Teaching English as a second or foreign language

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Teaching English as a Foreign Language ( TEFL ) refers to teaching English to students with a different first language. TEFL can occur either in a state school system or more privately, in a language school or with a tutor. TEFL can also take place in an English-speaking country for people who immigrate to it (either temporarily for school or work, or permanently). TEFL teachers may be native speakers of English or not native English speakers. Other acronyms for TEFL are TESL ( Teaching English as a Second Language ), TESOL ( Teaching English to Other Languages ​​Speakers ), and ESL ( English as a second language , a term commonly used in English-speaking countries, and more often referring to learning rather than teaching).

Video Teaching English as a second or foreign language

Teaching English as a second language

Teaching English as a second language ( TESL ) refers to teaching English to students whose first language is not English, usually offered in areas where English is The dominant language and natural English immersion situation tends to overflow .

Historically teaching professions use different names for TEFL and TESL; However, the more common term teaching English to speakers of other languages ​​ ( TESOL ) is increasingly used to describe the profession. Both native speakers and non-native speakers successfully trained to become English teachers. To teach English as a Second Language to English Learners, or ELL, one must pass a written and oral test in English to demonstrate proficiency.

The use of these various terms has caused confusion about training options for prospective students and employers. As there is no global standard for the training of English teachers, it is important to look beyond the actual acronym/title for the components of the training program. Short-term certificate programs that do not have academic affiliations that generate credit or degrees (such as CELTA or other non-credit programs) can be a good starting point internationally, but generally they will not provide enough training for a career (except someone already has substantial experience and degree in closely related field). People interested in pursuing a career as an English language teacher should invest in a credit program that produces a university recognized certificate or degree program (MA/TESOL, MA/Applied Linguistics) especially if one wishes to work in higher education. Due to the confusing certification situation, employers are now generally looking for certificates that reflect at least 100 hours of instruction to determine if the candidate has adequate preparation to begin teaching English. Institutions with higher standards will require applicants to have a master's degree for employment.

Persons wishing to teach in the K-12 public school system in the United States will require state-teacher certification at least and ELL Support (or other state qualifications) to qualify for ELL teaching.

When choosing a graduate program, it is important to determine whether the program is designed to prepare students for teaching in K-12 settings OR in an adult education setting. Most programs are designed for one or the other, but not both.

In California, teachers can become certified as California Teachers of English Learners (CTEL).

Maps Teaching English as a second or foreign language

Teaching Techniques

Reading

TEFL (Teaching English as a Foreign Language) using literature devoted to children and teenagers is becoming increasingly popular. Youth-oriented literature offers simpler material ("simplified readers" produced by major publishers), and often provides more conversation styles than adult literature. The literature of children in particular sometimes gives a subtle gesture for pronunciation, through rhyming and other word games. One method for using these books is the multiple-pass technique. The instructor reads the book, pausing to explain certain words and concepts. On the second pass, the instructor reads the book completely nonstop. Textbooks contain literature such as poetry, stories, essays, plays, etc. Where certain linguistic items are taught.

Reading aloud to students who are learning English as a foreign language is a very effective strategy to help them learn the basic rules and understanding of the reading process. When teachers read to their students, they only model fluency and understanding, while also adding visual support, periodic paraphrases, and extensions. When selecting appropriate text for students, both vocabulary and text concepts that may be novel for students need to be considered. To ensure they get a definite understanding of the text, engaging students during reading will help them make connections between what is being read and new vocabulary.

Communicative language teaching

Communicative language teaching (CLT) emphasizes interaction both as a means and end goal of language learning. Despite some criticism, it remains popular, especially in Japan, Taiwan, and Europe. In India, the CBSE (Board of Secondary Education) has adopted this approach in its affiliated schools.

The task-based language learning approach to CLT has gained ground in recent years. Proponents believe CLTs are important for developing and improving speaking, writing, listening and reading skills, and that prevents students from passively listening to teachers without interaction. Dogme is a similar communicative approach that encourages teaching without published textbooks, rather than focusing on conversational communication between learners and teachers.

Integrated learning

Blended learning is a combination of face-to-face teaching and online interaction (also known as computer-assisted language learning), achieved through a virtual learning environment (VLE).

VLE has been a major growth point in the English Teaching (ELT) industry over the past five years. There are two types:

• Externally hosted platforms exported by school or institution to (e.g., Exclusive Web Course Tools, or open source Moodle)
• Learning platforms managed by content provided by the content (e.g. Macmillan English Campus )

The former provides previously designed structures and tools, while the latter supports the construction of courses by language schools - teachers can integrate existing courses with games, activities, listening exercises, and grammar reference units available online. It supports classrooms, self study or distance learning (eg in internet cafes). Kendriya Vidyalaya Sangathan in India has launched an ECTLT web portal where students can learn English and other subjects online and interact with their own teachers from KVS across the country.

Online classes

Technological advances have made it possible to obtain an online TEFL qualification. Students may enroll in online classes accredited by organizations such as the British Council or Cambridge ESOL. It should be noted that there is not a single thorough accreditation body for TEFL, but private companies for profit have been known to create affiliate accreditation and use it to deceive customers. The study material is divided into modules. Students take one or more tests per study module. Support is handled by tutors, who can be contacted via email. Upon successful completion of the last module, students are awarded a certificate. It comes in digital form or can be sent to the student address. Getting such a certificate can be useful.

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Qualifications for TEFL teachers

Qualification requirements vary from country to country and between entrepreneurs in the same country. In many institutions it is possible to teach without a degree or a teaching certificate. Some agencies will consider it necessary to be native speakers with MA TESOL. A university degree in English and literature can also be valuable, as it can be a specialist degree. Other institutions consider evidence of English proficiency, a university degree and a basic teaching qualification to be more than adequate. However, the level of academic qualification does not need to be the most important qualification, as many schools will be more interested in your interpersonal skills. For trainers who want to enter academics, publications can be as important as qualifications, especially if they relate to the use of English in your field. Where there is high demand for teachers and no legal requirements, employers may accept candidates who are otherwise not qualified. Each country is different, and acceptance depends on the demand for an English teacher and previous teaching experience and teacher experience.

Private language schools tend to require at least one certificate based on successful completion of a course consisting of a minimum of 100 hours. Major programs such as EPIK will offer higher salaries to teachers who have completed TEFL, online or other courses, as long as the program meets the minimum requirements of 100 hours. Internet-based TEFL courses are generally accepted worldwide, and especially in Asia, where the largest job market is in China, Korea, Taiwan and Japan. For China the minimum TEFL requirement is 120 hours.

In Asia there is also a tendency to employ TEFL teachers on shallow criteria, such as race (with Caucasian favored people) assuming that an English teacher or native English speaker should be 'white', this is especially true in Thailand, a large employer of TEFL teachers , with ads that often call explicitly for native English speakers. This is partly driven by commercial expectations in the private sector, where parents feel that paying additional fees for TEFL teachers should ensure an American or English TEFL teacher, schools will not risk losing students in this regard.

Age/gender requirements may also be encountered. In some countries outside Europe and America, for example in the Middle East, schools may employ men rather than women or otherwise. And they may only hire teachers within a certain age range; usually between 20 and 40 years. Anyone under the age of 19 can teach TEFL, but usually only in volunteer situations, such as refugee camps.

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Pay and worldwide conditions

As in most areas, the pay is heavily dependent on education, training, experience, seniority, and expertise. Like many expatriate jobs, working conditions vary among countries, depending on the level of economic development and how many people want to live there. In relatively poor countries, even low wages can match a comfortable middle class lifestyle. EFL teachers who want to earn money often target East Asian countries such as China, South Korea and Japan where demand is high. The Middle East is also often referred to as one of the best paid areas, though typically better qualifications are required: at least the CELTA experience and one or two years.

There is a danger of exploitation by employers. Spain has been criticized by the large number of small and medium-sized businesses (including TEFL schools) that routinely avoid the contribution of teacher social security as a means to maximize profits. The result is that most teachers are entitled to fewer unemployed or sickly salaries than they deserve if their salaries and donations are declared in accordance with the law. A similar situation is increasing in countries with labor laws that may not apply to foreign employees, or that may not be enforced. The employer may ignore the terms of the contract, especially regarding working hours, business days, and final contract payments. Difficulties encountered by foreign teachers on language, culture, or just a limited time can make it difficult to demand payments and conditions set by their contracts. Some disputes arise from cross-cultural misunderstandings. Teachers who can not adapt to live and work in a foreign country often leave after a few months. It is very difficult now for teachers to recognize which work is legitimate, as many of the leading job boards allow unpaid paid delivery.

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TEFL region and country location

Europe

Major cities in Europe have established language schools in place or operated as agencies that send teachers to various locations. September is the month of top recruits, and many of the last annual contract from October to June. Employers prefer graduates with experience in teaching Business English or in teaching young learners.

Instructors from the UK and Ireland, countries in the EU, do not require a visa to work in the EU, which reduces demand for non-EU teachers. The immigration law requires non-EU applicants to submit documents from their home country personally after European companies submit formal documented work offers. If workers have gone to Europe to look for work, this means they have to go back home and wait for some time. Following the process properly does not guarantee obtaining a visa. Many private sector entrepreneurs do not subsidize them at all, because they can employ staff easily from EU countries.

International schools employ some qualified and experienced non-EU teachers. The Ministry of Education, which is French and Spanish, offers the opportunity to assistant language instructors in public schools. Part-time jobs are usually permitted under an educational visa, but this visa also requires a proper attendance at an accredited EU college or university, institute or other educational program. Other teachers work illegally under tourist visas, because the "do not ask, do not tell" method is the only viable solution to avoid unnecessary bureaucracy and refusal of the final work.

Despite claims from websites selling courses, public schools often do not receive short TEFL courses in lieu of university degrees in English education. In Spain it is not possible to get a job with a public school unless you undergo the process of obtaining a foreign degree you are accepted in Spanish and then pass the civil service exam ("oposiciones").

TEFL demand tends to be stronger in countries that join the EU recently. They also tend to have a lower cost of living. Non-EU teachers usually find legal work there with less difficulty. The former Yugoslav states in the Balkans have seen a new growth in TEFL - private schools have been recruiting Anglophone teachers there for several years.

Very few foreign instructors work in Scandinavia, where tighter immigration laws and policies relying on bilingual local teachers apply.

Australia

The Australian Bureau of Statistics (ABS) shows that in 2006 there were 4,747 British women as foreign language teachers (80.1%) and 1,174 male teachers (19.8%) in Australia. Despite the worldwide financial crisis in 2008, the number of international students attending universities in Australia remains high.

In August 2013, there were four hundred and sixty-two international students paying full fees in Australia, with students from China and India being the two largest markets. Previously, international students who enrolled to study at an Australian university were asked to take the test and were only accepted based on their academic achievement and English proficiency. However, Australian universities now provide alternative entry points into higher education programs to enable international students to improve their English and academic readiness at the same time. Some of these alternative pathways include the Foundation Foundation and Intensive English Program.

The work for English teachers as a foreign language has increased by 45.3% over the last 5 years and is expected to grow very strongly until 2017. In November 2012, the number of EAFL teachers (English as a foreign language) in Australia has increased to 8,300 , and the projected amount for 2017 is 9,500 teachers. The top three areas in Australia for work as EAFL teachers are New South Wales: 49.5%, Victoria: 29.7%, and Queensland: 7.7%.

Asia

Cambodia

Demand for English teachers in Cambodia has increased over the last decade, although the country has a small population and depends on foreign aid for much of its economic development, limiting growth.

Cambodia was ruled by France from 1863 to 1953, and therefore English is not the second major language to date. From 1970 to 1990, Cambodia experienced a civil war and political turmoil that had a devastating impact on the national education system and second language learning. In 1979 an estimated 90% of schools were destroyed and 75% of teachers no longer work and foreign languages ​​are not taught. However, in Cambodian schools today, English as a foreign language is taught from grade 7 onwards and is the most popular foreign language studied. Adults can also learn English through other non-formal English education programs.

Currently in Cambodia, there is a professional, institutional, and government motivation to teach and learn English as a foreign language. The results of research in Cambodia show that English proficiency is an essential component needed to change the standard of living for Cambodian society. The reason is that people who are able to communicate in English are people who are more likely to have the opportunity to find better jobs at higher rates, because they are used to communicate with businesses and international organizations.

China

Beginning: Qing Dynasty

As Wang Kequiang (1986) TEFL has been in China for about a hundred years and has been subject to the policies and politics of the time. TEFL in China actually began in the second half of the 19th century with the "Westernization Movement" initiated by several Chinese officials during the Qing Dynasty. With this movement came the influence of Western culture, trade and commerce. Some cunning Chinese officials see the need to learn English as a foreign language. The situation requires the establishment of an institute to teach English. The first institution (called "Tongwenguan") was founded in 1862 and in 1901 became part of Beijing Normal University. This institute is a comprehensive higher education facility including TEFL in the curriculum. Many opportunities exist in the People's Republic of China, including preschools, universities, private schools and institutes, companies, and tutoring. NGOs, such as Teach For China, are opportunities as well. Provincial and Ministry of Education in Beijing strictly regulate public schools, while private schools have more freedom to manage work schedules, payments, and requirements.

Salary teaching English in China depends on several factors including; The teaching hours specified in the contract, location, inclusion/bonus, and private/public sector. It is important to note that due to high demand, salaries have increased significantly over the past few years. A standard contract in a public school system generally requires less than 20 hours of teaching time, weekends, including accommodation, flight payment/reimbursement for a 1 year contract, paid public holidays, health insurance and a sponsored Z (work permit) sponsor. This position offers an average basic salary of 6,000 - 7,000 RMB per month in small towns and rural areas. In Beijing, Shanghai, Shenzhen, and Guangzhou, this position now boasts 10,000 RMB plus per month due to higher living costs. The private sector is less uniform with salaries rising as high as 20,000 RMB per month for DOS in big cities. Personal positions tend to demand higher working hours, perhaps including teaching in many locations and often requiring weekends and nights. They are also more flexible with housing options, often offering teachers the choice between the accommodation provided or the allowance for the rental fee.

By law, all non-Chinese English teachers must hold a minimum undergraduate degree in any discipline, at least 25 years of age and have at least 2 years of work experience. English teachers must also be native speakers of citizenship from one of the following countries: US, Canada, United Kingdom, Ireland, Australia, New Zealand, or South Africa. Due to demand, these rules are often ignored, and schools can often obtain work permits for teachers who do not meet the minimum, even though this is tightening in big cities.

Public schools usually pay during the holidays, but not for summer vacations unless the teacher renews the contract, while many private schools shorten the holiday schedule and can pay for how many short days are allowed for the holidays.

Company jobs vary, depending on the number of employees they want to train. They can hire 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 independently with multiple contracts for tutoring, individual lecture classes, and some corporate work. The majority of teachers receive 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 skills can find a position.

In February 2017 the legal process for processing and granting Z visas in China has become much more stringent. Applicants now require criminal background checks, 120 more TEFL certification hours and a copy of a bachelor's degree from a Western University. Before Chinese employers can issue invitation letter to work in China, all the above mentioned documents are requested to be legalized and authorized in the candidate's country of origin and then verified in China after physically posting to your Chinese company. This procedure is in addition to the existing visa process and can take about 3 months from being given a job offer to have all the relevant permits to enter and start working in China.

Hong Kong

Hong Kong was once a colony of the British Empire, and English education was taken seriously there, as demonstrated by government-funded research. [11] Hong Kong was handed back to the People's Republic of China in 1997 and is known as the Hong Kong Special Administrative Region (HKSAR).

Teaching English in Hong Kong has become a pretty good business. Many English teaching institutions have been opened. Big personal names include Headstart Group Limited and English for Asia. Native English speakers can quickly find English teaching jobs, although foreigners should be aware of the shady companies that often attract tricks on their employees. A qualification in Teaching English as a Foreign Language (TEFL) has been a prerequisite for entering the Native English-speaking Teacher scheme, funded by the HKSAR government and providing the ultimate career goal for an English teacher. On top of attractive salaries, housing is provided with all other benefits including full holiday payments, guarantee funds and health insurance. Housing or rental support is the biggest incentive for foreign teachers because the cost of housing in Hong Kong is among the highest in the world.

Once a teacher uses a.NET scheme, they can move from school to school after completion, usually, a two-year contract. Therefore, a teacher with a strong track record has many opportunities to get an ideal position in an ideal school. While many foreigners think coming to Hong Kong with a short online TEFL qualification is enough, both public and private schools seek a TEFL qualification enrolled in the Hong Kong Council for the Accreditation of Vocational and Academic Qualifications and the Hong Kong Education Bureau. Getting one of these qualifications gives strangers a definite advantage to securing a preferred teaching position in a formal, private or public school, kindergarten, primary or secondary school. When selecting NET, schools will typically not consider the learning center experience due to class size differences, student group continuity, level of classroom management skills and sophistication in the pedagogical teaching required between school and center.

Japanese

See the main article: English education in Japan

In Japan, the JET Program employs assistant language teachers and teaching assistants to work in Japanese secondary and secondary schools. Other teachers work in eikaiwa (private language schools), universities, and as the International Relations Coordinator (CIR) in government and education boards.

The biggest of these chains are Aeon and ECC. This sector is not well managed. Nova, one of the largest chains with more than 900 branches, collapsed in October 2007, leaving thousands of foreign teachers without income or, for some, residence. Agents are increasingly being used to send English speakers to kindergartens, elementary schools, and private companies whose employees need to improve their Business English. Agents, known in Japan as haken , or shipping companies, have recently competed among themselves for contracts from various Education Boards for Primary, Secondary and Junior High Schools, and wages has declined steadily. JALT (Japanese Language Language Association) is the largest NPO (non-profit organization) for language teachers (mainly native speakers of English), with nearly 3,000 members.

Laos

English has become increasingly important in education, international trade and cooperation in Laos since the 1990s. The government began to promote foreign direct investment, and the introduction of Laos as an observer in ASEAN in 1992 also increased the need for English. Laos was considered a full member of ASEAN in 1997. From 1992-1997, the government must improve the fluency of English.

Recently, high-ranking officials, businessmen, and shareholders started working in their English. This trend is likely to increase as English will also be included and taught in the field of education.

Middle East and North Africa

Saudi Arabia, the United Arab Emirates, and other rich Gulf countries are the main locations for instructors to work in the region. Many positions provide high pay and good benefits such as housing and free flights, but tend to require extensive qualifications and experience. Private colleges and university programs, variously referred to as Preparatory Year or Year Preparation programs that help students entering with academic preparation for university-level academic work, are the main places of instruction. Some public primary and secondary schools, such as in Abu Dhabi, have begun recruiting foreign English instructors.

Other Middle Eastern and North African countries offer cheaper paid positions. Amideast and British Council operate in a number of countries that provide teaching opportunities in their English courses.

English is also taught in Iran starting from elementary school level.

Mongolia

Peace Corps has 136 volunteers in Mongolia, many of whom are English teachers who mostly teach in large rural areas, where the population density is low. In Ulaanbaatar, a small number of NET professionals teach at private institutes, universities, and some schools. In addition to foreign instructors from English-speaking countries, there are Filipinos who teach in schools, institutes and industrial or mining companies in Mongolia.

South Korea

There are many requests for native English speakers who are willing to teach in South Korea, even though it is declining. By 2013, the number of native English speakers teaching in public schools dropped 7.7% in one year to 7,011. Most of the national provinces abolished foreign English teachers from their high and high schools. Like Japan, Korea also maintains a government-run program for teacher placement called the English Language Program in Korea (EPIK). EPIK reported that they recruited 6,831 foreign teachers to work in Korean public schools. There are a number of associations for English teachers in Korea, the largest with a large number of native speakers is KOTESOL.

Institutions usually provide round-trip airfare and rent-free apartments for a one-year contract. Note that since March 15, 2008, the visa rules have changed. Prospective teachers should now undergo medical examinations and criminal background checks, produce original title certificates, and provide sealed transcripts. Upon arrival in South Korea, teachers had to undergo further medical examinations before they received an ARC (Alien Registration Card) card.

Korea's labor law provides all workers with severance pay equivalent to one month's salary paid at the end of the contract. Most contracts work for 1 year and include entrance and exit passes. Citizens of the United States, Canada and Australia also recover their pension contributions and their employer's share of the pension contributions to leave the country. The average initial payment for those who do not have previous teaching experience and no degree in English is usually between USD $ 1,800 to USD $ 2,200.

There are four main places to work in South Korea: universities, private schools, public schools (EPIK), and private language academies (known in South Korea as hagwon s). The private language academy (in 2005 there were over thirty thousand academies teaching English), the most common teaching location in Korea, could be for the class of school children, housewives, students (often at the university itself), or businessman. There are many, usually small hagwons but many are also big chains.

Taiwan

In Taiwan, most teachers work in cramming schools, known locally as bushibans or buxibans. Some are part of the chain, such as Hess and Cojen. Others operate independently. Such schools pay about US $ 2,000 per month. The final bonus of the contract equivalent to additional month payments is not mandated by law as in South Korea, and is not common in Taiwan. Also, under current legislation it is illegal for foreigners to teach English in preschool or kindergarten, although it is almost always ignored by schools and government, thus making it a common practice and accepted. To teach English and stay in Taiwan, you must be a holder of an Alien Resident Card (ARC), which is granted to the passport bearer of a native English-speaking country by renting a school. ARC candidates must hold a bachelor's degree from a university.

In recent years, Taiwan has increased its need for TEFL and Master Certified in public schools. Qualifications and salaries for public school positions are based on certification and experience. Also, allowances and salaries are wider than school cramming.

Thai

Thailand has a great demand for native English speakers, and has a ready-made workforce in the form of travelers and expats who are attracted by the local lifestyle despite relatively low salaries. Teachers can expect to earn a minimum starting salary of about 25,000 Baht. Because Thailand forbids foreigners from the most unskilled and skilled jobs, a high percentage of foreign residents teach English to live, and can live in the country. There is also an increasing demand for Filipino English teachers, as they are often employed about half the salary of a native speaker. Qualifications for EFL teachers in Thailand have become more stringent in recent years, with most schools now needing a bachelor's degree plus a 120-hour TEFL course. It is possible to find a job without a degree in Thailand. However, since a degree makes obtaining work permits much easier, to work without degrees often work illegally, opening up teachers to exploits by employers.

America

There is significant growth in TEFL in richer non-Anglophone countries in North, Central and South America and the Caribbean. In particular, many teachers work in Argentina, Brazil, Chile, Costa Rica, Colombia, Ecuador, Mexico, Peru, Paraguay, Uruguay, and Venezuela. Chile has even made it a national goal to become a bilingual country in the next few years. As proof of its commitment to this goal, the Chilean Ministry of Education sponsors the English Opens Doors, a program that recruits English speakers to work at the Chilean General College.

Costa Rica

Costa Rica is a popular choice among TEFL teachers given the high market demand for English language instructors, stable economic and political atmosphere, and a vibrant culture. Teaching positions are available through public and private schools, language schools, universities and colleges, and through private lessons. Language schools typically hire throughout the year, and Business English teachers are also in great demand. There is a qualified Costa Rican TEFL training course that offers certification as well as placement assistance after completing a course.

Africa

TEFL in Africa has historically been linked to relief programs such as the US Peace Corps or the Voluntary Service Overseas multinational organization, as well as other aid programs. Most African countries employ bilingual local teachers. Poverty and instability in some African countries have made it difficult to attract foreign teachers. There is an increase in government investment in education and private sector growth.

India

Additional English instruction occurs at the public and private school level.

Beginning in 1759, English teaching in India has been going on for more than two hundred and fifty years. After Hindi, English is the most commonly used language, written and read in India, because it is used most commonly for interstate and intrastate communication, acting as a 'link' language. In India, this is a very important language in areas such as law, finance, education, and business.

The popularity of English in this country has also created problems for local and local languages ​​in the country. The Indian language, like Hindi, is known and associated with tradition and is regarded as not modern. At the national level, Hindi has an official language status in India, and English is recognized as another official language for government work.

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See also

• Lingu of applied languages ​​
• English teaching and learning
• Language education
• List of countries by English-speaking population
• Second language acquisition
• Sociolinguistics
• Trinity College London ESOL
• Glossary of terms and ideas of language teaching
• English Opening Doors
• Test English as a Foreign Language known as TOEFL
• EF Standard English Test, an open access standard English assessment tool
• Teach English as a second language
• English as a second language or foreign language
• CELTA

• English learning and teaching
• Language education
• Second language acquisition

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References

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Further reading

• Paul Z. Jambor "Action Protection at Postsecondary Ontario (Canada) TESL", US Department of Education: Education Resource Information Center, 2012
• Brandt, C. (2006). Success in your certificate course in English teaching: A guide to becoming a teacher in ELT/TESOL. London: Sage. ISBNÃ, 1-4129-2059-0, ISBNÃ, 978-1-4129-2059-9
• Paul Z. Jambor "Foreign English Teacher" A Necessary Hazard in South Korea, USA; Ministry of Education - Education Resource Information Center, 2010
• Teaching English Abroad , Susan Griffith, Holiday Working Press, Oxford. Many editions. ISBNÃ, 1-85458-352-2, ISBNÃ, 978-1-85458-352-9
• Teach English in Italy , Frank Adamo, Lulu.com, Second Edition. ISBN 978-1-4461-9318-1
• English Teacher X Guide to Teaching English Abroad , English Teacher X, Amazon.com and Smashwords.com, 2010 ASIN: B004SOYD70 ISBN: 1-4663-3005-8 ISBN: 978- 1466330054
• Sievert, Jessica. "Structured English Immersion and Bungual Education Evaluation of Student Skills for Limited English Language Students in California and Texas". Applied Research Project. Texas State University. 2007. Retrieved on 2008-07-04.

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External links

article

• Teaching English on Wikivoyage
• EFL Magazine

Source of the article : Wikipedia