Job Discussion Forums

[mesomorph]

Research Project: How to become an English Language teacher


Why �How to become an English Language Teacher�?

I have a job interview for the position of Teacher of Conversational English in a foreign language school and I decided that the best way to organise preparation was to set up a mini research project.

The research project is aimed at my developing an understanding of the role of the English Language Teacher. I believe this understanding should be as holistic as possible � it will cover the broader aspects of the working role of the teacher as well as the more functional and practical aspects of daily practice.

The project will bear in mind that I am attempting to convince interviewers that I am capable of being an effective English Language Teacher.

Who can benefit from �How to become an English Language Teacher�?

Those who are beginners in the English Language Teaching world, those who are preparing for an interview to a position in a foreign language school, those teachers who would like to take a step back from everyday practice and think about English Language teachers� roles in a broader context, teachers of English in Scottish Secondary schools, or PGDE/PGCE English graduates, who would like to investigate how ELT practice is similar or different to their own.

Research Questions:

1. How does an English Language teacher teach English in a foreign language school?
2. What methods and strategies do English Language teachers use to teach English in a foreign language school?
3. What will I have to tell the interviewer to get the job?

Methodology

Teaching staff questionnaires based on research questions.

Discussions with teachers based on research questions.

Critical look at J Harmer�s �How to teach English�.

Critical look at my own practice (I have experience teaching English in Scottish Secondary Schools)

Methodology difficulties

- Limited responses
- Direct opposition to project
- Teachers had difficulty thinking about their roles in a broader context


Findings 1 -

How does an English Language teacher teach English in a foreign language school?

Teacher A

An English Language teacher teaches English in a foreign language school by acting in a number of professional capacities and by employing a number of professional skills and abilities.

The professional capacities an effective English Language Teacher has to employ in his/her daily practice include Motivator, Controller, Evaluator, Resource, Coach, Tutor, Organiser, Facilitator and Counsellor.

The English Language Teacher has to be effectively engaged in needs analysis, syllabus design, rough tuning, L1 errors and drills.

Teacher B

An English Language teacher teaches English in a foreign language school by knowing his/her grammar - especially that of speech. An effective teacher finds ways to translate often abstract terminology into expressions and phrases that students might actually want and need to say. This takes place within the parameters of whatever activity, task, or context, the teacher designs for them.

Teacher C

I use the text selected by the school as a guide for the theme/subject, vocabulary, and grammar structure to be introduced in whatever unit we are studying. If I like the activities suggested in the book, I use them, but I always have plenty of my own thought out ahead of time in case an activity bombs and to supplement those in the book. I try to find out why the students are learning English and what they feel their strengths and weaknesses are, but I find that the weaknesses/strengths they assess in themselves are not necessarily where their true weaknesses and strengths as English speakers are.

How does this compare with what J Harmer has to say in �How to teach English�?

Harmer states that, �part of a good teacher�s art is the ability to adopt a number of different roles in the class depending on what the students are. He goes on to describe teachers as, �controllers�, �prompters�, �assessors�, �resources� and �tutors�.

He also mentions that teachers have to, in the �art� and �science� of teaching, have: the correct �personality� traits, �adaptability�, the ability to: form �positive, enjoyable and respectful relationship(s)�; �recognise students�; �listen to students�; �respect students�; �be even handed�; be �well-prepared�; be engaged in �record keeping�; be �reliable�; �manage classes�; �match tasks and groups�; show �variety�; share �learning outcomes�; have knowledge of: �the language system�; �materials and resources�; �classroom equipment�; �new ways of doing things�.

Conclusion

An English Language teacher teaches English in a foreign language school by acting in a wide range of professional capacities and by employing an even wider range of professional skills and abilities.

Graduates of PGDE and PGCE courses in any subject have a lot to offer English Language Teaching in the form of transferable professional skills and abilities.


Findings 2 -

What methods and strategies do English Language teachers use to teach English in a foreign language school?

Teacher A

The English Language teacher uses many different methodologies and strategies to teach English in a foreign language school for example needs analysis, syllabus design, rough tuning, L1 errors, and drills.

Teacher B

English Language teachers use a number of methodologies to teach English in a foreign language school.

Teachers use the deductive method (Although I do not use that term because terms used in Applied Linguistics can be unclear or even counter-intuitive).

Teachers use Task Based Learning.

Teachers use TTT (Teacher Talking Time) � However this should be cut out when it has not been carefully planned to demonstrate actual usage or lead into authentic responses from learners.

Teachers use and analyse written texts (or spoken texts as printed).

A teacher need not use tree diagrams, TG (transformational-generative grammar), UG (Universal Grammar) - although it is useful for analysing ambiguous sentences.

Teacher C

I try to encourage a supportive environment and concentrate on listening skills as much as speaking skills.

In small group conversations, I put the responsibility on the listener to draw the speaker out (through the listener being interested, encouraging, and asking questions). Then I will have the listener report what they heard back to the class as a whole.

I make practice as fun and engaging as possible through frequent use of competitive games.

I encourage camaraderie, respect, and humour as much as possible in my classes.

I emphasize communication and fluency over perfection and encourage facial expression and body language in that regard.

I am strict regarding not allowing my students to speak unless everyone is listening, but never pass up an opportunity for humour if I can help it and appreciate it when my students do likewise.

My overall goal is for my students to feel good about themselves and one another as they succeed beyond their expectations.

I also try to teach them types of people-skills that are prized in native-English speaking countries. People skills I teach are: firm handshakes and good ways to start conversations; ways to show others that you are interested in what they have to say; which subjects are best to stay away from, for example, how much things cost, religion, and politics.

What about Harmer? What about teaching English in Scottish Secondary Schools?

Harmer explains the methodology and strategy English Language teachers use and the intrinsic theories they are based on.

Harmer�s History of English Language Teaching

Harmer discusses a wealth of teaching methods, which have coloured the history of English Language Teaching. He mentions, �Grammar translation�, �Audio-lingualism�, �Communicative Language Teaching�, and �Task-Based Learning�.

Harmer�s ESA Lesson Sequences

He also provides an explanation of what he calls �current language teaching practice� based on a system of �principled eclecticism�, which should be ordered into the three areas of �engage�, �study�, and �activate�.

Within the �ESA lesson sequences� Harmer suggests that �teaching the language system� relies upon the teacher employing, �some way of explaining the form and meaning of� language before asking for student repetition as part of a controlled practice phase of the lesson sequence�.

The engage, study and activate structure can be used in any type of lesson, whether it be for learning the language system (i.e. grammar, vocabulary, and language functions), or for learning in the modes of reading, writing, speaking, or listening.

Deductive and Inductive Approaches

Harmer suggests that �introducing students to specific aspects of language� in the study part of a lesson relies upon �two approaches� namely the �deductive and inductive� approaches.

Of the deductive approach he says that, �students are given explanations or grammar rules, for example, and then based on these explanations or rules, they make phrases and sentences using the new language�.

Of the inductive approach he says that �things happen the other way round�, �in other words instead of going from the rules to the examples, students see examples of language instead of trying to work out the rules�.

Practice and Controlled Practice

Within deductive and inductive approaches Harmer suggests implementing �practice and controlled practice� so that �students can practise the language they are studying so that they can used to saying or writing it�.

Explain and practise procedures are mainly used to teach grammar, vocabulary, and language functions in the study part of a lesson.

Harmer�s Reading: His Theory, His Sequences and Scottish Curricula

Harmer describes a number of �reading sequences� that can be used to develop students reading skills.

The sequences or lessons very clearly lend themselves to the �Understanding, Analysis and Evaluation� stages that would be present in any effective literature-reading lesson for native English speakers in a Scottish secondary school class.

An effective literature-reading lesson in a Scottish secondary school would require the understanding, analysis and evaluation of a particular authentic text.

Understanding would be equitable with Harmer�s �reading for detailed comprehension�; Analysis with �intensive reading�, i.e. �the detailed focus on the construction of reading texts�; Evaluation with �encourag(ing) students to respond to the content of the text�.

Strategies/activities for Developing Reading Skills

Some strategies that Harmer suggests to develop reading skills, among others, are: �Jigsaw reading�; �reading puzzles�; �using newspapers�; �following instructions�; using �poetry�; using �play extracts�; �predicting from words and pictures�.

Harmer�s Writing: His Theory, His Sequences and Scottish Curricula

Similar to his reading chapter, Harmer describes here a number of �writing sequences� that can be used to develop students writing skills.

As with his theories on reading his theories on writing are reflective of current requirements of Scottish Secondary School curricula, namely �A Curriculum for Excellence�, �5-14 English�, �Standard Grade English� and �Higher English�.

Harmer makes the distinction between �writing-for-learning� and �writing- for-writing�, where writing for learning functions to encourage: �language processing�; learning �reinforcement�; and �preparation for some other activity�, and writing for writing functions to develop students �skills as writers�.

The developing Scottish curriculum, �A Curriculum for Excellence�, requires all young people to become successful learners, learners who can use link and apply different kinds of learning in new situations.
It is clear that in writing for learning a student is learning to link and apply different kinds of learning in new situations.

The Scottish Standard Grade English course requires that students write, �to convey information, to deploy ideas, expound, argue and evaluate, to describe personal experience, express feelings and reactions, to employ specific literary forms (e.g. short story, letter, poem).�
It is clear that in Standard Grade English students are engaged in writing for writing.

From this it can be seen that graduates of PGDE and PGCE courses in English will have a lot to offer English Language Teaching in transferable skills.

It appears that beginner, intermediate, and advanced level students in EFL if placed on a Scottish 5-14 / Standard Grade scale would straddle roughly the following levels:

Beginner � 5-14 pre A, B, C
Intermediate - 5-14 C, D, E
Advanced - Lower Standard Grade General and above

Writing sequences in ELT could include any number of 5-14 / Standard Grade lessons differentiated to meet the precise needs of the actual EFL students.

Harmer also suggests that when teaching writing the teacher should consider, �genre�, �the writing process, and �building the writing habit�.
Strategies/Activities for Developing Writing Skills
Some strategies that Harmer suggests to develop writing skills, among others, are: �instant writing�, �using music and pictures�; using �newspapers and magazines�; using �brochures and guides�; using �poetry�; �collaborative writing�; �writing to each other; �writing in other genres�.

Harmer�s Speaking: His Theory, His Sequences and Scottish Curricula

Similar to reading and writing, Harmer describes a number of �speaking sequences� that can be used to develop students� speaking skills.
As with his reading and writing sequences his speaking sequences are grounded in theory reflective of current requirements in Scottish Secondary School curricula, namely �A Curriculum for Excellence�, �5-14 English�, �Standard Grade English� and �Higher English�.

Harmer says �there are three main reasons for getting students to speak in the classroom� which he says are �rehearsal opportunities� to �provide feedback for both teacher and students� and lastly �to activate the various elements they have stored in their brains�.

In this chapter he makes the distinction between the earlier described �controlled language practice� and the now relevant �activate element in our ESA trilogy�. In this type of speaking students are aiming �to achieve some kind of purpose which is not clearly linguistic�. He also mentions Scott Thornbury�s �speaking-as-skill�.

The Scottish curriculum, �5-14: English Language� echoes Harmer�s �three main reasons� and Thornbury�s �speaking-as-skill� by stating that practising speaking �enables� (students) both to communicate with others effectively for a variety of purposes� for example �receiving and expressing ideas and information;�reformulating ideas and information; arguing; persuading; debating�.

From this it can be seen that graduates of PGDE and PGCE courses in English will have a lot to offer English Language Teaching in transferable skills.

Speaking sequences in ELT could include any number of 5-14 / Standard Grade lessons differentiated to meet the precise needs of the actual EFL students.

Strategies/Activities for Developing Speaking Skills

Some strategies that Harmer suggests to develop speaking skills, among others, are: �role-play�, �interview�; using �information-gap activities�; �telling stories�; talking about �favourite objects�, �meeting and greeting�; using �surveys; talking about �famous people�; doing �student presentations�; using a �balloon debate�; creating a �moral dilemma�.

Harmer�s Listening: His Theory, His Sequences and Scottish Curricula

Similar to reading, writing and speaking, Harmer describes a number of �listening sequences� that can be used to develop students� listening skills.

As with his previous sequences his listening sequences are based on theory reflective of current requirements in Scottish Secondary School curricula, namely �A Curriculum for Excellence�, �5-14 English�, �Standard Grade English� and �Higher English�.

Harmer says students �need to be able to listen to a variety of things in a number of different ways�. He says they need to be able to: recognise �paralinguistic clues such as intonation in order to understand mood and meaning�; �listen for specific information�; listen for �more general information�.

Standard Grade English echoes Harmer�s needs for listening by stating that students need to be able, �to gain overall impression/gist of a message, to obtain particular information from a message, to grasp ideas or feelings implied in a message, to evaluate the attitudes, assumptions and arguments expressed in a message, to appreciate the techniques used in a message, to enjoy and obtain enrichment from a message.�
Once again it can be seen that graduates of PGDE and PGCE courses in English will have a lot to offer English Language Teaching in transferable skills.

Listening sequences in ELT could include any number of 5-14 / Standard Grade lessons differentiated to meet the precise needs of the actual EFL students.

Strategies/Activities for Developing Listening Skills

Some strategies that Harmer suggests to develop listening skills, among others, are: using �live interview; �teaching �buying tickets�; using �pre-recorded authentic interview narrative�; �jigsaw listening�; �message taking�; using �music and sound effects; using �news and other radio genres�; using �poetry�; using �stories�; using �monologues�; using �video without sound�; playing �audio without the picture�.

Harmer Using Coursebooks

Harmer suggests �adding, adapting and replacing� (with teachers� own lessons) coursebook lessons to develop reading, writing, listening and speaking skills.

He suggests we can use texts for: �personal engagement�; �word formation�; �word games�.

Conclusion

English Language teachers use a wide range of methods and strategies in a foreign language school.

Graduates of PGDE and PGCE courses in English have a lot to offer English Language Teaching in the form of transferable knowledge and skills, which can be utilised effectively through proper reflection and planning.


Findings 3 -

What will I have to tell the interviewer to get the job?

It is clear that what an interviewee has to tell an interviewer to get the job will depend on what the interviewer asks the interviewee to tell him/her.

What is the interviewer likely to ask at the job interview?

Predicated Questions �

Questions about you

1. Why do you think you are suited for language teaching?

Questions about your training

2. What was the most important thing you learned in your training?

Questions about your current and previous jobs

3. You do not have much experience in teaching TEFL, what makes you think you can
do this job?

Questions about the school and country

4. What are your reasons for wanting to work with us?

Questions about your teaching and experience

5. What are your strengths and weaknesses as a teacher?
6. What, in your opinion, is the most important aspect of language learning in the classroom? (Writing, reading, speaking....)
7. How would you engage the learners in your classroom? In what ways have you imaginatively used materials in the past to engage learners in your classroom?
8. What are some of the reasons for (and against) teaching grammar in class? How would you teach it?
9. What is a good way to teach vocabulary? How would you explain "proud"?
10. How would you introduce the past simple tense to a group of 10 adult students?
11. How/when is the Present Perfect used, give an example and explain how you would explain it to students/trainees.
12. What are some of the different methodologies and strategies you would use in your teaching of conversational English?
13. How would you assess the progress made with your students?
14. How do you think teaching adults would differ from teaching children?
15. What would you want to know about a group if I told you I needed you to teach it in 30 minutes?
16. What aspects of your teaching have changed with experience?
17. How would your approach with a one-to-one student differ to that with a group?
18. What course books do you have experience using? What do you think of them?
19. Can you think of a time when you've successfully dealt with a difficult student or class?
20. How would you deal with a class of students of mixed abilities?
21. Tell me about a time when you felt rewarded or satisfied by something you did in a classroom.
22. Have you used multimedia (video, DVD, CD-ROM) in the classroom?
23. What is your strategy for teaching reading/writing/speaking/listening?
24. Just how do you teach oral English?
25. How could you use a textbook for learning in listening, reading, writing and talking? (Especially as it relates to learning and teaching Conversational English)
26. How could you use a CD for learning in listening, reading, writing and talking? (Especially as it relates to learning and teaching Conversational English)
27. How could you most easily convey the meaning of the following to a group of language learners in the classroom? (a. To switch (something) on...b. Secretary...c. Congratulations!!...d. Reliable...)

Questions about your expectations

28. What are your general expectations for this experience?

Questions about your future

29. Where do you want to be in five years?

Questions you should ask them

30. What are the contract details?
31. What facilities and materials do you make available to teachers and to students?


Conclusion

There is any number of possible questions that could be asked.

The best way to prepare would be to make sure you have a readily accessible knowledge base, which can be adapted to the questions asked.

The interview and questions are no more than an opening for you to sell your personal and professional personality, qualities, values, capacities, skills, abilities, etc.

So know what they are and how to sell them.

[Glenski]

A thorough, but overly-thought-out plan, IMO, and with lots of things left untouched. Teacher A has clearly not taught in a conversation school very much. Teacher C seems to have the most successful experience.

The list of questions is good, but there are quite a few that I wouldn't expect any employer to ask.

And, I don't think you can really fairly compare teaching English in Scotland to teaching English abroad.

You might want to look here to see what "professionalism" (a lot of what Teacher A espouses) means to foreign teachers vs. conversation school owners in Japan by reading this link. http://www.eltnews.com/features/special/015a.shtml

Most people who get into the EFL business are probably total newcomers, so most of your questions are pointless because they talk about experience (as fluffyhamster pointed out on your other thread).

If I may throw out a few answers tongue in cheek, with a bit of serious undertones that I hope you catch:

1. How does an TEFL/EFL/ESL teacher teach English in a foreign language school?
He chats with students.
She makes the students practice talking.
They use as little talking time themselves as possible.


2. What methods and strategies do TEFL/EFL/ESL teachers use to teach English in a foreign language school?
Anything that works, from BINGO games and charades, to playing audio tapes, to drilling a workbook or doing choral repetition, etc. Depends on the audience.


3. What will I have to tell the interviewer to get the job?
Whatever it takes. Most want to know right away if you meet visa requirements more than anything else. The rest of the questions are just fluff designed to see how much you talk, how clearly you speak, and whether you have a chemistry that meets their needs with the staff and proposed students. Oh, one more thing -- you will probably need to state when you can start work.

[arioch36]

Glenski

[Dedicated]

I think a more appropriate research question might be " What are the main differences between teaching English, to a class of native-speakers, in Scotland, and teaching English as a Foreign Language to a class of non-native speakers in a totally different culture to the teacher's own?"

" What would be the expectations of an English teacher in Scotland and an EFL teacher in the UK, then abroad (eg.China)? Would they be the same?"

Harmer writes for the EFL teacher, not for the English teacher.

[mesomorph]

[fluffyhamster]

You're still moaning on about how nobody practically did your interview for you? Maybe you could tell us how it went, for a change (or a laugh).

Edit: By the way, I made it pretty clear in especially the following post http://forums.eslcafe.com/teacher/viewtopic.php?p=36684#36684 quite what sort of approach I myself prefer (one could call it an 'inductive' one, I suppose), and then implicitly if not explicitly questioned your labelling it 'deductive' http://forums.eslcafe.com/teacher/viewtopic.php?p=36689#36689 , but here I still find you quoting "me" (or rather yourself), for I appear to "be" teacher B, as favouring deductive approaches, even though you should presumably have by now learnt a thing or two from the Harmer at least (but I'd still advise others to read what Harmer himself actually says, or other authorities, than depend on your paraphrase - for example, I don't think (a statement of) the inductive approach could preclude students at least subconsciously "trying to work out"/working out the rules). The best thing (for you, certainly) would be to forget the fancy terms (which you introduced, though clearly without understanding them) and instead actually apprehend what the general differences in approach are (and they are not always as opposed as one might imagine. For example, I reserve the right to make at least the structure if not the meaning clear of any good, authentic and eminently and more or less immediately usable examples that I especially have given to the students. I for one am certainly NOT a "grammar teacher", not PPP or whatever "recommended" crap EFL methodology in the least - the irony is that such methodology makes the "language" i.e. as "used" seem all the more foreign! - even though I make sure that I am aware of what the grammar involved is and implies). Certainly, please stop putting words into my mouth and misrepresenting my teaching. (Or as Revel on the Teacher AL forum might say, put away the blender and stop shooting out what were fine avocados with shape and substance as mixed-up guacamole).

[spiral78]

How much did you pay respondants for their time? It would obviously take quite a lot to answer these questions thoughtfully.

[mesomorph]

I JUST LOGGED ON TO SAY...

I GOT THE JOB!!!

MU HA HA HA!!!

[Glenski]

Uh, congratulations.

Aside from the sinister-looking laughter (which makes it appear you are looking down your noses at the ESL Cafe occupants for some reason), what else can you tell us about the predictions vs. the reality of the interview you had?

[naturegirl321]

I wonder if the OP ever thought of being a researcher.

[fluffyhamster]

[gypsygirl1475]

Try this... http://esl.about.com/od/esleflteachertraining/bb/bydecidetefl.htm
http://esl.about.com/

[phantombedwetter]

Can I get it as a ringtone?

I'm sure it's an illuminating article, but would you mind precising it for us?

[guangho]

How, you ask, shall one become an English teacher?

1. Be white.
2. Obtain a passport from an English speaking country.
3. Dress reasonably well or extremely badly. Smell really good or really bad. Nothing in between will do. Either go GQ or go bad.
4. Be young or be entertaining.
5. Actually, be entertaining, no matter what.
6. Expect nothing.
7. Get less.

[Glenski]

For those too lazy to put their mouse on gypsygirl's link and click, here it is. Brown underlined text indicates a link on that site. You'll have to go there to use it. I'm not doing everything for you!

Before You Decide to Become an ESL Teacher
From Kenneth Beare

Becoming an ESL teacher offers a unique multi-cultural opportunity. Job benefits include: international travel opportunities, multi-cultural training, and job satisfaction. One of the biggest advantages of getting a TEFL (Teaching English as a Foreign Language) qualification is the chance to work abroad while thinking about what you really want to do. Of course, there are some negative aspects - including pay. Here is a guide to what to consider before deciding to become an ESL teacher.

How Much Opportunity?
Before deciding, it's best to understand the ESL - EFL teaching market. Put simply, there is a lot of demand for English teachers out there.
How many people learn English globally?
How large is the English learning market worldwide?
High ESL Job Market Demand in US

Getting up to Speed on the Basics
Getting informed also requires a certain amount of basic understanding about how ESL is taught to see if it's a right fit. These resources provide information on the general challenges you can expect, as well as standard ESL jargon.
ESL / EFL Abbreviations Explained
Beginning Guide to Teaching ESL
Lesson Plan Format

Specific Teaching Areas
Once you understand the basics of ESL, you'll also want to consider the main areas you'll be responsible for teaching. The following articles discuss some of the core issues for grammar, conversation and listening skills.
Conversation Stratgegies
Teaching Grammar in an ESL / EFL Setting
Setting ESL Objectives

Choose Your Weapons
Now that you have a basic grasp of what you'll be teaching, it's time to learn a little about choosing your teaching materials as you'll be expected to develop your own lesson plans.
How to Choose Teaching Materials
Choosing Props for the ESL/EFL classroom
Appropriate Teaching Materials

Take a Look at Some Lesson Plans
It's probably a good idea to take a look at some lesson plans to understand the process of teaching English to speakers of other languages. These three lessons provide step-by-step instruction for a one hour lesson. They are representative of a number of free lesson plans you can find on this site:
Grammar Lesson Plans
Vocabulary Lesson Plans
Conversation Lesson Plans
Writing Lesson Plans
Conditional Statements
Conversation Lesson: Men and Women - Equal at Last?
Business Lesson: Describing Trends

There's More than One Way to Teach
By now, you've probably noticed that there are a lot of materials to cover and a number of skills to learn. The next step in understanding this profession is to take a look at various ESL EFL teaching methodologies.
Standard Curriculum Planning
Principled Eclecticism
Whole Brain Learning

Pros and Cons
As in any field, it is important to first establish your objectives before working towards meeting your goals. The ESL/EFL field offers different levels of employment, from local classes given by volunteers, to fully accredited university ESL programs. Obviously the opportunities and required education for these different levels vary greatly.
Working as an ESL / EFL Teacher

Getting Qualified
If you've decided that teaching ESL is for you, then you'll want to get your teaching qualification. There are different levels, but these resources should help you find something that fits your career objectives. Basically it boils down to this: if you would like to teach abroad for a few years, you'll need a TEFL certificate. If you would like to have a career in the profession, you'll have to get a Master's Degree.
ESL EFL Teaching Training and Certification
Online English Teaching Certification
My Experiences Getting a TESOL Diploma

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