those who don't already know, TEFL Chiang Mai offers our basic TEFL certification is one of the most affordable accredited TEFL courses offered anywhere. (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.

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.