Site Search:
 
Get TEFL Certified & Start Your Adventure Today!
Teach English Abroad and Get Paid to see the World!
Job Discussion Forums Forum Index Job Discussion Forums
"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!"
 
 FAQFAQ   SearchSearch   MemberlistMemberlist   UsergroupsUsergroups   RegisterRegister 
 ProfileProfile   Log in to check your private messagesLog in to check your private messages   Log inLog in 

The state of the industry

 
Post new topic   Reply to topic    Job Discussion Forums Forum Index -> General Discussion
View previous topic :: View next topic  
Author Message
leeroy



Joined: 30 Jan 2003
Posts: 777
Location: London UK

PostPosted: Sat Nov 29, 2003 1:09 pm    Post subject: The state of the industry Reply with quote

How's the world of ELT looking now? (This is just my perception from speaking to teachers, personal experience, and this website. I'm not trying to convince anyone of anything, rather I want to check if I've got it right Smile)

You'd think, what with English being the (emerging) global language, that the demand for English lessons worldwide would fund a massive improvement and professionalisation of the Englsh Language Teaching industry.

But while there are some very professional institutions and individuals out there, the vast majority of companies claiming to be English Language Schools are actually only this to a limited degree. Those who claim to be "English Language Teachers" are often underqualified, underpaid, and unmotivated.

For example, there is a vast body of work out there in Korea which seems little more than babysitting Korean children. For such little darlings, the chance to prod and poke people who don't look Korean are far more interesting than the notion of speaking English.

What percentage, in fact, of the global market for English lessons is under 16 years old? A high one, I would bet. And of those, how many are genuinely there to learn English? As opposed to, say, being there because their parents told them to, to look at a western person, or to chat with their friends. Even those who are genuine in their motives, how many then go on to respect the westerner's qualifications, teaching experience and methodologies? How many students, in the world, honestly give a *beep*?

The owners of schools understand this - there is simply no need to get someone with (gasp) a degree in teaching (with the corresponding higher wage packet), any fool with white skin is enough, because it's what the customers expect.

It's curious that ESL teachers in London (and, apparently, New York too) are paid so little and suffer such bad working conditions. But when you consider the relatively bizarre customer/vendor situation here, things start to become more clear. English teachers, predominately, come from rich countries. Most students in London come from countries far poorer, though there are some from Japan and Korea. Students in London simply can't afford to pay that much. Even �90 a week (which is cheap, when you think about it) is a fortune to someone from Poland, or Colombia. Most schools in London are cheap, and so they don't pay their teachers much money. The rest is easy to figure out...

But all this doesn't just stem from the students...

Any extended stint backpacking will confirm that "English teaching" is something meant to be done for a year or two before you settle down and do something serious. I would hazard a guess and say that most people teaching English right now are like this. These folk aren't too bothered about pensions, job security or professional development - and understandably so. This suits the employers worldwide, because (as previously stated) all they really want is young pretty people anyway.

So, is this it? Unmotivated teachers for dissaffected students... Poignantly fitting, perhaps?

But where do the teachers who know what they are doing fit in to all this? And what about the students who want to learn, and who know the difference between a good teacher and a barbie doll? There are plenty of teachers and students like this out there, but are they hidden, like needles in the proverbial haystack of unprofessionalism?

As much as the need for "English as a global language" is trumpeted about, most of our current students will have no serious need for it. Oh sure, there is the "I need English to be competitive in my domestic workplace" argument, but this is simply another test and benchmark dreamt up by sadistic Asian bosses designed to weed out the weak.

Interdependence (as a measure of global trade as a perctenage of GDP) worldwide is no bigger now than it was 100 years ago. Economically, the world is not globalising as much as you might think. English may be the global language for business - but still, most businessmen will have no need to speak it, as most business in the world has been (and will continue to be) done domestically.

There is a globalisation of culture - and while English has been exported alongside this to an extent, generally western culture and materialism integrates into the host culture's own linguistic environment. Just because you're buying and eating American things doesn't mean you have to speak American...
Back to top
View user's profile Send private message
joe-joe



Joined: 15 Oct 2003
Posts: 100
Location: Baku, Azerbaijan

PostPosted: Sat Nov 29, 2003 1:33 pm    Post subject: Reply with quote

Leeroy,

sadly I would have to agree with what you've written pretty much 100%. Most schools are money making machines (the old bums on seats syndrome of quantity rather than quality). And the quality of teachers is low in general because of the back packing culture, and people who are taking 'time out to see the world before I settle down to the real world of work back home'. Also the standard of qualifications which is available isn't really so great either, with a few exceptions.

I mean no disrespect to anyone here, but it makes it very hard for people who do want to find decent jobs and have decent prospects of making it into a career. Schools know they can choose the cheapest job candidates in many cases because of the number of transient people available, and as I said before quality isn't the main issue for most schools, profit is.

Besides any of the better institutions won't employ such people from the 'back packer' scene, and moreover people of this kind don't want to work in such places anyway. The thought of actually having to know what you're doing, turning up on time, dressed smartly, etc, isn't in keeping with 'cool' nature of their lifestyle choice anyway.

I love teaching, but I think there's much wrong with the industry, and I'm not sure that English itself will remain in such high demand; if anything there could well be a rapid drop in demand as a result of a backlash to western cultural imperialism, as globalisation is often perceived in the developing world., (and perceived with some justification)
Back to top
View user's profile Send private message Send e-mail
denise



Joined: 23 Apr 2003
Posts: 3419
Location: finally home-ish

PostPosted: Sat Nov 29, 2003 5:01 pm    Post subject: Reply with quote

I also agree with what Leeroy wrote--maybe not 100%, but probably a good 98.4 percent. I know that the whole "backpacker" image hurts the profession, and I know that there are folks out there "teaching" who contribute to the negative stereotype, but I just can't believe that they are the majority. Even if many of the EFL teachers out there aren't doing this for a career--only for a year or so while they see the world--I just have to have faith that they take themselves at least semi-seriously when they are in a classroom.

Can students tell the difference? Hmmm.... If they have two choices--a private language school that boasts "all native speakers" and might, for example, publish the pictures of the teachers so the students can see just how "authentic" they look and a school that has experienced teachers, a clear goal (i.e., NOT just getting through a book or conversing every week), etc.--honestly, naive little me again just has to have faith that students can tell the difference.

d
Back to top
View user's profile Send private message
dreadnought



Joined: 10 Oct 2003
Posts: 82
Location: Sofia, Bulgaria

PostPosted: Sat Nov 29, 2003 6:13 pm    Post subject: Reply with quote

Quote:
Can students tell the difference? Hmmm.... If they have two choices--a private language school that boasts "all native speakers" and might, for example, publish the pictures of the teachers so the students can see just how "authentic" they look and a school that has experienced teachers, a clear goal (i.e., NOT just getting through a book or conversing every week), etc.--honestly, naive little me again just has to have faith that students can tell the difference.


I really wish that was true. I work at a school in Kyrgyzstan that exclusively employs local teachers. All of them have got BAs/MAs, have gone through up-to-date training courses with a CELTA tutor, a lot of them now are participants on an advanced methodology course I run with a colleague. Most of them are far superior teachers to the majority of natives I've worked with over the last ten years. But, there's another school in the city that just employs native speakers and we still get students turning away from the school when they are told they are going to have a local and most of them go over to the other school.

The 'myth' of the native speaker is still very strong in most countries (and let's face it, it's a perfectly natural thing for students to want native speakers) and I think it's going to take quite a few years before students begin to realise that it's the quality of the teacher and not an accident of birth that will help them learn a language.
Back to top
View user's profile Send private message Visit poster's website
denise



Joined: 23 Apr 2003
Posts: 3419
Location: finally home-ish

PostPosted: Sat Nov 29, 2003 11:38 pm    Post subject: Reply with quote

Dreadnought--I agree with you. The situation that I set up likely would not yield well-informed decisions by many students. They see a happy smiling ("white") foreign face, and they think ENGLISH!!!! I think I was just in an overly optimistic mood in my last post...

d
Back to top
View user's profile Send private message
Wolf



Joined: 10 May 2003
Posts: 1245
Location: Middle Earth

PostPosted: Sun Nov 30, 2003 12:54 am    Post subject: Reply with quote

Some really good points made here.

Yes, it's really difficult to find long term EFL positions, as has been my experience. Many of the people who come to Asia for as long as a year are backpackers, or skirt chasers, or other types that you might not want teaching your kids back home. Also, it isn't easy to get started in this field. Going to grad school and getting an MA right after undergrad school isn't an option for many. Most distance learning MAs require that you have a few years of teaching experience before you can take them, by the way. It can even be hard to obtain a fly by night "certification" in many areas of the world. That means that new teachers have to put up with some pretty crappy jobs (that do not help with certification or anything) until they are experienced and qualified enough to do something else.

Yes, many students automatically equate someone who looks like Bradd Pitt or Meg Ryan or whoever it is nowadays with learning English. This is a real problem as many private schools have been known to turn away non-white movie star looking types who are good qualified teachers. In the name of satisfying the parents/students. Denise: if it makes you feel better, when I selected a Japanese language school (where I studied for 2 1/2 years) I used your criteria: "experienced teachers, a clear goal . . . etc."

Yes, the actual, everyday need for English has been exaggerated in many places. In China, the fact that this nation will host the Olympics and has entered the WTO mystically means that there will be a great demand for English, or so the government says. Well, the Olympics are a 16 day event, that will happen 2000 kilometers away, 5 years from now. Many of my students say that they want to go to Bejing to help the "foreigners" there. It's a scary thought that a) a great portion of the population of China wants to go to already crowded Beijing and b) my students don't seem to be aware that the Olympics will attract non-English speaking people. As to WTO - induced jobs that require English . . . as it has been stated, many employers create this arbitrary requirement wether or not it is an actualy requirement of the job.

In Korea, they have had an English learning craze for about 8 or 9 years. That means that all those 10 year olds that started Hogwans then are now young men and women who have graduated high school. So tell me, where is South Korea's army of English speakers? If I posted this paragraph on the Korean Board, how many times do you think I'd get flamed? There is no such thing. The Hogwan system is far closer to the "ineffective/useless/waste of time" end of the spectrum than it is to the "worthwhile" end. Once again, the nation of South Korea seems to be functioning.

In Japan, well, for how many decades has English been a mandatory class in high school? How much money does this nation have, even now? And yet with all their experience and resources, they often manage to be the nation in Asia that scores lowest on TOEIC tests. When I ask my students why they had embarked on the long and difficult journey of learning a foreign language, well, the answers were odd. "I want to take a vacation in Italy." "I want to go to Hawaii someday." "English is interesting." "I want to speak with foreingers." "I want a foreigners boyfriend/girlfriend." "My boss wants me to score *** on a TOEIC test." Naturally people are free to study a foreign language half heartedly just to kill time (or just to please the boss.) BUT, that means that the private sector will set up schools to exploit these people. As they make up the majority of "language learners", the average/most common EFL job becomes one of "entertainer."

Even "back home" in Britian or the US or Canada, ESL positions are famously low paying and unstable jobs. There are some glamourous exceptions to this rule, but these are exceptions rather than the rule.

Now: I personally think that the "English craze" will flame out sooner or later. Maybe later, but there are little hints of it happening now, in some places. I think that over time, the ranks of English language learners will show a greater proportion of students who will either need English or are likely to need English. The "white, has a pulse, oh and maybe a BA in Astrophysics just to please immigration" sorts of positions will disappear when people begin demanding more serious results, and give up on a really expensive hobby (EFL lessons in most coutries are big bucks. If I was going to pay that much, I'd want good teachers and a well thought out program.) It isn't going to happen next Tuesday, but I think that this trend will change over time.
Back to top
View user's profile Send private message
Roger



Joined: 19 Jan 2003
Posts: 9138

PostPosted: Sun Nov 30, 2003 3:23 am    Post subject: Reply with quote

Close to 100% agreement with previous posters!

A few random observations:
English as a subject is imposed, not voluntarily chosen by learners; who likes to study what some authoritarian power has decided everybody must do?
In East Asia with its very nationalistic mindsets, speaking the language of outsiders causes mental anguish. Remember China banned all foreign nationals from learning Chinese 2 centuries ago (when the British East India Company was at its zenith in its business). Only 3 decades ago, Chinese were ordered by authorities to not engage in casual conversations with passing foreigners (remember it was the same decade that saw the brutalities of the Cult Rev). Within one generation, the Chinese are supposed to have become embracing English???
See how they mock us - "Hello,....hihihi!"
Language portrays personality, and English in particular portrays the personalities of leadership types that both antagonise and fascniate Asians. Compare English to French - softness, charm, love, romance, poetry, art de vivre versus English: Useful, practical, business, money, career...

Then, there is this native-speaker myth only accepted in and propagated by the anglophone world. It breeds mediocrity. People are qualified or deemed to be qualified on account of heir being monolingual speakers of English. You come across adverts that specify "Native English speaker, must not be able to speak Chinese"...
Consequently, hordes of native speakers are roaming the fileds. Obtain a TEFL cert because "Our certificate is your shortest way to the world", as adverts brag. Underfunded tourists being hosted around the world - what can they give in return but a very poor dedication?

And many of our employers exploit the situation to their advantage: students pay to see foreign faces, not teachers; the emphasis is not on perfecting the language skills of our students but to practise an already faulty, fossilised variant. We don't teach - we only drill, rehearse, parrot and have learners parrot.
Our employers seldom hire us with a view of keeping the same teacher for years; they hire us for the propitious moment, and drop us when business is bad. Typically, in China you cannot sign a contract that specifies an employment period of more than one year. And, we are in junior positions. Our input on how to improve the overall English performance is not even deemed welcome. We have to organise scam exams and pass a minimum of 90-odd percent of our students, no matter whether they actually deserve it or not.

Students assessing teachers?
A sore point. How can teenagers make an objective judgment of what's a professional teacher? You have to please them, kowtow to them, tickle their vanity. Never tell them the sad truth about their bad English! And, you listen to them telling you how bad the English of their Chinese English teachers is - you silently agree, but you can't tell the teachers themselves because that would antagonise everybody since you are the foreign body. They in turn have every right to come down on you for not doing your job according to their expectations...

If learning a language was as easy as learning maths: 2x2=4, which is true in any tongue of this world, then it would be easy to teach without much sophistication. It would be pure knowledge. But it's a lot more. It's personal, a way of thinking. And that's what we should be doing here - to teach a different way of thinking, changing the mindsets of our customers.
To the Chinese parents of my students I would love to say: Don't monitor what your kid is "learning" this week or next week; wait and see what results I CAN PRODUCE OVER TIME.

But Chinewse parents are the product of Chinese upbringing: Their government has told them to accommodate English, not themselves. English is good for - business.
Business is always the most interesting thing in the life of any Chinese.
And, once the Olympic Games are over, who will want to learn English any more?
Back to top
View user's profile Send private message Visit poster's website
dreadnought



Joined: 10 Oct 2003
Posts: 82
Location: Sofia, Bulgaria

PostPosted: Sun Nov 30, 2003 5:18 am    Post subject: Reply with quote

Quote:
Dreadnought--I agree with you. The situation that I set up likely would not yield well-informed decisions by many students. They see a happy smiling ("white") foreign face, and they think ENGLISH!!!! I think I was just in an overly optimistic mood in my last post...


It's good to be optimistic! Actually, while the myth of the native speaker is still fairly strong in some countries, I did begin to see a change in attitude while I was working as a DoS in Eastern Europe. However, it didn't really come from the students but from the school directors, and it was based on financial rather than pedagogical grounds. Simply put, the drawbacks of having native speakers at the schools were beginning to outweigh the benefits.

We would bring over native speakers from the U.S., U.K etc, pay their airfare, pay for their visa, give them an inflated salary, pay for their accommodation. And in return? Well, sometimes the bare minimum of competence (and sometimes not!), constant moaning about the country, their apartment, their classes; absenteeism due to 'heavy' sessions the night before, hitting on students (and not always adult ones) and then after fulfilling their contract, and on several occasions NOT fulfilling their contract, they would leave for sunnier climes, and we would have to start the whole grim process over again.

Ok, maybe that's a little unfair, as we did have some excellent native speaker teachers, but the less than excellent ones certainly caused more headaches than they were worth, and the school directors began to look far more favourably on qualified locals. Maybe it meant fewer students at the school, but probably in the long run it meant financial savings and a more efficiently run school. Certainly the school directors were beginning to be far less enthusiastic about hiring the first native speaker with a plausible manner who walked through the door. And as a DoS, it made my job much easier, as I felt more like a professional educator and less like an AA guidance counsellor, nanny or psychologist.

So, I think the change will come, but not necessarily from the students. Financial expediency will finally kill off the unqualified native. Or maybe I'm just being too optimistic.... Smile
Back to top
View user's profile Send private message Visit poster's website
leeroy



Joined: 30 Jan 2003
Posts: 777
Location: London UK

PostPosted: Sun Nov 30, 2003 10:10 am    Post subject: Reply with quote

Quote:
In East Asia with its very nationalistic mindsets, speaking the language of outsiders causes mental anguish.

Yes, Roger, I'm sure you're onto something here! Inherent to learning language is learning (or at least gaining an awareness of) the culture behind it. Could the Asian emphasis on "de-contextualising" language - remembering lists of past participles and citing complex grammatical observations as prescriptive methods of fact - in fact be a way of hiding from the real crux of learning something? When it comes to the crunch, learning means changing.

The concept of "self" in ChinaKoreaJapan is very much more tied to patriotism and nationalism than in many western countries - though perhaps the USA is closer to an exception to this than I realise. The fact that homogeny exists in their countries is actually a reassuring force. If a billion people live in the same country, look the same, speak the same language, learn the same things and have the same opinions then how can you possibly be wrong? Blanket homogeny may seem dull to me - but it is a very effective affective (always wanted to have those words together!) support. People's self-esteem and self-worth are highly linked to the perception of their country. A Chinese person may well be more upset if you criticised China than him personally.

Learning to communicate successfully in a new language involves a kind of mental flexibility that is not encouraged in East Asian education systems, or (really) in their cultures. It involves becoming different, you must hypothesise, experiment, create, self-criticise - in short you must do things that (culturally) East Asian students are not well-equipped to do.

It is no great mystery that the ChineseKoreanJapanese students who are the most competent communicators in English here in London are also the ones that seem most "westernised". To be able to speak any language, you must change yourself - it doesn't even have to be dramatic, but a small change in thinking will occur.

In Indonesian (and many other languages) there are two words for "you" - "kamu" and "anda". "Kamu" works for most informal situations, friends, etc... But "anda" implies respect, be it for authority, age, or whatever. So when speaking Indonesian, I found myself becoming more aware of people's status, their age, and the appropriate levels of deference that I should be showing. Though I was acting out of (what I thougt were) linguistic objectives (i.e. Should I be saying "anda" or "kamu" here?) - I was in fact becoming more aware of my cultural surroundings as a result. When speaking Indonesian, just a little bit, I became a different person. I became more Indonesian. It is this change which (as Roger observes) scares the hell out of students with nationalistic backgrounds. They don't want to "be western" - if it's different, it must be worse - and everyone knows that China is the best, right?

The insecurities both causing and effecting nationalistic and patriotic pride are inadvertently making our jobs very difficult!

It is still possible to learn to speak English and retain your own character, personality and nationality, though. It's not like getting an 8.5 on IELTS will magically transform you into a 6-foot blue-eyed sex-loving fat person. But I think, deep down, East Asian students have this insecurity. "If I speak a different language I might think differently. If I think differently I might act differently, which would result in me being different from everyone else - which is a scary concept."

The phenominal lack of success teaching kids in ChinaKoreaJapan (as observed by others) can't all be down to bad teaching. Considering the massive effort made to get their populations English-savvy - it just isn't happening. Maybe it's because deep down they don't want to. They're scared of it.

Most Scandinavians speak better English than I do. "Per", a Swedish student, arrived in England and was placed straight away at FCE level (that's an exam class, similar maybe to a high Upper-Intermediate). He had never met or spoken with a native speaker before, yet at 22 years old he could hold his own down the pub no problem. Per learnt English (prescriptively) at school, and watched English language TV and films. From this, he is a competent communicator. Somehow, the Scandinavians are getting it right - and the East Asians are getting it seriously wrong.

This "de-contextualised English" that is so worshipped by East Asian students is, in fact, less scary. Instead of representing a different way of thinking - it is reduced to mechanical cogs; "participles", "prepositions" and "subject/verb/object". They would prefer to study English like this because it offers no threat to their way of thinking or culture. And the fact that it is not effective is neither here nor there, as (actually) most have little genuine desire or need to communicative effectively in English anyway.

Disclaimer:

Please don't rant on about my generalisations here, I know there are a million exceptions, and that Asia is a big place. Come on! I generalise to make a point - I am talking generally not specifically every East Asian you have/will ever meet. Wink
Back to top
View user's profile Send private message
Roger



Joined: 19 Jan 2003
Posts: 9138

PostPosted: Sun Nov 30, 2003 12:08 pm    Post subject: Reply with quote

Generalisatiions or not, you hit the nail on its head, leeroy! It is to be noted that in these East Asian societies English has been introduced over the last few decades (after the rest of Asia was de-colonised). English was introduced, or re-introduced, by Americans. And with that, a new teaching style took hold - locals teaching "substantive" subjects (grammar), and outsiders practising it in conversations. As I have often pointed out, conversation English classes are a luxury offered to the masses here, but nowhere else (to my knowledge). This raises a number of problems:
- The teaching quality: Local teachers are not language instructors in
the concrete sense, they are techers of English grammar or vocab,
and often unable to demonstate any practical skills using English;
- the expat teachers are employed solely to hold speaking lessons,
which is regarded locally as an unqualified occupation, thereby
opening the door to oral English whose only qualification is that
they are native English speakers. This in turn attracts the lowest
of the low side by side with genuinely motivated teachers.
- In a country such as China, acxculturation cannot take place;
students can't learn to relate to the English speaking countries
due to continuous political indoctrination and a dearth of attractive
literature and media. There also is no room for the study of
literature. Consequently, oral practice revolves around childish
topics and degenerate into chitchat sessions. English corners
and English Salons - popular venues - also act as pick-up joints.
Back to top
View user's profile Send private message Visit poster's website
struelle



Joined: 16 May 2003
Posts: 2372
Location: Shanghai

PostPosted: Mon Dec 01, 2003 4:42 am    Post subject: Reply with quote

Once again, near 100% agreement on the previous posters here. A very substantial topic with great views. I'll definitely reference for further reading.

Regarding the 'teacher paradox' in China, it is compounded by qualified native FTs having their skills unrecognized by local employers.

The local teachers, as we know, work very hard for a low salary. Also, I've seen intensive training sessions and class observations they go through. Most of the locals get a BEd equivalent in a teacher's college (Normal University) before teaching classes. Then they have a probation period before they teach full time. The demands are high, the work is stressful, and the locals are forced to carry out their responsibitlies very seriously.

But Roger is right, the *content* of their classes is not practical English, it is more the study about English, i.e. vocab and grammar on how to pass tests. So the locals are trained very well in how to teach for tests, but the methods and content are inherently teacher-centred and do not meet the needs of students for conversation.

Meanwhile, the FT comes in to fill the gaps, and hold 'spoken English' classes. Although the local teachers are trained like in a military camp, the employers go to the other extreme with the FTs. The FT is expected to just walk into a class and make the students talk. Guidelines and training, if they even exist, are vague and subjective.

This attracts the unqualified type of teacher, and professional teachers find working for local employers frustrating to say the least.

We see this on a larger scale and more in general with the way foreigners are treated in Chinese society. Foreigners get fantastic freedom of mobility, career opportunities, social contacts, pleasant treatment by hosts, and many more things that make living in China a great experience. In the culture, foreigners are essentially guests and the Chinese treat us very well. This is something to be grateful for.

But we don't see the same thing with locals. If anything, the opposite occurs. They can't move around the country freely, they get snubbed in daily life, they are restricted in their jobs, and their salaries are much lower. Funny thing is, though, they don't seem to be bothered by this much.

It may be great to be a foreigner and have all these freedoms and privileges, but there comes a catch - no matter what, you will always be perceived as a foreigner. A teacher with a white face may have sound knowledge about how to run classes and motivate students and strive for solid results in English learning. Such a white-faced teacher may have qualifications and Masters Degrees. He or she may be fluent in Chinese and understand cultural nuances.

But in the Chinese point of view, the fact that such a teacher is a foreigner will take first priority over anything else. I imagine it's similar in Japan and Korea.

Steve
Back to top
View user's profile Send private message
Display posts from previous:   
Post new topic   Reply to topic    Job Discussion Forums Forum Index -> General Discussion All times are GMT
Page 1 of 1

 
Jump to:  
You cannot post new topics in this forum
You cannot reply to topics in this forum
You cannot edit your posts in this forum
You cannot delete your posts in this forum
You cannot vote in polls in this forum


This page is maintained by the one and only Dave Sperling.
Contact Dave's ESL Cafe
Copyright © 2018 Dave Sperling. All Rights Reserved.

Powered by phpBB © 2001, 2002 phpBB Group

Teaching Jobs in China
Teaching Jobs in China