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If you bought this book (or if someone bought it for you) that means you’re probably considering teaching English abroad (or they are trying to get you off of their couch in the basement.)

Congratulations! You’re well on your way to a possibly exciting and rewarding career. This book is written with new teachers or would-be teachers in mind, however all teachers may benefit from certain sections especially the sections on career building, and advancement, developing resumes, interview tips, and how to make and save money abroad. I assume absolutely no experience on your part with the field itself, or industry acronyms. It is meant to be a first look and field guide to get you hired, get you into the country of your choice, (and hopefully) get you out of the country again in a productive way. This is not a book about teaching techniques or style. This is a book about how to find and select a job which will suit you well, and match your lifestyle- and have fun doing it!

This text was compiled from my own seven years of experience becoming a professional educator. I have traveled the world, and had a great time (and sometimes not so great time) doing it. I hope that you find this book insightful, and will be able to use it as a reference manual to guide you on your way and avoid potential pit-falls that you many become trapped in when starting out in the industry.

How to Use this Book

If this is your first time teaching English, or if you’re setting out to find your first job, then I suggest reading through this book and its entirety. This will give you a good scope and perspective on the possibilities that are out there; things that you should consider before making any decision before moving forward, and a sense of your own goals, attitudes and desires in regard to teaching English abroad. After your first read through the book, I encourage you to look back on certains as you move through the stages of finding a job, landing a job, and (eventually) leaving a job.

Background

A Snapshot of the ESL Industry

If you thought that teaching English was a smalltime industry, think again! Currently it is estimated that about 1 billion people worldwide are learning English. This does not mean that all of these people have access to professional training. However, in places where training does exist and is accessible, the figure “1 billion” gives you an idea of the relative demand for English education.

By far the most desirable English teachers in most countries are native speakers. They are the “gold standard” in many countries; receiving better pay, benefits, and general treatment than their bilingual non-native speaking colleagues working by their sides. This has less to do with science, and pedagogy, and more to do with perception of a product. People want to be taught by native speakers somewhere deep down. They feel that it gives them a higher quality educational experience, and access to culture, pronunciation, and other elements that are just not available learning the language from anyone else. Finally, learning from a native speaker in some ways indexes “privilege” and “luxury” to some people. The result, native speaking English teachers (often referred to by the acronym NES) are in demand!

As a native speaker of English, you are sort of like a movie star; you have the ability to walk into nearly any country in the world – and find a job. Just on your appearance and the sound of your voice! This is not to say that I’m encouraging you to run out to any country and try to get a job without qualifications; that can have disastrous consequences. What I mean to say is that at this point in history, you have the amazing opportunity which billions of other people dream of- unparalleled access and opportunity to the entire planet.

To people who don’t speak it, English is access to the stuff of dreams. English is money. English is social class advancement. English is a new car. English is the success of their children. English is the difference between being hungry, and feeding others. It is easy to forget that something as simple as the language we all speak naturally is a gift. It is a gift that should not be taken lightly and comes with a certain amount of responsibility on your part. Try and keep this in mind, by staying humble, and you will no doubt do well.

The social reality of teaching abroad described above is often missed by qualified practitioners and teachers within the English training industry. They prefer to think of their jobs in functional, linguistic terms; punctuation, relative clauses, and perfect tenses. This seems like common sense. After all, it is knowledge of these language structures and a vocabulary that lead students to acquire the language. However, if you just focus on these terms it is a lot like looking at individual trees instead of the forest. A good teacher is both knowledgeable and culturally aware of the reality of the student’s lives that they serve. In the end, as teacher abroad we must live in the “forest”.

In reading this book, I hope that I am able to guide you to your own “forest”.

Overview of the English Language Industry

The world of teaching English is divided into many different groups and subgroups; think of them as movies, or book genres. For a newcomer, it can be hard to understand all of the industry sectors and acronyms (let alone the qualifications needed to enter a given group or subgroup of the industry.) In this chapter we are going to look at the basic classifications of English instruction (known as ‘sectors’ from here on out). We will also examine what some of main industry acronyms mean and look at how to use them. Do not worry about learning all of these now! You can always refer back to this section later! The goal of this chapter is just to give you an idea of what is out there, and set your imagination spinning towards a future specialization or interest in English teaching.

General English

General English is just that, Basic English instruction. If you studied a foreign language in Junior High or High School, this is sort of what I’m talking about. Students are learning very basic things in general English classes; the alphabet, how to say numbers, basic vocabulary like body parts colors and different places around town. General English is often the first place that people start when studying English, and also the first place the new teachers start when teaching English. General English classes could be filled with children or adults and anyone in between. However, recently the worldwide craze with learning English has led these classes to be pursued earlier and earlier in life; especially among affluent societies and nations. The result is that most classes in this sector are directed at children.

General English Snapshot

The story is so common that it’s almost cliché – a new teacher, fresh off an airplane enters a class of 20 or 25 screaming five-year-olds who have no idea what the teacher is saying. The next one or two hours is an energy draining extravaganza of trying to both communicate with, and calm the students down. This is not to say that every general English class is like this; there are many different levels and variations. However, if you have no experience or formal qualifications, be prepared to teach a few children in your path to development. If you absolutely hate working with children, then be ready to do a lot of sorting to find the right job during your first job hunt!

The benefit of General English classes are that they are fairly easy to teach. They generally do not require a large amount of preparation, or experience; you probably already have most of the basic knowledge you need to be instrumental in such a class. Most of this knowledge will come from your innate sense of the language you speak. Furthermore, basic classes are a great way to get your feet wet and learn the basic do’s and don’ts of managing a classroom (which is critical.)

EAP

EAP stands for “English for Academic Purposes.” Students in EAP classes are generally studying for either High School or University entrance examinations. Generally, EAP students begin their studies in Middle School or Junior High; though more common “General English” curriculums are being constantly modified across the globe to ready students for EAP programs as early as elementary school. Most of these programs aim to (or should aim to) teach students skills which will be critical to them in academic life; critical reading, critical listening, patterns of written organization, and basic grammar. Generally the goal of any EAP student is to pass “the test”, and many courses and schools (so-called “cram schools”) revolve around test taking and raising students’ standardized test scores. In many countries students will take these high-pressure tests several times a year and attempt to get a higher and higher score. This can be a lot of pressure for adolescents and High School students – and there is a lot riding on these tests. In some countries, competitive test preparation begins as early as age 8! (The country is Japan, if you are wondering.)

So, what tests am I talking about? Common tests that measure EAP proficiency are…

1. TOEFL (Test of English as a Foreign Language)

a. iBT (Internet Based Test)

b. cBT (Computer Based Test)

c. PBT (Paper Based Test)

2. Cambridge Examinations

3. IELTS (Cambridge University Proficiency Tests)

4. The Trinity Examinations

TOEIC!?!??!

The names you see above are basic industry standards. They may as well be brand names like Kraft or Coca-Cola. By far the most popular test is the “TOEFL iBT”. It is produced by a company called ETS (English Testing Services), and is a fairly complicated test; with its own format. The iBT is increasing in popularity year by year, being limited only by internet access in developing nations. In many developed English speaking countries, the test is the standard for foreign students to be admitted. However, foreign countries also use the test for High School and Junior High School admissions to competitive “English Language” or “Foreign Language” schools where English is the language of instruction.

The downside of the iBT and TOEFL, is that it is a very specific testing format. This is one of its major criticisms. Many educators feel that it is not an “authentic” measurement of English ability (and there are plenty of students with high test scores that cannot function outside of this test to prove it!)

If you don’t have experience with the format or taking any of these tests, it can take a few weeks or months to learn. Therefore training is critical for your success as a test trainer. Students are usually under a great deal of pressure, and they are generally very knowledgeable about test procedure- so don’t burn a bridge by getting in this area of teaching until you are really ready. It will be obvious if you don’t know what you are doing.

As a teacher, teaching the TOEFL can be fun, but if you’re the type of person who dreaded your English SATs, then this may not be the right choice for you. This is not to say that I haven’t had great fun in TOEFL test preparation classes – just that they are not the norm.

Advanced EAP programs also exist in Universities, and “Intensive English Programs”. These positions are usually reserved for educators with a high level of qualifications, and experience. If you are starting out, start with learning the tests themselves, and how to teach them.

ESP

ESP stands for “English for Specific Purposes” or “English for Special Purposes”. Both of these terms are relatively new acronyms as the industry goes. ESP is generally equated with the layman’s term “Business English”. Business English, or ESP, is taught all around the world to executives and aspiring professionals, as well as students of business. Business English is generally geared toward improving job performance in English. As such it usually focuses on common business behaviors and practices like teleconferencing, writing e-mails, small-talk, basic greetings, cultural training, face-to-face meetings, and job interviews, to name a few. It is taught by freelance teachers, University lecturers and Professors, English language training companies, and companies that work in coaching, or short seminar courses.

ESP companies generally put a high premium on business experience, training, and qualifications when it comes to instructors. This is not to say that you can’t get into business English as a neophyte; just that you won’t get a job at a really good English training company in ESP if you don’t have significant experience, training, and swagger. If you teach Business English, realize that most of your students will have more experience and better qualifications than you (unless you already have an MBA and have started your own company of 20 years.) It’s best to start small in this field, and build your confidence as you go. Also, many “General” and “EAP” positions will bridge into this field from time to time, and you can expect to acquire some relevant experience that way.

Motivations for Studying English in Different Industry Sectors

Students study English for a variety of reasons, (as you’ve no doubt guessed by now.) These might be for education, work, or personal improvement. So, everyone wants to study and learn English, right?

Oh, what a perfect world that would be! But not all English instruction, in fact most English instruction is not voluntary on the part of the student. Parents force children to get to cram schools to get higher test scores. Employees are threatened with lower wages or layoffs if they can’t improve their English. Degree certificates are withheld from graduate students and doctors all around the world based on one qualification; English ability. This is a key step to understanding your students, who they are, and what they want. From the very beginning you should realize that no group- be they children, adults, or in between- are going to be totally willing and receptive little sponges simply waiting to soak up the knowledge which you are about to imbibe them with.