Archive for the ‘TEFL chains’ Category

Seems that there is an interesting TEFL strike story going on right on my doorstep that I hadn’t even heard about, including loads of juicy controversy. You can see the recent open letter by the leader of the Berlitz strike here, and the article in Metropolis she was replying to here.

Hat tip to the David English House newsletter for teachers, part of the ETJ (English Teachers in Japan) empire of niceness (in endless opposition to the JALT empire of evil). If you are in Japan, don’t miss the upcoming ETJ Expos in October and November.

70. ”If you want to chatter away in your own language, what the hell- you’re paying!”
71. ”We’ve found the dead rat under classroom 7B”
72. ”We will keep your teacher’s passport until you pass the FCE”
73. ”You just never know what will happen in the next class!” (more…)

45. ”Our incompetent teachers will make you feel better about yourself”
46. ”Certificate of achievement for all students who are actually still around at the end of the course”
47. ”Guaranteed students who are a much higher level in each class to explain anything the teacher can’t”
48. ”To guarantee an English-only class, we only employ teachers who have been here for years without learning a word of the language”
49. ”Guaranteed smaller class sizes by the end of term 1″ (more…)

No, not, as the lack of recent posts might suggest, in the cyber world (we managed to beat the hostile takeover bid by Microsoft by the use of a poison pill*), but in a physical sense.

Have quit Shane Language Services, given notice on my flat in Tokyo, and will start work in Seoul on 20 October. At which point I will probably be far too stimulated by a new country to blog, but there are loads of other good teaching in Korea blogs to keep you busy until I get it into my head again that I’m some kind of an expert. In the meantime, will be putting some serious effort into writing about all things teaching English in Japan, while I still remember something of the 100 or so books I’ve read about Japan in 5 years. Or I might just sit on my roof listening to the cicadas whilst I still can… Despite the almost overwhelming irritation with the jazz in cafes and station announcements over the last couple of months since the headphones on my walkman broke, Tokyo will be much missed.

* We later found out that it is supposed to be a metaphor for something financial

ARELS- Association of Reasonably good English Language Schools
 
BAAL- The false god of Applied Linguistics
 
Direct method- A system of language learning aimed at making Japanese students say what they really mean

Ditransitive- verbs often used with the object “Lady Di”
 
EAP- English for Academic Purposes- learning English to seem intellectual
 
Facilitation- Rather than leading the language learning process, teachers aid the students by standing there doing nothing and spouting stuff like “Don’t ask me, you are empowered to control your own learning”.

Feedback- Based on the similarity with playing an electric guitar, in ELT this term is used to express the teacher’s ability to produce discord and put people on edge with the use of error correction

FFI- Form focused instruction- designing your lessons just to get good marks on the categories you know are on the student evaluation and lesson observation forms

Fillers- breakfast foods suitable for teachers who will be photocopying through their lunch break

FL- foreign language. Pronounced “fleur”, with as outrageous a French accent as you can manage
 
Focus on form- The problem of teachers writing down all the things students tell them during a level check interview and only remembering to notice the language they use during the last few seconds. Often contrasted with focus on forms*

Focus on forms- A teacher being distracted by the student’s figure during a level check interview and only remembering to notice the language they use in the last few seconds. Often contrasted with Focus on Form*

Fossilization- The immobile face and blank stare that teachers who have been in the business too long develop

Gap filling- The favourite physical threat of drunk TEFL teachers

Grammatical terminology- “all these like little name things” (definition by an English Language Teaching Assistant in Hong Kong, quoted in Teacher Language Awareness pg 157)

IH- International House, the chain of schools formerly known by the less successful name of “Nationalism House”

Immersion language learning- A way of increasing student motivation to speak. See also waterboarding*

Implicit knowledge of language- Students hiding the fact that they’ve known that grammar since primary school in order not to seem like a swot or to save the teacher embarrassment

Inductive approach (the) - Giving students who pause forever before speaking an epidural injection to force delivery

Inflections- Passed on in the spit of Spanish people trying to pronounce /h/

TEFL International is not only often quoted as one of the largest TEFL training organisations (see the stats below), it is also almost certainly the one most likely to set off a firestorm by mentioning it on the internet- hence its interest, and the need for these somewhat strict rules on comments: (more…)

Bruce has replied to all the questions below, so thanks to the few people who helped me with those rather than repeating the same old “I have evidence but I’m not going to show it to you” comments. I’m going to ask quite a few back up questions, then the finished interview Part Two will go up in maybe a week. In the meantime, all comments on Bruce V, TEFL International etc will be deleted as all the recent ones have already been answered in the interview and there doesn’t seem to be much point in tackling them twice.

When the interview goes up, there will be a 24 hour period with no comments so that people can write up their detailed and evidence-rich responses on Word at home first, rather than firing off the first things that come into their heads. After that time, you will be allowed to comment only on the things said in the interview. Any other comments will be deleted, and persistent offenders will have all their comments deleted (also in previous posts) in order for it to be technically possible to block them through Wordpress. If you have any other comments or questions about TEFL International, you may of course email me.

Comments are open for this post so that you may, if you wish, comment on the policies described above. Any other comments will be deleted.

“We wanted to get into the way of life here,” said 24-year-old Natan Doyon, who moved from Britain last year with his girlfriend to teach English to Chinese children. He says his pupils were so upset when he told them he couldn’t renew his visa that they begged, “Don’t go. We’ll help you hide.”

He and his girlfriend now plan to try Vietnam.

So many English teachers are being forced to leave that many of the private language schools, the rage lately for children of the upwardly mobile, are closing down for the summer. With only three native English speakers left on its staff, Shane is cutting its summer camp in half and might curtail its fall program. Shane, which is owned by a British chain, advertises that it provides native English speakers.

“If we can’t fulfill that promise, we have nothing to sell,” Wan said. “We’re losing a lot of money.”

See the full story here.

And if TEFL news is your thing (how could it not be?), may I suggest you check out:

http://www.esldaily.org/

http://www.tesall.com

This interview was conducted by email over the last week or so, with me submitting the main outline and then asking a few follow up questions when the main answers came back. My questions are in bold, and the follow up questions and answers are in italics.

1. A brief history of your career
This was covered in a recent interview in the BKK Post but here it is again:

I began life in a completely different field—selling industrial equipment and negotiating Joint Ventures in China.  When the company I worked for had a problem with our customer in China, I was sent to Hong Kong to resolve it. 
When the company went under, I was somewhat abandoned in Hong Kong. 

The job market back home was not that good (and my field was very specialized) so I thought I would look for a job in Hong Kong.  A friend suggested I teach English to earn some money to pay the rent.

Before long I was teaching full time and loving it!  I then started opening small schools around Hong Kong.  But after several years I was burned out.  Married by then with a small child, we decided to move to Thailand.  Soon afterwards I decided to pen up a TESOL course.  The main purpose was to find and train qualified teachers for the schools in Hong Kong!  But after some initial success I decided to expand.

2.    A brief history of TEFL International, the secret of its success and the principles behind it

Started out as a Trinity course.  After some differences of opinion with the CE of Trinity at the time, we became independent on 1 Jan 2000.  As a small, newly independent school, I decided that the only way we could credibly tell our students that our course was internationally recognized was to be truly international.  Thus, the rapid expansion.

3.    A list of some of the things that TEFL International does now
 ·         TESOL Courses
·         Volunteer Programs
·         Guaranteed Jobs programs
·         Teacher Training for local teachers (usually through the Thai Ministry of Education)
·         Teach/learn language programs
·         Teach/Intern programs
 
4. Can you give some details of TI’s charity/non-profit status and structure

First of all, we do not need to be a non-profit.  We could avoid all taxes by moving our base to some offshore tax shelter.  And it’s not like I enjoy having all of our accounts (including my salary) available to the public.  But we work with universities and universities feel better working with a non profit than a for profit.  Plus, we do a lot of things that non profits do like real volunteer work and assistance for the less fortunate. 

I do not know a lot about US tax laws (which are extremely complex).  But every year we have to hire a special accountant to do our taxes and submit them to the IRS to ensure we continue to meet US non-profit status. (more…)

“My first two years in Japan were spent teaching English… The students… studied English- or should I say, English was taught in their presence. Nothing ever seemed to sink in. Years of classes and endless tests and still they couldn’t master the intricacies of a simple ‘How are you?’ When I tried to have the most elemental of English conversations with them they looked at me with blank expressions, shrugged their shoulders, and said ‘Wakaranai’ (’Huh?’) They did this, I believe, just to annoy me. Don’t get me wrong, these teenagers were polite and studious and well-mannered, but they were still teenagers, and teenagers are pretty well insufferable anywhere you go on this planet.” (more…)