Tiny, wired town is an English-teaching hub
Wyo. company hires people to teach English to Koreans using Skype
Image: Kathleen Hampton
Kathleen Hampton, in her home in Washakie County, Wyo., teaches English via the Internet to a student in South Korea in this May 2008, photo. Hampton is one of close to 300 teachers in the sparsely populated area hired by Eleutian Technology, to teach language courses to Korean students.
Bob Vines / AP
By Mead Gruver
updated 8:49 a.m. ET Nov. 24, 2008
TEN SLEEP, Wyo. - The nearest Wal-Mart is two hours away, and only foul weather, a deer in the road or a Washakie County sheriff's deputy would slow down anyone with a mind to drive there faster.
Yet Ten Sleep, population 350, is just as connected as any place these days, and home to a new company that is outsourcing jobs not from the United States to the Far East, but in the opposite direction.
Eleutian Technology hires people in towns across northern Wyoming to teach English to Koreans of all ages using Skype, the free online calling and person-to-person video service. Two years old, Eleutian already is one of Wyoming's fastest-growing businesses.
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The company has close to 300 teachers hooked up to more than 15,000 students in Korea, and CEO Kent Holiday said he's just getting started.
"Our plan was never to be a company that had a few thousand subscribers," Holiday said. "It's a $100 billion market just between Korea, Japan and China, and so we wanted to be the leader and we wanted to have millions of users."
Holiday got the idea for the company after a short stint teaching English in Korea in the early 1990s. He went to work in Korea's telecommunications industry and eventually became a top executive of Korea Telecom.
All along, he kept in mind that language education someday would be possible online. He made his move in 2006, getting grief from friends about quitting his high-six-figures job. "I said `You know what? The time's right,'" he said.
Eleutian isn't the only company harnessing the Internet from the distant ranges of Wyoming. Whether it's a Laramie man who sells high-end computers to day traders, or a Green River woman who writes software for mass transit systems, doing business in the least populated state no longer has to mean running the equivalent of a frontier outpost, said Jon Benson, CEO of the Wyoming Technology Business Center at the University of Wyoming.
"Broadband connectivity really has allowed people to do high-tech businesses from remote areas," he said. "It allows companies to locate in a place like Wyoming and do business across the world."
Eleutian's teachers include Kathleen Hampton, whose home is remote even by Wyoming standards.
Hampton moved to Wyoming from New Jersey when she met her rancher husband during a trip out West 13 years ago. She teaches English online several nights a week after her 30-mile commute home from teaching kindergarten in Ten Sleep.
She teaches most Korean students one-on-one. Many are in college. A few are middle-aged business executives. Hampton also teaches groups that are in private schools called "hakwons," which students attend after the regular school day.
"They're always fun because they're always yelling out in the background," Hampton said. "You get 14-year-old boys yelling out `I love you!' because they learn these English expressions and try to use them."
Eleutian pays its teachers $15 an hour to start. They're required to have state certification but don't have to be currently employed in schools.
"When you put on those first headphones and you're talking to somebody, it's nerve-racking to start with," Hampton said. "But it doesn't take long. If you're a teacher and used to explaining things, it makes no difference."
Growling at her students is one of her techniques. The idea is to get them to make an English-sounding "r."
"I'll be growling at them and there's some of these 20-year-old boys who will laugh, and they'll growl right back at you. And their roommates are in the background laughing at you and they get right into it," Hampton said. "And then you will have these quiet, little, studious people that will look at you and just won't do it."
Tuition for Eleutian's courses varies with factors like the size of the class and the business that's contracting Eleutian's services. But like any outsourcing company, Eleutian competes aggressively on price. For instance, one weekly one-on-one Internet course from Eleutian costs $150 for a whole semester, while English tutors in Korea charge from $40 to $60 an hour, Holiday said.
Holiday had been planning to start Eleutian Technology in Utah. He picked Ten Sleep, where his in-laws live, after seeing fiber-optic cable being installed throughout town. Tri County Telephone, the telecom cooperative that serves the Ten Sleep area, upgraded from decades-old copper phone wiring to fiber in 2006 — a step that has still yet to fully happen in many urban areas. Chris Davidson, Tri County's general manager, said the company wanted "to build a network for the future."
Holiday said the sparsely populated area also proved to have enough teachers. Some, like Hampton, teach from home. Others teach from Eleutian's learning centers in Ten Sleep and four other towns in northern Wyoming.
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Ten Sleep got its name for being the midpoint of a 20-day trek between Indian camps. The irony of its middle-of-nowhwere origins isn't lost on Bob Jensen, chief executive of the Wyoming Business Council, a semipublic agency that encourages economic development. But he added: "With their technical capability, their telecom capability — their fiber, their bandwidth — there's no reason why companies like Eleutian can't grow in towns like Ten Sleep."
Selasa, 19 Mei 2009
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Teaching English Abroad - What Happens When There are Problems?
Teaching English Abroad - What Happens When There are Problems?
By Kenneth Beare, About.com
Unfortunately, problems can occur when living and teaching English abroad. Most recently NOVA in Japan has gone bankrupt leaving 4,000 English teachers stranded. Here are some tips to dealing with problems that may occur when living abroad, and resources to help you move forward.
1. Find a new job
If you find yourself out of a job, chances are there are plenty more available. There are many online TEFL job resources available to help you find a job close to home. Here are my favorites: [p] [link url=http://www.tefl.com]TEFL.com[/link][br] [link url=http://www.tesall.com/recruiting.html]TESall.com[/link][br] [link url=http://www.esljobsworld.com/esl-jobs/asia/japan.html]ESL Jobs World[/link][br] [link url=http://www.esljobfeed.com/]ESL Job Feed[/link]2. Belong to Your National TESOL Association
National TESOL associations should be able to provide you with the most accurate information and guidance concerning the job market in the country you are living in. They will probably also have insider information on the school you are having problems with. This [link url=http://www.multilingualbooks.com/eslassoc.html]exhaustive TESOL organization list[/link] will help you find the organization you are looking for.3. Find out about your legal rights
There may be some confusion regarding your legal rights to back pay, VISA requirements, etc. Get informed as soon as you can about your legal right to work in the country you are currently living in. If you need legal assistance to fight a dishonest employer, local lawyers may be of help (This [link url=http://englishschoolwatch.org/lawyers_law.shtml]list[/link] may help you get started). Finally, you should definitely contact your local embassy or consulate for their advice.4. Ask your government for help
Make sure to register with your local consulate when living abroad. Your consulate can help you in times of trouble. It's easy to forget to do this, but when the you know what hits the fan, you'll be glad you did! The [link url=http://www.embassyworld.com/]Embassy World database[/link] will help you find the closest consulate or embassy.5. Find a teaching job on the internet
Teaching via the internet is still relatively new and risky. However, a number of companies are offering the opportunity to teach via the internet. [link url=http://www.onlinetutoringworld.com/]Online Tutoring World[/link] provides excellent resources for teachers looking to take advantage of this trend.6. Find a volunteer position
Many volunteer positions offer food and housing. In a pinch, you might be able to find a volunteer position while living abroad. [link url=http://www.volunteerabroad.com/search.cfm]Volunteer Abroad[/link] offers a comprehensive resource for these opportunities.7. Think about other job possibilities
There are a number of industries that are looking for temporary help. Finding a temporary job might help you get through the tough times until you find a new teaching position. Here are some suggestions for finding temporary jobs: [p] [ul] [li]Hostels and hotels [li]Tour operators [li]Tourist restaurants [/ul] [p] Wikitravel provides an in-depth look at the [link url=http://wikitravel.org/en/Working_abroad]various opportunities[/link] you should consider.8. Call Mom and Dad
OK, we all don't want to choose this option. However, if you haven't put away some money for a rainy day - let's be honest, how many teachers can do that on a private school's paycheck? - then Mom and Dad can at least wire you the money for a plane trip home. Perhaps they've kept your room just the way it was before you left for college...Resources for teaching English
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Selections level 3: Picture perfect
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English as a Foreign or Second Language
English as a Foreign or Second Language
From Wikipedia, the free encyclopedia
(Redirected from English language learning and teaching)
See also: Language education and Second language acquisition
"ESL" redirects here. For other uses, see ESL (disambiguation).
ESL (English as a second language), ESOL (English for speakers of other languages), and EFL (English as a foreign language) all refer to the use or study of English by speakers with a different native language. The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below. These terms are most commonly used in relation to teaching and learning English, but they may also be used in relation to demographic information.
ELT (English language teaching) is a widely-used teacher-centred term, as in the English language teaching divisions of large publishing houses, ELT training, etc. The abbreviations TESL (teaching English as a second language), TESOL (teaching English to speakers of other languages) and TEFL (teaching English as a foreign language) are also used.
Other terms used in this field include EAL (English as an additional language), ESD (English as a second dialect), EIL (English as an international language), ELF (English as a lingua franca), ESP (English for special purposes, or English for Specific Purposes), EAP (English for academic purposes). Some terms that refer to those who are learning English are ELL (English language learner), LEP (limited English proficiency) and CLD (culturally and linguistically diverse).
Contents[hide] |
[edit] Terminology and types
The many acronyms used in the field of English teaching and learning may be confusing. English is a language with great reach and influence; it is taught all over the world under many different circumstances. In English-speaking countries, English language teaching has essentially evolved in two broad directions: instruction for people who intend to live in an English-speaking country and for those who don't. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on. Crucially, these two arms have very different funding structures, public in the former and private in the latter, and to some extent this influences the way schools are established and classes are held. Matters are further complicated by the fact that the United States and the United Kingdom, both major engines of the language, describe these categories in different terms: as many eloquent users of the language have observed, "England and America are two countries divided by a common language." (Attributed to Winston Churchill, George Bernard Shaw, and Oscar Wilde.) The following technical definitions may therefore have their currency contested.
[edit] English outside English-speaking countries
EFL, English as a foreign language, indicates the use of English in a non-English-speaking region. Study can occur either in the student's home country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. TEFL is the teaching of English as a foreign language; note that this sort of instruction can take place in any country, English-speaking or not. Typically, EFL is learned either to pass exams as a necessary part of one's education, or for career progression while working for an organisation or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status (what linguist Braj Kachru calls the "expanding circle countries"); it may also be supplemented by lessons paid for privately. Teachers of EFL generally assume that students are literate in their mother tongue. The Chinese EFL Journal[1] and Iranian EFL Journal[2] are examples of international journals dedicated to specifics of English language learning within countries where English is used as a foreign language.
[edit] English within English-speaking countries
The other broad grouping is the use of English within the Anglosphere. In what theorist Braj Kachru calls "the inner circle", i.e. countries such as the United Kingdom and the United States, this use of English is generally by refugees, immigrants and their children. It also includes the use of English in "outer circle" countries, often former British colonies, where English is an official language even if it is not spoken as a mother tongue by the majority of the population.
In the US, Canada and Australia, this use of English is called ESL (English as a second language). This term has been criticized on the grounds that many learners already speak more than one language. A counter-argument says that the word "a" in the phrase "a second language" means there is no presumption that English is the second acquired language (see also Second language). TESL is the teaching of English as a second language.
In the UK, Ireland and New Zealand, the term ESL has been replaced by ESOL (English for speakers of other languages). In these countries TESOL (teaching English to speakers of other languages) is normally used to refer to teaching English only to this group. In the UK, the term EAL (English as an additional language), rather than ESOL, is usually used when talking about primary and secondary schools.[3]
Other acronyms were created to describe the person rather than the language to be learned. The term LEP (Limited English proficiency) was created in 1975 by the Lau Remedies following a decision of the US Supreme Court. ELL (English Language Learner), used by United States governments and school systems, was created by Charlene Rivera of the Center for Equity and Excellence in Education in an effort to label learners positively, rather than ascribing a deficiency to them. LOTE (Languages other than English) is a parallel term used in Canada, Australia, and New Zealand.
Typically, this sort of English (called ESL in the United States, Canada, and Australia, ESOL in the United Kingdom, Ireland and New Zealand) is learned to function in the new host country, e.g. within the school system (if a child), to find and hold down a job (if an adult), to perform the necessities of daily life. The teaching of it does not presuppose literacy in the mother tongue. It is usually paid for by the host government to help newcomers settle into their adopted country, sometimes as part of an explicit citizenship program. It is technically possible for ESL to be taught not in the host country, but in, for example, a refugee camp, as part of a pre-departure program sponsored by the government soon to receive new potential citizens. In practice, however, this is extremely rare.
Particularly in Canada and Australia, the term ESD (English as a second dialect) is used alongside ESL, usually in reference to programs for Canadian First Nations people or indigenous Australians, respectively.[4] It refers to the use of standard English, which may need to be explicitly taught, by speakers of a creole or non-standard variety. It is often grouped with ESL as ESL/ESD.
TEFL Country Locations
TEFL Country Locations
[edit] Europe
Opportunities vary considerably across Europe. Most cities in Western Europe have established language schools. These can be on-site, or operated as agencies that send teachers to various locations. September is the peak recruiting month, and many annual contracts last October through June. Employers prefer those with graduate-level academic qualifications, experience in Business English, or experience with younger learners.
The British Council is a key TEFL provider and schools typically use British English materials. Instructors from Great Britain and Ireland, countries within the European Union, do not need work visas to work in the EU, which reduces demand for teachers from outside. Immigration laws require that non-EU job applicants submit documents from their home countries in person after the European employer files an officially documented job offer. If the worker has traveled to Europe to find the job, this means they must return home and wait for some time. Even if they follow the process correctly, visa rejection rates are high. Many private-sector employers don't sponsor them at all, because they can meet staffing needs more easily from nearby countries.
International schools hire some non-EU teachers. These are more desirable positions that require significant experience and qualifications. Various countries' education ministries, such as those of France and Spain, offer opportunities for assistant language instructors in public schools. Part-time employment is usually allowed under an education visa, but this visa also requires proper attendance at an accredited EU college or university, institute, or other educational program. Other teachers work illegally under tourist visas.
Demand for TEFL is stronger in certain Eastern European countries because of the expansion of the European Union. Such locations also tend to have lower costs of living. Non-EU teachers usually find legal work here with less difficulty.
Far fewer instructors work in Scandinavia, which has stricter immigration laws and a policy of relying on bilingual local teachers. The Balkan former Yugoslav countries have seen recent growth in TEFL—private schools have recruited Anglophone teachers there for several years.
[edit] China
Many opportunities exist within China, including preschool, university, private schools and institutes, companies, and tutoring. The provinces and the Ministry of Education in Beijing tightly govern public schools, while private schools have more freedom to set work schedules, pay, and requirements. Outside of Beijing, Shanghai, and Guangzhou, salaries range between 3800 to 6000 yuan per month with an average of 4500 yuan.[4] Public schools tend to offer fewer hours per week (12 to 18) with low pay but free on-campus housing, while private schools usually require more than 22 hours a week and may offer higher pay without free housing. Preschool and elementary schools may ask the teacher to work more hours, just as the Chinese teacher would do.
Most schools pay for some travel expenses to and from Asia, and typically pay round-trip for a one-year contract (usually 10 months), and one-way for a six-month contract. Public schools usually pay during vacations, but not for summer break unless the teacher renews the contract,[5] while many private schools have shortened vacation schedules and may pay for whatever short number of days is allowed for vacation. Private schools may also require that teachers work weekends and evenings, which public schools seldom do. Both may have off-campus classes that require extra transportation time. Public schools provide an apartment with some extras. Most, but not all, private schools outside Beijing, Shanghai, and Guangzhou also provide housing.
Company jobs vary, depending on the number of employees they want to train. They may employ 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 on an independent basis with several contracts for tutoring, individual college classes, and some company work. The majority of teachers accept 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 language skills can find positions.
[edit] Hong Kong
Once a British Crown Colony, English language education in Hong Kong is taken seriously, as demonstrated by recent government-funded research.
[edit] Japan
In Japan, the JET Programme employs assistant language teachers to work in Japanese high schools and elementary schools. Other teachers work in private language schools, eikaiwa. The largest of these chains are Aeon, GEOS, and ECC. The industry is not well regulated. Nova, one of the largest chains with over 900 branches, collapsed in October 2007, leaving thousands of foreign teachers without money or a place to live. Other teachers work in universities. Agencies are increasingly used to send English speakers into kindergartens, primary schools, and private companies whose employees need to improve their Business English. Agencies, known in Japan as haken, or dispatch companies, have recently been competing among themselves to get contracts from various Boards of Education for Elementary, Junior and Senior High Schools, so wages have decreased steadily in the last four years.
[edit] South Korea
While South Korea has a great demand for native English speakers willing to teach. The U.S. Embassy, however, reports that teachers have sometimes come to Korea under contracts that promised generous salaries and benefits, but found actual conditions drastically different, and in some cases ended up with insufficient funds to return home.[6]
Institutions commonly provide round-trip airfare and a rent-free apartment for a one-year contract. Note that since March 15, 2008, visas rules have changed. Prospective teachers must now undergo a medical examination, a criminal background check, an original degree certificate, and provide sealed transcripts. On arriving in South Korea, teachers must undergo a further medical check before they receive an ARC card.
Though contracts usually include return flights, some schools offer cash instead. Severance pay equivalent to one month's salary is paid at the end of a contract as well. Citizens of the USA, Canada and Australia[7] also receive back their pension contributions and their employers' part of the pension contributions on leaving the country.
There are four main places to work in South Korea: universities, public schools, private language academies (known in South Korea as hagwon), and private company Business English classes. Recently, small private schools have been opening after-school programs.
[edit] Taiwan
In the Republic of China (Taiwan), most teachers work in cram schools, known locally as bushibans or buxibans. Some are part of chains, like Hess and Kojen. Others operate independently. Such schools pay around $2,000 USD a month. End-of-contract bonuses equivalent to an extra month's pay are not mandated by law as in South Korea, and are uncommon in Taiwan.
[edit] Thailand
Thailand has a great demand for native English speakers, and has a ready-made workforce in the form of travelers and expatriates attracted by the local lifestyle despite relatively low salaries. Thailand prohibits foreigners from most non-skilled occupations, so a high percentage of foreigners who live there teach English for a living, and as a way to stay in the country.
Until recently, it was relatively easy for native English speakers to find teaching jobs in Thailand, and recruitment was poorly regulated. However, the recent revelations in 2006 that John Mark Karr, the man arrested in connection with the murder of JonBenét Ramsey and subsequently released without charge, had been working as a teacher for a school in Bangkok prior to his deportation to the USA, put the profession in the spotlight. Thai authorities cracked down on schools that employed illegal workers, and tightened visa and work permit regulations. In recent months, however, it has become simpler for legitimate workers to obtain visas in-country.
[edit] United States
There are a large number of private ESL schools in the United States. The majority are in coastal cities that have a high number of foreign students. Los Angeles, New York, Miami, San Francisco, and Boston probably have the largest variety of such schools.
Many states fund ESL programs for adults. These are often taught in the evenings at public schools, and most large colleges and universities have ESL programs. School districts with high numbers of non-native English speaking students (LAUSD for example) often offer special bonuses and incentives for primary school teachers with ESL qualifications.
It's very difficult for a non-US citizens to obtain a work visa for a private ESL school. Highly qualified teachers may be able to get a visa through a state-funded program or a university.
Private ESL schools typically pay from $12 to $25 an hour. Most schools offer only part-time employment and no benefits. Adult programs tend to pay a bit more—adult ESL in Los Angeles pays around $30-$40 per hour. Colleges also usually only offer part-time employment, though pay can exceed $70 an hour, and tenure track positions sometimes become available.
Qualifications for TEFL teachers
Qualifications for TEFL teachers
Teachers can earn English teaching certifications through an intensive 4-week program, or a longer part-time program, either of which provide an internationally-recognized qualification. CertTESOL and CELTA certifications are internationally-recognized and accredited in the UK on the National Qualifications Framework. Both qualifications are externally assessed and accepted by the British Council in their accredited teaching organizations worldwide in over a 100 countries. Internet-based TEFL courses often claim to be internationally recognized, but recognition varies along wtih price and content of the programs. Private institutions often desire that course be face-to-face, or at least include an element of observed teaching.[3]
Schools around the world run international certificate programs. Qualification requirements vary considerably, from country to country and among employers within the same country. In some cases, it's possible to teach without a BA degree or without a teaching certificate. However, private language schools in some countries are likely to require a certificate based on successful completion of a course consisting of a minimum of 100 hours, usually including about 6 hours of observed teaching practice.
Many language schools accept any certificate that fulfills these criteria, while others look for teachers with specific certificates. It's also possible to gain certificates by completing shorter courses, or online courses, but these certificates do not always satisfy employer requirements due to lack of teaching practice. Also, some private language schools require teachers to complete in-house training programs even if they have a certification from elsewhere. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise unqualified candidates. Each country is different, and acceptance depends on demand for English teachers and the teacher's previous teaching and life experiences.
Teaching techniques
Teaching techniques
See also: Language education
[edit] Reading
TEFL that using literature aimed at children and teenagers is rising in popularity. These literature types offer simpler material ("simplified readers" are produced by major publishers), and often provide a more conversational style than literature for adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other wordplay. One method for using these books is the multiple-pass technique. The instructor reads the book, pausing often to explain certain words and concepts. On the second pass, the instructor reads the book completely through without stopping.
[edit] Communicative language teaching
Communicative language teaching (CLT) emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms,[1] it continues to be popular, particularly in Japan, Taiwan,[2] and Europe.
The task-based language learning (TBLL) approach to CLT has gained ground in recent years. Proponents believe CLT is important for developing and improving speaking, writing, listening, and reading skills, and that it prevents students merely listen passively to the teacher without interaction.
[edit] Blended learning
Blended learning is a combination of face-to-face teaching and online interactions (also known as CALL or Computer-Assisted Language Learning), achieved through a Virtual Learning Environment (VLE).
VLEs have been a major growth point in the ELT industry over the last five years. There are two types:
- Externally-hosted platforms that a school or institution exports content to (e.g., the proprietary Web Course Tools, or the open source Moodle)
- Content-supplied, course-managed learning platforms (e.g. the Macmillan English Campus)
The former provides pre-designed structures and tools, while the latter supports course-building by the language school—teachers can blend existing courses with games, activities, listening exercises, and grammar reference units contained online. This supports both classroom, and self-study or remote practice (for example in an internet café).
Teaching English as a foreign language From Wikipedia, the free encyclopedia
Teaching English as a foreign language
From Wikipedia, the free encyclopedia
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Teaching English as a foreign language (TEFL) refers to teaching English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native speakers of English.
This article describes English teaching by native Anglophones working outside their own country, a small subset of English taught worldwide. To learn about other aspects of English teaching, see English language learning and teaching, which explains methodology and context, and explains abbreviations (e.g., the difference between ESL and EFL, or TESOL as a subject and an organization). For information on foreign language teaching in general, see language education and second language acquisition.
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