Job Discussion Forums

[VietCanada]

[Sashadroogie]

The generosity grows with each post...

[VietCanada]

[Sashadroogie]

How many others who have extensive experience working in Vietnam agree with you?

Your tired line about us claiming a TEFL cert is legally needed - when no posters have said such a thing once - is not a sufficient defence. Nobody is disagreeing with you about the legalities about a cert in Vietnam - because nobody but you is arguing about it.

And these childish accusations about other posters' mental health... What is it they say about those who keep repeating the same mistakes while always expecting a different outcome every time...?

[VietCanada]

[Sashadroogie]

...and still no decorum, I see. Good manners must be a side-effect of getting a Celta I didn't know about, until now...

[VietCanada]

[ExpatLuke]

[VietCanada]

[ExpatLuke]

Posted from the the same website... lol Wikipedia.

Topic 1 – Learners and teachers, and the teaching and learning context

Topic 1 has six syllabus content points:

1.1 Cultural, linguistic and education backgrounds
1.2 Motivations for learning English as an adult
1.3 Learning and teaching styles
1.4 Contexts for learning and teaching English
1.5 Varieties of English
1.6 Multilingualism and the role of first languages.

Topic 1 is assessed through teaching practice (planning and teaching) and a written assignment focused on the learner and learning contexts: ‘Focus on the learner’.

Topic 2 – Language analysis and awareness

Topic 2 has seven syllabus content points:

2.1 Basic concepts and terminology used in English language teaching to discuss language form and use
2.2 Grammar – grammatical frameworks: rules and conventions relating to words, sentences paragraphs and texts
2.3 Lexis – word formation, meaning and use in context;
2.4 Phonology – the formation and description of English phonemes and the feature of connected speech
2.5 The practical significance of similarities and differences between languages
2.6 Reference materials for language awareness
2.7 Key strategies and approaches for developing learners’ language knowledge.

Topic 2 is assessed through teaching practice (planning and teaching) and a written assignment focused on an aspect of the English language system: ‘Language related tasks’.

Topic 3 – Language skills: reading, listening, speaking and writing

Topic 3 has five syllabus content points:

3.1 Reading (basic concepts and terminology, purposes, decoding meaning and potential barriers);
3.2 Listening (basic concepts and terminology, purposes, features, potential barriers)
3.3 Speaking(basic concepts and terminology, features, language functions, paralinguistic features, phonemic systems)
3.4 Writing (basic concepts and terminology, sub-skills and features, stages of teaching writing, beginner literacy, English spelling and punctuation)
3.5 Teaching (key strategies and approaches for developing learners’ receptive and productive skills).

Topic 3 is assessed through teaching practice (planning and teaching) and a written assignment focused on an aspect of language skills: ‘Language skills related tasks’ .

Topic 4 – Planning and resources for different teaching contexts

Topic 4 has five syllabus content points

4.1 Principles of planning for effective teaching of adult learners of English
4.2 Lesson planning for effective teaching of adult learners of English
4.3 Evaluation and lesson planning
4.4 The selection, adaption and evaluation of materials and resources in planning (including computer and other technology based resources)
4.5 Knowledge of commercially produced resources and non-published materials and classroom resources for teaching English to adults.

Topic 4 is assessed through teaching practice (planning and teaching) and a written assignment focused on classroom teaching and the identification of action points: ‘Lessons from the classroom’.

Topic 5 – Developing teaching skills and professionalism

Topic 5 has nine syllabus content points:

5.1 The effective organisation of the classroom
5.2 Classroom presence and control
5.3 Teacher and learner language
5.4 The use of teaching materials and resources
5.5 practical skills for teaching at a range of levels
5.6 The monitoring and evaluation of adult learners
5.7 Evaluation of the teaching/learning process
5.8 Professional development responsibilities
5.9 Professional development support systems.

Topic 5 is assessed through teaching practice (planning and teaching) and a written assignment focused on classroom teaching and the identification of action points: ‘Lessons from the classroom’

Clearly, all of that only applies to adults right? I only see maybe 5 points which only apply to adults. Seriously, what is it going to take for you take get a clue?

[LarueLarry]

[Sashadroogie]

Have you got a Celta? Or anything above a cheap online TEFL cert? If so, your post will be discredited, and your mental health called into question. And the vast majority of posters with experience in Vietnam (teaching kids only) will silently ignore you, and will not post anything on this board. Even if you don't, you are still not a real teacher anyway.

At least, that is how the argument seems to run. I could have garbled a little of it along the way. Not sure. I may need to Google it, just to be sure. Google is my friend.

[kurtz]

For those with an online teching cert or some unknown garbage brand cert, teaching kids will be your future in SE Asia.

For those with a CELTA or equivalent, a range of teaching contexts will open up for you, and a decent wage.

I have one teens class and the rest of my classes are with adults. I am in SE Asia. VC Canada is with the birds as seen by his avatar.

[esl_prof]

[Sashadroogie]

Hic! Ach! Что делать? That is what we must answer!