How to get a good job recommendation from your professor

Over the years, many students have asked me for job recommendations as they prepare to enter the professional world.  For some students, writing such a letter is an easy task.  For others, not so much.  You might think that this stems simply from which students were the 'A students' and which ones received lower grades.  However, it's very possible that I might write a stronger recommendation for a B student than I do for an A student.

Why? you ask.

Simply put, intelligence does not always equal job skill. As an employer, I would look for much more than simply a good GPA (though that certainly doesn't hurt).  Here are a few things I would value as an employer that I speak to when I write recommendation letters for students:

• Responsibility. Do you turn assignments in done well and on time?  Do you come to class consistently?  Personally, I think responsibility accounts for about 70% of a person's success.  Your chances at success will be severely limited if you're brilliant but can't get out of bed. In the same vein, if you are a person of average intelligence but work diligently, it's likely that you'll go a long way.
• Respect.  I'd argue that this is also called "Professionalism" in the 'adult world'.  Treating people you secretly find 'crazy' with kindness and diplomacy is part of developing positive relationships in the professional world.  Start practicing this with your classmates and professors.
• Teachability. Young professionals who know everything usually annoy most people around them.  While I believe youth offer great value and freshness to their professions through their energy and passion, it's also important to recognize that you have much to learn from people with more experience doing what you want to do. Ask questions than you express opinions. Listen more than you speak. Consider how your actions might be perceived by people around you. While I certainly hope I'm not the first person to break this news, you are not the center of the universe. Let your attitude toward others reflect that you understand that fundamental reality of life. 
• Communication.  Occasionally, I have had students caught in difficult life circumstances.  When they communicate with me about these situations with timeliness, respect, and responsibility, it makes it very easy for me to be flexible and helpful with their needs.  Communicating well through difficult times also shows a level of maturity that I would value as an employer. Another way to communicate well in class is to ask for clarification when needed.  It's important to assure that you understand what I'm looking for in an assignment, and a great way to do this is to ask me about it when you need more clarity.
• Participation. While I know students *think* the prof doesn't see them sleeping, texting, daydreaming, or snickering it's more than likely that we do, and that we do make a mental note to ourselves for future reference.  The strongest recommendations I write are for those students who actively and appropriately participated in class.  To me, this indicates that a student is likely to become a committed and astute employee.  

Remember, what you do in class now influences who you will be in the professional world tomorrow.  I know it feels years away, but you are building your career now, even as a student.  Practicing the skills above will enable you to enjoy a long, fruitful and fulfilling career.  

Talkin' about race in the classroom

"You're just pickin' on me 'cuz I'm black," Duane challenged me when I told him he needed to shut his mouth and get to work.  

I stopped cold and gave him my best I-dare-you-to-try-that-one-again teacher glare.  While I didn't doubt that he'd experienced his share of racism from his teachers, I also wasn't about to let him throw such a serious accusation at me in an attempt to get out of his work.  He backed down and I saw to it that the rest of class started their assignment.  Once they were focused, I wandered over to Duane and his group of friends.

Duane immediately turned his back on me, "You can't say nothin' I wanna hear."

So, I ignored Duane and continued on with his friends, "You know, that whole you're-a-racist-thing is a BIG DEAL to me. I know that racism happens at this school, and that you've probably seen more than your fair share of it."

They nodded in agreement, seeming slightly surprised that a white teacher would admit to racism in school.  "If your buddy's right, then we have a serious problem," I told them, "but if he's just throwin' that word around so that he can be lazy, it's no better.  In my mind, what Duane said is one of the most serious, offensive things possible, and if it's true, we need to deal with it straight up.  Racism is still too deep of a problem these days and the last place I want it to happen is in my classroom!"

They were stone-silent - no arguing, no eye-rolling, no folded arms or turned backs (well, except for my buddy Duane who was still giving me the cold shoulder).  Apparently, I had their attention, so I kept going, "You don't know who I love, where I've been, or what I know.  You have no clue what I've seen or what I believe.  Maybe you should give me a chance before you start throwin' all those labels all over me."

At this point, Duane tried to rejoin the conversation and interjected some "Geez, lady!  You just don't get it" kind of comments, but his friends stopped him short, "Just listen to her, man. She might have somethin' good to say."

Duane stopped, and I gave him the recap of the speech I'd just delivered to his friends.  He grunted, acknowledging that maybe he'd jumped the gun a bit and made some inaccurate assumptions.  I breathed a sigh of relief that I'd broken through a piece of his wall.  From that point on, Duane and his friends had my back.  They didn't 180 and become straight A students, but they quit pushing back at me that day, and I sensed a different kind of respect had been established between us.

--

Over my years teaching, I've had countless interactions where race is a significant part of the dialog.  When students sense I have an awareness, some experience, and an interest to be honest about the subject, they open up in remarkable ways.  But that ability didn't come without significant work.

I've lost many nights of sleep grappling over concepts of ethnocentrism.  I've shed tears over the privilege I carry as a white person.  I've read about racial history and experience (though there's still so much left!) and listen to voices outside my comfort zone and personal experience.  I'm married inter-racially and raise biracial children.  I've made ignorant yet offensive racial statements, sometimes forgiven, sometimes not.  I've lived, traveled and/or worked in places where I'm the only white person, and have spent heavy hours pondering the unequal kind of power my race carries in these contexts.

Sadly, in my years teaching, I've worked with many white teachers who have never had the opportunity or impetus to reflect on how their race impacts their relationship with their students.  For a few, it's a result of arrogant blindness, but for most, it's simple ignorance and lack of exposure.  I understand.  I've been there myself.  Here are a few things that have helped me as a white majority person immeasurably in the process:

• Reading.  See my Amazon Listmania list on Race and Education for specific resources on race and education.  For a general understanding of race relations, I highly recommend Cornel West's book Race Matters, and Nelson Mandela's Long Walk to Freedom.
• Listening.  I've been fortunate to participate in settings which encourage honest sharing about race, and in these settings, I've learned (or perhaps more accurately, am learning) to listen more than I speak. 
• Speaking.  When appropriate, it's just as important to speak into situations in which race needs to be considered and is instead ignored.  
• Watching.  While I'm not much of a movie-watcher, they are immeasurably helpful in providing an understanding of someone else's story and experience.  I'm preferential to Skip Gates documentaries, but stories that portray the impact of race are also very powerful learning tools.
• Reflecting.  Both workshop-type settings as well as personal relationships have provided safe places for me to process a deeper understanding of race.  Sometimes this is more formal in the context of a conference or an MLK day celebration, and other times it is simply a chat with a friend.

As English language teachers, it is nearly impossible that we will teach students of our same ethnicity.  Developing a deeper understanding of our own racial backgrounds and experiences will prove immeasurably valuable in how we relate to and support our students.  

Why ESL/EFL teachers need cross-cultural skills

Some scholars debate if it's necessary for language teachers to have cross-cultural skills.  Frankly, I think this is a pointless debate.  Language does not exist in a vacuum separate from culture, and separating the two leaves an incomplete knowledge base.  Having taught in a wide variety of cross-cultural situations, I've certainly seen teachers who lack cross-cultural skills.  At worst, the classroom environment becomes warlike, where the students feel a need to protect their 'turf' because the teacher's treatment of it is so offensive.  At best, students become apathetic, sensing that they do not have the talents and skills to succeed.

First, let me define what I mean by cross-cultural skills (Garza, 2010):

• The ability to see cultural differences when they occur.
• The ability to accept cultural differences and practice them
• The ability to appreciate and value cultural differences without demeaning them

So, why is it important for language teachers to have strong cross-cultural skills?

1. We are cultural gatekeepers.  When we teach a language, we represent the culture the language comes from to the students we teach.  Regardless of how we represent it, students will associate their experience with us with the cultures we represent because we are often the first people they come into contact with when they learn a language.  
2. We are bridge-builders.  I have a whole other blog on the concept of living between worlds, but when we teach language, we help one side understand the other.  In today's increasingly divisive and polarized world, this is an extremely valuable role.  If we don't have the skills to see from someone else's perspective, we are not able to effectively be a bridge that links cultures.
3. We shape the future.  For all the cliche that it is, I'd still be remiss to overlook that teachers are woefully underpaid for the magnitude of the influence we assert on future generations (don't even get me started about corporate or professional athlete salaries in comparison!)  In light of this, one of the biggest questions I have is if we are  empowering those who come from different ethnic and cultural backgrounds or (when we lack cross-cultural skills) do we simply perpetuate the same oppressive power-structure that has existed for centuries in the Western world?  In more direct language, without developing cross-cultural skills, teachers will perpetuate a colonial model of oppression.

And finally, how do we develop cross-cultural skills?

• Participate in other cultures.  I was going to say travel, but I've seen plenty of people with tons of tourist experience who have zero cross-cultural skills.  It's a very different thing to site -see than it is to participate in a family or a community.  This might be something as simple as getting to know a family from a different cultural background in our communities to working and living in another country.
• Seek out other perspectives and listen.  In the US, we don't practice this skill very well (just watch our election season!).  People who take the time to converse, read, or dialog across diverse perspectives gain an understanding that the world isn't as black and white as it seems.  
• Question mainstream assumptions.  Headlines never tell the full story.  They perpetuate stereotypes and keep people assuming they understand 'the other'.  When we question the message of the masses, it enables us to see from a different viewpoint and consider another's perspective.

An introduction to writing a rubric for English Language Learners

Education has all sorts of jargon.  For new teachers (especially those teaching English without any previous training), the word 'rubric' might fly right over their heads, leaving them to wonder about this strange-sounding word that so many teachers use.

So, you ask, what's a rubric?  In short, a rubric is a tool teachers use to accurately and objectively measure how much students have learned about a specific topic or skill.  To give you a framework, here are a few samples of  rubrics:  ESL Reading Rubric, ESL Speaking Rubric.

How do I create a rubric?

1. Determine what you want to measure.  Are you grading for specific, detailed accuracy, or overall understanding?  Are you trying to assess listening/speaking skills or reading/writing skills?  If you are primarily checking to see that students understand the vocabulary, you don't want to design a rubric that measures grammar or syntax.  However, if you want to assess a bigger picture of language skills, you might incorporate all of these aspects.  
2. Determine the standards for excellence - inadequacy.  (I know, I know, that's a lot of power in your hands, right!?!?)  Typically, you don't want to measure for more than 4 levels.  I usually use something like this:  (4) exceeds expectations; (3) meets expectations; (2) approaches expectations; (1) does not meet expectations.  These standards are typically listed across the top of the table.  
3. Determine the skills you want to measure.  Choose 3-5 skills you want to assess based on what you are measuring.  For example, if you want to measure speaking ability, you might assess vocabulary use, accuracy, pronunciation, and comprehensibly.  
4. Write measurable descriptions for each skill/standard.  For example, describe what each expectation looks like for each skill.  When you write descriptions, be as specific as measureable as possible.  Instead of writing, "The student uses lots of advanced vocabularly," you might write, "The student uses over 10 advanced vocabularly words accurately in context.  

I like to give the rubric to the student before the assignment so they know how they'll be graded.  I find students appreciate knowing teachers' expectations ahead of time.


Other helpful resources on rubrics:

• The best rubric sites
• Kathy Shrock's Assessment and Rubrics

Beware of overseas teaching scams

An important issue to be aware of when looking for English teaching jobs is the existence of scams.  Susan Taylor guest-posted an excellent article on this topic on Kalinago English.  The highlights:

Beware of jobs that:

• require upfront payment
• look too good to be true
• have questionable websites
• use poor English

For more details, click on the link above to read the entire article.

Another good place to look for scams in on Dave's ESL Cafe international job forums.  They have country specific forums which often discuss the realities of a specific location.

Where should I teach English around the world?

Trying to decide where to pursue an English teaching job around the world?  

If you have a specific country in mind, the best place to start is Dave's ESL Cafe Job Forums.  In these forums, you can find information specific to the country you're interested in, and ask questions about organizations, cultural dynamics, etc. It's THE place to start gathering information about English teaching around the world.  It's crucial to do thorough research about where you're going to teach to avoid scams and all other sorts of 'sticky' situations that can happen.

Here are a few other articles which give some good information about teaching English in specific regions:

• Top 5 places to teach English
• Teaching English in Latin America
• Notes on teaching English in Bangladesh
• Ten best places to teach English abroad

The pros and cons of online TESOL training

Online TESOL training is growing in popularity, and I get many inquiries about what is the 'best' training program. In the article An online or onsite TESOL course...which is best?, Mich King lists a variety benefits of the online vs. onside program offered by INTESOL, a training organization in Europe (see table below).

While I am not against online education (and think King offers some great support for online education), I do believe it needs to be seen for its strengths AND limitations.  Since I direct an onsite training program, I thought I'd attempt provide a fuller picture for those considering teacher training by outlining the advantages to doing an onsite TESOL course.

Advantages to an online TESOL Course (M. King)	Some things to consider	Advantages to an onsite TESOL course
You have the chance to gain a recognised professional qualification at a lower cost.	‘Recognised’ is not a given – even if the sponsoring company advertises this.  Reputable employers are often looking for training programs that providereal-life classroom experience – not just book knowledge.	You develop a personal, not virtual, relationship with people who then become future colleagues and sources for references.
You can work at home in your own time without having to give up work, or take time off.	Are you a self-motivated, disciplined person?  While the flexibility of working at home sounds great, it’s a disaster if you don’t have the personal initiative to finish a course.	Being present classes holds you accountable and provides a set work schedule and deadlines.  Some people work better with this structure.
You have the option to work whilst studying. You can even start your first teaching job during your course!	This is not an exclusive option for online courses only.  Also, working while studying = NO LIFE.  Are you ok with this reality? (You may have to be if money is tight!)	Many onsite courses also allow for this option as they accommodate people who work full-time with evening and weekend classes.
You save money and time by not having to find accommodation or travel to a College every day.	Very valid.  Money/time aren’t always as flexible as we’d like them to be!!!  If this money & time are non-negotiable, an online degree is better than nothing.	Keep in mind that onsite degrees (depending on the host institution) are usually more reputable for now (I could see this changing as on-line education gets more established and regulated).  If it is truly a matter of money, it’s also important to consider if you’re getting a degree that will qualify you to get the kind of job you’re looking for.
If you want some observed teaching practice you can spend a week doing this when you finish your course, at a time that is convenient for you.	This is not documented by the program itself – sometimes employers request institutional documentation of classroom hours and observation on your own time may not count.  In addition, if you don’t have contacts with ESL teachers, it may be hard to find.	Quality onsite programs should provide you with in-class observations and experience.  On the ground, instructors usually have contacts in local communities where students in training can observe.
You can take as long as you like to complete an online TESOL or TEFL Certificate, allowing you to fit the course around your life, rather than your life around the course.	If you’re a disciplined, hard worker, this is truly a great option.  If you tend to start things and never finish them, don’t let this line of thinking suck you in!  You’ll be better off putting in the focus and work in an environment that holds you accountable.	A set schedule can be a benefit, if you are the type of person who works best with parameters set by other people.

Segments of the TESOL field

Given that the public at large doesn't understand the TESOL field, many students entering the world of TESOL also don't understand what types of areas they might work in.  Contrary to popular belief, there are far more sectors in the field that just public education and working internationally.  Here's an overview of the field.

Why I love Oxford Picture Dictionaries

I thought I’d take a post to expand on one of my must-haves for ESL teachers, the Oxford Picture Dictionaries.  I’ve always LOVED picture dictionaries, so I’m naturally biased toward this type of material, BUT some of the more recent materials Oxford has developed to supplement the picture dictionary itself are quite impressive.  If you haven’t looked at these materials yet, it’s worth some time to see if it would be a useful resource for the setting in which you teach.

Oxford Picture Dictionary Interactive

From the website: Oxford Picture Dictionary Interactive features easy navigation and provides practice opportunities for every word in the Oxford Picture Dictionary, Second Edition . In addition, video clips, readings, conversations, and writing activities provide hours of contextualized language practice.

Features

• Contextualized language practice and activities to reinforce new vocabulary.
• Immediate access to target words, promoting language autonomy.
• Tab-style navigation that provides a clear, intuitive interface even for novice computer users.
• Flashcard Maker that enables students to print a word and picture cards based on their individual needs.
• Vocabulary Notebook for students to actively create an electronic notebook of words and images, facilitating independent learning.

Highlights

If you have access to smartboard technology in your classroom, the OPD also has interactive presentation software that you can use along with the text book.  The OPD is also available in bilingual versions in Farsi, Japanese, French, Urdu, Thai, Korean, Vietnamese, Russian, Hatian Creole, Arabic, Chinese, Portuguese, and Spanish.

Oxford Picture Dictionary for Kids

This is an excellent alternative for working with children learning English.  In this series, Oxford offers a workbook, a teacher’s guide, many reproducibles, CDs and a battery of readers for student use.

Oxford Picture Dictionary for Content Areas

Designed to ‘accelerate academic development’, this dictionary is designed specifically for the ESL student in American content based courses.  Topics covered include geography, US history/government, the human body, living things ,the physical world, earth science, math, and technology.

Developing curriculum to teaching English without a textbook

Some teachers prefer to ditch the textbook for more ‘creative’ endeavors.  I am personally a fan of textbooks (with appropriate supplements here and there) because they provide an overarching picture of what a student learns.  But what’s a teacher – creative or not - to do when there is no textbook?  In such situations, some teachers may jump from random topic to random topic, frustrating even themselves for lack of clarity and direction.

So where do you start if you’re in the boat without a book?[1]

Student Knowledge

1. What do your students know? Determine an approximate level (beginner, intermediate, advanced).
2. What do your students need to know? Pay particular attention to the kind of language skills the have – reading, writing, speaking, listening – over the specific knowledge they possess.
3. Why are your students learning English? What kind of English do they need? Teaching English for university preparation will look very different than teaching conversational English to children.
4. How are students accustomed to learning? Trying to impose a great deal of group work on children more used to rote drills will be challenging.  Make an effort to work within some of the context of the culture you’re teaching in so that the method doesn’t distract the students from the content.

Resources

1. How much time do you have to teach and plan?
2. How many other materials (including copiers, chalkboards, etc.) are available?
3. What kind of training do the teachers around you have?

So now that you know where you are, what do you actually do?

1. Determine the ‘big topics’ of what you will teach of the entire course. Students learn better when topics are loosely associated with each other (for example:  teach transportation modes together, teach food/restaurant vocab at the same time, etc.).  Topics will be influenced heavily by your answers to the questions above regarding student knowledge.  Some of these books may be helpful in the process.
2. Break down the big topics into smaller chunks and determine what type of grammar might pair well with the topics.
3. Focus first on practical language! Teaching obscure vocabulary and minute grammar points (unless it's appropriate for the type of class you're teaching) will only serve to frustrate everyone.  Make an effort to teach language skills – reading, writing, teaching, listening – evenly throughout the class.  Read Examples of language focused learning for some suggestions of activities that help do this.
4. Don’t forget to assess what the students are learning.

{Free PDF} Content suggestions for ESL by level

If you have few resources and need a general starting part for what to teach by level, look no further!

Content Suggestions in ESL courses by level

Click here for PDF file

By no means conclusive, this is a *GUIDE* to give those without resources initial direction.  A textbook will usually be the best guide for giving the most consistent and comprehensive direction regarding what to teach, but this isn't always the reality!  If you can get your hands on a text, it would be a great guide to follow.

Some of the best known ESL textbooks:

• Interchange
• Touchstone
• Passages
• Side by Side
• Oxford University Press Picture dictionary (why I love the Oxford Picture Dictionary)

What do all those letters mean?

Like many fields, TESOL is a field filled with acronyms.  Here’s a guide to sorting through the alphabet soup:

Terms describing language learners

• ESL = English as a Second Language.  Describes students learning English in a context where the majority population speaks English.  This term is being used less because of the seeming inaccuracy in the term ‘second language’ – many English learners are learning their third, fourth, or fifth language.  However it’s not as inaccurate as some might suppose.  ‘Second language’ is a general linguistics term referring to any language that adds to a person’s first language.
• ESOL = English for Speakers of Other Languages. This term was next to replace ESL in an attempt to correct the inaccuracy of ‘ESL’
• ELL = English Language Learner. The current word used by the US Department of Education to describe students learning English.
• EFL = English as a Foreign Language. Describes students learning English in a context where the majority population speaks a language other than English.
• EAL = English as an Additional Language. Commonly used in the UK for persons learning English.
• LEP = Limited English Proficient. This is a dated term used to describe students learning English.  It has been phased out in an effort to define students by their proficiencies rather than their deficiencies.
• CLD = Culturally and Linguistically Diverse. Sort of explains itself, not very frequently used, but known among professionals in the field.

Terms referring to specific sectors of the TESOL profession

• ESP = English for Specific Purposes. Specialized training for very specialized content areas.  Some examples of ESP include English for Restaurant Workers, English for Medical Professionals, English for Business Purposes.
• EAP = English for Academic Purposes. Specialized training for students who wish to study at the university level in English. 
• IEP = Intensive English Program.  Typically located at universities, IEPs provide a base for students wishing to continue their studies at an English speaking university.
• TESOL (TESL/TEFL ) = Teachers of English of Speakers of Other Languages. Refers to the international professional organization as well as the teacher training sector of the field. 

Other generally known terms

• ELT = English Language Teaching. Describes the overarching field, regardless of context or population being taught.
• EIL = English as an International Language. Term describing the use of English around the world as a lingua franca. 

Did I miss something that you know about?  Leave it in the comments and I’ll add it!

Where are TESOL/TESL/TEFL jobs available?

When narrowing down your focus for a job search, the most important step is to determine either 1) the location in which you want to teach OR 2) the organization with whom you want to work.  Obviously, this depends on which is more important to you – some people are tied to a specific organization and others to a specific location.  Upon determining which direction to take, you’ll need to determine what kind of institution is the best fit.  Most jobs in the TESOL field exist in the following institutions:

• Private Language Schools. There is no shortage of language schools.  In many places, they will typically offer a higher quality of education and higher salaries than government schools (though this is not always the case, especially in the US where they often utilize part-time instructors).  The clientele are often highly motivated and educated.  Classes sizes are usually small.
• Intensive English Programs (IEP). IEPs can be run by private organizations or universities in English speaking countries.  International attend IEPs to study English intensively and be immersed in an English speaking environment.  At universities, their purpose is typically preparation to enter an academic setting (see English for Academic Purposes).  The typically offer assessment and wide levels of instruction.
• Government Schools. Due to the current nature of high-stakes testing in the US, public (government-run) schools teach English primarily through content-based instruction where students learn English through the medium of a specific subject.  This can vary significantly from an EFL approach.  I can’t speak to how other governments approach English language teaching – if you have something to share on your current country, please do so in the comments section!
• Private Schools, such as international schools or faith-based schools, offer ESL in a similar fashion to public schools.  One difference from public education in private schools may be the resources the students have access to at home.
• Government organizations. The largest and most well-known government run English programs are the Peace Corps (US) and Voluntary Service Organization (UK).  Other similar programs around the world are CUSO-VSO, World University Service of Canada (Canada), and Volunteer Service Abroad (New Zealand). While they do not only work in English language teaching, this is often a large part of their work.
• Private Tutoring. Tutoring opportunities abound from internet based to private tutoring.  Clientele also varies from high school students to diplomats.  In US cities, ESL tutoring  can pay between $25-$75/hour.  Tutoring for a pre-established organization may provide more contacts, but does pay less.
• Non-profit Organizations and Non-governmental Organizations (NGO). While non-profits and NGOs typically utilized volunteers, there are many paid positions within their ranks. 
  • Literacy Organizations. Many local literacy organizations also run ESL classes.  Search for “literacy organization” and the name of your locale to get more information regarding these organizations.
  • Missions Organizations. Typically affiliated with specific denominations, missions organizations are rooted in religious institutions.  Many missions organizations use English Teaching as a tool alongside other works.  The largest and most reputable Christian English language-based mission organization is English Language Institute China (ELIC).  SIL also does a great deal of work in Literacy. Mormons also have a very established presence in TESOL, with a fair amount of research coming out Brigham Young University.
  • Refugee resettlement agencies. Refugees are resettled in the US by agencies who are responsible for their transition to a new community.  They often offer ‘crash’ survival English courses as a means to help refugees learn their new environment.  Some of the larger refugee resettlement agencies are World Relief, Catholic Charities, Church World Service.  The Office of Refugee Resettlement has a complete list of voluntary agencies operating in the US.

How do I find an English teaching job?

In the age of Google, it’s easy to think all you have to do is search for “English Language Teaching Jobs” and – BAM! – there’s your perfect job.  In truth, it’s significantly more complicated than this – a Google search reveals over 8.5 MILLION returns.  How do you even start to sort through that pile?  Here are a few tips

1. Make personal connections. Talk with anyone you know – real or virtual - about their experiences teaching English abroad.  In making these connections, you are more likely to find a placement that is reliable and positive.  At the very least, it will help you determine what questions to ask agencies you’re considering.

2.  Check out job forums. My favorite is the International Job Forum at Dave’s ESL Café.  Here, you can search by country and see discussions of people I get many emails asking, “What do you know about teaching English in ___?”  Truth be told, I don’t.  The field is too big for even teacher educators to know everything!  However, you can ask these questions in forums and get straight answers.

3.  Request references from potential employers. If they won’t give you any, I wouldn’t go.  Make sure you contact the references and ask specific, hard questions such as:

• What kind of internal politics affect the institution?
• Were the terms you were given when you were hired the same as what actually happened?
• Was there anything that frustrated you about working there?

It will be far better for you to go into a situation with open eyes than be blindsided in the midst of culture shock!

4.  Get experience.  The more qualifications you have the more likely you are to catch an employer's attention.  Even though you don't get paid to volunteer, it does give you experience which may eventually qualify you for a job.

Is English Language Teaching right for me?

When students come to me exploring the idea of getting training to teach English as a Second Language (ESL) or English as a Foreign Language (EFL) – read Segments of the TESOL field for more info regarding distinctions of each – I usually probe their desire with the following questions:

1. Are you drawn to work with other cultures? Typically the most successful ESL teachers LOVE to work across cultures and have a desire to learn more about effective cross-cultural relations.  See Why ESL teachers need cross-cultural skills
2. Do you see yourself living ever living abroad? While career prospects are plentiful in the English teaching field, their characteristics vary from country to country.  For Americans, the context of teaching English in the US has significantly different implications than teaching abroad.  I would recommend that all ESL teachers live abroad, even if only for a short time, in order to be a more effective teacher in the classroom.  See lessons learned from travelling
3. What are your feelings about leading groups of people from the front? Many of my most successful students have a high comfort level in front of groups, not only speaking, but also directing and guiding.  I sometimes joke with my husband (a social worker) that he was far better prepared for marriage than I was because his profession taught him skills like empathy, listening, and compassion – mine (education) only taught me to boss people around and control them!  While I chuckle at this (and acknowledge they’re not always effective), these characteristics can come in quite useful in the classroom…
4. Do you like to plan? I just heard a teacher say the other day that she’d love teaching if it weren’t for the lesson planning and grading. While her comment earned my sympathetic ear, being able to prepare and assess effectively are crucial and large components of any classroom.  Slapping together lessons or scantily grading assignments do not create a positive learning environment.
5. Would you like to teach English for a short time or a lifetime? Depending on a person’s goals, their pursuit of training would vary.  Some people are interested in teaching English merely as a way to travel or gain entry into certain countries (see Ethics in TESOL for more dilemmas of this sort).  In this case, a short term Certificate training program would be ample preparation to teach.  However, once one identifies that they’d like to make a lifelong, sustainable profession out of English teaching, an MATESOL or related degree is a necessity.  For those interested in teaching in more reputable institutions or teacher training programs, a PhD is necessary.