“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 We have scores of advantages over more expensive, theoretical and out of date “cram and jam” CELTA and Trinity TEFL programs, including our budget pricing and experienced trainers who treat clients as colleagues.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
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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.
