bhanskripsi

8/8/2019 bhanskripsi

1/78

Page 1

Teachers education is divided into two cate-gories. (1) Teachers colleges,

which are designed to train teachers for kindergartens and primary schools.

In the past, they used to be junior colleges admitting junior high graduates.

For enhancing teacher quality, in 1986, these junior colleges became 4-year

colleges admitting only senior high graduates. (2) Normal universities,

training teachers for secondary schools, also admit senior secondary

graduates to receive four years of education. Teachers for universities and

colleges mainly come from graduate institutes. Recently, the expansion of

education has been very fast, and the quality of teachers has been upgraded

steadily. A diversified society and a shortage of teachers for special and

less popular courses have caused the graduates of the above-mentioned

teachers education institutions to be insufficient to meet the demand.

Consequently, the "Teachers Education Law"

42

According to the new Teacher Training Act, anyone who has met the

following conditions must pass the licensing tests and internships to become

qualified teachers.

(A) Teacher of Common Subjects:

(a) graduating from a teachers college or a normal university;

(b) graduating from department of education in regular universities;

(c) graduating from regular universities and completing required credits in

educational programs


2/78

Anyone who has met one of the following conditions and intends to become a

qualified lecturer, assistant professor, associate professor, and professor

shall submit an application together with his publications on specialized

subjects to the educational authorities for evaluation. A successful

candidate may become a university and college teacher.

(A) Lecturer:

(a) earning a masters degree from a graduate school with good academic

performance record; or

(b) being a teaching assistant for at least four years with good performance

record and specialized publications; or

(c) being an assistant undertaking research at an educational institute or a

professional agency for at least six years with remarkable contribution and

with specialized publications.

(B) Assistant Professor:

(a) earning a doctoral degree from a graduate school with good performance

record and specialized publications.

(b) earning a masters degree and undertaking research at an educational

institute or a professional agency for at least four years with remarkable

contribution andwith specialized publications ; or

(c) university/college graduates majoring in "Medicine" or "Chinese Herbal

Medicine" or "Dentistry" have had clinical practice for over nine years of

which at least 4 years as anB. University and College Teachers

A. Kindergarten to Senior Secondary School Teachers

13. TeacherQualification


3/78

Page 2

was amended in 1994 to increase the channels of

teacher training. Specifically, all public and private

colleges and universities having educationalcolleges, departments, and graduate schools,

and/or having courses specializing in education

may participate in the teacher education program;

furthermore, teachers colleges are allowed to

deliver secondary school teachers, and normal

universities are now able to deliver primaryschool teachers.

The teacher education program for teachers of

senior high schools and lower levels is basically

financed by trainees themselves, but full public

subsidies and partial assistance are available for

some students. Before they obtain the qualified

status, all graduates are required to pass the

teacherqualification test, go through one year of

internship, and pass the second qualification test.

With the status, they are eligible to be employed

by a primary or secondary school after the

approval of school evaluation committee.

There are two ways to obtain teacherqualification,

qualification test for teachers at secondary schools or

below, and qualification review for teachers at

colleges and universities.


4/78

43

2003 EDUCATION

in the Republic of China

while he/she was at university;

(

d) graduating from foreign universities and completing required credits of

education.

(B) Teacher of Vocational Courses:

Graduating from a teachers college or a normal university, or other

university or college with

programs designed to train vocational schools teachers.

attending physician in medical center with good performance record and

specialized

publications; or

(d) being a lecturer for at least three years with good performance record

and specialized publications.

(C) Associate Professor:

(a) earning a doctoral degree from a graduate school with good performance

record and specialized

publications.

(b) being an assistant professor for at least three years with good

performance record and specializedpublications.

(D) Professor:

(a) being an associate professor for at least three years with good

performance record and specialized


5/78

publications; or

(b) earning a doctoral degree and undertaking research at an educational

institute or a professional

agency for at least eight years with original works or inventions, and with

important academic

contribution or specialized publications.

Note: Qualification requirements for teachers at special or supplementary

schools are the same as those

for teachers at regular schools.

TeacherQualification (Further Education)

The University of Stirling Teaching Qualification in Further Education

(TQFE) is a qualification which aims to meet the needs of the contemporary

Scottish FE sector, by offering a flexible programme for both pre- and in-

service students:

o It is based on the The Professional Standards for

Lecturers in Scotlands Colleges published by the Scottish Executive in June

2006.

o It is approved by the Scottish Executive in consultation

with the General Teaching Council (Scotland)

o The core TQFE award can be completed within one

calendar year (two semesters)

o It offers advanced standing for the PDA awardsequivalent to two modules (30 credits at postgraduate level and 44 credits

at undergraduate level)

o It offers progression pathways at undergraduate (BA)

and postgraduate (MEd TQFE) levels of study


6/78

o It offers pre-service students opportunities for

practicing their teaching in both a simulated environment at the University

and through practice placements in collaborating FE Colleges.

o It is delivered on a day-release basis for in-service staff

and supported through distance learning materials (using WebCT). In-house

versions of the TQFE are also offered at individual colleges.

o It provides ongoing support and assessment within a

college from a dedicated team of Teacher Fellows and mentoring staff

Teacher Qualification (Further Education)

AIMS and OBJECTIVES

o The University of Stirling TQ (FE) programme provides an

accredited initial teacher training programme that meets the needs of the

contemporary further education sector, while guaranteeing academic

standards appropriate to the teaching profession.

o The programme combines the occupational standards set

out in the Governments National Guidelines on Provision Leading to the

Teaching Qualification (SOEID, 1997, under review) with underpinning

academic theory to provide a comprehensive developmental course for FE

lecturers.

Who should study for the TQ(FE)?

o Lecturers (full or part-time) who are currently working in

further education colleges, and who wish to obtain a teaching qualification.


7/78

o Individuals who do not currently work in a College, but who

wish to pursue a lecturing career in the sector. A suitable work placement

will be arranged for these applicants at point of admission to the

programme.

o Individuals working in other training and education

contexts in post-compulsory education.

Objectives

Undertaking the Stirling TQFE will enable participants

o to support the learning needs of a diverse and

heterogeneous population of students

o to demonstrate and solid grasp of learning theory and

their application to modern learning environments

o to explore their own theories of learning and to become

critical thinkers, aware of both the merits and deficiencies of present

practice

o to design and deliver programmes at a range of levels and

in a variety of modes

o to assess learning using a variety of instruments, including

competence-based frameworks and traditional 'academic' methods

o to demonstrate an understanding of the role of FE in a

rapidly changing world through a knowledge of local, national and

international policies

o to work within team structures

o to respond rapidly to change


8/78

o to aspire to further training and qualifications as part of

their own commitment to professional development


COURSE STRUCTURE

Who is it for?

The programme is aimed at a range of prospective students: Lecturers (full or

part-time) who are currently working in further education colleges, and who

wish to obtain a teaching qualification; individuals who do not currently work ina college, but who wish to pursue a lecturing career in the sector (a suitable

work placement will be arranged for these applicants at point of admission to

the programme); it is also suitable for individuals working in other training and

education contexts in post-compulsory education

Pace of Study

Individuals may study as in-service or pre-service students. The pace of study

depends on the individual student and on the amount of credit students bring

to the programme. Typically, a student could expect to complete the core

TQFE programme in 12 months.

Collaboration

The Programme is a collaboration one in ethos and in delivery and the work-

based elements are supervised and assessed by Teacher Fellows who are

recruited from senior staff in FE


9/78

Mode

The programme requires attendance at the University of typically two days

per module (ten days over the calendar year). In-house delivery is normally

possible for colleges that have cohorts of staff undertaking the programme.

Flexibility

The programme is fully modularised allowing maximum flexibility. There are

two intakes per year, one in September and one in February and the modules

may be taken in any order

Progression

Students may progress onto other programmes within the Institute of

Education. For example, students achieving the Postgraduate Certificate may

progress to a full Masters within the Institute on completion of the Research

and Enquiry module and the dissertation at the end of their TQFE or,

alternatively, a range of taught modules. The Institute has an excellent

reputation for both teaching and research and an extensive portfolio of

courses.

Structure

There are 6 core modules on the TQFE programme, all of which are mandatory

for in-service students. Pre-service students need to complete 7 modules; this

includes a double unit on Further Education Link Practice I & II.

Unit Title Occupational Standards Status UG PG


10/78

Credit

Rating

Credit

Rating

The Further

Education

Context

6 Respond to change Mandatory SCQF 9

22

points*

SCQF 11

15 points

The Learner 1.Guide and Support the

Learner

Mandatory SCQF 9

22

points*

SCQF 11

15 points

Learning and

Teaching

3. Facilitate learning Mandatory SCQF 9

22

points*

SCQF 11

15 points

Assessment 4. Assess Learner

Achievement

Mandatory SCQF 9

22

points*

SCQF 11

15 points

Professional

Development

7. Continue to develop

professionally

Mandatory SCQF 9

22

points*

SCQF 11

15 points

Curriculum

Design

2. Design the learning

experience

5. Evaluate the teaching

and learning experience

Mandatory

SCQF 9

22

points*

SCQF 11

15 points

Research and

Enquiry inFurther

Education

The core competencies are

not covered but the unit isinformed by the national

guidelines and consultation

with the sector.

Optional SCQF 9

44points*

SCQF 11

30points

Further The core competencies areMandatory SCQF 9-


11/78

Education Link

Practice

not covered, but the unit is

mandatory for pre-service

students as an essential

introduction to teaching

practice in FE

for pre-

service

students

44

points*

*Credit ratings are under review by the university but this will not have

any impact on exit qualifications.

Institute of Education, University of Stirling, Stirling, Scotland, FK9 4LA,

Tel: 01786 467600

Text Only | Disclaimer | Page Maintained by CELD . Page last modified:

11/16/2006 21:21:16

2003. All Rights Reserved. Menus created with Milonic.


ENTRY REQUIREMENTS

What are the entry requirements?

1. The teaching qualification (further education) is awarded after the

person has successfully completed an approved programme.

2. The normal entry requirements for admission to a programme leading

to a teaching qualification (further education) are:

a relevant degree from a higher education institution in

the United Kingdom (UK) or a degree of an equivalent standard from a

recognised institution outside the UK;
http://www.home.stir.ac.uk/cgi-bin/parser.plhttp://www.ioe.stir.ac.uk/tqfe/format.htm#%23mailto:[email protected]://www.milonic.co.uk/menu/http://www.milonic.co.uk/menu/http://www.home.stir.ac.uk/cgi-bin/parser.plhttp://www.ioe.stir.ac.uk/tqfe/format.htm#%23mailto:[email protected]://www.milonic.co.uk/menu/


12/78

a relevant associateship or diploma from a higher

education institution in the UK or an associateship or diploma of an

equivalent standard from a recognised institution outside the UK;

a relevant Higher National Diploma (HND) at level 8 on

the Scottish Credit and Qualifications Framework (SCQF);

a relevant Higher National Certificate (HNC) at level 7

where this is the highest level of qualification available in the UK in the

subject area concerned;

a part III, full technological certificate, licentiateship

or other Senior Award from the City and Guilds of London Institute;

in certain subject areas, other qualifications which are

of equivalent standard to those listed above.

3. Candidates will be able to transfer credit into TQ(FE) programmes

when they have gained the initial teacher training Advanced Diploma:

Teaching in Further Education or another teaching qualification of equivalent

standard.

4. Candidates must also have both language and number skills which

meet the demands of the course. The normal entry requirements will be:

a National Qualifications Course award in English at level

6 on the SCQF (or suitable evidence of being able to attain this standard)*;

and a National Qualifications Course award in numeracy or

mathematics at level 4 on the SCQF (or suitable evidence of being able to

attain this standard)*.


13/78

5. Candidates should have Information and Communications Technology

(ICT) skills equivalent to Intermediate Level 2 (i.e. level 5 on the SCQF)**.

This level of skill in the use of ICT is required partly in order to be able to

fully participate on the TQ(FE) programme and partly in order to be able to

function effectively in the working environment.

6. As post-employment TQ(FE) programmes are based on the idea of

reflective practice, Teacher Education Institutions usually require

candidates to have experience of teaching in a college or other educational

environment.

7. As well as formal qualifications, all applicants should normally have

industrial, commercial or other relevant experience.

*Due to their Core Skills content, completion of any of the (new or existing)

ITT Professional Development Awards approved by the PDF (see Annex B)

also satisfies the entry requirements in respect of language and number

skills.

**Completion of either of the new ITT Professional Development Awards

approved by the PDF (see Annex B), or of the proposed new CPD unit/award

in the use of ICT for learning and teaching, also satisfies the entry

requirements in respect of ICT skills.

'


CREDIT ARRANGEMENTS

Credit Transfer
http://www.ioe.stir.ac.uk/tqfe/qual.htmhttp://www.ioe.stir.ac.uk/tqfe/qual.htm


14/78

A variety of Prior Certificated Learning credits are available. For example,

students with an HND or equivalent are awarded 180 SCQF points and are

thus able to graduate with a BA on completion of the core TQFE programme

and the module on Research and Enquiry. The Professional Development

Award (PDA) is fully recognised and specific credit is given:

PDA

Advanced Certificate (44 credits at undergraduate level

and 30 credits at postgraduate level)

Advanced Diploma (44 credits at undergraduate level

and 30 credits at postgraduate level)

Students holding single elements of the PDA will still be

able to apply for exemption from individual elements of assessment.

Credit is also given for students possessing the TDLB D

unit or the new A units.

Full guidance on applying for credit transfer is given on application. Further

information is available from the Programme Director Dr Roy Canning

International Jobs | Korean Jobs | Korean Job Forum | Teacher Training

Forum

Job Information Journal | Post Your Resume | Job Links | Dave's ESL Cafe

Home

Teachers College, Columbia University: Train to Teach English Here or

Abroad
mailto:[email protected]://www.eslcafe.com/joblisthttp://www.eslcafe.com/jobs/koreahttp://www.eslcafe.com/forums/koreahttp://www.eslcafe.com/discussion/dz1http://www.eslcafe.com/discussion/dz1http://www.eslcafe.com/jobinfohttp://www.eslcafe.com/jobs/wantedhttp://www.eslcafe.com/search/Jobshttp://www.eslcafe.com/http://www.eslcafe.com/http://www.tc.edu/tesolcertificate/http://www.tc.edu/tesolcertificate/mailto:[email protected]://www.eslcafe.com/joblisthttp://www.eslcafe.com/jobs/koreahttp://www.eslcafe.com/forums/koreahttp://www.eslcafe.com/discussion/dz1http://www.eslcafe.com/discussion/dz1http://www.eslcafe.com/jobinfohttp://www.eslcafe.com/jobs/wantedhttp://www.eslcafe.com/search/Jobshttp://www.eslcafe.com/http://www.eslcafe.com/http://www.tc.edu/tesolcertificate/http://www.tc.edu/tesolcertificate/


15/78

TEFL useful or not?

Teacher Discussion Forums Forum Index ->

Announcements

View previous topic :: View next topic

Author

Message

Gabriela1982

Joined: 02 Jan 2007

Posts: 1

Posted: Wed Jan 03, 2007 2:05 am Post subject: TEFL useful or not?

My name is Gabriela Im new in this forum. I'm studying to become an english

teacher. I have always wanted to know if i wanted to teach abroad, would it

be useful to take the TEFL course? I've seen that a lot of people take the

course, but does that assure you to get a job rather than having a degree inteaching? Well, I would like to hear some answers..

By the way, hello to everyone!
http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&start=0&postdays=0&postorder=asc&highlight=&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/index.php?sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewforum.php?f=24&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&view=previous&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&view=next&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=12185&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/posting.php?mode=quote&p=31900&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?p=31900&sid=af8f240b5e659dde0821af0400b0a5c2#31900http://www.eslcafe.com/forums/teacher/posting.php?mode=reply&t=7579&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/posting.php?mode=newtopic&f=24&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&start=0&postdays=0&postorder=asc&highlight=&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/index.php?sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewforum.php?f=24&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&view=previous&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&view=next&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=12185&sid=af8f240b5e659dde0821af0400b0a5c2


16/78

Gabriela

Back to top

keith

Joined: 17 Oct 2005

Posts: 12

Posted: Fri Jan 05, 2007 3:26 pm Post subject:

Hi Gabriela

There are certainly advantages to having a TEFL qualification. You'll find

that the majority of employers nowadys require a qualification of some kind.

It won't assure you a job, but it will certainly help!

The two most internationally recognised qualifications are the Cambridge

CELTA and Trinity Cert TESOL. Both these are 120 hour, classroom based

courses which include some observed teaching as part of the assessment.
http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&start=0&postdays=0&postorder=asc&highlight=&sid=0cdefcea927c02d998cc4dac19b9608e#tophttp://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=6711&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/posting.php?mode=quote&p=31940&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?p=31940&sid=af8f240b5e659dde0821af0400b0a5c2#31940http://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=12185&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/privmsg.php?mode=post&u=12185&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=12185&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&start=0&postdays=0&postorder=asc&highlight=&sid=0cdefcea927c02d998cc4dac19b9608e#tophttp://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=6711&sid=af8f240b5e659dde0821af0400b0a5c2


17/78

There are also several other good quality courses of equivalent length and

content, as well as some good quality shorter and online courses. Generally

speaking though, the shorter and less classroom based your course, the more

limited your employment options will be. (Have a look at the jobs advertised

on this site and others and you will see that many require a CELTA, Trinity

cert TESOL or equivalent).

You also need to think about where you want to teach, and for how long.

CELTA and Trinity courses can be quite a financial investment if you are only

thinking about teaching for a year, in a country which accepts teachers with

a shorter qualification. From your post though, it sounds like you might be

thinking of English teaching as more of a long term career?

Quite apart from improving job prospects, a TEFL qualification can give you

the confidence you need to step into the classroom for the first time!

Good luck with whatever you decide to do.

Keith

http://www.eslbase.com/

Back to top
http://www.eslbase.com/http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&start=0&postdays=0&postorder=asc&highlight=&sid=0cdefcea927c02d998cc4dac19b9608e#tophttp://www.eslbase.com/http://www.eslcafe.com/forums/teacher/privmsg.php?mode=post&u=6711&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/profile.php?mode=viewprofile&u=6711&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslbase.com/http://www.eslcafe.com/forums/teacher/viewtopic.php?t=7579&start=0&postdays=0&postorder=asc&highlight=&sid=0cdefcea927c02d998cc4dac19b9608e#top


18/78

Display posts from previous:Go

Teacher Discussion Forums Forum Index ->

Announcements All times are GMT

Page 1 of 1

Jump to:Go

You cannot post new topics in this forum

You cannot reply to topics in this forum

You cannot edit your posts in this forum

You cannot delete your posts in this forum

You cannot vote in polls in this forum

Teachers College, Columbia University: Train to Teach English Here or

Abroad

This page is maintained by the one and only Dave Sperling.

Contact Dave's ESL Cafe

Copyright 2007 Dave Sperling. All Rights Reserved.

Powered by phpBB 2001, 2002 phpBB Group

teacher (english as a foreign language)
http://www.eslcafe.com/forums/teacher/index.php?sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewforum.php?f=24&sid=af8f240b5e659dde0821af0400b0a5c2http://www.tc.edu/tesolcertificate/http://www.tc.edu/tesolcertificate/http://www.eslcafe.com/email.htmlhttp://www.phpbb.com/http://www.eslcafe.com/forums/teacher/posting.php?mode=reply&t=7579&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/posting.php?mode=newtopic&f=24&sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/index.php?sid=af8f240b5e659dde0821af0400b0a5c2http://www.eslcafe.com/forums/teacher/viewforum.php?f=24&sid=af8f240b5e659dde0821af0400b0a5c2http://www.tc.edu/tesolcertificate/http://www.tc.edu/tesolcertificate/http://www.eslcafe.com/email.htmlhttp://www.phpbb.com/


19/78

The work

Teachers of English as a Foreign Language (EFL) teach English to people

whose first or main language is not English. Students learn English fordiferrent work or leisure purposes, such as:

to help with their work or business

to improve their conversational English

to get into college or university in an English speaking country

to prepare for an exam.

Teaching English as a Foreign Language is widely known as TEFL. The

teaching takes place in different settings, such as:

commercial language schools

further education colleges

language centres throughout the UK and overseas.

It usually involves teaching small groups of students.

The work involves:

preparing language lessons and activities

producing resources as well as using those that are already available

setting and marking tests and exercises for students

being involved in social and cultural activities, such as sports and social

events, trips to other towns, cities, local shops or museums.

Some teachers concentrate on teaching English for business and other

specialist areas - known as TESP (Teaching English for Specific Purposes).


20/78

Teaching English as a Second Language (TESL) involves teaching people living

long-term or permanently in the UK whose first language is not English. They

are taught a level of English which will enable them to fit into everyday life.

Both TEFL and TESL are covered by the term Teaching English to Speakers

of Other Languages (TESOL).

Hours and Environment

Hours can vary depending on the organisation or type of job. Some jobs

involve evening and weekend work. As well as classroom teaching, teachers

spend many hours preparing lessons and materials. In some jobs, particularly

in summer schools, teachers spend a lot of time supervising sporting and

social activities. Some jobs involve living-in.

Most of the work is indoors in classrooms, but some time may be spent

outdoors, for example on outings.

Skills and Interests

To be a teacher of English to speakers of other languages you should:

have a good knowledge of English, particularly grammar

have strong verbal and written communication skills

be a good listener

have lots of confidence and a lively personality

have energy, patience and a good sense of humour

get on well with people of all ages and from different backgrounds and

cultures

be able to adapt your teaching style to suit your students


21/78

have the creativity to devise lessons that are practical and enjoyable.

Entry

To find work as an EFL teacher you will need a good educational background

and an excellent standard of English. Some employers will expect you to have

a degree. This does not need to be in any particular subject, but the

following might be useful:

English

linguistics modern foreign languages

education.

To get on to a degree course you usually need:

two A levels/three H grades; and

five GCSEs (A-C)/S grades (1-3) .

Other qualifications may be accepted in place of A levels and H grades. An

Access to Higher Education qualification may also be accepted for entry to

certain courses. Please check with colleges or universities for their exact

entry requirements.

You may be able to find work teaching EFL without a TEFL qualification,

but qualifications are advisable for the following reasons:

they will give you the skills you need to teach effectively

they can make a difference in finding work and in your pay

they are essential for some jobs.


22/78

Please see the Training section for information on qualifications.

You could consider gaining experience as a language assistant. Please see the

British Council website for details. There is a link to the site in the Further

Information section.

Training

Many universities, colleges and private language schools offer courses for

teaching EFL. The following qualifications are widely accepted:

CELTA (Cambridge Certificate in English Language Teaching toAdults) - you need at least two A levels/three H grades (or the

equivalent) and must be at least 18 years old (20 in some cases).

Courses last four or five weeks full-time or 16 weeks to one year part-

time

CELTYL (Cambridge Certificate in English Language Teaching to

Young Learners) - this is very similar to the CELTA course (with the

same entry requirements), but specialises in teaching younger learners

CertTESOL (Trinity College London Certificate in Teaching English

to Speakers of Other Languages) - you usually need A levels/H

grades, or the equivalent, and must be at least 18 (20 in some cases).

Courses last between four and ten weeks full-time and three months

to a year part-time.

Certificates are usually enough for basic level jobs. There are also higher

level courses which are needed if you want to aim for a higher level. They

include:


23/78

DELTA (Cambridge Diploma in Language Teaching to Adults)

Trinity Licentiate Diploma in TESOL.

For these you need EFL teaching experience and usually a TEFL certificatequalification.

There is also a growing number of MA degrees in TEFL or TESOL for which

you need a first degree. These can be useful if you want to move into

management.

To teach EFL in a college of further education in th UK, you will need:

a Level 4 Certificate in Further Education Teaching at Stage 3 (See

Lecturer: Further Education); and

a Certificate for ESOL Subject Specialists which is available through

Cambridge ESOL or Trinity College.

Please see the Cambridge and Trinity websites for further information and

details of course providers..

Opportunities

Most people who train as EFL teachers do so as a means of working and living

abroad. Many of these jobs are on fixed-term contracts of between nine

months and two years. The main employers include: commercial language

schools; government departments; voluntary organisations; large companies;

and The British Council. Overseas opportunities are good in many countries.

Work is available in the UK in commercial language schools. These are found

throughout the UK, although there are more in London, the south coast of

England, and Oxford and Cambridge. There is a shortage of EFL teachers


24/78

and there are many vacancies for qualified people. However, most of the

work is seasonal, the busy period being between Easter and autumn. Many of

the jobs are on short-term contracts. It is difficult to get a permanent or

long-term job.

Some EFL teachers work in colleges and universities in the UK. With

experience, it is possible to gain promotion to a senior or management

position in a commercial language school or a college, but such jobs are

scarce. Other possibilities include:

private tuition

training other people to teach EFL

opening a language school

writing books and other EFL materials

setting and marking examinations.

Annual Income

Figures are intended as a guideline only.

Teachers working in commercial language schools in the UK could earn

between around 13,000 to around 18,000 a year.

Earnings for senior positions can be up to 24,000 or more a year.

This is based on full-time work - work is often seasonal, with most available

in the summer, and teachers are often paid by the hour or week.

In language schools overseas the salaries vary widely from country to

country. A typical salary in China may be between 4,000 and 7,500 but

usually includes accommodation and flights. Salaries in Europe are between

5,000 and 8,000 including accommodation. Salaries in parts of the Middle


25/78

East and countries such as Japan, Korea and Taiwan can be higher and may

be in the region of 18,000 to 20,000.

Contracts are usually for between nine and twelve months or for the

summer. It is important to take into account the cost of living in a country

before judging the value of a salary.

Further information

University of Cambridge ESOL Exams

1 Hills Road

Cambridge

CB1 2EU

http://www.cambridge-efl.org

Trinity College London

89 Albert Embankment

London

SE1 7TP

Tel: 020 7820 6100

http://www.trinitycollege.co.uk

International Association of Teachers of English as Foreign Language

(IATEFL)

Darwin College

University of Kent

Canterbury

Kent

CT2 7NY

Tel: 01227 824430
http://www.cambridge-efl.org/http://www.trinitycollege.co.uk/http://www.iatefl.org/http://www.iatefl.org/http://www.cambridge-efl.org/http://www.trinitycollege.co.uk/http://www.iatefl.org/http://www.iatefl.org/


26/78

http://www.iatefl.org

British Council

10 Spring Gardens

London

SW1A 2BN

Tel: 020 7930 8466

http://www.britishcouncil.org

If you would like to discuss your career options with a learning advisor at

the learndirect advice line, call 0800 100 900 or email:

[email protected]

Outlook: Stable

last updated: Mon, 23 Oct 2006

Back to top what's on the site...

home

find a course

jobs and careers

o job profiles

o assess your skills and interests

o finding a job
http://www.britishcouncil.org/mailto:[email protected]://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile388/#tophttp://www.learndirect-advice.co.uk/http://www.learndirect-advice.co.uk/findacourse/http://www.learndirect-advice.co.uk/helpwithyourcareer/http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/http://www.learndirect-advice.co.uk/helpwithyourcareer/skills/http://www.learndirect-advice.co.uk/helpwithyourcareer/findingajob/http://www.britishcouncil.org/mailto:[email protected]://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile388/#tophttp://www.learndirect-advice.co.uk/http://www.learndirect-advice.co.uk/findacourse/http://www.learndirect-advice.co.uk/helpwithyourcareer/http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/http://www.learndirect-advice.co.uk/helpwithyourcareer/skills/http://www.learndirect-advice.co.uk/helpwithyourcareer/findingajob/


27/78

help and advice

features

get in touch

national

learning advice

learndirect

courses & centres

learndirect

for business

university

qualifications

site home | about us |

Help me find...go

| Cymru/Wales | Northern Ireland

|

copyright | privacy statement | terms and conditions | statement of service

|jobs at Ufi / learndirect

This is the html version of the file

http://www.modernenglishpublishing.com/celtsample.pdf.

Google automatically generates html versions of documents as we crawl

the web.

To link to or bookmark this page, use the following url:

http://www.google.com/search?

q=cache:bharcli8ZXgJ:www.modernenglishpublishing.com/celtsample.pdf+tefl

+qualification&hl=en&ct=clnk&cd=316
http://www.learndirect-advice.co.uk/helpandadvice/http://www.learndirect-advice.co.uk/features/http://www.learndirect-advice.co.uk/contactus/http://www.learndirect-advice.co.uk/http://www.learndirect-advice.co.uk/http://www.learndirect.co.uk/personal/http://www.learndirect.co.uk/personal/http://www.learndirect-business.co.uk/http://www.learndirect-business.co.uk/http://www.learndirect.co.uk/learningthroughwork/?view=ltwhttp://www.learndirect.co.uk/learningthroughwork/?view=ltwhttp://www.learndirect.co.uk/http://www.learndirect.co.uk/aboutus/http://www.learndirect.co.uk/personal/cymraeg/?view=Waleshttp://www.learndirect.co.uk/personal/northernireland/?view=Northern+Irelandhttp://www.learndirect-advice.co.uk/copyright/http://www.learndirect-advice.co.uk/privacystatement/http://www.learndirect-advice.co.uk/terms/http://www.learndirect-advice.co.uk/statementofservice/http://www.jobtrain.co.uk/learndirect/http://www.modernenglishpublishing.com/celtsample.pdfhttp://www.learndirect-advice.co.uk/helpandadvice/http://www.learndirect-advice.co.uk/features/http://www.learndirect-advice.co.uk/contactus/http://www.learndirect-advice.co.uk/http://www.learndirect-advice.co.uk/http://www.learndirect.co.uk/personal/http://www.learndirect.co.uk/personal/http://www.learndirect-business.co.uk/http://www.learndirect-business.co.uk/http://www.learndirect.co.uk/learningthroughwork/?view=ltwhttp://www.learndirect.co.uk/learningthroughwork/?view=ltwhttp://www.learndirect.co.uk/http://www.learndirect.co.uk/aboutus/http://www.learndirect.co.uk/personal/cymraeg/?view=Waleshttp://www.learndirect.co.uk/personal/northernireland/?view=Northern+Irelandhttp://www.learndirect-advice.co.uk/copyright/http://www.learndirect-advice.co.uk/privacystatement/http://www.learndirect-advice.co.uk/terms/http://www.learndirect-advice.co.uk/statementofservice/http://www.jobtrain.co.uk/learndirect/http://www.modernenglishpublishing.com/celtsample.pdf


28/78


29/78

3

Page 4

Guide to Careers in English Language Teaching

Reprinted 2003

First Published in 2003 by: Modern English Publishing Ltd

32-34 Great Peter Stret, London, SW1P 2DB, UK

Tel:

+44 (0)20 7222 1155

Fax:

+44 (0)20 7222 1551

Web:

www.CareersInELT.com

Email:

[email protected]

Modern English Publishing, 2003

Editor

Simon Collin

Editorial Director

Peter Collin

Design

Modern English Publishing

Section Acknowledgments:

Training:

Mary Ellen Butler-Pascoe, Susan Matson.

Working Overseas:

The British Council, James Beetham, Roger Chrisman, Guillaume Gazembetti,


30/78

Chung Han, Michael Howard, Alistair Kennedy, Dianne James, Ian McNamara,

Martha Oral, Edward Prados, Mark Sigrist, Yuri Tambovtsev, Celia

Thompson,

Mark Warschauer, Colin Underwood, Paul Vreeland, Joe Ziegler,

Brian Garity, Tony Donovan.

Career Development

Tina Carver, Lin Lougheed, Andy Martin, Mark Peterson, Mona Scheraga,

Barbara Stipek.

All rights reserved. No part of this publication may be reproduced in any

form or by any means without the

permission of the publishers.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

ISBN 1-904549-00-4

Printed by WS Bookwell, Finland

NOTE: While every effort has been made to ensure that the information

contained in this book is accurate and

up-to-date at the time of going to press. However, details are bound to

change, especially with regard to

information that refers to visa requirements, state certification, exchange

rates and working conditions. The

publisher is not responsible for any problems or disappointmentsencourntered during your training,

qualifications or travels.

If your school is mentioned in this guide and you would like to update your

information for the next edition of


31/78

the guide, please visit our website www.CareersInELT.com where you can

update your information using the

forms online or use the form at the back of this book.

4

Page 5

Contents

Foreword

7

ACRONYMS

9

1: TRAINING TO TEACH

12

Training/Qualifications. . . . . . . . . . . . . . . . . 13

Choosing a course . . . . . . . . . . . . . . . . . . 13

Certificate courses

. Types of course . . . . . . . . . . . . . . . . . . 16

. Certificate Training course directory . . . . . . . . 19

. Distance Learning Certificate course directory . . . 51

. University Degree course directory. . . . . . . . . 53

2: FINDING A JOB

55

. Recruitment agencies . . . . . . . . . . . . . . . 56

. International school groups. . . . . . . . . . . . . 56

. The British Council . . . . . . . . . . . . . . . . . 58

. Summer schools . . . . . . . . . . . . . . . . . . 59

. Jobs on the Internet . . . . . . . . . . . . . . . . 60


32/78

. Volunteer programmes . . . . . . . . . . . . . . . 62

3: PREPARATION: BEFORE YOU GO

65

Insurance . . . . . . . . . . . . . . . . . . . . . . . 66

Tax . . . . . . . . . . . . . . . . . . . . . . . . . . 68

4: WORKING AROUND THE WORLD

73

Over 100 country profiles: index . . . . . . . . . . . 74

Country Profiles, by region

. Western Europe . . . . . . . . . . . . . . . . . . 77

5

Page 6

continued:WORKING AROUND THE WORLD

Country Profiles, by region

. Eastern and Central Europe . . . . . . . . . . . . 102

. Middle East and North Africa . . . . . . . . . . . . 124

. Africa . . . . . . . . . . . . . . . . . . . . . . . . 141

. Australia / New Zealand . . . . . . . . . . . . . . 148

. Asia. . . . . . . . . . . . . . . . . . . . . . . . . 152

. Latin America. . . . . . . . . . . . . . . . . . . . 179

. North America . . . . . . . . . . . . . . . . . . . 200

. . . . . US Public school system . . . . . . . . . . 201

. . . . . US State certification . . . . . . . . . . . . 205

5: CAREER DEVELOPMENT

218

Diploma course directory . . . . . . . . . . . . . . . 220


33/78

Masters degree course directory . . . . . . . . . . . 230

Specialist English

. CALL: Teaching Language & Technology . . . . . 248

. Teaching English for specific purposes . . . . . . 252

Study for a Doctorate . . . . . . . . . . . . . . . . . 256

Getting Published . . . . . . . . . . . . . . . . . . . 259

Running Your Own School . . . . . . . . . . . . . . 265

School Management . . . . . . . . . . . . . . . . . 267

6: APPENDIX

269

Teaching Associations . . . . . . . . . . . . . . . . 270

Useful websites . . . . . . . . . . . . . . . . . . . . 272

. Web directories. . . . . . . . . . . . . . . . . . . 272

. Associations . . . . . . . . . . . . . . . . . . . . 273

. Schools . . . . . . . . . . . . . . . . . . . . . . . 274

. Bookshops . . . . . . . . . . . . . . . . . . . . . 274

. Magazines . . . . . . . . . . . . . . . . . . . . . 275

. Publishers . . . . . . . . . . . . . . . . . . . . . 275

. Conferences . . . . . . . . . . . . . . . . . . . . 276

. Discussion groups . . . . . . . . . . . . . . . . . 276

. Lesson plans . . . . . . . . . . . . . . . . . . . . 277

. Classroom material. . . . . . . . . . . . . . . . . 277

. Teaching tips . . . . . . . . . . . . . . . . . . . . 278

. Travel advice . . . . . . . . . . . . . . . . . . . . 278

The British Council around the world . . . . . . . . . 280

U.S Embassies around the world . . . . . . . . . . . 295


34/78

Index

309

6

Page 7

Foreword

B

eing an English language teacher can be whatever you want it to be: a

passport to world

travel; a stable and fulfilling career; a way of helping others or the first

step to owning

your own business. This guide will help you choose how best to get qualified,

find a job,

develop professionally and travel the world. World demographics will result

in sustained

demand for teachers of English for at least the next twenty years thats

about as secure a job

market as you will find these days.

Like it or not, English has become the worlds language and it is growing in

importance

every day. Globalization and developments in communications are fuelling

demand for the

language around the world. About 85% of the Internets web-pages are in

English and everyone

has acknowledged that English is essential for efficient use of the web -

recently the


35/78

governments of Japan and Korea announced policies to encourage all of their

working

populations to acquire a basic level of English.

If you are looking for a way to travel and work overseas, then teaching

English is an

obvious path. There are teachers from the UK, USA, Canada, Australia and

New Zealand

working as English teachers in almost every country in the world. Hundreds

of thousands of

young people have used teaching English as a means to see the world and

understand other

cultures.

By the year 2050 it is estimated that half the worlds population will be

competent users of

English. This learning frenzy will not take place because of some love for the

language, but due

to the realization that people will be left behind in work and social situations

unless they can

communicate with the rest of the world.

And even in native-English speaking countries, the demand for learning

English is high:

for example, in the UK, there are hundreds of ELT-schools that gain most oftheir student intake

from overseas visitors combining lessons with travel - from young learners

visiting with a school


36/78

for a week to professionals learning business English for their job

development. And in the

USA, teaching people to speak English accounts for almost half of all adult

education!

This book will show you how you can work in English language teaching: If you

are

looking for a stable, long term career; to give something back to your

community or to the rest

of the world through voluntary work; or a good way to pay for your round-

the-world adventure,

this guide will explain how to do it through teaching English.

7

Foreword

Page 8

Using This Guide

T

his Guideis designed for use by people thinking of becoming teachers as well

as those

who have started training and experienced teachers. Although you can read

the Guidefrom

cover to cover, you may find it easier to start with the section that is most

suited to your

own particular needs.

One: Training to Teach (p.12) is aimed at readers who are thinking of

becoming


37/78

teachers of English as a second or foreign language and who are interested

in getting qualified to

teach. We provide an overview of the different training courses on offer

short term

introductory and certificate courses and details of training courses held

around the world.

Two: Finding a job (p.55) explains how best to find a job as a newly

qualified teacher.

This covers job agencies, applying directly to schools and using the Internet.

Country-specific

information and a directory of schools to approach for a job are listed in

section 4.

Three: Preparation - before you go (p.65) covers the topics that you

need to address

before you set off and travel the world! This includes insurance, tax issues

and how to handle

problems when you reach your school.

Four: Working Around the World (p.73) is written for readers who want

to explore the

exciting prospects of combining teaching with travel. The section provides

detailed profiles of

over 100 countries, together with their work prospects, regulations(including tax and visas),

contact details of the local embassy and British Council office and, most

importantly, a directory


38/78

of the main job prospects: the schools in the country together with their

contact details.

Five: Career Development (p.218) is the section intended for language

teachers with

experience who want to develop their skills and professional lives. We

include directories of

Diploma courses, universities that provide Masters courses and doctorates.

We also cover

specialist English subjects, including young learners and business English.

Lastly, we cover

school management and how to get published.

Appendix (p.269) contains a list of useful websites, addresses for teacher-

associations,

schools, publishers, suppliers, travel-related sites, British Council offices

and US embassies

around the world.

8

Using This Guide

Page 9

Acronyms

For many new teachers, the first lesson is to learn the acronyms that are

used in the profession. Here are some of the more common ones.

Basic

ACE: Access Certificate in Education. An

entry-level training certificate being piloted by

Pitmans/City and Guilds in the UK.


39/78

BC: British Council

CALL: Computer Assisted Language Learning.

CELTYL: Certificate in English Language

Teaching to Young Learners. A new qualification

from UCLES (see below)

DOS: Director of Studies

EAP: English for Academic PurposesThe study

or teaching of English with specific reference to

an academic (usually a university- or

college-based) course.

ECIS: European Council of International Schools

EFL: English as a Foreign LanguageEnglish

language programmes in countries where English

is not the common or official language. It is used

in American university programmes where

international students study English although the

use of the word foreign is now avoided in some

schools because of its xenophobic connotations.

ELICOS: English Language Intensive Courses

for Overseas Students. The Australian term for

EFL

ELL: English Language Learnera term that hasbecome popular in California designed to replace

the acronym LEP (see below) which many

teachers felt to be pejorative.

ELT: English Language Teaching or TrainingA


40/78

term coined in the UK and designed to replace

EFL. It is in use around the world but has yet to

catch on in the USA.

EOP: English for Occupational Purposes

ESL: English as a Second LanguageEnglish

language programmes in countries where English

is the dominant or official language. Programmes

designed for non-English-speaking immigrants in

the USA are ESL programmes.

ESOL: English to Speakers of Other

Languagesa term often used to describe

elementary and secondary English language

programmes. It is sometimes used to distinguish

ESL classes within adult basic education

programmes.

ESP: English for Specific Purposesa term that

refers to teaching or studying English for a

particular career (like law or medicine) or for

business in general.

IEP: Intensive English Programrefers to an

intensive course designed to help non-English

speaking students prepare for academic study at auniversity or college.

L1: First language

L2: Second language

9


41/78

Acronyms

Page 10

LEP: Limited English Proficienta term used for

many years to designate children in the schools

systems for whom English was not their first

language. Now replaced by terms like ELL.

Teacher Training

CELTA: Certificate in English Language

Teaching to Adults. This is a trade name TEFL

certificate course developed in the UK by

University of Cambridge ESOL (UCLES) and

RSA. DELTA is the advanced Diploma course.

CELTYL: Certificate in English Language

Teaching to Young Learners. A certificate course

developed in the UK by University of Cambridge

ESOL (UCLES); normally taken as an add-on

option with CELTA.

Cert.TEB: Certificate in Teaching English for

Business. A certificate course developed by

LCCI for teachers specialising in business

English (see LCCI, below)

Cert.TESOL: Certificate in TESOL. The

certificate course developed in the UK by Trinity

College London. The advanced version for

experienced teachers is the Lic.Dip.TESOL.

Cert.TEYL: Certificate in Teaching English to


42/78

Young Learners. A certificate course extension

developed by Trinity College London; normally

taken as an add-on option with Cert.TESOL.

COTE: Certificate for Overseas Teachers of

English. A certificate-level course developed by

University of Cambridge ESOL (UCLES)

DELTA: Diploma in English Language

Teaching to Adults. The advanced

(post-experience) qualification from University

of Cambridge ESOL (UCLES)

LTCL.Dip.TESOL: Licentiate Diploma in

TESOL. The advanced (post-experience)

qualification from Trinity College London

TEFL: Teaching English as a Foreign Language

a term that refers to teacher training

programmes in EFL.

TESL: Teaching English as a Second

Languagea term that refers to teacher training

programmes in ESL.

TESOL: Teaching English to Speakers of Other

Languagesa term that is used to distinguish

English language teaching as a professionalactivity that requires specialized training. Also

refers to the teacher examinations developed by

Trinity College London (Cert.TESOL and

LTCL.Dip.TESOL)


43/78

Associations

AAIEP: American Association of Intensive

English Programmes is a group of university and

college-based intensive English programmes

ACELS: Advisory Council for English Language

Schools in Ireland

ARELS: Association of Recognised English

Language Schools in the UK

BASELT: British Association of State English

Language Teaching schools in the UK

CRELS: Combined Registered English

Language Schools of New Zealand

ELTAs: English Language Teacher Associations

groups for teachers in Germany and Austria

IATEFL: International Association of Teachers

of English as a Foreign Language is based in the

UK with members around the world.

JALT: Japanese Association for Language

Teaching

JET: Japanese Exchange and Teaching

Programme

NABE: National Association for BilingualEducation is an association that represents the

interests of bilingual teachers in the USA.

NEAS: National ELT Accreditation Scheme, for

course-providers in Australia


44/78

RELSA: Recognised English Language Schools

Association. The organisation of independent

language schools in Ireland

TESL: Teaching English as a Second Language,

Canada - national federation of teachers and

providers in Canada

TESOL: US-based international association of

teachers of English as a second or foreign

language. There are regional affiliates and many

countries have their own affiliated associations.

10

Acronyms

Page 11

Exams/Exam Boards

Assessment and Qualifications Alliance (AQA)

(formerly AEB & NEAB) Certificate in English

Language Skills (ESOL), JET SET, range of

graded exams for ESOL. www.aqa.org.uk

Cambridge seeUniversity of Cambridge

Chauncey Group (part of ETS, below)

US-based group that administers the TOEIC

student examination. www.toeic.com

ESB (English Speaking Board International)

Oral assessments in (spoken) English

www.esbuk.demon.co.uk

ETS (Educational Testing Service) Based in


45/78

Princeton, NJ, the worlds biggest examination

board, administrators of the TOEFL student

examination. www.ets.com

Institute of Linguists Diploma in English for

International Communication. www.iol.org.uk

International English Language Testing

System (IELTS) Managed by UCLES, the

British Council and IDP Australia for academic

and vocational English. www.ielts.org

London Chamber of Commerce and Industry

(LCCIEB) Range of business and specialist

English examinations. www.lccieb.com

London Examinations - Edexcel International

London Tests of English range of exams graded

from basic to proficient. www.edexcel.org.uk

Pitman Qualifications Range of general ESOL

exams, including spoken English and business

English. www.pitmanqualifications.com

RSA Royal Society of Arts is a body that works

with UCLES (see below).

Trinity College London Responsible for the

Certificate in TESOL and the Licentiate Diplomain TESOL examinations.

www.trinitycollege.co.uk

UCLES (University of Cambridge Local

Examinations Syndicate) syndicate of local


46/78

examination centres around the world that

administer the University of Cambridge ESOL

examinations. www.ucles.org.uk

University of Cambridge ESOL (administered

locally by UCLES) is a British-based

organization responsible for developing a number

of important English language exams (including

PET, FCE, CAE) and teacher training

programmes including the CELTA, CELTYL,

and DELTA examinations.

www.cambridgeESOL.org

11

Acronyms

Page 12

Training To Teach

This chapter offers a comprehensive guide to achieving one of the teaching

credentials that will be essential your working career. Although the

profession is not governed by a single body or a single qualifying entrance

exam, there are many ways to become a qualified teacher the following

sections explain how.

W

hether you plan to teach in your own country or travel overseas, you will need

to

consider the type of training you will require in order to be employed;

opinions within

the teaching field are varied on this question.


47/78

Some teachers argue that you dont need a TEFL Certificate to teach

English around the

world. Others argue that a Masters degree is an unnecessary waste of time

and money and that

it is easy to get a job at a school or college without one. Teachers of this

mindset are convinced

that the teacher training industry is some sort of vast conspiracy set up in

order to fleece

unsuspecting students of their money by conning them into taking courses

for qualifications

which are almost useless. The reality is that you can get a job teaching

English without a formal

qualification, though it is increasingly difficult. It is true that not every

single ESL lecturer has a

Masters degree in TESL, TEFL or TESOL. But these positions are very few

and far between,

especially in the UK, Australia, New Zealand, USA and Canada.

And another consideration: Do you really want to start teaching with no idea

of what you

are doing? Is this fair on you? Is it fair on your students? There are gifted

teachers born with a

natural ability, but even these teachers need guidance and feedback frompeers and mentors.

This section of the Guideis designed to give you an idea of the courses and

programmes on


48/78

offer and which qualification suits your needs best when training to be a

teacher. For

post-experience courses (ie. once you have taught for several years and want

to develop your

career), see page 228.

The English language teaching profession is not governed by a single body.

Instead of a

single qualifying entrance exam, there are multiple routes to qualification as

an English language

teacher. You can start with a simple introductory course - often designed to

help you decide if

this is the career for you - then move on to a basic certificate course. You

can then teach around

the world, before perhaps working on a diploma, Masters degree or

postgraduate qualification.

12

Training To Teach

Page 13

Training and Qualifications

There are several ways to become a qualified English language teacher and

your choice of

qualification route mainly depends on where and who you want to teach. The

time you have to

train and the cost of training are also important considerations.

Can anyone be an English language teacher?


49/78

It is still possible to get a job teaching EFL/ESL without any formal

qualification, but this is

becoming increasingly rare. There is a global shortage of teachers, but

unqualified teachers are

only recruited locally and the pay is usually poor. In major cities and tourist

centres only

qualified teachers will be taken on.

Is there a standard TEFL qualification?

No. There are many routes to qualification as a TEFL teacher ranging from

intensive four-week

Certificate courses to two-year Masters Degrees. In the USA and some of

the Far East, a good

first degree is adequate; whereas in Europe, the Commonwealth and South

America teachers are

preferred to have taken a TEFL course. Of these TEFL courses, the two

best-known practical

teaching certificates are CELTA and Certificate in TESOL, validated by

University of

Cambridge ESOL (adminstered around the world by UCLES) and Trinity

College London

respectively. Once you have experience as a teacher, you can move on to a

post-experiencecourse such as the Diploma in ELT (from Cambridge) or the Licentiate

Diploma in TESOL

(from Trinity College London) see page 218 for details of these courses,

MAs and doctorates


50/78

in ELT.

Am I too old to teach ?

Many middle-aged people faced with redundancy or early-retirement decide

to embark on a

career in English language teaching. Although age can be a barrier in some

parts of the world,

most schools welcome the added depth of life experience that a more

mature teacher can bring to

the classroom.

Im not sure if I want to commit to long course. What should I do?

There are a number of introductory courses in teaching EFL/ESL offered by

various institutions

if you think that you might not want to commit yourself to a career in

teaching, but many

employers may not consider you qualified unless you have at least a

Certificate (see below).

Choosing a Course

How do you choose a Certificate course? There are hundreds of schools,

several accredited

courses and various levels and ways to study. However, they will all cost you

money and take a

couple of months (or longer) of study to complete.Those teachers who want to grow, personally and professionally, are turning

to TEFL

Certificate courses. But not every course will be right for you - and you can

only find a suitable


51/78

course by asking the right questions. Here are some essential questions to

ensure you choose the

best school for you:

13

Page 14

What are the qualifications of your trainers?

A Diploma or Masters degree (MATESOL) for all or most trainers is a good

sign. If those who

will be your role models only have a TEFL Cert. themselves, look deeper into

the curriculum

offered and ask about their years of experience.

While a Masters is not a guarantee of good training, it does suggest deeper

understanding

about the theory behind the methods and a clear commitment to the field.

Have any complaints ever been filed against your school?

If you are studying in the USA, any complaints must, by State licensing

agencies, be reported -

justified or not. The nature of the complaint will tell you what the

programme may not publicly

advertise.

Is your certificate recognized?

Although many excellent certificate programmes are not affiliated with an

exam board such as

Cambridge or Trinity London, many employers (particularly in Europe and

Australia/Asia)


52/78

favour teachers with a recognised CELTA or Cert.TESOL qualification (from

Cambridge and

Trinity College London, respectively).

What about the duration of your programme and practicum?

Ask about both classroom time and practicum hours. Intensive programmes

can run 120 to 150

hours. The more practicum hours, closely supervised, the better. It is very

difficult for a teacher

to learn from his or her mistakes if given only three or four opportunities to

teach. The ideal

programme will allow you chances to work with beginning, intermediate, and

advanced speakers

of English. Note: part-time programmes lack the immediacy of feedback

seen in intensive,

full-time programmes.

What is your hire/placement track record?

Proprietary programmes are required to keep close records on how many

graduates get jobs. The

vast majority, over 80%, should be getting jobs within two months of hire,

given the intense

market for EFL/ESL teachers.

Tell me about your job networkAt minimum, a school should have an extensive list of employers throughout

the world and

access to Internet postings. Some programmes also offer job counseling, CV

advice, and a


53/78

means of providing feedback from graduates who are now teaching overseas.

In the USA, are you licensed by any state agency?

If you are studying in the USA, this is an important point: licensure for

proprietary schools does

not mean that you will qualify for a public school job, but rather that the

school meets stringent

state standards. For example, in California, these include standards for

qualifications of trainers

and administrators, strict record keeping, and a refund procedure.

How are trainees tested?

If you do poorly at written tests, you wont perform well in a TEFL

programme that requires

passing a test for graduation. All programmes should have highly specific

criteria for evaluating

you, particularly in the area of practicum teaching. These should be in

written form, to help

14

Training To Teach

Page 15

prevent any bias on the part of an observer. And if you do find there is a

chance of failing, youll

want to know it early on, while there is still a chance to get a refund or

improve your

performance.

What kind of coursework and topics do you have?


54/78

A comprehensive programme will at least introduce you to the basics of

classroom management,

lesson planning, student evaluation, and techniques for teaching grammar,

reading, writing,

listening, speaking, and pronunciation.

What is your trainee/trainer ratio?

The programme should allow for easy exchanges in class work and for closer

counselling as

needed. Classes of more than 15 trainees may make it more difficult to get

the best from your

teacher. Your practical classes should be observed by more than one trainer,

as opinions on your

strengths and weaknesses will vary.

How do you get your students for the practicals?

The ideal is students who really do not know the material you will be

teaching, so that their

responses will be genuine. Make sure you will have a guaranteed number of

students for your

practical sessions in order to do pair and group work.

How are refunds handled?

Many unanticipated events may force a drop-outfamily crisis, illness, or a

mismatch of traineeand programme goals. The best programmes allow you to leave within the

first few days with

few, if any, financial penalty. Others will pro-rata the amount coming back to

you depending on


55/78

the time spent in the programme.

What will I receive on completion?

Trainee teachers disperse quickly after a course ends. An efficient

programme will make sure

that on graduation day, they receive a certificate, a letter of

recommendation, and, perhaps, a

transcript of courses taken and the results.

How much will it all cost?

Of course you will want to know about course tuition, but dont forget to add

in extras such as

books and day trips, and accomodation.

15

Page 16

Training: Types of

Course

Introductory Courses

These Introductory Courses are designed for prospective teachers who

want to experience

teaching before making the decision to train formally and obtain

qualifications. The courses

usually last from a week up to four weeks. These are not certificate courses

and you will not be

regarded as a qualified teacher after completion of your Introductory

Course. You will, however,

be able to say that you have had some experience of English language

teaching. Some schools


56/78

require trainee teachers to take an introductory course before starting a

Certificate course.

Certificate courses

The majority of trainee-teachers who would like to teach take a certificate

course in teaching

EFL/ESL. A certificate course provides basic grounding in teaching, lesson

development,

managing students and, in particular, the different stages of teaching

English. Certificate courses

are great for trainee-teachers who have no experience of teaching - perhaps

have a degree or

experience in a totally different field - and want to ensure that they are

well prepared for their

first real class (as a trainee-teacher, part of your certificate course will be

to experience

practical teaching in a classroom). Most certificate courses are intensive and

run over a four or

six week period. You can take distance-study courses or take a certificate

course on a part-time

basis over several months.

Once you have a certificate in teaching English, you can start to apply for

jobs at schoolaround the world (see the main section on page 73). Although there is no

single qualification,

there are two main certificate courses: University of Cambridge CELTA and

Trinity College


57/78

London Cert.TESOL. Either one is well recognised around the world.

Aside from these two main certificate qualifications, many school, colleges

and universities

have their own certificate course developed in-house. Make sure that you

ask the course provider

about their qualification and if they will provide assistance finding a job

once you have

completed your course.

As well as the basic certificate course, you can also study for additional

modules that will

gain you experience and qualifications in specialist subjects (see also the

section on ESP, page

252); for example, teaching young learners or teaching business English.

16

Training To Teach

Page 17

University of Cambridge ESOL

CELTA

The Cambridge CELTA (Certificate in English Language Teaching to Adults)

is the longest

established qualification for English language teachers and has over 8,000

student-teacher

enrolments per year. It was developed by the University of Cambridge ESOL

and managed

around the world by the University of Cambridge Local Examination

Syndicate (UCLES).


58/78

The CELTA is a pre-experience course, usually run on a four-week intensive

basis, though

some schools do run part-time courses. CELTA is run in over 40 countries

around the world and

is externally validated by University of Cambridge ESOL; a course normally

costs between

700-1000 ($1000-1600).

A CELTA course is normally a 4-week intensive programme, with an

examination at the

end (the fee for the examination is normally included as part of the course

fee). There are a few

part-time CELTA courses, but these are very much the exception.

CELTA courses are, like the Trinity College London Certificate course (see

next page),

based on practical teaching - with observed teaching practice integral to any

course. Pass rates

are generally high, since applicants are carefully selected: when applying, you

will be

interviewed and might have to take a language awareness test.

CELTYL

Cambridge CELTYL (Certificate in English Language Teaching to Young

Learners) isadministered by the University of Cambridge Local Examination Syndicate

(UCLES). This is a

pre-experience course that is normally taken as an add-on module to a

CELTA course.


59/78

COTE

Cambridge COTE (Certificate for Overseas Teachers of English) is

administered by the

University of Cambridge Local Examination Syndicate (UCLES). This is a pre-

experience

course that is taken as an alternative to CELTA by non-native-speakers who

already have

teaching experience in their own language.

University of Cambridge

ESOL Examinations

1 Hills Road,

Cambridge,

CB1 2EU, UK

Tel: + 44 1223 553355

Fax: +44 1223 460278

Email: [email protected]

Website: www.cambridgeESOL.org

17

Training To Teach

Page 18


Certificate in TESOL

The Certificate in TESOL (Teaching English to Speakers of Other

Languages) - often referred to

as certTESOL is administered by Trinity College London. It has over 4,000

student-teachers


60/78

enrolments per year and is, like the CELTA (above) a well-recognised

Certificate in practical

ELT teaching. Trainees are expected to take courses in a foreign language,

to understand the

difficulties in teaching a foreign language. No two courses are the same, as

course designers can

introduce their own ideas and elements, so you will need to verify the details

of the specific

course. Cert.TESOL courses are usually full-time intensive and last between

four to six weeks,

although part-time courses are available at a few centres. The costs are

very similar to a CELTA,

700-1000 ($1000-1600).

Certificate in TEYL

The Certificate in Teaching English to Young Learners is administered by

Trinity College

London. This is a pre-experience course that is normally taken as an add-on

module to a

Cert.TESOL course and is designed for teachers who would like to specialise

in teaching to

young learners of English (which is a strong market that is growing rapidly,

especially in Italy,Korea, Japan, and Greece).


89 Albert Embankment

London


61/78

SE1 7TP, UK

Tel: +44 (0)20 7820 6100

Fax: +44 (0)20 7820 6161


Website: www.trinitycollege.co.uk

University Certificate Courses

University Certificate courses are usually short courses running from one to

six months and are

an alternative to the Cambridge or Trinity certificates (above). These are

the most common

pre-experience courses available, with almost every university and college in

the UK offering

some form of English language teaching course. There are also in-service

certificate courses

available for those teachers who have classroom experience but no formal

qualifications.

Distance Learning Courses

Some training courses in English language teaching are offered on a distance

basis, though these

are not generally popular with employers unless they include an observed

period of teaching

practice and are externally validated. But if you are already teaching Englishabroad, they can be

a viable option. See page 51 for listings of distance learning courses.

18

Training To Teach


62/78

Page 19

Certificate Training

Courses

This section lists the main institutions around the world that offer

teacher-training courses that lead to pre-experience certification in

teaching

ESL/EFL (that you would then use to get a job as a teacher). See the

previous page for a description of the different types of course available. In

this section, we list the institutes that offer certificate courses (including

the

popular CELTA, Cert.TESOL, CELTYL and COTE courses).

For specialist certificates (such as business English), and post-experience

diplomas and MAs, see the chapter on Career-development, page 218.

Key

CELTA, CELTYL, COTE - University of Cambridge

Cert.TESOL, Cert.TEYL - Trinity College London

ARGENTINA (+54)

Casa de Ingls

Entre Rios 362, Resistencia, 3500


Tel: 03722 443443

Fax: 03722 443443

Courses Offered: Cert.TESOL

CENTUM Servicios de Idiomas

Bartolom Mitre 811, 4piso, Capital Federal, C 1036

AA


63/78


Tel: 4328 2385/8572/5150

Courses Offered: Cert.TESOL

Santa Monica School Of Languages

Hiplito Yrigoyen 4605, A 1824 ABC Lans Oeste,

Buenos Aires

Tel: 4241 2667

Fax: 4241 2667


Courses offered: COTE

AUSTRALIA (+61)

Australian College of English

Level 1, 295 Ann Street, Brisbane, Queensland 4000

Tel: 73 229 0350

Fax: 73 229 0850


Website: www.ace.edu.au

Courses offered: CELTA

Australian TESOL Training Centre,

Level 18, Plaza Tower 1, 500 Oxford Street, Bondi

Junction NSW 2022.

Tel: 2 93890249.Fax: 2 93896880.


Course Length: CELTA: FT /4 weeks; PT/ 12 weeks

Start dates: CELTA: FT/Each month; PT/ 3 courses


64/78

each year.


Website: www.ace.edu.au

Buckingham College of English

21 Hindmarsh Square, Adelaide South Australia 5000.

Tel: 8 8359 3535.

Fax: 8 8359 3550.

19

Certificate Training Courses

Page 20

Courses Offered: CELTA.

Course Length: 4 weeks FT or 12 weeks PT.


Website: www.bce.sa.edu.au

Curtin University

School of Languages and Intercultural Education

GPO Box U1987, Perth, Western Australia 6845

Tel: 89266 4224

Fax: 89266 3186


Website: www.solie.curtin.edu.au


Edith Cowan University

International English Centre, Goldsworthy Road,

Claremont, Western Australia 6010

Tel: 89 442 1412


65/78

Fax: 89 442 1452


Website: www.ecu.edu.au


Holmesglen Institute of TAFE

PO Box 42, Chadstone Victoria 3148.

Tel: 3 9564 1819.

Fax: 3 9564 1712.

Courses Offered: CELTA, Graduate Cert in TESOL.

Course Length: 4 weeks FT or 18 weeks PT.

Start dates: FT: Jan, Feb, May, August, October,

November. PT: February, July.

Holmes Institute Teacher Training Centre

185 Spring Street, Melbourne 3000

Tel: 39662 2055

Fax: 39662 2083


Website: www.holmescolleges.com


Insearch (University Of Technology, Sydney)

PO Box K1206, Haymarket, Sydney, New South

Wales 1240.Tel: 2 9281 4544.

Fax: 2 9281 4675


Institute of Continuing TESOL Education


66/78

University of Queensland, St Lucia, Queensland 4072.

Tel: 7 3365 6720.

Fax: 7 3365 6599.


Course Length: 4 weeks.

Start dates: October.


Website: www.icte.uq.edu.au

International House, Queensland

130 McLeod St, Cairns, Queensland 4870

Tel: 74031 3466

Fax: 74031 3464


Website: www.ihqld.com


International House, Sydney

Level 3, 89 York Street, Sydney, New South Wales

2000

Tel: 29279 0733

Fax: 29279 4544

Email:[email protected]

Website: www.training.ihsydney.comCourses offered: CELTA

La Trobe University Language Centre,

Bundoora, Melbourne, Victoria 3083.

Tel: 3 9479 1319.


67/78

Fax: 3 9479 3676.


Milner International College Of English

375 Hay Street, Perth, W estern Australia 6000.

Tel: 8 9325 5444.

Fax: 8 9221 2392.



Website: www.milner.wa.edu.au


Phoenix English Language Academy,

223 Vincent Street, Perth, W estern Australia 6006.

Tel: 8 9227 5538.

Fax: 8 9227 5540.


Website: www.phoenixela.com.au


RMIT University: CELL

PO Box 12058, ABeckett Street, Melbourne, Victoria

8006

Tel: 39657 5800

Fax: 39663 8504Email: [email protected]

Website: www.training.rmit.edu.au/cell


St Marks International College


68/78

PO Box 8480, Stirling Street, Perth 6489

20

Training To Teach


69/78

Senin, 13 Mei 2002

Prof Dr H Mohammad Fakry Gaffar MEd

Guru Sepanjang Masa

Selain mengupayakan tertib manajemen, Fakry juga bercita-cita membangun UPI

sebagai perguruan tinggi yang universal. Artinya, memiliki standar dan fasilitas

internasional.

Cita-cita awal pria kelahiran Pontianak, 16 Juli 1942, ini adalah menjadi kiai besar.

Namun, ketertarikannya terhadap dunia pendidikan melebihi cita-citanya. Kisah

hidupnya sangat mengesankan. Ia 'berkelana' dari satu negara ke negara lain,

mengejar beasiswa dan menjadi guru hanya untuk mendapatkan kepuasan

pendidikan yang tinggi dan lebih tinggi lagi.

Hasilnya, sejak tahun 1995 hingga sekarang, sudah dua periode ia menjalani

perannya sebagai seorang yang paling berkuasa

bhanskripsi

Documents

Transcript of bhanskripsi