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  • Exploring a new pedagogy: Teaching for Intellectual and Emotional Learning (TIEL) August 31, 2010
    The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in “learning communities [that are] humane, intellectually challenging, and pluralistic” (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectu […]
  • Teaching factual writing: purpose and structure August 26, 2010
    David Wray and Maureen Lewis remind us of the need to focus on the teaching of factual texts in primary classrooms. They offer one particular teaching strategy, ‘writing frames’, trialed by teachers in the EXEL (Exeter Extending Literacy) Project, as a useful strategy in assisting young writers learn to write factual texts. Introduction As members [...] […]
  • Who qualifies to monitor an ESP course: a content teacher or a language teacher? August 24, 2010
    As it is known, ESP materials are developed in order to respond to the specific needs of English learners. ESP is a branch of applied linguistics in which investigators attempt to put their fingers on the specific needs of individuals or groups of individuals in English in order to design materials related to their specific [...] […]
  • Defining whole language in a postmodern age August 22, 2010
    Can whole language be ‘defined’ in the true sense of the word? Lorraine Wilson believes that while whole language can never be ‘defined’ in the sense suggested by the word’s Latin root (definire = to finish, finalise), certain core principles and assumptions can be made explicit. In this article she describes how a group of [...] […]
  • Generic practice August 18, 2010
    In this article Jo-Anne Reid postulates the benefits of postmodern thinking in language and literacy education. She encourages literacy educators to think about what we are doing, each and every time, without relying on what we might accept (without thinking) as rules for the genre of teaching. Rather, she says, we should be engaging ourselves [...] […]
  • A guide to the advantages of a TESOL Course August 14, 2010
    TESOL is the condensed form of Teaching English to the Speaker of Other Languages, a globally acknowledged qualification. This course, suggests Manuel Kupka, offers you an insight into the fundamental approaches of instruction and learning in English. After finishing your course you will become a professional educator who can teach English to people who spea […]
  • Beginning reading: phonemic awareness and whole texts August 11, 2010
    By Paul Richardson It may be serendipity, or a function of the news media I sample during the course of each day, but I have increasingly heard it claimed from various sources that Australia is again facing a literacy crisis. Politicians, radio broadcasters and journalists have all claimed that a proportion of children in schools around [...] […]
  • Will an online TEFL course help me find jobs abroad? August 2, 2010
    There’s a lot of debate around online TEFL courses, notes Bruce Haxton. Are they as good as classroom TEFL courses? Do language schools accept them? And will they prepare you for a life of teaching English abroad? The truth is; they have their pros and their cons – just like classroom TEFL courses. For some [...] […]
  • How can speed reading be useful? June 27, 2010
    The second of two articles on speed reading by Adam Harley: Speed reading is an essential skill when you need to read large information quickly. Speed of reading means how many words you read in a minute. Different people have different speed of reading which can be improved by using different techniques and methods. It is [...] […]
  • An introduction to speed reading June 24, 2010
    The first of two articles on speed reading by Adam Harley: Speed reading isn’t too difficult. Try a couple of these tips and techniques, and you can already increase your reading speed. Speed reading is an enhanced form of reading. It uses many of the same methods and ideas, but enhances them to the point where speed [...] […]

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Choosing a TEFL Course

By Sharon K Couzens de Hinojosa of the TEFL Tips website

There are thousands of TEFL course providers to choose from, so how do you know which one is the right one for you? Below are some things to keep in mind when choosing a programme.

On-campus vs. Distance

Nowadays there are usually two different types of courses. On-campus or distance. On-campus courses usually take about four weeks. So in addition to not working for four weeks, you will also need the money for room and board. Distance courses can be ok, but they need to include the elements below.

On-Site Programmes

There are quite a few TEFL Training Programmes in Latin America. Try searching at TEFL Certification Abroad to find one that suites you.

Free online courses

The Peace Corps has come up with a Guide to teaching English. You could also try TEFL Boot Camp.

The following online courses require a fee in order to participate

English International
TEFL training
INTESOL International
TESOL Direct
The International TEFL Corporation
I-to-I
ACTDEC


Online TEFL Course

100 Hours Minimum

Most employers will only recognize those course that are at least 100 hours. An hour is usually 50 minutes. Make sure it states on your certificate how many hours the course is.

6 Teaching Hours Minimum

During your training course you will get to teach real students. You need to teach at least 6 hours, this is in addition to any practice teaching that you may do in front of your peers.

Time in Business

How long has the training program been in existence? You might want to steer away from those that only have been going for a year or two.

Professional Membership or External Certification

Check if the TEFL training program has any Professional Membership, such as IATEFL or the TEFL Board. Also, see if your course provider has external certification. The British Council often certifies schools that meet their requirements.

Stand Alone vs Chain

Chain organization such as TEFL International, CELTA, and Trinity have the same basic requirements for their courses whether they’re in Egypt or China, but the trainers are different. So even though their course in one place may be good, it might not be if you go to a different location. However, chain organisations usually have the weight of the chain name behind them.

Stand Alone organisations are a bit more risky, but there are still great ones out there. They tend to cater more to their trainees by giving them more personal attention. The often also have contacts with local schools to get you a job.

Cost

Cost is always going to be a factor, but don’t just choose the cheapest one, because it may not be the best.

Guaranteed Job Placement

Most places should have job placement, but be sure to ask specifically what this is and is may vary from a guaranteed interview to a guaranteed job, which is a huge difference.

Feedback from Past Students

Many course providers will post feedback from teachers who have participated in their course. You might also ask to be put in touch via email with some students to ask other questions. Forums are also a good place to find out about schools. Dave’s ESL Café has a forum specifically for teacher training.

Remember courses are usually a couple thousand dollars so research your programme carefully.


About the author

Sharon K Couzens de Hinojosa is the creator and writer for TEFL Tips, The LA Job List, and The Ultimate Peru List. She enjoys answering people’s questions about TEFLing and Peru.

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4 comments to Choosing a TEFL Course

  • I think you got most of the big points and I’m sure people will find it useful. May I add some points?

    - On-campus courses can sometimes be taken part time
    - “An hour is usually 50 minutes”- this is not true of CELTA courses, where some lesson bits you teach will be as short as 20 minutes, but the grand total will be at least 6 full hours. Not sure about other courses.
    - “Check if the TEFL training program has any Professional Membership, such as IATEFL” – any school can join IATEFL or TESOL just by paying the fee, and IATEFL will not check the quality of schools or courses. I agree, however, that not even bothering to join professional organisations can be a danger sign of a slack school or course
    - I think the word “chain organisations” could be confusing when talking about CELTA, Trinity and some TI courses. The courses and schools will not be owned by Cambridge or Trinity, although it could be offered by an actual chain of schools like International House or the British Council, which can be an additional guarantee of a reaching a certain level of quality
    - “The often also have contacts with local schools to get you a job”- but that might not be any use when you want to move onto another country where no one has ever heard of that particular TEFL certificate

    This might interest readers who enjoyed your post:

    http://www.tefl.net/alexcase/articles/tefl-qualifications/qs-tefl-course-provider-celta/

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  • david

    Thanks to the legendary Alex for this feedback. His site is highly recommended reading.

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