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Teacher preparation in TESOL can be obtained from universities, private businesses, and professional organizations. Which type of preparation that individuals choose is based on the individual’s goals, prior learning, and opportunity. The preparation required for work in a particular academic setting tends to be linked to salary, benefits, work environment and treatment, and job satisfaction, although there are exceptions. The requirements to work in any of the settings discussed in the next sections depend on the location, so there are exceptions to all of these generalizations. For example, a native speaker of English can find a job at a private language school in China with relative ease; perhaps without even having a university degree. Still, with this ease come some complications and difficulties that most people would prefer to avoid.

Teacher education in the field of TESOL is strongly recommended for work in the field due to the specialized body of knowledge needed by TESOL educators. For example, TESOL educators need to have a good working knowledge of linguistics (i.e., semantics, syntax, phonology, pragmatics, and lexis), second language acquisition, methods of language instruction (i.e., speaking, listening, reading, writing, grammar, pronunciation, vocabulary, and spelling), methods of instruction that combine academic subjects and language, curriculum design, materials development, culture(s), and assessment. They need to be able to plan and deliver lessons for language learning, collaborate with other educators and ELLs’ families, create and proctor language assessments, reflect on the effectiveness of lessons, and work supportively with ELLs. The subsequent chapters will offer more depth and insights into these knowledge and performance areas.