TEFL Primer

Each day, Language Link receives dozens of requests for employment information and/or online application forms. The vast majority of these are from applicants or potential applicants who are not qualified to teach English as a foreign language. Unfortunately, many of this number actually believe that they are qualified to do so. Their reasons for believing this are many-fold, too many to recount here.  However, there does appear to be threads of one underlying theme and that is Teaching English as a Foreign Language is easy. Nothing could be further from the truth.

Teaching English as a Foreign Language (and Teaching English as a Second Language) are endeavours which demand, not just professionalism, but also a high level of knowledge and the possession of both skills and abilities consistent with the field. Unfortunately, the EFL/ ESL industries suffer from a kind of 'nearsightedness'. To speak plainly, most entrants into the field are there only for the short-term, a couple of years at most, and this is hardly enough time to acquire ALL the knowledge, skills and abilities demanded of the professional teacher. Thus, because of the high rate of teacher turnover which has resulted from these short teaching careers, the industry suffers from a lack of credibility. Secondly, even teachers who are committed to making EFL/ ESL a career rarely make the decision to upgrade their performance level through further education. In fact, many do not attend or are not offered the opportunity to attend a regular training programme of insets and seminars.

Given this sad state of affairs, Language Link has decided to dedicate this section of its website to dispelling the myths surrounding the EFL/ ESL fields. In so doing it is our hope that those who take the time to read the material included here will set aside an equal amount of time for some serious self-reflection prior to running out and applying for a TEFL or TESL job. Admittedly, the market for EFL/ ESL teachers has created the problem, however that said, the industry has not attempted to regulate itself either. It has been said that the 'doctor is unable to heal himself' as there are too many students and too few teachers (and unfortunately, even fewer good teachers).

If you are attracted to the field of EFL regardless of whether it is for the short or long-term, you are advised to read through these pages. Call it 'forewarned is forearmed,' or as I prefer to say, 'an ounce of prevention now is worth a pound of cure later'.

For convenience, we have laid out the pages in this section in as sensible an order as possible. As such, the following topics and information have been included:

Introduction to TEFL: For those thinking to teach English as foreign language, it would be well worth their time to read this section first so as to gain greater insight into the field of EFL.

Teacher-Training Programmes: Teacher-training programmes come in all shapes and sizes. If you're not sure what kinds of programmes are available on the market today or their relative advantages and disadvantages, then this section should help the reader to sift through all the hype making him or her a more discerning consumer.

TEFL Methodologies: The teaching of languages has a long history and is filled with innovators who have developed numerous theories as to how people learn languages. This section explores some of the major developments and highlights the theory behind the major approaches to language learning that have arisen over the years.

Introduction to Grammar: English, like all languages, has a description of its underlying structure, and the way in which words and phrases can be combined in order to produce acceptable sentences in the language. It also includes the sounds of that language. For those who do not know the English grammar or those who need a short refresher course, this section should proe most revealing.

Pronunciation: English, in addition to grammar, has its own sound, stress and intonation patterns. Students, in their prior English learning experiences, will have already been exposed to these. Unfortunately, in much the same way as most teachers seem to lack a sufficient knowledge of English Grammar, so too, are they lacking in this area as well. To discover the sound system on which the English language is based, browse through these pages.

Tips for Teacher: What could be more useful than some sound advice with regard to teaching English as a foreign language. Presented in 'tip' form, they offer newly qualified teachers and/or first time teachers to Russia some practical guidance on teaching EFL.

Warmers and Fillers: Every good teacher knows the value of incorporating short activities into their classroom lessons. Found within this section is a compendium of dozens of such activities.

If, once finished with these pages, you are still attracted to the field of TEFL and Russia sounds like your kind of destination, then I invite you to browse our job opportunities pages.

Happy reading!

Moscow

Balashikha, Butovo, Dolgoprudnye, Domodedovo

Korolev, Mitischi, Odintsovo, Zelenograd

St. Petersburg, Petergof, Pushkin

Ivanovo, Kostroma, Obninsk, Tver, Yaroslavl

Samara, Rostov na Donu, Shakhti, Stavropol, Volgograd

Ekaterinburg, Krasnoyarsk, Perm, Sterlitamac, Ufa

Astana