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It will be difficult to categorize non-native english speakers, some learn english as adults, and some studied english in formal academic settings, some through informal immersion after arriving in english Speaking countries. Based on the thought that native speaker make the best english teachers as they teaching their mother language, non-native english teachers are not given the same opportunities and the same credibility when teaching english. The best teachers should be the ones with the right qualifications
and are equipped with the teaching methods and techniques of the language and are able to pass on the skills to learn the language to the students. A non-native speaker who has major in english would be better qualified to teach english than a high school student taking time out for a gap year. teacher quality is the most important; someone how has a love and passion for teaching and the students than choosing a teacher because they are a native speaker and have no passion for teaching or the students. Native english speakers without teaching qualifications are more likely to be hired as esl teachers than qualified and experienced NNESTs, especially outside the united states (Amin, 2000; Braine, 1999; Canagarajah,
1999; Rampton, 1996). This would shift the emphasis in hiring from who the job candidates are (i.e., native or nonnative speakers of english) to what they are (i.e., qualified english teachers) and allow for more democratic employment practices. One of the arguments raised often has being the accents of non-native speakers, not all native accents are considered standard models of pronunciation. Take someone From australia and someone from America, though both are native english speakers they have completely different accents, let alone having people from America from different parts having different accents which also affect their pronunciation of words. The importance of english should be the right pronunciation of words and phonetics plays an important role in that. As I have spent time with
Koreans and Brazilians are learning english in South Africa one can tell where their teacher is from as the students will have a hint of the teacher's accent in pronouncing words. The issue of accent has often been the cause of employment discrimination practices in esl programs in the united states and other countries. Lippi-Green (1997) found that teachers with nonnative accents were perceived as less qualified and less effective and were compared unfavorably with their native-english-speaking colleagues. Other researchers (Canagarajah, 1999; Thomas, 1999) also found that native speakers of various international varieties of english, such as indian
or Singapore english, were considered less credible and less competent teachers than those who come from what Kachru (1985) defines as “countries of the Inner Circle” (i.e., Great Britain, the united states, canada, australia, and New Zealand). Lippi-Green (1997) refers to this questioning of teachers' ability and credibility based on their accent as a form of linguistic discrimination. As I mentioned before misconceptions about Africans do influence a lot for Africans getting jobs as english teachers, the other misconception has being that the Education level in Africa is low so how can they possibly be teachers
in japan or South Korea, countries that are way more developed than their own countries. With countries like japan, South Korean and Taiwan to even get a job as an english teacher you will need to be holder of a passport from a native –english Speaking country. And most of the recruiting agencies rarely consider non-native speakers for jobs as they are going according to the criteria wanted by the schools, and this is often not challenged by the recruiting agencies. There is an over value for native and a under value for non-native english speakers even if they are better qualified. Medgyes (1996) conducted a survey of native-english-speaking teachers
and NNESTs working in 10 countries to determine their success in teaching english. He concluded that the two groups had an equal chance of success as english teachers and that the only area in which the NNESTs seemed to be less qualified—english language proficiency—was also one that gave them a certain advantage over native speakers. As compared to their native-english-speaking colleagues who can be good language models for their students, Medgyes (1996). Most of the African english teachers I have met have who have worked in Asia, have made it because they were highly recommended by someone they knew and went in through university or church organizations.
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