Yl unit 6

TEFLnow Course in Teaching English to Young Learners

Unit i 6

YL 006

Prrofessiona P n l dev evelopme ment

Unit i 6

Professional de Pr development

Synopsis In this unit we will consider some of the cultural issues you should be aware of when teaching in different regions of the world.

We will then look at ways of seeking, applying for and keeping employment.

We will think about your professional development, by consideration of examinations you can take, and some of the professional associations you can join.

Finally we present a webliography of many contacts that you may find useful throughout your career.

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Professional de Pr development

Cultural issues We will now consider some areas of cultural differences that we should be aware of when teaching throughout the world.

There are some general rules that you should keep in mind, wherever you work.

Q

Q

Q

Q

Q

Q

Find out as much as you can about the country or region before you go, by researching books such as the Lonely Planet guide.

When in the country, at work, be conservative in your manner, speech and actions until such a time that you are confident that you will not cause offence.

Use the formal greetings of the country until you find that alternatives are not considered inappropriate.

Never express political or social opinion unless you are certain that your comments will not be misrepresented.

Don’t make comments about people from the organization who are not there.

Don’t be sarcastic with your students (it may not be understood).

A very useful website with free, relevant information is: www.cyborlink.com

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Professional de Pr development

Some questions you should be able to answer about the country in which you intend to work: Q

What is a brief history of this country or region?

Q

How is the population distributed?

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What are the main cities?

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What religious and political denominations are there?

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What stereotypes exist?

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What truth, if any, is there in those stereotypes?

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How friendly and open are the country’s people to foreigners?

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What language is spoken? Is there more than one?

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What are the main points of cultural heritage?

Q

What dress code will I have to adhere to in the classroom?

Q

Are there any dress codes I will need to bear in mind in my free time?

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What body language/gestures should be avoided?

Q

What gifts are acceptable to give or receive?

Q

What conversational taboos exist?

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Are there formal protocols to cover in conversations/meetings/negotiations?

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P Prrofessional de development

Finding employment Opportunities for employment exist throughout the world for Teachers of young learners. There are a number of ways that you can go about gaining a post.

Through advertising (a) There are a couple of ways you can use advertising.

The internet is a vast source of job opportunities worldwide (See webliography) here you will find job postings with a brief description of the position and usually something about the school or training centre.

Newspapers such as the Educational Guardian have a section on TEFL posts. You can find postings on some of the larger training company websites: ITTT: International House:

‘In Country’ Many people know where they would ideally like to work and if this is the case it can be a good idea to travel to that country and look for work once you are there. You will need to have some cash reserves and may need to take a general position to keep some money coming in whilst you look for your ideal job.

The benefits of actually being able to go to schools or training centers are that you can see for yourself the working environment, talk to people already employed there about working conditions and generally get a better ‘feel’ for the post.

http://www.teflcourse.net/tefl-jobs/ www.ihworld.com/jobs

(b)You can also work the other way round and post your CV/resume on the internet. (The next section looks at how to write a CV/resume and cover letter.)

Dave’s ESL Café: www.eslcafe.com ESL Job Finder www.esljobfinder.net TEFL.com http://www.tefl.com/career/resume.html Some recruitment sites have a standard resume template that you fill in online. You’ll also need to get a username and password for some of them.

This method of searching for a job usually pays off.

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Professional de Pr development

When searching for work there are a couple of things to keep in mind: Q

Q

Q

When are the main recruiting periods for the country or region that you want to work in?

You will obviously have a greater chance of securing a position during these times.

Do you know anyone already working in the area? One of the most effective ways of getting a post is through a personal recommendation.

What questions should you ask a potential employer either before or at an interview?

Here are some questions to ask, which are in no particular order of priority. It’s probably best not to ask too many questions about holidays or pay initially.

1. What is the exact length of the contract, and when does it begin and end?

2. How and when do teachers get paid?

3. Do teachers have to work on Saturdays or Sundays?

4. Are there any extra-curricular responsibilities? If yes, what are they?

5. How many other teachers are there and where are they from?

6. What support systems are there for teachers?

7. What kind of schedule are you going to have (morning, evening, split)?

8. Where will I teach? At a school or language center?

9. How many hours do you have to teach?

10. What does the timetable consist of?

11. Do teachers have to work overtime?

12. Is there an orientation session?

13. Is there a probation period?

14. Is the contract renewable?

15. Are teaching resources and materials provided?

16. Will you have your own classroom or will you have to share it?

17. Will you have to teach at various locations?

18. If yes, who pays for transportation?

19. What kind of students will you have? Age? Education level? Nationality?

20. Do you have to teach at the same age level or will you have various age groups or mixed classes?

21. How often are the staff meetings, and what other functions do teachers have to attend?

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Professional de Pr development

22. Who supervises the program? Is there a program coordinator?

23. Is the program based on a particular course or do teachers have to develop their own program?

24. Is there a photocopying machine or internet access? If so, do I have to pay for it?

25. What other resources are available?

26. What is the school policy on discipline?

27. Are there any bonuses at the end of the contract?

28. What is the savings potential (salary/cost of living ratio)?

29. Are there legal restrictions on the amount of money you can send home?

30. Is housing provided? Is it shared? If yes, do you get a separate room?

31. What bills are included? (Utilities, telephone, furniture, TV, AC, appliances, etc.)

32. How far is it from school?

33. If not, does the school assist with finding housing?

34. How much is the typical rent? What are the other costs (agent fees, security deposit, etc) 35. Is health insurance included? If yes, what is the health-service provider? When does the coverage begin?

36. What are the holiday entitlements? Do you get any paid vacation time? How much?

37. Are any sick/personal days allowed?

38. Who pays for your air tickets? If teachers must pay for their airfare, is any portion of it going to be reimbursed?

39. Does the school pay for extra baggage? (Personal course and resource books, etc) 40. Does the school pay for a return flight?

41. Is there ongoing in-house training?

42. What is the currency in which teachers are paid?

43. Are teachers paid in cash or by a direct bank deposit?

44. Is any money held back? (Some schools do hold money back!)

45. Does the school guarantee a minimum salary, irrespective of hours? What is it?

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Professional de Pr development

CVs and resumes Research, ‘How to write the perfect CV (or resume) and you will find a lot of conflicting advice.

The problem is that everyone has their own idea of what should and should not be included on a CV/resume.

You can take the advice of the gurus or you can go about writing your own in the following way: Imagine you are an employer or that you are the recruitment manager for a company. You advertise for 3 new teachers and you get 2000 responses.

It is your job to go through these CV/resumes and put together a shortlist of 15 candidates from whom you are going to request further information and from these you will call eight for interview.

What do you want to know about your candidates?

These are the basics: Name in full Date of birth (political correctness is a western invention!)

Q Contact details (the most important contact is e-mail – it’s cheap and fast) Q Current address (if you’re already in country this will be an advantage) Q Nationality (you may not be eligible for visas/work permits) Q Marital status (the reality is that some employers don’t want you to be married or have children as they will provide single accommodation) Q Experience Q Qualifications Q Q

Which of the above you decide to put on your CV/resume is obviously your choice but in the employers mind if they have to contact you for information they feel should already be there, then they probably won’t bother.

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Unit i 6

Professional de Pr development

Following your personal information the other two most important sections are your work experience and your qualifications.

Qualifications usually come first and are presented in reverse chronological order (most recent first). Only include relevant information here – you may have a certificate for swimming 100 yards underwater but it doesn’t really help your job prospects.

Bear in mind that for work permits you will need to provide original transcripts of degree certificates and therefore you can only put on your CV/resume those things you have documentation for.

Employment history should also be in reverse chronological order. If you have a lot of work experience this section of your CV/resume can become bulky, so just write the dates of employment, the employer and job title, then after your list summarize all the experience in one block so there is no repetition of similar experiences.

The person reading your CV/resume may well end up working with you and so it is useful to put some information about your personal interests. If your employer doesn’t feel they would want to work with you then it is probably just as well you don’t get the job, as you have to be comfortable at work as well.

In summary: Keep it brief and relevant.

Be totally honest (or at least have proof to back up any claims made) Q Try to give a flavor of your personality.

Q Use a readable font.

Q Q

See the sample CV/resume on the next page, and the sample cover email on page 10.

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Unit i 6

P Prrofessional de development Sample C.V (this is a minimum)

Peter Andrew Davis Objective

To obtain a position teaching English to 6 to 11 year old children in Japan

Date of Birth Nationality Contact details Current residence Marital status

21.02.1960 American pad2003@yahoo.com, tel (+66) 4 745 2236 Phuket, Thailand Single

Qualifications

Certificate in Teaching English to Young Learners (50 hrs) Course based in Phuket, Thailand June 2004 TEFL certificate (120 hours) Barcelona , Spain July 1999 Taught 10 one hour lessons, completed language awareness examination with a score of 97% BSc. Mechanical Engineering class 2(1) Bristol University (UK) 1988

Employment history

Phuket Daw Sahn School July 2002 to November 2004 Senior EFL Teacher at Elementary school Managed 7 foreign EFL teachers and taught 16 hours of general English per week to mixed classes Patchaburi High school, Chumphon, Thailand August 1999 to June 2002 Teacher of English as a foreign language Mixed sex state school taught 25 hours per Week classes from M1 to M6 British Aerospace Research and development April 1989 to February 1999 Turbine blade development

Personal interests

Travel, reading biographies, football, hiking, languages.

Skills

Basic Spanish, elementary Thai, computer literate.

References

Available on request

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Sample cover email (this is a minimum) This is a sample cover email that you can use to send out your resume to potential employers. Put the ideas below into your own words, inserting your name and contact details, and personalizing as much as possible.

Be careful not to duplicate information on your CV/resume.

This should be re-written, in case two people using this template apply for the same job!

To whom it may concern, My name is XXX XXXX, and I have recently completed the certification course in Teaching English to Young Learners with TEFLnow.

I’m contacting you with regard to the current vacancy you have advertised at XXXXXXXXXXXXXXXX. OR I believe you currently have a vacancy at your institution. I am very enthusiastic to continue my teaching career with your organisation.

My experience of XXXXX and its people has been of great benefit to me in many ways. I intend to remain in XXXXXX [country] for the foreseeable future, to gain a greater understanding of the culture and attempt to exchange my knowledge of the English language with the people of XXXXXX. (Brief summary of YL experience, if any) Please find attached my resume, detailing my qualifications, experience and suitability to positions that you may have available.

Please contact me at XXX@XXXX or call me on xxxxxxxxxx for any further information or to schedule an interview.

Thank you.

Yours sincerely, XXX XXXX

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Additional qualifications

If you intend to pursue a management position, you would benefit from further qualifications, and may want to consider a Diploma course. Bear in mind that you will need at least 2 years teaching experience to take a diploma course (though this can have taken place before your TEFL certification).

Typically a Diploma course can be taken over a period of eight to ten weeks as a full-time course, or as a distance learning course with no fixed timeframe.

For a range of available courses visit the British Council website at http://www.britishcouncil.org The USA in particular prefers the Masters level qualification to the Diploma level.

Many British universities offer MAs in TEFL with particular reference to Young Learners.

You will find information on these courses at the websites for these British universities: Edinburgh, Leeds, Strathclyde, York, Kent, Lancashire, Salford, Middlesex, Birmingham, Reading and Warwick, Universities Take a look also at the TEFL Professional NetworkTeacher training courses.

Many of these courses are quite expensive, so there are obvious benefits to the online versions of such courses.

You can work at your own pace and also do not need to leave your current job or country to take the course.

TITC also offer a 250-hour Diploma course in TEFLnow (DipTEFLnow). Details here: http://www.teflnowcorp.com/teflnow_diploma_course.htm

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Unit i 6

P Prrofessional de development Associations and organisations

There are many professional bodies and organizations that you can be a member of, or have an affiliation with. These bodies provide a wealth of information for teachers and often hold conferences where you can learn about new developments and take part in discussion forums.

Here are some of the Associations/organizations you could become involved in: The American Council on the Teaching of Foreign Languages (ACTFL) The Australian Council for TEFL Association The British Council English Language Contacts Scheme (ELTECS) The Canadian Association of Second Language Teachers The European Council of International Schools Japan Association of College English Teachers (JACET) International Association of Teachers of English as a Foreign Language (IATEFL) Royal Society of Arts (RSA) The TEFL board Voluntary Service Overseas (VSO) There are inevitably costs associated with joining certain groups in this list but they can repay themselves with information that you will find useful.

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Professional de Pr development

General EFL webliography This final section lists useful websites arranged by function.

We would recommend that you visit as many sites as possible to gain further practical information, both for your teaching and professional development.

The web addresses were correct at the time of going to print.

Book publishers Cambridge University Press www.cambridge.org Longman ELT

www.pearsonelt.com

MacMillan Heinemann

www.macmillaneducation.com

Oxford University Press

www.oup.com

WWW Virtual Library

www.comlab.ox.ac.uk

TEYL sites www.yltsig.org www.learnenglishkids.britishcouncil.org/en www.cilt.org.uk www.bbc.co.uk/cbeebies www.kids.yahoo.com www.bogglesworldesl.com

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Professional de Pr development Reference material Encyclopedia Britannica

www.eb.com

Oxford English Dictionary

www.oed.com

Roget’s Thesaurus

www.thesaurus.com

Online dictionaries

www.alphadictionary.com

Journals and newspapers The English teaching professional The English Language Gazette Online

www.etprofessional.com www.elgazette.com

The Financial Times

www.ft.com

The Guardian

www.guardian.co.uk

Linguistics sites Applied linguistics virtual library

www.baal.org.uk

Journal of Linguistics

www.journals.cambridge.org/action/displayJournal?jid=LIN

BAAL

http://ling.ed.ac.uk/links.html

Linguistics Society of America

www.lsadc.org

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P Prrofessional de development

Task sheet Unit 6 Check your knowledge before attempting the unit test.

1. Send your completed CV/resume and an accompanying cover letter (written as if you were applying for a position teaching young learners) to this email address: yl@tesol-tefl.net Note: not all the information needed for the answers can be found in the unit, so you may need to research from other sources.

2. List, in detail, some of the unique problems you might experience while teaching young learners in each of these countries: a. China ………………………..…………………………………………..…………………………………………..…………….………………… ………………………..…………………………………………..…………………………………………..………………………………................ ………………………..…………………………………………..…………………………………………..………………………………................ b. South Korea ………………………..…………………………………………..…………………………………………..…………….………. ………………………..…………………………………………..…………………………………………..………………………………................ ………………………..…………………………………………..…………………………………………..………………………………................ c. Vietnam ………………………..…………………………………………..…………………………………………..…………….………….... ………………………..…………………………………………..…………………………………………..………………………………................ ………………………..…………………………………………..…………………………………………..………………………………................ d. Kuwait ………………………..…………………………………………..…………………………………………..…………….……………….. ………………………..…………………………………………..…………………………………………..………………………………................ ………...……………..…………………………………………..…………………………………………..………………………………................ e. Oman ………………………..…………………………………………..…………………………………………..…………….………………… ………………………..…………………………………………..…………………………………………..………………………………................ ………………………..…………………………………………..…………………………………………..………………………………................ f. Bulgaria ………………………..…………………………………………..…………………………………………..…………….……………… ………………………..…………………………………………..…………………………………………..………………………………................ ………………………..…………………………………………..…………………………………………..………………………………................

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P Prrofessional de development

3. Using the lesson plan below, write a full lesson plan that will address one of the problems thatyou described in task 2 above.

Lesson Plan Teacher:

Time:

Date:

Class level:

Room:

Expected number of students:

Context: Teaching aids: Learner objectives: For the students to be able to

Personal aims:

Anticipated problems for students:

Anticipated problems for teacher:

Solutions:

Solutions:

Procedure

Phase

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Timing

Interaction

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Procedure (continued)

Phase

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Timing

Interaction

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4. List five things you should never do (due to cultural issues) in a country of your choice: (i) ………………………………………………………………………………………………………………….……………..........................…… …………………………………………………………………………………..………………………………….…………….........................…… (ii) ………………………………………………………..……………………………………………………….……………..........................…… …………………………………………………………………………………..………………………………….…………….........................…… (iii) ……….…………………………………………………………………………………………………….……………..........................…...… …………………………………………………………………………………..………………………………….…………….........................…… (iv) ……………………………………………………………………………………………………………….……………...........................…… …………………………………………………………………………………..………………………………….…………….........................…… (v) ……..………………………………………………………………………………………………………….……………..........................…… …………………………………………………………………………………..………………………………….…………….........................……

5. Describe what you would be expected to study on an MA TEFL course: …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................…… …………………………………………………………………………………..………………………………….…………….........................……

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Professional de Pr development

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Supplement

This course has been written with a particular age group in mind. The teaching of Young learners may bring you into contact with students outside the range considered here.

For example students as young as 2 years of age are now learning English as a second language, and there are obviously many situations where your students will be older than 13 years of age.

As a postscript to the course, here are some brief considerations to bear in mind for very young and older learners.

Very young learners (below 4 years of age) Q

Q

Activities should be constantly varied to take account of shorter attention spans.

Activities should be visual and based around the use of motor facilities, painting, movement, follow the leader, for example.

Q

Verbal instructions should be minimized.

Q

Time has to be built in to your lessons for sleep.

Q

Learning should take place through the medium of play rather than any formal instruction.

Older learners (13 years to 18 years) Q

Q

Q

Q

Q

Learners at this age feel they are adults and will not appreciate being treated otherwise.

Learners at this age have a lot of experience they can bring to the classroom, try where ever possible to use it.

Learners at this age have very clear ideas about likes and dislikes and can be quite pedantic if they consider a topic boring.

Be prepared to justify the usefulness of any topic you ask them to study.

Be aware that students at this age will invariably prefer to be anywhere else other than in a classroom, endeavor to bring their outside interests into the classroom.

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