2009 LTTC International Conference
A New Look at Language Teaching and Testing: English as Subject and Vehicle
Organizer:
The Language Training & Testing Center (LTTC), Taipei, Taiwan
Conference Date:
March 5, 2009—Pre-conference Sessions
March 6-7, 2009—Conference (Main Sessions)
Conference Venue:
National Taiwan University, Taipei, Taiwan
Conference Theme
A New Look at Language Teaching and Testing: English as Subject and Vehicle
Background and Purpose
“Millions want to speak it; millions more are finding they have to, whether they like it or not and many don’t like it at all.” -- Ted Anthony
The 2009 LTTC International Conference aims to provide a platform for language experts, scholars, and practitioners to exchange ideas and share research findings related to the teaching and testing of English. Our primary concern is with those millions who, whether they like it or not, find themselves in the position of having to learn and use English in the age of globalization.
For learners of English as a foreign/second language, English is clearly a vehicle in a double sense: it is both a medium of expression and a means of social advancement. Moreover, as an essential component of our being, language is more than just a vehicle, it is also a subject – again in a double sense: it is both an academic subject, and a constitutive-element that shapes the learner-user’s subject self.
By learning English, learners not only incorporate socio-cultural background information into their own selves, they also integrate conceptual models inherent to English into their own conceptual systems.
All proposals must be submitted online.
Online Submission Website
https://www.lttc.ntu.edu.tw/Conference2009/abstractsubmission.htm
Conference Theme: A New Look at Language Teaching and Testing: English as Subject and Vehicle
Closing date for proposal submission: March 31, 2008
Notification of acceptance: June 15, 2008
If you experience any technical difficulties with the online submission of proposals, please contact conference@lttc.org.tw
Guidelines for filling out the form
Presenters need to complete a Presenter Information Form for each proposal and submit an abstract.
For panel discussions, please provide information about the panelists in the proposal.
All fields marked with * must be completed.
The details entered here will be used by the LTTC in relation to this event only.
******
Blog URL
http://teachenglishblog.blogspot.com/
Wednesday, February 27, 2008
Monday, February 25, 2008
Best of BESIG 2: Call for Papers
Following the success of the Best of BESIG 2006 in Paris, TESOL France and IATEFL BESIG have decided to come together for a second time. Prospective speakers for the Best of BESIG 2 are kindly asked to submit abstracts for talks pertaining to new and emerging practical approaches in the Professional English context. These include:
Teaching tips for teachers of Business English
Relationships between Professional English and other disciplines
English for Professionals and the use of technology
New materials, but more importantly, innovative ways on how teachers can use them
Discussions on the trends, evolution and future directions of Business English
Best of BESIG 2006 abstracts can be found at:
http://www.tesol-france.org/BOBAbstracts.php
Please include:
Name of speaker(s) + affiliate (where necessary)
Title and synopsis of workshop /
paper you consider appropriate for the event and target audience.
100 words approx
Language of delivery (French / English)
Target audience – e.g. experienced / less experienced trainers, etc.
Publisher sponsored workshop Please include name of publisher
Biodata. 100 words max
Any time during the event when you will not be available
Technical needs.
NB: In the past, Best of BESIG attendees have greatly enjoyed workshops that have been more practical than theoretical.
Important Dates:
Deadline for submission of proposals: March 31, 2008
Notification of acceptance: April 18, 2008
Details of preliminary schedule: May 1, 2008
Event Date: June 7, 2008
Papers are to be submitted in .doc or .pdf format via e-mail and sent to: tesol@enst.fr.
Please put Best of BESIG Call for Papers in the Subject Line.
We look forward to hearing from you!
Presentations and workshops
Read some documents from the 2006 workshops
Barry Abrams, Video Recording in the Classroom
John Allison, Using Case Studies
Ian Badger, The Changing World of Business English
Elke Beder, Energize Your BE Class with Hollywood Film Scenes
Nick Brieger, International Team Building Training
Lynn Burney, Coaching
Damian Corcoran, Voice Management Skills for Presentations
Michael O’Connor, Powerpoint for Student Presentations:
Added Value or Audience Nightmare?
Adrian Pilbeam, Developing Intercultural Training Skills
Gunvar Sarelin-Sjöblom, How Should Language Programmes in Higher Education Adapt to the Needs of Industry and Business?
Julia Starr Keddle, The Creative Teaching of 'Soft Skills' in Business English
Tom Smith + Stephanie Ashford, Critical Moments: Creating Spontaneous Teaching + Learning
Charles Talcott, Teaching TOEIC
Graham Tullis, Getting Published
Greg Williams, Suggestopedia
How to Use Videotaping in the Classroom in Several Easy Steps!
By Barry Abrams The workshop, while brief, will try to give participants some insights into how to effectively use video in the classroom. This will include, in large part, dispelling the 'fear factor' of working with technical equipment.
We will look at various uses of video in meetings, negotiations and presentation role-plays and discuss the many possibilities video provides to work on not only the learners’ language skills (with delayed correction), but also to help them become more effective public speakers.
If time allows, some of the more creative uses of the medium, such as one on one interviews and letting the learners script and act in their own socializing video role-plays will be discussed.
Using Case Studies (Macmillan)
By John Allison This workshop investigates a classroom activity which has recently come back into fashion, and attempts to answer three essential questions:
What exactly is a case study?
Why should I use case studies?
How can I use case studies?
In a hands-on session, participants are invited to compare materials, techniques and experiences in order to reconsider and perhaps redefine their own attitudes and approach to using case studies in a variety of different teaching contexts.
The Changing World of Business English (Marshall Cavendish)
By Ian Badger In this talk I will examine how globalisation and new channels of communication, such as the use of email and the Internet, mobile telephony, messaging and intranet data systems, have increased the demand for higher proficiency in English - from the shop floor to the board room. I will also examine the constants, the areas of everyday communication where basic skills in writing, telephoning and face-to-face situations have remained largely unchanged over the years. Throughout the talk I will refer to my own experiences of running ‘in-company’ training programmes and courses to meet the changing needs of business learners.
Energize Your Business English Class with Hollywood Film Scenes
By Elke Beder In teaching Business English we often face the problem of having to find materials that reflect the real business world instead of the business world of the language classroom. Scenes from films are an ideal source for language activities because they provide both "authentic" language and business situations. Film scenes are short and fun and learners are usually familiar with the films used. They can be exploited to teach a wide range of topics including presentations, meetings, role-plays, vocabulary work and grammar. This workshop will introduce hands-on activities and ideas that can easily be adapted to any Business English class.
International Team Building Training (Sponsored by IATEFL BESIG) By Nick Brieger ‘Developing Yourself and Your Team in an International Context’is a one-day training programme run by York Associates to various international clients. It brings together three areas:
- awareness of preferred working styles, using a psychometric tool
- people-linking skills and task-linking skills for effective team working
- intercultural awareness, looking at national and corporate cultures
These three background issues are then developed through practical activities to raise awareness of their applicability in the participants’ working contexts.
In this session, I am to go through the programme for the day:
the course objectives
the stages
the activities
From Teaching to Coaching
By Lynne Burney
Many learner centred language trainers consider themselves to be coaches already and can't understand what the fuss is about. They can understand that the fees they are getting relate to the language training market but not to the coaching market so what is the mental shift that is required to jump from one market to another? What is the skills shift that is required to become a coach? What needs to happen for a teacher to become a coach? What is coaching in fact? A 55-minute workshop that seeks to model a coaching process will not answer these questions so it will be interesting to see what emerges during the time available. What will meet participant expectations and what will be left unsaid and undone but the most interesting question will be "so what do you want to do about it?"
Voice Management Skills for Presentations By Damian Corcoran In this workshop presentation we will explore 3 themes in voice management in depth; posture, breathing, and production, considering them as primary concerns for trainees giving presentations in English.
Posture: Working on basic strategies for finding a centered position. Discovering personal preferences and analysing negative and positive aspects of being “off-centre”. Touching on body language and gestures as extensions of an alert mind and relaxed body.
Breathing: Essential work will be done on relaxed breathing and breath control as a way of managing stress and enhancing production. Ways of helping trainees breathe effectively will be practised.
Production: We will discover activities to increase awareness of how articulation, tone, and pace can affect how people understand what we are presenting. Testing the argument “It’s not what you say but the way that you say it” that counts. Specific work will be done on rehearsal techniques especially in a one to one context.
PowerPoint for Student Presentations: Added Value or Audience Nightmare?
By Michael O’Connor Since its introduction 20 years ago, PowerPoint presentation software has become a staple of business presentations, but misuse and abuse has led to a backlash of rejection. This presentation will briefly retrace the extraordinary growth of PowerPoint and analyze why so many people in business and teaching are criticizing it. The workshop will include practical activities that can be used in the classroom to help students design effective PowerPoint presentations as a complement to their in-class oral presentations, and tips on how to get the most out of the software to add value to business presentations without boring the public. Easy alternatives to PowerPoint and common errors in slide design and information presentations will be addressed.
Developing Intercultural Training Skills
By Adrian Pilbeam Intercultural awareness and communication are considered to be essential components of many Business English courses. But what is the best way to integrate intercultural topics and activities into Business English courses? Should the focus be only on culture as it affects communication or on other aspects of culture as well? And what training do Business English trainers need to be better versed in this field? In fact, what is intercultural training and how does it differ from language training? How can language trainers make the transition to intercultural trainers? I will address these questions, using a variety of workshop activities.
How Should Language Programmes in Higher Education Adapt to the Needs of Industry and Business? By Gunvor Sarelin-Sjöblom What are the language needs of industry and business, and which are the communication situations in today's business life? Do Business English teachers take into account the educational trends for the future?
Critical Moments: Creating Spontaneous Teaching and Learning Opportunities
By Tom Smith + Stephanie Ashford
This is an interactive workshop that examines ways of developing scenarios for teaching the 'high surrender' language chunks that are essential for business people using English in a range of situations. No materials are used – the participants suggest the situations, and the facilitators create simple 'information gap' simulations and monitor the activities and give feedback. We will discuss issues of classroom organisation, how to set up authentic simulations and encourage participation, and effective ways of taking language notes and giving feedback. This workshop will be of interest to anyone involved in the practical aspects of teaching Business English.
The Creative Teaching of 'Soft Skills' in Business English OUP)
By Julia Starr Keddle In the modern workplace it is not enough for the language learner to understand practical issues such as letter writing, business theory and the technical ability to do a job. These hard skills need to go hand in hand with soft skills: transferable personal and interpersonal skills such as emotional intelligence, dealing with anger, listening effectively and conflict management. Through guided tasks and fun presentations the English language student can begin to develop an awareness of the soft skills necessary in a 21st century workplace.
Teaching TOEIC: What a Test Can Teach Us About Teaching? (CUP) By Charles Talcott How can standardized tests enhance our teaching? English teachers are feeling more and more pressure to incorporate outcomes assessment tests into their curriculum, and this produces the added pressure of having to re-orient the syllabus and to alter our pedagogical methods and styles toward test preparation. Charles, co-author of Cambridge University Press's Target Score, will talk about the challenge of developing and delivering a creative, language-acquisition-friendly syllabus for students who are both learning English and preparing for the TOEIC.
Teacher to Author – Making the Transition<
By Graham Tullis Adapting existing materials or preparing new ones for use in the classroom is just part of the job for most Business English teachers. But how do you make the transition from preparing your own tailored materials to submitting a publishing proposal for a coursebook? Drawing on his own experience as a teacher and author, Graham will be looking at the issues that are involved in putting together a book proposal and discussing how best to go about it.
How Suggestopedia Has Developed and Can Be Adapted to French Corporate Culture
By Greg Williams What’s behind the word Suggestopedia and how has this learning technique been developed and adapted since Dr. Lozanov first published his findings in the 50s? Should certain activities be changed due to changing attitudes? Is relaxation and calling on the creative energies of the mind still an important issue in the classroom? And how does French culture in general and French corporate culture in particular affect the fundamental precepts of Suggestopedia?
******
Blog URL
http://teachenglishblog.blogspot.com/
Teaching tips for teachers of Business English
Relationships between Professional English and other disciplines
English for Professionals and the use of technology
New materials, but more importantly, innovative ways on how teachers can use them
Discussions on the trends, evolution and future directions of Business English
Best of BESIG 2006 abstracts can be found at:
http://www.tesol-france.org/BOBAbstracts.php
Please include:
Name of speaker(s) + affiliate (where necessary)
Title and synopsis of workshop /
paper you consider appropriate for the event and target audience.
100 words approx
Language of delivery (French / English)
Target audience – e.g. experienced / less experienced trainers, etc.
Publisher sponsored workshop Please include name of publisher
Biodata. 100 words max
Any time during the event when you will not be available
Technical needs.
NB: In the past, Best of BESIG attendees have greatly enjoyed workshops that have been more practical than theoretical.
Important Dates:
Deadline for submission of proposals: March 31, 2008
Notification of acceptance: April 18, 2008
Details of preliminary schedule: May 1, 2008
Event Date: June 7, 2008
Papers are to be submitted in .doc or .pdf format via e-mail and sent to: tesol@enst.fr.
Please put Best of BESIG Call for Papers in the Subject Line.
We look forward to hearing from you!
Presentations and workshops
Read some documents from the 2006 workshops
Barry Abrams, Video Recording in the Classroom
John Allison, Using Case Studies
Ian Badger, The Changing World of Business English
Elke Beder, Energize Your BE Class with Hollywood Film Scenes
Nick Brieger, International Team Building Training
Lynn Burney, Coaching
Damian Corcoran, Voice Management Skills for Presentations
Michael O’Connor, Powerpoint for Student Presentations:
Added Value or Audience Nightmare?
Adrian Pilbeam, Developing Intercultural Training Skills
Gunvar Sarelin-Sjöblom, How Should Language Programmes in Higher Education Adapt to the Needs of Industry and Business?
Julia Starr Keddle, The Creative Teaching of 'Soft Skills' in Business English
Tom Smith + Stephanie Ashford, Critical Moments: Creating Spontaneous Teaching + Learning
Charles Talcott, Teaching TOEIC
Graham Tullis, Getting Published
Greg Williams, Suggestopedia
How to Use Videotaping in the Classroom in Several Easy Steps!
By Barry Abrams The workshop, while brief, will try to give participants some insights into how to effectively use video in the classroom. This will include, in large part, dispelling the 'fear factor' of working with technical equipment.
We will look at various uses of video in meetings, negotiations and presentation role-plays and discuss the many possibilities video provides to work on not only the learners’ language skills (with delayed correction), but also to help them become more effective public speakers.
If time allows, some of the more creative uses of the medium, such as one on one interviews and letting the learners script and act in their own socializing video role-plays will be discussed.
Using Case Studies (Macmillan)
By John Allison This workshop investigates a classroom activity which has recently come back into fashion, and attempts to answer three essential questions:
What exactly is a case study?
Why should I use case studies?
How can I use case studies?
In a hands-on session, participants are invited to compare materials, techniques and experiences in order to reconsider and perhaps redefine their own attitudes and approach to using case studies in a variety of different teaching contexts.
The Changing World of Business English (Marshall Cavendish)
By Ian Badger In this talk I will examine how globalisation and new channels of communication, such as the use of email and the Internet, mobile telephony, messaging and intranet data systems, have increased the demand for higher proficiency in English - from the shop floor to the board room. I will also examine the constants, the areas of everyday communication where basic skills in writing, telephoning and face-to-face situations have remained largely unchanged over the years. Throughout the talk I will refer to my own experiences of running ‘in-company’ training programmes and courses to meet the changing needs of business learners.
Energize Your Business English Class with Hollywood Film Scenes
By Elke Beder In teaching Business English we often face the problem of having to find materials that reflect the real business world instead of the business world of the language classroom. Scenes from films are an ideal source for language activities because they provide both "authentic" language and business situations. Film scenes are short and fun and learners are usually familiar with the films used. They can be exploited to teach a wide range of topics including presentations, meetings, role-plays, vocabulary work and grammar. This workshop will introduce hands-on activities and ideas that can easily be adapted to any Business English class.
International Team Building Training (Sponsored by IATEFL BESIG) By Nick Brieger ‘Developing Yourself and Your Team in an International Context’is a one-day training programme run by York Associates to various international clients. It brings together three areas:
- awareness of preferred working styles, using a psychometric tool
- people-linking skills and task-linking skills for effective team working
- intercultural awareness, looking at national and corporate cultures
These three background issues are then developed through practical activities to raise awareness of their applicability in the participants’ working contexts.
In this session, I am to go through the programme for the day:
the course objectives
the stages
the activities
From Teaching to Coaching
By Lynne Burney
Many learner centred language trainers consider themselves to be coaches already and can't understand what the fuss is about. They can understand that the fees they are getting relate to the language training market but not to the coaching market so what is the mental shift that is required to jump from one market to another? What is the skills shift that is required to become a coach? What needs to happen for a teacher to become a coach? What is coaching in fact? A 55-minute workshop that seeks to model a coaching process will not answer these questions so it will be interesting to see what emerges during the time available. What will meet participant expectations and what will be left unsaid and undone but the most interesting question will be "so what do you want to do about it?"
Voice Management Skills for Presentations By Damian Corcoran In this workshop presentation we will explore 3 themes in voice management in depth; posture, breathing, and production, considering them as primary concerns for trainees giving presentations in English.
Posture: Working on basic strategies for finding a centered position. Discovering personal preferences and analysing negative and positive aspects of being “off-centre”. Touching on body language and gestures as extensions of an alert mind and relaxed body.
Breathing: Essential work will be done on relaxed breathing and breath control as a way of managing stress and enhancing production. Ways of helping trainees breathe effectively will be practised.
Production: We will discover activities to increase awareness of how articulation, tone, and pace can affect how people understand what we are presenting. Testing the argument “It’s not what you say but the way that you say it” that counts. Specific work will be done on rehearsal techniques especially in a one to one context.
PowerPoint for Student Presentations: Added Value or Audience Nightmare?
By Michael O’Connor Since its introduction 20 years ago, PowerPoint presentation software has become a staple of business presentations, but misuse and abuse has led to a backlash of rejection. This presentation will briefly retrace the extraordinary growth of PowerPoint and analyze why so many people in business and teaching are criticizing it. The workshop will include practical activities that can be used in the classroom to help students design effective PowerPoint presentations as a complement to their in-class oral presentations, and tips on how to get the most out of the software to add value to business presentations without boring the public. Easy alternatives to PowerPoint and common errors in slide design and information presentations will be addressed.
Developing Intercultural Training Skills
By Adrian Pilbeam Intercultural awareness and communication are considered to be essential components of many Business English courses. But what is the best way to integrate intercultural topics and activities into Business English courses? Should the focus be only on culture as it affects communication or on other aspects of culture as well? And what training do Business English trainers need to be better versed in this field? In fact, what is intercultural training and how does it differ from language training? How can language trainers make the transition to intercultural trainers? I will address these questions, using a variety of workshop activities.
How Should Language Programmes in Higher Education Adapt to the Needs of Industry and Business? By Gunvor Sarelin-Sjöblom What are the language needs of industry and business, and which are the communication situations in today's business life? Do Business English teachers take into account the educational trends for the future?
Critical Moments: Creating Spontaneous Teaching and Learning Opportunities
By Tom Smith + Stephanie Ashford
This is an interactive workshop that examines ways of developing scenarios for teaching the 'high surrender' language chunks that are essential for business people using English in a range of situations. No materials are used – the participants suggest the situations, and the facilitators create simple 'information gap' simulations and monitor the activities and give feedback. We will discuss issues of classroom organisation, how to set up authentic simulations and encourage participation, and effective ways of taking language notes and giving feedback. This workshop will be of interest to anyone involved in the practical aspects of teaching Business English.
The Creative Teaching of 'Soft Skills' in Business English OUP)
By Julia Starr Keddle In the modern workplace it is not enough for the language learner to understand practical issues such as letter writing, business theory and the technical ability to do a job. These hard skills need to go hand in hand with soft skills: transferable personal and interpersonal skills such as emotional intelligence, dealing with anger, listening effectively and conflict management. Through guided tasks and fun presentations the English language student can begin to develop an awareness of the soft skills necessary in a 21st century workplace.
Teaching TOEIC: What a Test Can Teach Us About Teaching? (CUP) By Charles Talcott How can standardized tests enhance our teaching? English teachers are feeling more and more pressure to incorporate outcomes assessment tests into their curriculum, and this produces the added pressure of having to re-orient the syllabus and to alter our pedagogical methods and styles toward test preparation. Charles, co-author of Cambridge University Press's Target Score, will talk about the challenge of developing and delivering a creative, language-acquisition-friendly syllabus for students who are both learning English and preparing for the TOEIC.
Teacher to Author – Making the Transition<
By Graham Tullis Adapting existing materials or preparing new ones for use in the classroom is just part of the job for most Business English teachers. But how do you make the transition from preparing your own tailored materials to submitting a publishing proposal for a coursebook? Drawing on his own experience as a teacher and author, Graham will be looking at the issues that are involved in putting together a book proposal and discussing how best to go about it.
How Suggestopedia Has Developed and Can Be Adapted to French Corporate Culture
By Greg Williams What’s behind the word Suggestopedia and how has this learning technique been developed and adapted since Dr. Lozanov first published his findings in the 50s? Should certain activities be changed due to changing attitudes? Is relaxation and calling on the creative energies of the mind still an important issue in the classroom? And how does French culture in general and French corporate culture in particular affect the fundamental precepts of Suggestopedia?
******
Blog URL
http://teachenglishblog.blogspot.com/
Wednesday, February 20, 2008
Three Positions in Zhanjiang Normal University
The Zhanjiang Normal University main campus is downtown in Zhanjiang city.
Founded in 1991, Zhanjiang Normal University has 13 colleges offering 45 degree and 23 diploma programs. It has 1395 teachers and 103 have PHD's.
Job requirements
1. no criminal record;
2. English Native speaker;
3. Bachelor of Arts degree or upper;
4. More than 1 year’s teaching experiences or TEFL/TESOL certificate;
5. Healthy
Job description
1. Teach English literature, western culture or composition to the English major students;
2. 16 hours, Monday to Friday;
3. Student’s age: 18-21 years old;
4. From late Feb./ early Mar. 2008 on, renewable.
Job benefits
1. 5000-6000 rmb per month;
2. 10200 rmb for airfare and travel allowance upon one year (two terms)contract (one term,half the allowance);
3. paid holidays for all public Chinese holidays;
4. Free single furnished apartment on the campus;
5. Extra pay for overtime;
6. one month paid vacation for one year’s contract;
7. medical and accident insurance
8. assistance with work visa, residential permit etc.
**********
One Position in South China Normal University in Zengcheng campus, suburb of Guangzhou city
South China Normal University is a member of Project 211 (one of the top 100 universities in China in the 21st century). It's a comprehensive university featured distinctively with both teaching and research, consisting of diverse branches of learning such as philosophy, economics, law, education, literature, history, science, technology, and management.
Job requirements
1. no criminal record
2. English Native speaker;
3. Bachelor of Arts degree or upper;
4. More than 1 year’s teaching experiences or TEFL/TESOL certificate;
5. Healthy
Job description
1. Teach English literature, western culture or composition to the English major students;
2. 18 hours, Monday to Friday;
3. Student’s age: 18-21 years old;
4. From late Feb./ early Mar. 2008 on, renewable.
Job benefits
1. 8000 rmb per month;
2. 8000 rmb for airfare and travel allowance upon one year(two terms) contract (one term,half the allowance);
3. paid holidays for all public Chinese holidays;
4. Free single furnished apartment on the campus;
5. Extra pay for overtime;
6. one month paid vacation for one year’s contract;
7. medical and accident insurance.
Positions for Canadian International Educational Organization in Guangzhou and Donguan
With three international kindergartens (kids age 3-6) and seven English schools (kids age3-15) as its attached subsidiary bodies, it employs more than 400 Chinese staff, 40 foreign teachers and has 2000 registered students. The head office is located in Guangzhou, and the subsidiary institutions are in Guangzhou, Shenzhen and Dongguan City.
Job requirement
1. no criminal record
2. English Native speaker
3. over 1 year’s teaching experiences or TESOL
4. young, active, loving children, patient
5. Healthy
Job benefits
1. monthly salary 8000 rmb
2. yearly bonus 10000 rmb
3. 3 free meals
4. half housing allowance
5. free Chinese culture class per week
6. free trip to Beijing
7. paid public holidays
8. medical and accidential insurance, work visa etc
Job description
1. 23 hrs a week
2. 5-8 hrs of training, meetings,or home visit a week
3. One year contract from Feb/Mar. 2008
A telephone interview will be arranged for the qualified candidates, once we have their positive response with detailed CV with valid contact phone number, recent photo, degree/Tesol, reference letter with valid contact phone number, passport etc.
Founded in 1991, Zhanjiang Normal University has 13 colleges offering 45 degree and 23 diploma programs. It has 1395 teachers and 103 have PHD's.
Job requirements
1. no criminal record;
2. English Native speaker;
3. Bachelor of Arts degree or upper;
4. More than 1 year’s teaching experiences or TEFL/TESOL certificate;
5. Healthy
Job description
1. Teach English literature, western culture or composition to the English major students;
2. 16 hours, Monday to Friday;
3. Student’s age: 18-21 years old;
4. From late Feb./ early Mar. 2008 on, renewable.
Job benefits
1. 5000-6000 rmb per month;
2. 10200 rmb for airfare and travel allowance upon one year (two terms)contract (one term,half the allowance);
3. paid holidays for all public Chinese holidays;
4. Free single furnished apartment on the campus;
5. Extra pay for overtime;
6. one month paid vacation for one year’s contract;
7. medical and accident insurance
8. assistance with work visa, residential permit etc.
**********
One Position in South China Normal University in Zengcheng campus, suburb of Guangzhou city
South China Normal University is a member of Project 211 (one of the top 100 universities in China in the 21st century). It's a comprehensive university featured distinctively with both teaching and research, consisting of diverse branches of learning such as philosophy, economics, law, education, literature, history, science, technology, and management.
Job requirements
1. no criminal record
2. English Native speaker;
3. Bachelor of Arts degree or upper;
4. More than 1 year’s teaching experiences or TEFL/TESOL certificate;
5. Healthy
Job description
1. Teach English literature, western culture or composition to the English major students;
2. 18 hours, Monday to Friday;
3. Student’s age: 18-21 years old;
4. From late Feb./ early Mar. 2008 on, renewable.
Job benefits
1. 8000 rmb per month;
2. 8000 rmb for airfare and travel allowance upon one year(two terms) contract (one term,half the allowance);
3. paid holidays for all public Chinese holidays;
4. Free single furnished apartment on the campus;
5. Extra pay for overtime;
6. one month paid vacation for one year’s contract;
7. medical and accident insurance.
Positions for Canadian International Educational Organization in Guangzhou and Donguan
With three international kindergartens (kids age 3-6) and seven English schools (kids age3-15) as its attached subsidiary bodies, it employs more than 400 Chinese staff, 40 foreign teachers and has 2000 registered students. The head office is located in Guangzhou, and the subsidiary institutions are in Guangzhou, Shenzhen and Dongguan City.
Job requirement
1. no criminal record
2. English Native speaker
3. over 1 year’s teaching experiences or TESOL
4. young, active, loving children, patient
5. Healthy
Job benefits
1. monthly salary 8000 rmb
2. yearly bonus 10000 rmb
3. 3 free meals
4. half housing allowance
5. free Chinese culture class per week
6. free trip to Beijing
7. paid public holidays
8. medical and accidential insurance, work visa etc
Job description
1. 23 hrs a week
2. 5-8 hrs of training, meetings,or home visit a week
3. One year contract from Feb/Mar. 2008
A telephone interview will be arranged for the qualified candidates, once we have their positive response with detailed CV with valid contact phone number, recent photo, degree/Tesol, reference letter with valid contact phone number, passport etc.
http://teachenglishblog.blogspot.com/
Tuesday, February 19, 2008
Self-Access Learning and Autonomy in Second Language Learning
Self-Access Learning and Autonomy in Second Language Learning
The 2008 Special Issue of the MEXTESOL Journal is dedicated to self-access language learning (SALL), autonomy in language learning, self-directed learning and self-access centers.
The objective of this Special Issue is to share ideas and experiences in this area and explore current trends. Experiences within Mexico and outside of Mexico are welcomed.
Some of the possible topics for this issue include: The development of SALL in Mexico and around the world, developing and maintaining self-access centres, developing student autonomy in language learning, and developing self-directed learning techniques.
Interested authors are required to use the Journal’s Manuscript Guidelines and adhere to the style outlined in the Publication Manual of the American Psychological Association (A.P.A.).
Please specify whether the submitted manuscript is to be refereed or non-refereed.
Authors may write in Spanish or English.
Prospective authors are invited to submit articles on:
Research and theoretical issues (refereed)
Practical issues (non-refereed)
As well as
Book or product reviews
Papers expressing opinions or perspectives
The deadline for submissions is August 30, 2008
Please send the manuscript as an attachment to the Guest Editor, JoAnn Miller (miller@room20.org)
Thank you
******
Blog URL
http://teachenglishblog.blogspot.com/
The 2008 Special Issue of the MEXTESOL Journal is dedicated to self-access language learning (SALL), autonomy in language learning, self-directed learning and self-access centers.
The objective of this Special Issue is to share ideas and experiences in this area and explore current trends. Experiences within Mexico and outside of Mexico are welcomed.
Some of the possible topics for this issue include: The development of SALL in Mexico and around the world, developing and maintaining self-access centres, developing student autonomy in language learning, and developing self-directed learning techniques.
Interested authors are required to use the Journal’s Manuscript Guidelines and adhere to the style outlined in the Publication Manual of the American Psychological Association (A.P.A.).
Please specify whether the submitted manuscript is to be refereed or non-refereed.
Authors may write in Spanish or English.
Prospective authors are invited to submit articles on:
Research and theoretical issues (refereed)
Practical issues (non-refereed)
As well as
Book or product reviews
Papers expressing opinions or perspectives
The deadline for submissions is August 30, 2008
Please send the manuscript as an attachment to the Guest Editor, JoAnn Miller (miller@room20.org)
Thank you
******
Blog URL
http://teachenglishblog.blogspot.com/
Saturday, February 09, 2008
Why Teach English Grammar
On one of the Teaching Newsletters this question was posed.
Why do we *really* teach grammar to those who want to learn a language?
Pardon my subject transfer over to sports. I love sports. Sports are easy to see, diagnose and clearly separate issues and outcomes.
In sports you have two divisions - recreation is for participation and competition is for challenges. In sports you never mix recreation and competition sports programs.
Teaching English methodologies have never been clearly divided into the two divisions of competition and recreation. There are English teachers who still try to teach retired travelers the same way as hyper-active 20 something's trying to get a perfect TOEFL to enter the Harvard MBA program.
In competitive basketball you can equate dribbling, passing and shooting to the English parts of speech. In competitive basketball you can equate "plays construction and strategy" to English grammar.
In competitive sports the winning coaches are praised. Winning Coaches are praised about superior skills instruction, strategy, team work, cooperation, execution, used strengths of individual players in a team concept etc. etc. Winning coaches use both dribbling, passing and shooting skills and plays construction and strategy to create superior performances.
When has this ever been done in Teaching English?
I would like to see all the we don't need grammar promoters show us how many of their students entered Harvard. How many of their students easily landed their first job, received the raise and were promoted.
The recreational teaching English as a second language methodologies are great for kids, leisure, non-credit and general interest programs. In the competitive world of finding jobs, entering competitive university programs and having a future using the recreational English teaching methodologies will just make your student a loser.
Why do I really teach grammar?
I want to give my competitive students every skill available.
******
Comments:
ESL In Canada gave a reason for teaching grammar.
These are excellent points. I also teach grammar so my student says, "That vending machine is broken," rather than "You broke the vending machine" when trying to be helpful to a stranger. Control over grammar is necessary to make oneself clear in everyday situations that a misunderstanding may make unintentionally awkward or, even worse, dangerous.
Rich Flierl
New York
**********
Great post...great analogy!
Regards,
Marianne Hsu Santelli
***********
I think there are lots of different points here connected with grammar.
There is the academic question of how effective overt grammar teaching is in helping students acquire grammar. Whether other methods are better, efficient etc.
If we divide teachers into two camps, those for and against teaching grammar, it would appear that each side assumes certain beliefs of the other camp. Those who don't believe in teaching grammar overtly are seen by the other camp to be wanting to deprive their students in some way and those who are for overt grammar teaching are seen by those in the other camp as adherents of some ancient monastic system.
Having been in the teaching of English game for nearly three decades and having used and seen a number of methodologies, I can't really say that any of the methods I used actually failed to teach English to my students. One could say certain methodologies are more boring (repetitive), enjoyable or useful in certain circumstances, but by and large they all achieved their broad aim.
I think English, in comparison with many European languages, at least, is unique in that there are no declensions and very little case to be learnt. This allows in some ways for it to be taught at some early stages in a quasi-grammarless way. If the adherents of 'grammarless' teaching methods were to teach other languages in the same way they would reach the point where their students were just producing non-sense since there would be little sense of who is doing what to whom or when, since so much meaning is conveyed by those boring verb endings and noun endings in languages which are analytical (?).
Having learnt three foreign languages, I would feel very insecure in learning a language without grammar input. There is a certain kind of English native speaker who boldly goes abroad and sticks foreign words together cocktail fashion and succeeds in making himself understood amongst giggles. I've had very few students who have the same approach to learning English. Many want to put off communication until they have mastered the grammar. I can't imagine any academic student (and who needs English badly) being pleased with a course based on passive acquisition of grammatical phenomena.
It would be interesting to hear what teachers' students' ideas about grammar
are.
Michael Hughes,
Greece
Blog URL
Why do we *really* teach grammar to those who want to learn a language?
Pardon my subject transfer over to sports. I love sports. Sports are easy to see, diagnose and clearly separate issues and outcomes.
In sports you have two divisions - recreation is for participation and competition is for challenges. In sports you never mix recreation and competition sports programs.
Teaching English methodologies have never been clearly divided into the two divisions of competition and recreation. There are English teachers who still try to teach retired travelers the same way as hyper-active 20 something's trying to get a perfect TOEFL to enter the Harvard MBA program.
In competitive basketball you can equate dribbling, passing and shooting to the English parts of speech. In competitive basketball you can equate "plays construction and strategy" to English grammar.
In competitive sports the winning coaches are praised. Winning Coaches are praised about superior skills instruction, strategy, team work, cooperation, execution, used strengths of individual players in a team concept etc. etc. Winning coaches use both dribbling, passing and shooting skills and plays construction and strategy to create superior performances.
When has this ever been done in Teaching English?
I would like to see all the we don't need grammar promoters show us how many of their students entered Harvard. How many of their students easily landed their first job, received the raise and were promoted.
The recreational teaching English as a second language methodologies are great for kids, leisure, non-credit and general interest programs. In the competitive world of finding jobs, entering competitive university programs and having a future using the recreational English teaching methodologies will just make your student a loser.
Why do I really teach grammar?
I want to give my competitive students every skill available.
******
Comments:
ESL In Canada gave a reason for teaching grammar.
These are excellent points. I also teach grammar so my student says, "That vending machine is broken," rather than "You broke the vending machine" when trying to be helpful to a stranger. Control over grammar is necessary to make oneself clear in everyday situations that a misunderstanding may make unintentionally awkward or, even worse, dangerous.
Rich Flierl
New York
**********
Great post...great analogy!
Regards,
Marianne Hsu Santelli
***********
I think there are lots of different points here connected with grammar.
There is the academic question of how effective overt grammar teaching is in helping students acquire grammar. Whether other methods are better, efficient etc.
If we divide teachers into two camps, those for and against teaching grammar, it would appear that each side assumes certain beliefs of the other camp. Those who don't believe in teaching grammar overtly are seen by the other camp to be wanting to deprive their students in some way and those who are for overt grammar teaching are seen by those in the other camp as adherents of some ancient monastic system.
Having been in the teaching of English game for nearly three decades and having used and seen a number of methodologies, I can't really say that any of the methods I used actually failed to teach English to my students. One could say certain methodologies are more boring (repetitive), enjoyable or useful in certain circumstances, but by and large they all achieved their broad aim.
I think English, in comparison with many European languages, at least, is unique in that there are no declensions and very little case to be learnt. This allows in some ways for it to be taught at some early stages in a quasi-grammarless way. If the adherents of 'grammarless' teaching methods were to teach other languages in the same way they would reach the point where their students were just producing non-sense since there would be little sense of who is doing what to whom or when, since so much meaning is conveyed by those boring verb endings and noun endings in languages which are analytical (?).
Having learnt three foreign languages, I would feel very insecure in learning a language without grammar input. There is a certain kind of English native speaker who boldly goes abroad and sticks foreign words together cocktail fashion and succeeds in making himself understood amongst giggles. I've had very few students who have the same approach to learning English. Many want to put off communication until they have mastered the grammar. I can't imagine any academic student (and who needs English badly) being pleased with a course based on passive acquisition of grammatical phenomena.
It would be interesting to hear what teachers' students' ideas about grammar
are.
Michael Hughes,
Greece
Blog URL
http://teachenglishblog.blogspot.com/
Wednesday, February 06, 2008
Vacancy for Full Time Business English Teacher in Germany
Vacancy for Business English teacher (full-time)
The Berufsakademie Villingen-Schwenningen (University of Co-operative Education) is seeking a qualified and experienced Business English teacher to take on a two-year, full-time position, starting September 2008.
What we require:
TEFL qualification
Proven track record of teaching Business English in higher education and companies
University degree (minimum bachelor or equivalent)
Versatility: able to work both independently and as part of a teaching team, and able to create and adapt materials according to students’ professional fields
Experience of grading and assessment
Familiarity with task-based learning
Keen interest in business and management topics
Exemplary, professional command of English (essential)
Good working knowledge of German (desirable)
Experience of blended learning and/or materials development (desirable)
What the job involves:
An average of 20 hours teaching Business English a week (mainly on the bachelor degree programme, but also voluntary courses and skills-based workshops)
About two hours a week set aside for student counselling and support
Setting and marking your own exams
Taking part in regular faculty meetings
Collaborating with the programme coordinator on matters relating to the curriculum, teaching materials, policy development and quality assurance
What we offer:
A full-time position for two years, with the possibility of an extension
A competitive salary based on qualifications and experience
Contributions to your social security and health insurance payments
A pleasant, stimulating and supportive working environment
Opportunities for professional development
If you are interested in this position, please send your application letter and
curriculum vitae to:
Stephanie Ashford
Business English Programme Coordinator
Language Department
Berufsakademie Villingen-Schwenningen
Friedrich-Ebert-Str. 30
78054 VS-Schwenningen
Tel. 07720 3906-155
The deadline for applications is 14th March 2008. Your letter and CV should be written in English. A copy of your CV in German would also be appreciated.
The Berufsakademie Villingen-Schwenningen (University of Co-operative Education) is seeking a qualified and experienced Business English teacher to take on a two-year, full-time position, starting September 2008.
What we require:
TEFL qualification
Proven track record of teaching Business English in higher education and companies
University degree (minimum bachelor or equivalent)
Versatility: able to work both independently and as part of a teaching team, and able to create and adapt materials according to students’ professional fields
Experience of grading and assessment
Familiarity with task-based learning
Keen interest in business and management topics
Exemplary, professional command of English (essential)
Good working knowledge of German (desirable)
Experience of blended learning and/or materials development (desirable)
What the job involves:
An average of 20 hours teaching Business English a week (mainly on the bachelor degree programme, but also voluntary courses and skills-based workshops)
About two hours a week set aside for student counselling and support
Setting and marking your own exams
Taking part in regular faculty meetings
Collaborating with the programme coordinator on matters relating to the curriculum, teaching materials, policy development and quality assurance
What we offer:
A full-time position for two years, with the possibility of an extension
A competitive salary based on qualifications and experience
Contributions to your social security and health insurance payments
A pleasant, stimulating and supportive working environment
Opportunities for professional development
If you are interested in this position, please send your application letter and
curriculum vitae to:
Stephanie Ashford
Business English Programme Coordinator
Language Department
Berufsakademie Villingen-Schwenningen
Friedrich-Ebert-Str. 30
78054 VS-Schwenningen
Tel. 07720 3906-155
The deadline for applications is 14th March 2008. Your letter and CV should be written in English. A copy of your CV in German would also be appreciated.
http://teachenglishblog.blogspot.com/
Virtual Classrooms a Teacher’s Perspective
Virtual Classroom – a Teacher’s Perspective
"I've always been a fairly techy person, but I'd never been one for web conferencing or anything like that. So I admit that despite teaching English for several years, mostly on a 1-to-1 basis, I was still nervous about teaching using a Virtual Classroom. As if there weren't enough potential issues to deal with when teaching a client, I could do without adding the contribution of Mr Gates and his "blue screen of death" to the equation. Besides, even if it worked without technical problems, isn't the webcam image too jerky and the audio too delayed to be of any help in language teaching? Indeed, isn't the whole "online English" lesson too clunky to be anything but inferior to that of the in-person 1-to-1 class?
Well, the short answer is no. Teaching using a Virtual Classroom is fairly intuitive, although it does help if you don't worry about the way the class is delivered, but rather on the content of your classes. After all, there isn't much difference between "sharing a document" and showing a document to a student in person. Or between "sharing an application" and asking the student to write something down or complete a gap fill. So once you get past that slight fear of unknown technology and realise that despite the interface it's still essentially the 1-to-1 teaching that we have done for so long, it becomes a lot easier.
Indeed, in some ways it's superior to "traditional classroom" teaching. In the Virtual Classroom you can present lessons using PowerPoint presentations, Word documents or the Whiteboard. Vocabulary can quickly be explained using Google Images rather than a scratchy drawing on the board. Students can move from conversational work to writing exercises to interactive Flash-based exercises at the click of a button, rather than having to queue outside the IT room, wait for the computer to warm up, and so on (something I'm sure we've all experienced in our school-based lessons).
Perhaps the only difference between teaching in the Virtual Classroom and teaching in the traditional classroom is that you have to perhaps be slightly better prepared than for classroom teaching. After all, all of your resources have to be in electronic format as Word documents, pdfs or PowerPoint presentations. You can't rush to the resources room and photocopy something or grab an activity from the bottom of your bag if your lesson is running short. But again, "having to be prepared" is hardly a bad thing, and is obviously another benefit from the clients' point of view.
Overall, I'm very impressed with the Virtual Classroom, both how easy it is to use, but also how flexible and versatile it is. And I can attest that despite never any nearer than several hundred miles from your student, you still build a good relationship with them very quickly. The webcam really isn't a barrier to getting to know them.
So my experiences of teaching using the Virtual Classroom have been wholly positive. In fact, the only thing that I'm still not used to is spending an hour with a student, seeing what's going on outside their office windows several hundred miles away one moment, then standing in my kitchen, post-class, making a cup of coffee the next. It makes you realise that nowadays the world really is very small indeed. But then, if that's the case, why not take advantage of it?"
James Burkes
Comments and response welcome:info(at)my-english-teacher(dot)-com-
Blog URL
http://teachenglishblog.blogspot.com/
"I've always been a fairly techy person, but I'd never been one for web conferencing or anything like that. So I admit that despite teaching English for several years, mostly on a 1-to-1 basis, I was still nervous about teaching using a Virtual Classroom. As if there weren't enough potential issues to deal with when teaching a client, I could do without adding the contribution of Mr Gates and his "blue screen of death" to the equation. Besides, even if it worked without technical problems, isn't the webcam image too jerky and the audio too delayed to be of any help in language teaching? Indeed, isn't the whole "online English" lesson too clunky to be anything but inferior to that of the in-person 1-to-1 class?
Well, the short answer is no. Teaching using a Virtual Classroom is fairly intuitive, although it does help if you don't worry about the way the class is delivered, but rather on the content of your classes. After all, there isn't much difference between "sharing a document" and showing a document to a student in person. Or between "sharing an application" and asking the student to write something down or complete a gap fill. So once you get past that slight fear of unknown technology and realise that despite the interface it's still essentially the 1-to-1 teaching that we have done for so long, it becomes a lot easier.
Indeed, in some ways it's superior to "traditional classroom" teaching. In the Virtual Classroom you can present lessons using PowerPoint presentations, Word documents or the Whiteboard. Vocabulary can quickly be explained using Google Images rather than a scratchy drawing on the board. Students can move from conversational work to writing exercises to interactive Flash-based exercises at the click of a button, rather than having to queue outside the IT room, wait for the computer to warm up, and so on (something I'm sure we've all experienced in our school-based lessons).
Perhaps the only difference between teaching in the Virtual Classroom and teaching in the traditional classroom is that you have to perhaps be slightly better prepared than for classroom teaching. After all, all of your resources have to be in electronic format as Word documents, pdfs or PowerPoint presentations. You can't rush to the resources room and photocopy something or grab an activity from the bottom of your bag if your lesson is running short. But again, "having to be prepared" is hardly a bad thing, and is obviously another benefit from the clients' point of view.
Overall, I'm very impressed with the Virtual Classroom, both how easy it is to use, but also how flexible and versatile it is. And I can attest that despite never any nearer than several hundred miles from your student, you still build a good relationship with them very quickly. The webcam really isn't a barrier to getting to know them.
So my experiences of teaching using the Virtual Classroom have been wholly positive. In fact, the only thing that I'm still not used to is spending an hour with a student, seeing what's going on outside their office windows several hundred miles away one moment, then standing in my kitchen, post-class, making a cup of coffee the next. It makes you realise that nowadays the world really is very small indeed. But then, if that's the case, why not take advantage of it?"
James Burkes
Comments and response welcome:info(at)my-english-teacher(dot)-com-
Blog URL
http://teachenglishblog.blogspot.com/
Friday, February 01, 2008
How to become an ESL English Teacher
Introduction
There are some English conversation jobs and countries where English conversation practice is required. The conversation job requirement is native speaking ability. These positions are open to native English speakers. These positions are for ESL conversation practice not ESL teaching. Countries such as Viet Nam, China and Africa will allow foreigners English conversation practice jobs without university degrees.
Most international ESL teaching jobs require a work permit. In most countries, it is impossible to obtain a work permit for a professional ESL teaching position without a university degree and a professional ESL teacher training certificate.
Conversation ESL Teaching Certificates
Many ESL teacher training organizations have created programs to provide initial ESL teacher training for international ESL conversation classes. Some of these programs have value as they introduce some teaching theory and methodology; however, most are completely worthless. The worthless programs only talk about how teachers benefit mankind, getting jobs without degrees and the excitement of overseas travel.
You will save money and be better prepared if you read texts such as "Teaching by Principles" and "Principles of Teaching" by Douglas Brown, "Learning Teaching" by Penny Ur and "Grammar Dimensions 2" by Victoria Badalamenti and Carolyn Stanchina and "Basic English Grammar" by Betty Azar than all of the internet or introductory conversation teacher training classes.
Prospective teachers should use common sense - why spend $1000, $750, $500 or even $199 for a couple of binders of photocopied book chapters and lists of internet resources that are free. You can get all five of the whole books for less than $160 and the internet resources are free.
There are complete ESL curriculums, lesson plans, rubrics and tests free on the internet. Many of these free ESL curriculums, lesson plans, rubrics and tests have been provided by Canada and UK Ministries of Education, British Council, Education foundations and charitable organizations. Do not be a victim of a sleazy "fast buck" promoter with an overstated hyped program.
TEFL TESL, CELTA Certificate Programs
There are a wide variety of certificate programs offered by universities, colleges, private schools, non-profit educational organizations, and fly-by-night paper mills. Some programs offer partial credit towards specific university programs, some are excellent introductory programs that cover all the basics needed to start teaching ESL, others are completely worthless.
Most quality TEFL/TESL courses offer 150+ classroom hours and have an additional 150 hours of supervised practical training and teaching. These intensive courses focus on "practical training", "language methodologies" and "learning theory in practice" because of the scope of information that must be covered in a 150-hour program.
Look for a certificate program with masters level qualified trainers, trainers with Canadian UK, USA, Australian, NZ public and overseas teaching experience, current teachers certification with provincial Ministries of Education, TESL Canada approved curriculum, and supervised practicum.
To teach in most private language schools in Canada and many international locations a CELTA, TESL or TEFL certificate and university degree is required.
Master's Degree
The Master's degree is a requirement for teaching higher education such as community colleges, university and teacher training. Eight universities in Canada offer masters degrees. Masters degrees can be named Master of Education (MEd) in TESOL, Master of Arts (MA) or Science (MS) in applied linguistics, MA in English with an emphasis in TESL, MA in teaching (MAT) in ESL. Any of these programs will prepare graduates to teach ESL as well as offer training in learning theory, curriculum development, teaching methodology, and linguistics. The excellent Masters programs require 30-36 hours of credit, a thesis option and supervised teaching practice.
Faculty of Education ESL Endorsement
Elementary or secondary school teachers in Canada must have a degree in education with an endorsement or add-on certification in ESL. Certification requirements can be obtained from university teacher-training programs. Many TEFL certificates do not count toward employment qualifications for public schools in Canada, but add-on faculty of education certifications in ESL do. Please ask your local Board of Education for clarification.
Distance Learning
Good introductory certificate programs focus on practical training, making distance education unrealistic and unreliable. Distance education is well suited for those who have completed a teaching practicum, are teaching ESL and want to pursue additional degrees or qualifications while continuing to teach. We do not recommend any distance programs that offer introductory programs completely by distance.
Continuing Education for Professional Development
Highly recommended for ESL teachers. Workshops, seminars, demonstrations, introductions to new technology, resources, and materials can benefit all professional teachers. Be prudent, investigate the quality of the instructors, the price and application to your current or near future teaching applications.
For additional info go to Original post: ESL in Canada Directory
BLOG URL
http://teachenglishblog.blogspot.com/
There are some English conversation jobs and countries where English conversation practice is required. The conversation job requirement is native speaking ability. These positions are open to native English speakers. These positions are for ESL conversation practice not ESL teaching. Countries such as Viet Nam, China and Africa will allow foreigners English conversation practice jobs without university degrees.
Most international ESL teaching jobs require a work permit. In most countries, it is impossible to obtain a work permit for a professional ESL teaching position without a university degree and a professional ESL teacher training certificate.
Conversation ESL Teaching Certificates
Many ESL teacher training organizations have created programs to provide initial ESL teacher training for international ESL conversation classes. Some of these programs have value as they introduce some teaching theory and methodology; however, most are completely worthless. The worthless programs only talk about how teachers benefit mankind, getting jobs without degrees and the excitement of overseas travel.
You will save money and be better prepared if you read texts such as "Teaching by Principles" and "Principles of Teaching" by Douglas Brown, "Learning Teaching" by Penny Ur and "Grammar Dimensions 2" by Victoria Badalamenti and Carolyn Stanchina and "Basic English Grammar" by Betty Azar than all of the internet or introductory conversation teacher training classes.
Prospective teachers should use common sense - why spend $1000, $750, $500 or even $199 for a couple of binders of photocopied book chapters and lists of internet resources that are free. You can get all five of the whole books for less than $160 and the internet resources are free.
There are complete ESL curriculums, lesson plans, rubrics and tests free on the internet. Many of these free ESL curriculums, lesson plans, rubrics and tests have been provided by Canada and UK Ministries of Education, British Council, Education foundations and charitable organizations. Do not be a victim of a sleazy "fast buck" promoter with an overstated hyped program.
TEFL TESL, CELTA Certificate Programs
There are a wide variety of certificate programs offered by universities, colleges, private schools, non-profit educational organizations, and fly-by-night paper mills. Some programs offer partial credit towards specific university programs, some are excellent introductory programs that cover all the basics needed to start teaching ESL, others are completely worthless.
Most quality TEFL/TESL courses offer 150+ classroom hours and have an additional 150 hours of supervised practical training and teaching. These intensive courses focus on "practical training", "language methodologies" and "learning theory in practice" because of the scope of information that must be covered in a 150-hour program.
Look for a certificate program with masters level qualified trainers, trainers with Canadian UK, USA, Australian, NZ public and overseas teaching experience, current teachers certification with provincial Ministries of Education, TESL Canada approved curriculum, and supervised practicum.
To teach in most private language schools in Canada and many international locations a CELTA, TESL or TEFL certificate and university degree is required.
Master's Degree
The Master's degree is a requirement for teaching higher education such as community colleges, university and teacher training. Eight universities in Canada offer masters degrees. Masters degrees can be named Master of Education (MEd) in TESOL, Master of Arts (MA) or Science (MS) in applied linguistics, MA in English with an emphasis in TESL, MA in teaching (MAT) in ESL. Any of these programs will prepare graduates to teach ESL as well as offer training in learning theory, curriculum development, teaching methodology, and linguistics. The excellent Masters programs require 30-36 hours of credit, a thesis option and supervised teaching practice.
Faculty of Education ESL Endorsement
Elementary or secondary school teachers in Canada must have a degree in education with an endorsement or add-on certification in ESL. Certification requirements can be obtained from university teacher-training programs. Many TEFL certificates do not count toward employment qualifications for public schools in Canada, but add-on faculty of education certifications in ESL do. Please ask your local Board of Education for clarification.
Distance Learning
Good introductory certificate programs focus on practical training, making distance education unrealistic and unreliable. Distance education is well suited for those who have completed a teaching practicum, are teaching ESL and want to pursue additional degrees or qualifications while continuing to teach. We do not recommend any distance programs that offer introductory programs completely by distance.
Continuing Education for Professional Development
Highly recommended for ESL teachers. Workshops, seminars, demonstrations, introductions to new technology, resources, and materials can benefit all professional teachers. Be prudent, investigate the quality of the instructors, the price and application to your current or near future teaching applications.
For additional info go to Original post: ESL in Canada Directory
BLOG URL
http://teachenglishblog.blogspot.com/
Multi-media Teaching in Modern Foreign Languages
Multi-media Teaching in Modern Foreign Languages
Thursday 28th February 2008
Clifton College Bristol invites teachers to a multi media languages workshop from 10.30 am – 3.30 pm on Thursday 28th February 2008.
Multi-media resources in Modern Languages teaching are growing exponentially. This short day of workshops at Clifton College provides an opportunity for teachers to find out about new resources and the latest software and try out Clifton’s Sony Virtuoso digital language laboratory, the first to be installed in the West of England.
Multi-media teaching is possible whether your budget is large or small, and this day will be relevant to Maintained and Independent Schools, Prep Schools and Secondary schools, and University departments. Participants will be given a CD-Rom of ready-to-use resources; this is a day which will have an impact on your teaching.
The day will include:
Welcome and coffee from 10.30
Multi-media resources for teaching MFL: using audio and video materials from the internet in teaching
The latest software, from devices to digitize your current analogue tapes or capture streamed video from the internet, to a facility to record whole lessons for distance teaching projects
Using a digital Language Laboratory: a hands-on session demonstrating its use in lessons
Lunch will provide opportunities to share ideas and meet the Modern Languages and ICT departments
Finish at 3.30 pm with tea
Tickets cost £93.60 + VAT (£109.98 inclusive) per delegate,
We have already taken a number of bookings from our linked schools – so please book as soon as possible as numbers will be limited.
Please complete the reservation form below and send your details together with the appropriate remittance to the workshop organisers or register online at www.connectededucation.com or call Rox Gallaher on 0844 800 9375.
I do hope that you will be able to join us in what promises to be an exciting and dynamic exploration of the management, use and deployment of multi media language resources.
Yours sincerely
Llewelin Siddons,
Head of MFL, Clifton College.
BLOG URL
http://teachenglishblog.blogspot.com/
Thursday 28th February 2008
Clifton College Bristol invites teachers to a multi media languages workshop from 10.30 am – 3.30 pm on Thursday 28th February 2008.
Multi-media resources in Modern Languages teaching are growing exponentially. This short day of workshops at Clifton College provides an opportunity for teachers to find out about new resources and the latest software and try out Clifton’s Sony Virtuoso digital language laboratory, the first to be installed in the West of England.
Multi-media teaching is possible whether your budget is large or small, and this day will be relevant to Maintained and Independent Schools, Prep Schools and Secondary schools, and University departments. Participants will be given a CD-Rom of ready-to-use resources; this is a day which will have an impact on your teaching.
The day will include:
Welcome and coffee from 10.30
Multi-media resources for teaching MFL: using audio and video materials from the internet in teaching
The latest software, from devices to digitize your current analogue tapes or capture streamed video from the internet, to a facility to record whole lessons for distance teaching projects
Using a digital Language Laboratory: a hands-on session demonstrating its use in lessons
Lunch will provide opportunities to share ideas and meet the Modern Languages and ICT departments
Finish at 3.30 pm with tea
Tickets cost £93.60 + VAT (£109.98 inclusive) per delegate,
We have already taken a number of bookings from our linked schools – so please book as soon as possible as numbers will be limited.
Please complete the reservation form below and send your details together with the appropriate remittance to the workshop organisers or register online at www.connectededucation.com or call Rox Gallaher on 0844 800 9375.
I do hope that you will be able to join us in what promises to be an exciting and dynamic exploration of the management, use and deployment of multi media language resources.
Yours sincerely
Llewelin Siddons,
Head of MFL, Clifton College.
BLOG URL
http://teachenglishblog.blogspot.com/
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