Unfortunately there has never been one single regulatory body for the TEFL industry, notes Jimmy Krangol. Right now there are numerous TEFL schools springing up everywhere, all claiming that their course is better than the rest or, that they offer the most accredited TEFL certificate.

It can be a daunting task trying to select the right TEFL course in a minefield of choices. So how can you tell the good from the bad? The answer is actually quite simple. Don’t overlook the obvious! Here are the 5 things to look out for when choosing a TEFL course……

1. How Does The Website Look? -

Is it professional looking, well organised? If a TEFL organization cannot organise a website properly then you can’t really expect them to organize a four week TEFL course!

2. Spelling & Grammar -

I’m always amazed at the numerous spelling and grammar errors on many TEFL websites. Do you really think these TEFL schools are capable of training you to be an English teacher?

3. Criticizing Competitors to Win Customers -

This is common practice for many cowboy schools who struggle to get enough students to fill their empty courses. They usually ask if you’re looking at any other TEFL schools and once you mention a name, they discredit them claiming the certificate isn’t accredited, or something along those lines.

Any reputable organization will focus on the features/benefits of their own course and won’t directly criticize their competitors or get involved in a slanging match.

4. The TEFL Trainer’s Experience -

A good trainer usually means a good course. Ask for details of the trainers experience and qualifications. Get some telephone numbers or email addresses of previous candidates and contact them for feedback.

5. How Many Students Attend Each TEFL Course -

Any more than 16 is far too many. Many international TEFL courses have 30+ students on each course, which is one reason why they’re so cheap. You cannot possibly receive quality TEFL training in such a large group of students. You Get What You Pay For!

So what about the actual TEFL certificate?

A Word of Warning; Weekend TEFL certificates may be a good introduction to TEFL but they are no longer accepted for teaching Jobs in most countries, especially now in Thailand.

The term ‘Accredited’ is used freely but it holds little essence. Most employers will expect you to have around 100 hours of classroom instruction and 6 hours of observed teaching practice with real students under your belt. They will prefer to see how you perform in a classroom and so the type of certificate you have isn’t always that important to them.

Make sure you choose a reputable TEFL course which has at least 6 hours of observed teaching practice with real students This will give you the confidence to walk into a roomful of expectant faces and not run out again screaming!

Good Luck!

About the Author:

Jimmy has extensive experience teaching English as a foreign language throughout Asia. Based in Thailand, Jimmy works as a freelance Education Consultant for a number of TEFL schools around the world. Feel free to contact him with any comments or suggestions at www.worldteflschool.com

Over the last few years Mike Pickles has received many questions about teaching English in Korea. He has prepared this unofficial guide to give teachers basic information on the background of teaching English here so that they can be better informed before committing themselves to any particular job.

Unfortunately some people come to Korea under contract, with promises of generous salaries, bonuses and other perks, only to find themselves in tenuous situations, often lacking funds to return home. Bear in mind at this early stage that your embassy, by regulation, cannot enter into any case, conduct an investigation, nor act as a lawyer in legal or contractual mishaps experienced. Additionally, they can neither investigate nor certify employers. It is up to each individual to evaluate potential employers before signing a contract. Here are some important things for you to consider:

OVERVIEW

Many foreigners have enjoyed their teaching experiences in Korea; others have encountered problems. The key to happy and fruitful employment as a language instructor in Korea is to be employed by a reputable school and to negotiate a well-written contract before leaving home. I advise anyone considering accepting an English teaching job in Korea to carefully review the terms of the contract regarding working and living conditions. It would also be useful to ask for references from people familiar with the institution, especially former employees.

The KOTESOL teacher’s association is a good source for up-to-date information on teaching in Korea. Information about this group can be found in the section entitled ‘SOURCES OF INFORMATION.’

TYPES OF ESL POSITIONS AVAILABLE IN KOREA

Many English teachers work in language institutes (a “hagwon” in Korean). There are, though, jobs available in several types of institutions:

- private foreign language institutes (hagwons)
- corporate in-house language programs
- university language institutes- university academic departments
- government / private research centers
- editing / public relations, advertising companies
- private teaching / informal classes

HAGWONS:

Private language institutes are found all over Korea. Some institutes are well-known with many branches while others are small and short-lived. The ESL market in Korea is extremely competitive and many institutes fail. Most hagwons employ a number of instructors for conversation and occasionally for writing classes. The typical employee can expect to work 20 to 30 hours per week. The majority of classes are conducted early in the morning and in the evening, so many instructors have free time in the afternoons. Most classes have between 10 and 25 students. Pupils may be grade school or college students, or businessmen who are contemplating overseas assignments. Some of the better institutes will provide housing for instructors. The average salary is currently about 1.5 million won per month (US $ 1,850).

PRIVATE BUSINESS PROGRAMS:

Most large corporate groups (a “chaebol” in Korean) have their own in-house programs. The typical instructor can expect to teach more than 30 hours per week, teaching all day from early in the morning to late at night. Most are intensive residential programs where the students study for three to six months. Some employers provide full benefits including housing, but the teacher might be required to either live on campus or commute long distances from Seoul. The average salary for these institutes is currently between 1.5 to 2 million won per month (US $ 1,850 to US $ 2,500).

UNIVERSITY USCISTITUTES:

The major universities in Seoul, as well as some of the provincial universities, operate foreign language institutes. Some pupils are university students, but the majority are businesspeople. These institutes tend to have the highest hiring standards in Korea; most instructors have MA degrees in TESOL, as well as years of teaching experience. The pay, status and benefits offered by these institutes are among the best in Korea. As a result there is very low turnover.

UNIVERSITY DEPARTMENTS:

Most universities in Korea employ full-time English conversation instructors. University classes tend to be large, with little personal contact with the students. Most instructors teach between ten and 15 hours a week. Academic standards in Korean universities tend to be somewhat lax. Leftist, nationalistic and sometimes anti-American attitudes may prevail among some students. Most universities in Seoul do not provide housing, and some do not provide the benefits required by law. Monthly salaries currently tend to run about 1 million won (US $ 1,300) per month, with three to four months of paid vacation per year.

Provincial universities generally provide better housing, working conditions and salaries, and tend to treat foreign instructors as part of the faculty. The better working conditions, however, should be balanced against the cultural isolation that you as a foreigner may encounter living in the Korean countryside.

GOVERNMENT / RESEARCH USCISTITUTES:

Many government agencies and some private companies operate research institutes. Most of these institutes hire foreigners who have degrees in the humanities, economics or business administration as full-time editors. Editors proofread correspondence and research publications, write speeches, and occasionally teach. Most institutes pay quite well, and some provide housing. Because these institutes tend to be government-run or closely affiliated with powerful corporate groups, their instructors seldom experience problems in obtaining work visas.

EDITING / PR / MEDIA:

Quite a few public relations and advertising companies in Korea hire foreigners to work as copy editors, and occasionally as teachers. These positions are very hard to obtain as they are quite popular with the resident English-teaching community. There are also opportunities to appear on television programs, movies and radio. Most of these positions pay quite well and some provide housing assistance.

KORETTA / EPIK KOREAN GOVERNMENT PROGRAM:

This relatively new, Korea-wide, government-sponsored program places native speakers in every school district in Korea and presents a unique opportunity for the adventurous to live far from tourist routes and population centers. While recruiting and training appear to be performed quite professionally, teachers’ living and working experiences vary considerably. Some are welcomed with open arms and treated extremely well. Others, arriving in areas where the program has been forced upon reluctant, underfunded schools, are not wanted and this is made clear to them from the beginning. Housing, benefits, reliability of pay, and access to ombudsmen is steadily improving, but still has a long way to go.

PART-TIME EMPLOYMENT:

Many full-time English teachers teach part-time as well, either at another institute or with privately-arranged classes. Extra-contractual private instruction is illegal; however many English teachers do take private students. Part-time instruction at a second institute is legal only with permission from the sponsoring institute and Korean immigration authorities. Private students pay more per hour, but some instructors have found it hard to maintain long-term private classes. One should arrange for private lesson fees to be paid prior to each class. Teachers are personally responsible for any violations of Korean teaching and immigration law they might commit.

EMPLOYMENT VISAS

In order to work legally in Korea, one must first obtain the appropriate employment visa. The Korean government tightly controls visa issuance for employment, and sometimes teachers have been unable to obtain visas. A person who wants to work in Korea must obtain their visa outside Korea. You can, however, come to Korea on a tourist visa, obtain sponsorship documents, and apply for the visa in a nearby country. Depending on the job and other factors, it can take between one week and two months to obtain the appropriate visa. A teacher arriving in Korea with a teaching visa must register with Korean Immigration and obtain a residence certificate and re-entry permit within 90 days of entry.

Note also that employers, on behalf of Korean government agencies processing your case, may briefly need your passport for visa or permit purposes. Despite what some employers may tell you, you are not required to hand over your passport to your employer for the duration of your stay. It is your passport; keep it yourself!

Korean Immigration offices require the same documentation that was used to obtain the visa, so one should make plenty of copies. Your embassy should have a complete listing of the various visa categories and fees, as well as contact information for Korean Immigration offices and for Korean consulates in your home country. Visa categories and fees may change from time to time, so they should always be confirmed with Immigration or a consulate.

Most English instructors are granted either an E-2 visa (conversation instructor), an E-1 visa (professor at educational institution higher than a junior college), or an E-5 visa (professional employment with a public relations firm or corporation). Dependents of diplomats stationed in Seoul can work as English teachers by obtaining a work permit from the Ministry of Foreign Affairs. This can be handled through your embassy personnel office. An individual who is married to a Korean citizen can also acquire permanent residency and the right to work under the F-2 category.

REQUIRED FORMS

In order to obtain both the visa and the residence permit (which must be obtained within 90 days of entry) the following documents must be submitted to either a Korean consulate or the Korean Immigration office:

1. sponsorship guarantee form (notarized) (shin won pojunso)

2. contract, not less than one year and not more than two years (ko young kyeyakso)

3. certificate of employment (chaejik junmyungso)These documents are supplied by the employer and should be arranged one month in advance to allow for mistakes and other mishaps.

In addition, the authorities will probably require the following:

4. statement of purpose
5. resume
6. driver’s license-size photos
7. original of college diploma plus copies
8. transcripts

The Ministry of Education, which also must approve the visa and the residence permit, requires English teachers to register at your embassy and to submit embassy-notarized copies of their resumes with their applications for residence permits. Registration at your embassy can be accomplished quickly. Notarial services cost $10 per document, payable in either dollars or won.

CHANGING EMPLOYERS

Korean Immigration must approve changes in employment. This is accomplished through leaving Korea and entering under a new visa with a new sponsor. Changing one’s employer while in Korea is quite difficult and requires written consent of the original sponsor. Even with such consent, many teachers have found it nearly impossible to effect such a change while in Korea, and some have even been arrested and deported for overstaying their original visas while still involved in trying to change employers within the country.

LEGAL WARNING!

Some foreigners have run into serious legal problems with Korean Immigration because they either work as English teachers while in Korea on tourist visas or they accept part-time employment or private classes without obtaining the proper permission. Violation of Korean immigration laws can result in severe penalties including imprisonment, fines of up to 100,000 won ($120) for each day of overstay, or deportation with a ban on re-entry for up to two years. It’s your responsibility to understand local laws and to obey them.

If you violate Korean visa laws, your embassy can’t assist you other than to provide you with a list of attorneys.

CONTRACTS

THE NATURE OF CONTRACTS IN KOREA:

Foreign instructors in Korea do occasionally have contract disputes with their employers. In the Korean context, a contract is simply a rough working agreement, subject to change depending upon the circumstances. Most Koreans do not view deviations from a contract as a breach of contract, and few Koreans would consider taking an employer to court over a contract dispute.

Instead, Koreans tend to view contracts as always being flexible and subject to further negotiation. Culturally, the written contract is not the real contract; the unwritten, oral agreement that one has with one’s employer is the real contract. However, many employers will view a contract violation by a foreign worker as serious, and will renege on verbal promises if they feel they can. Any contract should be signed with these factors in mind.

THE BASIC FEATURES OF MOST TEACHING CONTRACTS:

Contracts for teaching positions should include provisions for the following: salary, housing, tickets home, working hours, class size, severance pay, taxes, and medical insurance. If these items are not included, one should negotiate until they are. Information on these topics is given below. When in doubt, ask; get it in writing, and remember that only the Korean-language version of the contract is legally binding in Korea.

SALARIES:

Most contracts provide for either a set monthly salary, or for a salary based on the number of hours taught. In any event, a guaranteed monthly remuneration should be included in the contract. Payment dates, methods, and currency should be specified in advance.

HOUSING:

The fact is, few contracts provide for housing in Seoul. This can be a serious problem as housing in Seoul is among the most expensive in the world. Housing options include key money (yearly deposit), monthly rent, shared housing, dormitories, lodging houses, and inns. If your institute does not provide housing, it should at least be able to help you in finding housing, and in negotiating the appropriate rent and utility payments. Teachers who have been promised housing might want to request photos, floorplans or furniture inventories in advance. Koreans have very different ideas of what ‘western’ and ‘furnished’ housing mean. ‘Furnished’ might only mean a linoleum floor and a 2-burner stove. ‘Western’ usually just means an apartment with an indoor bath. Koreans measure housing space in ‘pyong’. One pyong is approximately 36 square feet. Pyong measurements usually include the front porch, utility room, etc. Monthly rents can run from U.S. $1500 to U.S. $4000 for a modest apartment.

THE KEY MONEY SYSTEM (CHUNSEE):

Key money (chunsee) is a year’s rent paid in advance; with no monthly rent payment. At the end of the contract period, the renter receives the chunsee back without interest. Chunsee can be risky because property ownership may change in the middle of the contract period, or the owner may simply decide that the foreigner is in no position to fight for the chunsee. One can reduce this risk by having the employer agree to pay the chunsee. Chunsee payments run from a minimum of 20 million won (US $ 24,000) for a studio in a less desirable part of town to 500 million won (US $ 650,000) for a small apartment in one of the richer neighborhoods.

Wolsee is a variation of chunsee. The renter pays a certain amount per month plus an initial deposit which he receives back when he moves out. The same caveats apply as with chunsee.

DORMITORIES, LODGING HOUSES (HASUK) AND INNS (YOKWANS):

Yonsei, Ewha, Seoul, Hanyang, Konkuk, and Hankook Universities all have dormitory accommodations available. In addition, the Korea Research Foundation runs an International House for foreign students. Sometimes these dormitories can accommodate foreign instructors, but they usually only accommodate their own regular faculty. Shared housing is a popular alternative, but be careful in choosing roommates and spell out financial arrangements in advance.

Lodging houses (hasuk) are popular with young Koreans in college or just starting out in their professional careers. Single rooms run about US $ 500 per month, and include Korean-style breakfast and dinner, and sometimes include laundry service. The disadvantage is the lack of privacy.

Another option is staying with a local family. This can be an excellent opportunity to experience Korean life and culture, but again the lack of privacy can be a disadvantage. Most instructors who live in such homestays eventually move into more private accommodations.

Finally, some people rent rooms in yokwans (inns) on a monthly basis. This is similar to staying in a lodging house, at about the same cost with no food provided, but offers far less security and less privacy as well. Some yokwans cater to short-term clients and criminals, so staying in a yokwan may cause some Koreans to treat you with a lack of respect.

TICKETS HOME:

Some institutes promise to provide tickets home upon completion of a contract or to reimburse teachers for the trip to Korea. One should be aware that sometimes this commitment is not honored. Consider requesting an open-ended round trip ticket in advance.

WORKING HOURS:

Most institutes require foreign instructors to teach five to six hours per day, Monday to Friday, and some also ask instructors to teach Saturday morning as well. Universities will usually require 10 to 15 hours per week plus participation in student activities such as editing school newspapers. Research centers usually require 40 hours per week, with occasional uncompensated overtime. Saturday morning is a normal part of the Korean work week. Teachers may have to teach early morning or late evening classes to accommodate working students.

CLASS SIZE:

This is usually not spelled out in the contract. Private institutes usually have classes of between 10 to 20 students, while universities can have as many as 100 students in a class.

SEVERANCE PAY (Taechikum):

It is a good idea to broach this subject early in your employment, and to be prepared to meet resistance. By Korean law, discussed below, all full-time employees, Korean or foreign, are entitled to receive severance pay of one month’s salary for each year of employment. Employers cannot ask you to waive this, nor can they get around it by employing you on an 11-month contract. However, Korean courts have ruled that unless a Hakwon instructor actually TEACHES 40 or more hours per week, as spelled out contractually, he is NOT ‘full-time’ and is NOT eligible for severance pay.

The Ministry of Labor has jurisdiction over severance pay matters. The Severance Pay Division can be reached at (02) 503-9727. The Ministry of Labor’s general number is (02) 500-5543/5544. The International Labor Policy Division of the Ministry of Labor (Tel: 02-504-7338) may, at your request, call employers to remind them of their legal obligations. The Ministry of Education may, at your request, call employers to remind them of their legal obligations. If you have exhausted all other avenues and feel that you need to take legal action, your embassy can hopefully provide you with a list of local attorneys.

Severance pay rights are covered by the Labor Standards Act of the Korean Legal Code. English language translations of the Code are available at the Kyobo Bookstore. The key provisions of the Labor Standards Act as they relate to severance pay include the following:

Article 28: (Retirement Allowance System) 1) An employer shall establish a system by which average wage of not less than thirty days per year for each consecutive year employed shall be paid as retirement allowance to a retired employee. Provided, however, that this shall not apply in cases in where the period of employment is less than one year.

Article 5: (Equal Treatment) No employer may include any discrimination in the terms of labor conditions because of nationality, religion or social status.

Article 10 (Scope of Application) stipulates that the act applies to all enterprises except small family businesses, domestic servants, and those exempted by Presidential decree.

KOREAN TAXES:

Most foreign employees are required to pay Korean income taxes, which are generally withheld and paid by the employer. Teachers working for colleges or universities are sometimes entitled to an exemption from paying Korean taxes for up to two years, depending on your nationality.

The Tax Office maintains a list of institutes that are tax exempt. This provision applies only to teachers employed at universities, research centers, or university-operated institutes. (Teachers at hakwons and at private companies have to pay taxes.) The General Affairs section of the university or research center should be able to apply for the exemption. If the institute wrongly withholds taxes, it is required to pay a refund.

For guidance on these matters contact the Korean Tax Office, as they have been helpful in arranging compliance with these provisions. They also publish an English language Income Tax Guide for Foreigners. This guidebook comes out in April of each year, and is available free from any tax office. The Korean tax year runs from May 31 to the following May 1, with May income estimated. In most instances, one’s employer files the appropriate tax forms, but if they do not file, the individual must do so.

If you believe that your employer is not complying with Korean tax laws, your first step should be to discuss the matter with him or her. If that does not work, you should discuss the matter with the Korean Tax Office, International Taxation Division, 397-1346/7, or the nearest Korean Tax Office. If the problem is still not solved, you may wish to get legal help.

PENSION PROGRAM:

Foreigners living in Korea are required to pay into the national pension plan, just as foreigners living in the U.S. must pay into Social Security. No mechanism exists at present for refund of these payments, although an agreement between the two countries may be negotiated within a few years.

MEDICAL INSURANCE:

Foreign instructors are entitled to Korean medical insurance through their employer. This should be clarified at the time of acceptance of employment. Employers often buy the minimum policy required, which provides about 400,000 won (about $500) worth of coverage. Those desiring more coverage should negotiate with their employers or buy their own.

Medical care in Korea is generally good, but, while not as expensive as in the United States, can still be costly. Many practitioners and hospitals will not accept overseas health insurance, and may require payment before treatment. It is therefore very important for individuals to make sure that insurance or funds are available in case medical care is needed. Your embassy should maintain a list of English-speaking medical and dental care providers in Korea, as well as a list of insurers willing to write policies for foreigners residing in Korea.

SOURCES OF INFORMATION:

In Korea, English-teaching jobs are filled either through word of mouth or through advertisements in the local English newspapers. Occasionally, the better institutes will hire through advertisements in the TESOL Newsletter, or at job booths at TESOL conferences. They also occasionally advertise through college placement offices and newspapers in the United States and the UK.

RECRUITING AND PLACEMENT SERVICES:

Most English teachers hired from the United States of the UK do not get their jobs directly through the institute where they work. Instead, they are recruited by a placement service. The US embassy in particular has received complaints about a number of recruiters. Those considering working in Korea should deal with recruiters carefully: many of them do not know at which hagwon in which area of Korea the teacher will be placed; very few of them, to our knowledge, will accept responsibility for a placement that is contrary to the original terms of agreement or contract. Prospective teachers should keep all of the advice in this publication in mind when discussing employment terms with a recruiter.

Once you arrive in Korea it is a good idea to subscribe to one of the local English language newspapers, The Korea Herald or The Korea Times. Both are published daily except Mondays, and cost 7,000 won per month. Both are available in Seoul at some street newsstands, but outside of Seoul are generally only available through subscription. The Herald can be contacted at 727-0404, fax 727-0677, and The Times at 724-2828, fax 723-1623. Overseas subscriptions are available.

KOREAN YELLOW PAGES, OTHER DIRECTORIES:

The Korean Yellow Pages is a very useful English-language phone directory. It is available at most larger bookstores. These stores also sell other business directories. These directories contain a wealth of information, including addresses and phone numbers for universities and Korean government offices. The Korean Research Foundation publishes a pamphlet on studying in Korea that contains information on all the universities in the country.

KOTESOL:

KOTESOL is an independent, national affiliate of TESOL, an organization of teachers of English to students of other languages. KOTESOL was founded in 1992 as the union of two separate national organizations. KOTESOL is a not-for-profit organization established to promote scholarship, disseminate information, and facilitate cross-cultural understanding among English teachers in Korea.

KOTESOL has active chapters in Seoul, Taejon, Pusan, Taegu, Kyongju and Chongbuk province. Chapters hold individual monthly meetings, and sponsor educational activities in their areas, as well as participate in an annual conference in October. The Seoul chapter meets on the third Saturday of every month. The time, date, place and topic are announced in the local English newspapers about a week prior to the scheduled meeting. For, more up-to-date information, contact other English teachers.

CULTURAL PITFALLS

DIFFERENT EXPECTATIONS:

Many types of people teach English in Korea. Some are professionally trained with degrees in TESOL; some hold graduate degrees in other disciplines and teach in Korea because they want to experience another culture; some teach English while doing other things, such as research; some teach while looking for other jobs; some are merely seeking any kind of work to help pay school bills; some are just passing through.

Teachers have differing expectations. They bring their own unique perspectives to their jobs, as well as their own individual reactions to new circumstances. Some expect to be revered and are shocked when they are not; others expect to make a lot of money but later find they actually earn about what a unionized bus driver in Seoul does; some expect to receive a large Western-style house and are disappointed to find themselves living in a modest room. Some teachers have been dismayed to find that their rooms were not air conditioned, and that they would have to work on their birthdays. Having realistic expectations and a flexible attitude prior to starting employment as a teacher in Korea will help prepare you for the inevitable stress and possible disappointment you may encounter.

SHORT-TERM USCISTITUTES:

The Korean ESL market is extremely competitive. There are over 100,000 institutes of all types in Korea, most of them small-scale, marginal operations. Due to the competitive nature of the ESL business in Korea, many institutes do not survive long. They open their doors, hire the first foreigner they can find, advertise, teach for a month or so, lose money and close. Most of these cannot and will not pay their teachers for work performed, or for contract-specified repatriation, leaving teachers broke and stranded.

FOREIGNERS ARE NOT KOREAN:

Korean society in general makes a great distinction between one’s inner circle of family, friends and business colleagues, and outsiders. One should always treat one’s inner circle with complete respect and courtesy, while one treats strangers with indifference. Korea is not an egalitarian society; one is either of a higher or a lower status than other people. How do foreigners fit into this scheme? The simple answer is – they don’t. Foreigners are completely off the scope.

In recent years, less than 10 percent of Koreans traveled abroad, most often on group tours with other Koreans, or on business trips. Even now, with outbound tourism high, most Korean travelers still visit only friends, relatives or Korean neighborhoods, or travel in groups of other Koreans. Thus, Korean society remains very inwardly focused. For most Koreans, foreigners exist only as stereotypes, and are not always liked. Living in Korea as a foreigner requires patience and fortitude. Many foreigners have found Koreans can be quite friendly and warm, but a foreigner will seldom be accepted as part of the inner circle; he will almost always be an outsider looking in.

SOCIAL STATUS OF TEACHERS:

Teachers are usually treated with great respect in Korea. However, it is also important to exhibit the kind of personal qualities and behavior that help maintain that respect. A foreign teacher who does disrespectful things, such as dressing or behaving too casually or informally, or losing his temper with a boss he considers unreasonable, would be held in great disdain by most Koreans, and runs the risk of getting into serious trouble with both his employer and the Korean Immigration Office. In other words, one should always present a mature, discreet, dignified and respectful manner. As a foreigner in Korea you will be highly visible, and you may find living here to be like living in a fish bowl, with everyone around you watching what you do with great interest. Remember that Korean society is more conservative in many ways than American society, and abide by local norms.

THE ESL PROFESSION IS NOT CONSIDERED PROFESSIONAL BY SOME KOREANS:

By and large, Koreans do not think teaching ESL is a professional occupation. In fact, many believe any native speaker will do. This of course is based partially on reality – many ESL instructors in Korea have not had any professional training.

KOREAN BOSSES:

Korean society is extremely hierarchical. The boss is the boss; he is never questioned or criticized. The same mistreatment you may feel you have received from him is probably not limited to his foreign employees. He probably reneges on contracts and makes ‘unreasonable’ demands of his Korean employees, too. As a result, one should be careful in how one deals with one’s employer. When discussing issues that might become difficult, one should make sure not to lose one’s temper, raise one’s voice, or speak in less than respectful language.

LACK OF CLEAR COMMUNICATION:

Neither Korean society nor language is very precise. Many things are left unsaid, but still are understood. Of course, foreigners often do not understand. It is important that one understand what is expected and what is required up front, and that any misunderstanding be solved early on. Otherwise problems may develop.

ADAPTING TO KOREAN SOCIETY

CULTURE SHOCK:

When first arriving in a country, one is usually excited and eager for new experiences. After a while, the newness wears off, and homesickness begins. Do not judge yourself too severely at this point. It happens to everyone. “I will never understand this place. I want some real food, some real friends, a real apartment. Why do Koreans do X?”

There is hope and it is usually just a matter of time. As you continue to cope with the realities of living here, you begin to take things for granted which used to annoy you. Life becomes pleasant enough that you no longer care about the inconveniences. You suddenly find that you like kimchi. You realize your students are interesting people to know, that helping them improve their English just adds to that interest; you begin to understand your boss who was such a pain when you came; you make a few good friends who are willing to show you the Korea outside of the foreigner’s community, you begin to try and learn some Korean and use it. There are many foreigners in Korea who have come to and remain at this point, – not so much assimilated, but a part of the country in their own niche here, and who want to spend a long time in Korea.

For many others, however, the feeling eventually comes that it is time to leave. With luck you will realize it before it affects your life too deeply. It is time to leave when you begin to be negative about the country and its people. When you no longer want to go to work; when you dislike your students; when you become irritated with everything and everyone and have angry discussions with others of like mind, it is time to go.

HOW YOUR EMBASSY CAN HELP

Just to reiterate, your embassy, by regulation, cannot enter into any case, conduct any investigation, or act as a lawyer for any personal mishap or employment dispute experienced. They can’t investigate, certify, or vouch for employers. It is up to each individual to evaluate an employer before signing a contract, and to use common sense when traveling this far, including keeping sufficient funds available to return home should the situation become untenable.

Good luck!

About the Author

Mike Pickles (BA, BEd, MEd) has been teaching for 14 years in Canada, twice in South America and once in Africa. He is also the founder and owner of “Educate & Motivate Seminars”, delivering educational and motivational seminars and workshops.

He is currently teaching in Nunavut, Northern Canada with his beautiful, supportive fiancée Krista and their wonderful, three year old son Sebastian.

It’s hardly difficult to see Thailand’s appeal, claims Emma Foers, what with its gorgeous beaches, buzzing cities and fantastic food – but just in case you need a little persuading as to how amazing TEFLing there would be, check out these seven reasons to teach in Thailand:

1) Enthusiastic kids

Don’t believe anyone who tells you that your students will be calm and attentive. However, they will be enthusiastic, raucous and desperate to learn! Once you’ve learnt how to calm the classroom chaos, you’ll find the teaching to be fun, challenging and very rewarding – and if it all gets too much, there’ll always be plenty of local teachers on hand to help you.

2) Weekend trips

Forget a quick shopping trip, teaching in Thailand means you can take your weekends to a whole new level! Take a sleeper train to Chiang Mai, in the heart of Thailand’s hill country; relax on one of the southern Thai islands; get lost in local night markets… the list goes on!

3) Rock-bottom living costs

Thailand is an amazingly cheap place to live, especially when it comes to going out and enjoying yourself! A slap-up meal in a Thai restaurant costs just 250 baht (around £5/$7), and with beers costing 60 baht (around £1/$1.80), there’s no need to save that big night out just for paydays!

4) Friendly people

It’s not difficult to see why some people refer to Thailand as the ‘Land of Smiles’ – everyone seems to walk around with one permanently glued to their face! People here will go out of their way to make sure you get settled in and looked after – great if you’re new in town!

5) Parties!

When you think of calm, serene Thailand, you usually don’t think of the parties that go on, but the country certainly has a hedonistic side. Take the infamous Full Moon Parties on Kho Pha Ngan that take place every month – imagine 20,000 revellers packing out a beach, buckets full of booze and dozens of soundsystems pumping out great music until the sun comes up.

6) Street food

Take a journey of discovery through the street food stalls of Bangkok (or any other large Thai city) and you’ll be able to sample everything from deep-fried flowers to pad thai. Street food in Thailand is fresh, cheap and fabulously cooked – lots of vendors specialise in particular dishes, so ask them what they’d recommend and enjoy!

7) Temples

If you’re a culture junkie, you’ll love Thailand, with a massive 40,717 temples scattered across this beautiful country. Immerse yourself in their tranquil atmosphere, clear your mind and prepare yourself for your students’ next onslaught!

So, are you ready to head to Thailand? Are you teaching in Thailand at the minute? What do you think the best reason to teach there is?

About the Author

Teaching English abroad, says Emma, is the perfect opportunity for any English speaker to explore the world: as long as you’re a fluent English speaker, a TEFL course is your ticket to the journey of your life.

You may have heard a little rumour that, as a fluent English speaker, you can magically get paid to teach English in amazing places all over the world. It sounds a bit too good to be true, but in fact, Emma Foers suggests, it’s not! Teaching English abroad is as simple as 1, 2, 3…

Step 1: Get TEFL Certified

Without a TEFL course behind you, you’ll struggle to get out of the starting blocks. A TEFL course will give you a great grounding in the basics of TEFL theory, and give you a good idea as to how to put those principles into practice. More importantly, a TEFL course is usually a pre-requisite for the better TEFL jobs – without one you could struggle to find that dream job.

There are loads of different course options, from 20 hour classroom courses, jam-packed with fun activities, to comprehensive 140 hour courses, which mix top-notch online learning with practical experience.

Remember, the more hours of TEFL training you do, the better chance you’ve got of landing the best TEFL jobs!

Step 2: Research, Research, Research

So, you’ve got your shiny new TEFL certificate in hand, but before you rush off to apply for lots of TEFL jobs, it’s worth doing a little bit of research. Log-on to TEFL communities like TEFL Chalkboard to chat to people who are already EFL teachers, to work out whether you’re best off heading abroad to teach, or whether you’re better off teaching English at home.

It’s also worth researching different visa and job requirements at this stage to make sure you don’t set your heart on a country you’re not actually able to teach in.

Step 3: Find Your TEFL Job

So you’ve worked out where you want to teach – the last step is just applying for that all-important TEFL job. Here are a few different routes to consider:

1) Do a supported internship

Teaching internships are a great way to go if you’ve never taught abroad before and want that extra little bit of support to help get you started. You’ll usually get living allowances and free accommodation, plus someone on hand 24/7 in case anything goes wrong! Learn more here.

2) Use an agency or TEFL job placement service

If you picked your TEFL course provider wisely, they may have a job placement service which will help you find work abroad. Alternatively, search online for TEFL job agencies – just be warned that when using an agency you may not get as good a deal in terms of salary and working conditions as you would if you’d applied direct.

3) Apply for work independently

This may take a little more leg-work, but you’ll ultimately have more control about where you end up and your job conditions. There are plenty of sites online, such as www.eslcafe.com and www.tefl.com, where you can find TEFL jobs advertised, or if you’re already in-country check out local English-language newspapers and magazines.

And that’s it! What step are you on this minute?

About the Author

Emma believes teaching English abroad is the perfect opportunity for any English speaker to explore the world. As long as you’re a fluent English speaker, she suggests a TEFL course is your ticket to the journey of your life.

There will be times in your TEFL career when you are really challenged in terms of student motivation and classroom management, notes Bruce Haxton. Students, especially children, can be temperamental – but one of the things you’ll quickly learn is that how you behave as a teacher largely dictates how your students behave. Here are some key things to take into consideration in your classes:

* Don’t shout – Students see this as a sign that they have won. Instead try different tactics such as finding a place to stand that shows the students you are waiting, or refer back to the rules and carry out the consequence. Some good punishments include increasing word counts for homework, deducting break time, letters home to parents etc.

* Do a points system - (for children) In the first lesson put students into groups of around four and get them to decide on a team name. Ask them to draw four horizontal boxes in which they must write their name in large letters to one side. Students get a point for good behaviour and get a point deducted for bad behaviour (doing/not doing homework, using/not using English). If you can, use stickers so students can put their points up themselves (gives a greater feeling of accomplishment).

* Stick to the rules you set – Set the classroom rule, from day one enforce them and stick to them. There’s no point in developing rules that you will let be broken – students need to know that measures will be taken if they step out of line! You know what happened to the boy who cried wolf don’t you?!!

* Keep it varied and interesting – If you want your students to be interested you have to keep things interesting! Use materials which interest your class and have a variety of activities. Don’t stick to the same old activities – they’ll soon get boring.

* Be positive – Students pick up on their teacher’s mood more than you think. Enthusiasm is really infectious in the classroom. It’ll also make you enjoy your job more enjoyable. Also if your students like you they will be less likely to want to disappoint you!

* Treat everyone equally – Students respect their teacher more if he/she is fair.

Every teacher has their own style and methods – work out what works best for you but remember you may need to adapt your style for different classes. What works with one class may not work for another….

About the Author

Bruce believes that teaching English abroad is the perfect opportunity for any English speaker to explore the world. As long as you’re a fluent English speaker, a TEFL course is your ticket to the journey of your life. Bruce represents www.onlinetefl.com

It’s tempting to get carried away with the excitement of going to a new country and being accepted for a job is a great feeling, notes Bruce Haxton, but before you start packing your suitcase, make sure you check out the conditions – they’ll make or break your experience of teaching abroad! Here are 6 things to check:

Hours of work:

* How many contact hours will you have to teach? The average is 25 contact hours of teaching (when you are physically in the classroom with the students).

* How many days will you be working over? 25 hours or less seems great…until you are expected to do them over 6/7 days!

* What preparation will this involve? In order to determine this you will need to find out the size of your classes, the length of the lessons and how many different levels you should expect. Teaching 5 classes of which there are 3 different levels each for five hours a week is considerably less preparation time than teaching 5 different classes each day for an hour each!

* How much marking will you have to do? Again, this is linked in with the amount of classes you have and class sizes. If you have a lot of students this can really bump up the hours you’re working! Also take into consideration exams. How many will there be throughout the year?

* What additional hours will you be expected to be at work? (Training days? Placement testing? Covering other teachers’ lessons?).

* When will you be teaching exactly? Most TEFL jobs are typically in the evening, which is to be expected as this is when most people are available (after work/school). Will you have to work split shifts? Some schools require you to work a few hours in the morning and a few in the evening. Think about when you want to work (consider the habits of the country – do you want a siesta?).

Sickness pay & health insurance

When you are abroad and away from home this is especially important – you don’t want to be ill and penniless and stuck in a foreign country! Some of the larger companies will pay you if you are sick and also supply you with free health insurance – but check what the policy covers before you go. A lot of companies, sadly, offer neither. In this situation it is sensible to have a bit of money saved for emergencies and to get health insurance before you go.

Holidays

There’s no point in going to a country and having no time to explore! Ask how many holidays and public holidays you will be entitled to and how you can take them. Sometimes you cannot choose the dates, which can be a problem if you need to be back in the UK for that summer wedding you’ve already bought the shoes for! Also enquire about shift swaps….a great way to extend weekends away.

Training

If you’re serious about teaching or you’re simply a new teacher, then you need to look for a school that offers training. Doing a good job will make you happier in your work life and you’ll stress less about the teaching in your free time!

The school’s reputation

It’s worth Googling the school and looking at past teachers’ comments. This will highlight things to look out for that you can ask your prospective employers about. It’s also a good idea to check with your embassy for warnings to travellers and expats. Some countries may have a reputation for not sticking to contracts.

Pay and accommodation

Is the amount they have stated for your wage net or gross? Also if they provide you with accommodation how much is it and how will you pay for bills? Bills should be in your name to avoid getting money deducted from your wage without your consent and more importantly to avoid being charged too much.

A lot of the above points may not be included in a contract, so it will be up to you to negotiate what you feel is a must! It’s always worth getting things agreed in writing, as it makes it easier to settle any disputes further down the line.

Remember that if you have been offered the job, the school wants you and doesn’t want to go through the recruitment process again. You are in a position to negotiate and if you don’t get what you want there are lots of jobs out there….

About the Author

Bruce believes that teaching English abroad is the perfect opportunity for any English speaker to explore the world. As long as you’re a fluent English speaker, a TEFL course is your ticket to the journey of your life. Bruce represents www.onlinetefl.com

In this article Chris Soames looks into your options as a native speaker.

If you’re a British TEFL teacher, you’ll be asked the question ‘do you teach American English?’ more often than you’ll hot dinners. Your response should always be a firm, but polite, ‘no’.

This is nothing to do with snobbishness or a belief that British English is somehow ’superior’. It is simply an acknowledgement that you are not American; you’ll probably have little knowledge of American English or culture other than what you see in Hollywood films. Usage of American English is different from that of British English, and beyond knowing the words ‘trashcan’ and ‘garbage’ American conversation won’t be natural. Teach the English that you know!

Our advice to TEFL teachers is to always teach the type of English you are comfortable with speaking. If you try and adopt a different variety, it will sound strange and stilted; this means that your students will sound unnatural, too. Don’t some language schools prefer you to teach American English/British English?

Yes. Whilst there are many variants of English, the two main types are British and American English. Some English language schools have strong preferences for one particular type; so before deciding on a particular language school, check if it has any preferences. However, many language schools adopt a flexible approach to teaching English, and are happy for you to supplement their materials. Should I avoid teaching words that I don’t use in my type of English?

No, of course not! Whatever type of English you speak, it is interesting and desirable for your students to know that ‘garbage’ and ‘rubbish’ is the same stuff! That American people walk down a sidewalk, whilst British people walk down a pavement! Don’t forget to include lessons that discuss the differences in pronunciation, especially at immediate level, as it can only improve your students’ understanding of English conversation. ‘Let’s call the whole thing off’ is a great song that demonstrates these differences. Don’t I need to teach the Queen’s English/proper English?

No, No, No! British teachers are guiltier of this than those of other nationalities; they have this strange, outdated idea that they should teach their students to speak ‘proper English’. This is not the English that they themselves speak, but they still think it’s desirable. It’s as if they consider their spoken English not quite up to scratch!

Joking aside, how often is it that you hear the Queen’s English? Chances are it’s once a year, when you turn on the TV or radio to listen to the Queen’s speech. Teach your students the Queen’s English and they won’t be able to understand the average English conversation; so unless your students are going to be mingling in older aristocratic circles, it really isn’t necessary for them to talk like this! Teach Natural

Think natural! A common mistake that English teachers make is to teach spoken English in a formal fashion. They teach students to say ‘What is your name?’ ignoring the more natural, ‘What’s your name?’ It is the misplaced belief of some English teachers that foreign students should learn spoken English as it is written in a Jane Austen novel.

Remember written English and spoken English are very different animals. Whilst both forms of English are desirable, it is preferable that students speak a more natural form of English as opposed the high-class, literary kind!

About the Author

“Chris Soames represents the I to I Gap Year Travel, which provides fulfilling and life-changing travel experiences to anyone with a desire to get out there and make a difference for the better.programs.

By Frank Collins

TEFL and TESOL are acronyms for teaching English as a foreign language and teaching English to speakers of other languages. If you plan to teach English overseas then getting a TEFL or TESOL Certificate is a prime requirement.

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Nowadays there is huge demand for TEFL and TESOL certified teachers around the world owing to vast usage of English as a second language. The TEFL qualification can get you an English teaching job in non-native English-speaking countries like China, Japan, Mexico and United Arab Emirates. The TEFL certification is the easiest way to start a new life overseas; TEFL is also a great option for travelers looking forward to earning money on their trips abroad. The TEFL certification is offered across the Australia in Adelaide, Brisbane and Sydney. However if you aim to teach English to immigrant students in Australia, USA or New Zealand then you may be required to possess a TESOL certification. TESOL certification is provided by Australia and USA. Those who have a TESOL certificate enjoy an edge above the TEFL certified teacher as the former imparts a better technical knowledge.

Now after going through the reasons as to why you need to acquire the certifications a major question that comes to the mind is where to does one get the TESOL or TEFL certifications? As already mentioned the certifications are offered by Australia and USA but one can also get the certifications online. Many websites offer resources to find a comprehensive course to train students for teaching English in non-native English-speaking countries. The online courses can be completed in one to six months depending upon the student and the sites also boast placing its students abroad. Acquiring an online TEFL or TESOL Certification will be an added value to a person’s profile as compared to the non-certified teacher courses, owing to the reason that certification is becoming the standard requirement when applying for an esl job. ExploringAbroad’s website offers online certification for $295.00 and it also has excellent material quality consisting of 140+ pages, and constant touch with its certified students working abroad and good classroom modular programs.

There is a general misconception among the students that TEFL and TESOL courses are really tough to master. These two certifications can be easily achieved by a person who is willing to speak English and can be confident in delivering their knowledge in front of thirty eager to learn individuals. As a matter of fact, TEFL requires no prerequisite and the course itself starts from a basic knowledge of grammar, and the curriculum is designed so that by the end of the course the student is comfortable in English speaking and writing. The certifications of TESOL and TEFL are signed by the IATQUO (International Association of TESOL Qualifying Organizations) making it accountable worldwide. The IATQUO certifies that the course undertaken meets the basic British criteria of 100+ hours of classroom time and 6+ hours of practical teaching practice. So if you want to teach English as a foreign language then becoming certified in TEFL and/or TESOL is a must.

About the Author

Frank Collins is an avid traveler and contributor to Exploring Abroad which focuses on travel, teaching,living and working abroad.

What to expect from your four-week TEFL course by Bruce Haxton.

So you’re interested in Teaching English as a Foreign Language [TEFL] but you don’t know which course might be for you? Or maybe you’d just like to know more about what to expect on day one on a course you’ve already booked? Well, there are a variety of courses to choose from including online courses, 20-hour weekend courses, combined online and classroom TEFL courses, 4-week intensive certificates, and a 10-week diploma. The content of all of these courses is broadly similar, but the depth of training varies from course to course. Below are some descriptions to give you an idea of what you might expect on your TEFL Course.

Learning through doing activities

Probably the very best thing about a TEFL course is that the learning happens through actually doing activities, rather than long theoretical explanations. This is true even at diploma level, although discussion forms a greater part of the study on diploma courses, since by then you’ll have plenty of teaching experience and your aim is to perfect the skills you have. In all cases, your tutors want to encourage you to think about what they already know, so they provide plenty of opportunities to chat things through with others on the course. You and your fellow tutees will be given the chance to try out different exercises and materials, which usually involves interacting with each other. This is invariably terrific fun, so although you’ll feel tired, it’s more likely to be from the challenge and excitement than anything else.

Introduction to grammar

We all know an incredible number of words (about 50,000 on average) and grammar is simply the means for stringing this vast vocabulary into some kind of order so we understand each other. There are patterns and rules to think about, but you won’t have to learn it all in one day! Your tutor will use activities applied in a real EFL classroom and will usually break down the learning into manageable chunks. Many trainees are fascinated when they find out all the interesting reasons for why we say what we say. A Weekend TEFL Course will touch on a few aspects of grammar, but you can expect to study in much more depth if you supplement this with an online TEFL course or do an intensive 4-week course. Even in these comprehensive courses, you won’t fully learn grammar’s intricacies, so much of the teaching will raise your awareness and guide you on to further study. Tutors are very patient and understanding when it comes to this aspect, so don’t worry if you find it a bit tricky.

Pronunciation information

Just think about how to say this sentence:

“Get me some bread,” said Fred.

At a glance you can see that similar sounds have a different way of being spelt. We’ve got get, bread, said and Fred all with an /e/ sound. Any TEFL course will provide fun activities for you to help your students practice the pronunciation of individual words. This is important because, as you can see, spelling often isn’t a great deal of help! As mentioned above, the longer your course, the greater the level of detail on pronunciation. We also have to think about intonation, stress and the many other aspects of pronunciation. To prepare you for this highly enjoyable feature of the course, here’s a tongue-twister:

What noise annoys an oyster most? A noisy noise annoys an oyster most.

Teaching reading, writing, listening and speaking

English language learners also need help developing skills to cope with reading, writing, listening and speaking in English. Perhaps you’ve had training in how to write an essay or a letter yourself. Any good course will offer specific tips for helping your learners cope better with these aspects of using English. As always, expect the activities to be motivating, fun and interactive as you build your own awareness. You can also expect tips on how to use music in the classroom as part of your course.

Experience how language learning feels

At some point on any face-to-face TEFL course, you will have at least one lesson in a foreign language. You don’t have to be any good at languages yourself to enjoy this part of the course, and if you find it all gobbledygook – never mind! It’s your chance to experience what it feels like to be a language learner – something that helps every teacher to empathise with their learners. It’s also a great way to learn tips on classroom organisation, for example, how to give instructions clearly using mime and gesture and so on.

Learning by watching

Having the chance to do some classroom observation is an integral part of any course. Online courses often give you video clips to watch, so you can begin getting an idea of what lessons are like. On weekend courses, you will watch your peers teach at various times and on CELTA or Trinity CertTESOL courses, formal classroom observations are an important part of the learning. This safe environment makes it much easier to analyse what is happening in the classroom than when you are standing at the front, concentrating on leading the lesson. You’ll learn loads from this aspect, whether it’s picking up tips from watching an excellent teacher, or empathising with someone whose activity is not going as well they had hoped. And don’t be afraid of making mistakes yourself – it’s all part of the learning process! Nobody expects perfection and it can fun if the odd bit of controlled chaos breaks out!

Teaching practice with feedback

On any classroom TEFL course, part of your day is given over to guided lesson planning and you will be given materials and suggestions to teach from. Many tutees enjoy creating some of their own materials during lesson planning in order to make the lesson come to life. After preparing, it’s time to attend lessons, and these vary significantly according to the course you are doing. On a weekend course, your students are likely to be others doing the course with you whereas on 4-week intensive and 10-week diploma courses, you will be teaching real English students. The important factor is that you stand in front of a class and teach some aspect of the English language. Your aim is to use the ideas from earlier in your course to get them practicing in a fun, engaging way.

Analysis and evaluation

Some of your peers and your tutor will have been watching your lesson. So after teaching, there is the chance to get feedback on how it went. You are also encouraged to evaluate your own experience, focusing especially on what went well and considering any changes you would make if you had the chance to do it all over again. This part can be very encouraging as you’re often your own worst critic and don’t realise just how well you performed. It’s a great feeling to put your training into practice and motivate your students to learn.

So, what are you waiting for? If you haven’t already done it book a place on a TEFL course and get ready for an exciting, interesting, tiring, amusing and challenging experience!

About the Author

I believe that teaching English abroad is the perfect opportunity for any English speaker to explore the world. If you’re a fluent English speaker, a TEFL course is your ticket to the journey of your life. I work for www.onlinetefl.com.

How to write more accurately and improve your grade, by Celia Webb

Fact checking is an important part of writing an accurate article. Meticulous authors do research prior to committing their thoughts to paper. Not all authors are so careful. Editors and readers serve society and themselves well when they read with a judicious eye. Just because a piece is written and printed does not necessarily make it true. The ability to check facts, coupled with an openness to a possible bias on the part of an author, will enable the discernment of truth or distortion.

Editors have a responsibility to fact check before printing an article or book. Some editors do this very well. Others do not. If you are an editor, the tips below could help you produce better articles thereby building a reputation as a reliable source.

Readers could benefit from these tips by being able to ascertain whether what they are reading is actually true, elaborations on truth, or, just plain inaccurate. In these days of information being rapidly accessed on the Internet where anyone can publish anything, it is vital to know how to pick out what is factual information and what is not. Readers should be aware that facts can be twisted or interpreted incorrectly also, that they can be used as the basis to support a poorly reasoned conclusion. So the fact could be correct, but the logic used to support a particular argument could be defective. This article does not address how to pick out faulty logic.

The Process of Fact Checking. Here is a sequence of steps to follow in fact checking. If you are writing for publication or academic purposes, you will want to do the final step of recording what you find. If you are fact checking for your own edification, this step may not be important to you.

a. Read the material.

b. Read the material a second time, marking passages for checking.

c. Write down the claims to check and list keywords and potential resources to research.

d. Do the research.

e. Record results including the source.

Who is the Author?

The first thing to determine is the qualifications of the author. Experts writing in their field may be given credit as more likely to be knowledgeable and accurate. However, the author may harbor a bias. The use of inflammatory language is one overt clue to bias. The use of subtle innuendo is a covert one. Check for degrees, certifications, awards, and years of experience. Next, look for evidence of due diligence by the author. Are sources listed for claims made? Did the author do original research?

Is the Source trustworthy?

In the case of an editor or author, a “source” would be those references used by the author to support his argument. In the case of a reader, “source” also includes the author of the material. Sources should be reliable, knowledgeable, and unbiased in order to be trustworthy. Ask yourself these questions.

a. Is the source reliable?

Each fact used in a publication needs to come from a reliable source. Authors who list their sources help make your research easier because you can check the source directly and you can make a determination whether that source has provided information in the past which turned out to be accurate. The more well-known the institution or research agency which generated the original information, the more likely it is that the information is reliable. Institutions and research agencies not only do primary research, they also tend to do peer reviews of information prior to its release, and many other interested parties carefully scrutinize their work once it has been released.

b. Is the source knowledgeable?

Look for sources which have credentials in the area of expertise from which the claim emanates. For example, in the case of medical claims, check with organizations and agencies like the National Institutes of Health or the Centers for Disease Control or individuals who have medical degrees. Look for years of related experience and published research. People who have worked at or studied a subject extensively have more understanding of their topic.

c. Is the source unbiased?

Independent laboratories and agencies are the most likely source for unbiased information. Who funds cited research projects? Unfortunately, funding often seems tied to the outcome of the research. Research funded by organizations with significant monetary stakes in the outcome of the research should be viewed with healthy skepticism.

If the author did not list his sources, then more work is required to determine whether the source was reliable. Assessing source reliability is most difficult when the source is listed as a “well-placed source” or “an anonymous source”, or some equally unspecific citing is given. In those cases, treat the information as possibly suspect. Two methods can be pursued at this point. Wait to see how events play out before deciding to treat the information as true or search for collaboration or refutation of the claim from other sources.

Search the Internet with care.

Just because you find something on the Internet does not make it true. Many blogs, newsletters, and articles are not well edited, not reviewed for accuracy, and do not follow journalistic standards. One of the most common mistakes is assuming that because something appears on the Internet, especially if it occurs multiple times, it is true. Since many authors just restate what they read somewhere else without checking the facts, readers can see multiple iterations of inaccurate information. Remember to verify the source. Find the originator of the information and assess their trustworthiness.

If you are researching political statements, you might wish to check FactCheck.org which specializes in researching the issues which appear on the political scene. Other websites which provide more consistently edited and reviewed information include Wikipedia, sites ending with “.gov”, and major newspapers.

Ask a Subject Matter Expert.

As an editor, I occasionally run across something for which it is difficult to find an answer. I turn to experts by searching on the Internet and then send an e-mail request for assistance. Depending on the subject, I might ask college professors, coaches, or whatever other category of expert applies. I provide a short description of my question and ask for their help. I usually send up to five requests which increases my chances of getting at least one response. This has been a successful strategy. I always send a “thank you”!

Ask a Research Librarian.

If you are at a loss for how to check a piece of information, ask your local research librarian. They are well-versed in research techniques and authoritative publications, government, and Internet sources and can refer you to appropriate material in their own reference section.

Check with the Library of Congress.

You can also use the vast resources of the Library of Congress to check on the accuracy of information. Their online “Ask a Librarian” program lets you submit a request for information and their librarians will research the issue and e-mail a response.

Fact checking is worth the effort. Editors will improve the trustworthiness of their publication by ensuring the facts are well-supported and accurate. Readers will be confident about understanding issues and making sound decisions when they know the facts presented are true.

About the Author

Celia Webb is President of Pilinut Press, Inc., publishers of advanced readers for children and ESL students. Check out www.pilinutpress.com for more free articles on developing reading-related skills, word games and puzzles, and activity sheets for the company’s entertaining and educational books.