Teach English Japan

Native speaking English language teachers are very much needed in the world and in most cases they are met with traditional hospitality, get a decent pay according to foreign standards and receive good evaluations and references. Behind this generally welcoming attitude there may often be a certain critique, which for face-saving reasons and culturally conditioned politeness may not be made explicit. One of the chief values of native English language speakers as ESL teachers lies in their command of English and demonstration of their teaching techniques as a glimpse of “foreign” teaching methodology. In some instances, due to cultural differences and differences in expectations, these teachers are not as effective as they could be.

The mission of TEFL International is to offer TESOL certificate classes that will help graduates become culturally sensitive, so they can teach English, get good English teaching jobs, and feel confident in how to teach English in countries like Mexico, Costa Rica, Egypt, and Vietnam. Remember that any TESOL course that ignores these conditions might be a scam or a fake.

Triangle of Success

There seem to be three essential components that contribute to the success of teachers in countries like Thailand, China, Japan, and Indonesia:

Language

Techniques Culture

As it follows from the teachers’ and learners’ interviews, the missing link on the chain of success is the “culture”, meaning teaching culture or socially expected classroom experience.

Native speakers o English as teachers usually demonstrate good standard English, alongside with idiomatic language and slang. An interesting turn of attention in the ESL audience has recently been towards authentic behaviour (gestures, exclamations, explaining everyday behaviour, e.g. how to wait in line “in the American way” etc.). In most cases, however, they miss the point that the learners and teachers in other countries need primarily the language of general use. Interest-arousing cases can’t make up for the rest of the language needed and become a “sore” when they top out too much.

Native speaking teachers of English often demonstrate teaching techniques, which seem interesting and are treated with enthusiastic welcome. The chief reason for this, however, is the novelty of these practices and teachers/learners expectations of a miraculous result, supposedly achieved with the help of these techniques. When with the time, however, the audience feels that the chosen way of instruction does not meet their expectations of how language should be taught, muffled objections can be raised and subdued requests can be voiced about the change of tactics. This change is not likely to happen in most cases for the simple reason of the ESL teacher being unaware of what has actually gone wrong. Another possibility is that the teacher may not be aware of the critique and lack sufficient feedback from the classroom.

To avoid these kinds of pitfalls in teaching English as a second language be sure to take your TESOL certification course from TEFL International. For more information please go to: www.tefllife.com