Although I enjoyed the majority of my classes as an English teacher in South Korea, I can’t help but admit that I did have a favorite group: my Kindergarten class. It’s not very PC to have favorites, but these little ones were the beam of light that started my teaching day, radiating all the happiness and eagerness to learn that you’d expect from five-year-olds. If you agree (or get assigned) to teach a Kindergarten class, there is a very good chance that your young students will enter your classroom without every hearing (let alone speaking) a word of English. While this can be daunting, especially for new teachers, try to embrace the positives. These students are complete clean slates, not yet victims of the mistakes or habits of others and not yet confused by the accents, styles, and methodologies of other teachers. They are the perfect canvases for us as teachers to make our marks, get them excited about learning a foreign language, and set them off in a great direction educationally.
A lot of people go abroad to travel and get immersed in a completely different culture. Japan is a great place to teach English abroad because it offers amazing travel destinations and a great cultural experience that will provide you with great teachings. In this blog, Erica Derrickson explains what it is like to live and travel in Japan. Learn more about the Japanese work ethic that is also expected from English teachers and why it is recommended to make an effort to learn to speak Japanese even if you are planning to teach abroad for one year.
-About the author: Erica completed the 250-hour TESOL Diploma and has more than 9 years of experience teaching English in Japan-
It’s been more than 3 years since I started teaching English overseas with EF. I wouldn’t say that my story is extraordinary by any stretch of the imagination. I am just a normal guy from the UK who chose to do something a little different with his life, and I can now say that this was the best decision I ever made. In this post, I will share with you a few insights into teaching abroad, more specifically teaching in China. You may not be ready for this big move, but when you are I would recommend following a similar path to me.
About the author: Richard Solomon is teaching English in China with English First. He is currently teaching in Hangzhou.
Why I Chose China
Originally, I came to China to teach because I wanted to build my confidence when giving presentations, as I thought this would be a big part of my life. In England, I had a few Chinese friends from Guangzhou who befriended me and let me in their circle of friends and exposed me to some of their culture. (That was the first time I had hotpot!). From then on I was curious about China and I was looking to explore more, this with my desire to improve my speaking skills was the catalyst for my teaching abroad experience. Before long, I saw an advert online and decided to apply. The first four months were tough and I went through some difficulties, but with the support of English First I soon recovered.
-Learn more: Teaching in China with English First–
Teaching English immersion courses in Canada provides a great opportunity to learn how to teach English to people from all over the world. Most of my students are from South Korea, Japan, Brazil, Colombia, Mexico, Turkey, or Saudi Arabia, so there is a wide spectrum of accents to work with during a pronunciation class. This challenge presented a great opportunity for me to search deeper into TESOL methodology. Here are 6 tips on how to teach English pronunciation in a multilingual class.
-About the Author: Clare completed our 140-hour TESOL Certificate Course with Practicum–
Although China, Japan, and South Korea are the most popular teaching destinations because it is easy to get a teaching job with just a university degree and an accredited TESOL certificate, the recruitment process can take up to 4 months. Here is a list of countries where you can just show up and start teaching English!
Many people ask us if you need to know the foreign language to teach abroad. The answer is no, because those who use the Communicative Approach to teach English using English only. Speaking your students’ foreign language is not necessary to do you teaching job, but it is very valuable for your experience in the classroom and in your host country.
Here is a series of articles written by OnTESOL graduates to tell you how speaking a foreign language can help you in a big way. You will also find articles written by our TESOL trainers that explain when it is acceptable to use L1 (Your students’ mother language) in the ESL classroom and how to use it properly.
Teaching English with the Abu Dhabi Education Council (ADEC) has been a life-changing experience. The summer of 2010 was a really dispiriting time as I was facing the prospect of unemployment in the United States just as I began my career as a certified English teacher. I had applied for only the few positions that matched my credentials and experience and interviewed, unsuccessfully, for only two (one among over a thousand candidates for each job). That’s when I decided to cast a wider net and landed my current position in the UAE.
About the author: Greg completed the 250-hour TESOL Diploma and has more than 5 years of experience in the United Arab Emirates.
I’ve been teaching English in Japan for three years with the JET Programme, and I love every minute of it! Teaching abroad comes with challenges, so I will use this blog to review my experience with the JET Programme as well as share some TEFL activities that have worked well with my students and give you tips to work better with your Japanese co-teacher. Enjoy!
This week I had to stand in for one of the teachers that takes care of young learners (because she was sick). To prepare the class, I followed my tutor’s advice and recommendations and some instructions on the TEYL handbook (and of course TPR, TBL and ALM methodology). I must admit that I was pleasantly surprised about the outcome: the students were engaged 2 hours (non-stop!). It was very nice to see their reaction after the 2 hours when I said that the lesson had ended: “Oh! That’s it?! Already?!”.
Since this experience, I am incorporating TPR also to TBL lessons with older students (to consolidate what we have learned so far).