Wow...I haven't written for a while. This is because life at work (managing at an IEP) has gotten a bit more tiresome. Now...I have to do manage the homestay stuff, assist in the management of the school, teach a brand new class (an advanced class and a low level listening and speaking class), and other stuff. So, can I say that IEPs have been affected by the recession? I would say...heck ya!!! When the managers (The Center Director AND myself) have to teach classes, that is a sign that upper management is trying to find a way to reduce the number of teachers and staff to stay profitable. In a way, I understand this, so I don't complain too much about it. Interestingly, my school is doing okay...better than other schools. But it takes a drain on all of us working at the school!
One thing that I could say I have benefited from doing all these things at the same time is this....I have become a better multi-tasker!! I am beginning to realize that this is the kind of lives we are living in this millenia. We have to multi-task. I do that while I am teaching (juggling all the different levels and not mixing it up). I do that while I am managing. I do that while I am sleeping. Ugh....
Another thing I have learned while working at an IEP is...you have to be 'very' flexible. I don't know if I would have survived this long at my job if I weren't flexible with the demands of the industry. If you work in an IEP, don't expect to be as rich as a lawyer or doctor or engineer. Actually, IEP teachers are like blue collar workers, at least in the U.S., I think. When I was in Japan, I felt more like a white collar worker, with a lot of prestige. Now, I feel like just a worker on an assembly line...the assembly line of teaching English. Double ugh....
Sunday, March 22, 2009
Wednesday, March 4, 2009
Teaching Embedded Question Sentences/Embedded Question Questions...
Hmm....today I gave my ESL IV students at the community college where I work a quiz. They had to master "Embedded Question Sentences" and "Embedded Question Questions." One of the ways that I teach grammar is let the students think of English grammar as a math formula.
You need to know the basic formula (Standard sentence structure: Subject - Verb - [Object].){Example: Fred is home},
understand the question formula (Question word - Verb - Subject - [Object]?)
{Example: Where is Fred?}.
And then understand the Embedded Question Sentence formula (Sentence starter such as: "I don't know" - Question word - Subject - Verb - [Object].)
{Example: I don't know where Fred is.}
Now, for the most part, the students got this concept. But when it comes to the Embedded Question Question, now the students get confused.
They are aware of the standard question format (Question word - Verb - Subject - [Object]?), but the Embedded Question Question, does not follow the standard question format!
Students are using the question format
(Do you know where is Fred?),
when they should be using the Embedded question question format
(Do you know where Fred is?)
If someone can explain this in a better way, please let me know!!!
You need to know the basic formula (Standard sentence structure: Subject - Verb - [Object].){Example: Fred is home},
understand the question formula (Question word - Verb - Subject - [Object]?)
{Example: Where is Fred?}.
And then understand the Embedded Question Sentence formula (Sentence starter such as: "I don't know" - Question word - Subject - Verb - [Object].)
{Example: I don't know where Fred is.}
Now, for the most part, the students got this concept. But when it comes to the Embedded Question Question, now the students get confused.
They are aware of the standard question format (Question word - Verb - Subject - [Object]?), but the Embedded Question Question, does not follow the standard question format!
Students are using the question format
(Do you know where is Fred?),
when they should be using the Embedded question question format
(Do you know where Fred is?)
If someone can explain this in a better way, please let me know!!!
ESL Acronyms
Just thought I'd share some of the really cool acronyms in the ESL field. Don't worry...they seem to always change!!! (got this off of http://www.teaching-esl-to-adults.com/esl-acronyms.html)
EFL
English as a Foreign Language
This is used when a non-native English speaker is studying English in a non-English speaking country.
ESL
English as a Second Language
Used when a non-native-English speaker is studying English in an English-speaking country. See Differences between EFL and ESL.
ESOL
English for Speakers of Other Languages
This term is more recent and is intended to be a more inclusive term (includes ESL and EFL).
TEFL
Teaching English as a Foreign Language
A TEFL teacher will be one who teaches English to speakers of other languages in non-native-English-speaking countries.
TESL
Teaching English as a Second Language
A TESL teacher teaches English to speakers of other languages in an English-speaking country.
TESOL
Teaching English to Speakers of Other Languages; Teachers of English to Speakers of Other Languages, Inc.
A more inclusive term for teaching EFL and ESL. The second definition is the name of a teachers’ association.
TOEFL
Test of English as a Foreign Language
TOEIC
Test of English for International Communication
CALL
Computer Assisted Language Learning
CELTA
Certificate in English Language Teaching to Adults
Also called Cambridge CELTA. CELTA course locations are all over the world. Compare to CTESOL.
CELTYL
Certificate in English Language Teaching to Young Learners
CTESOL
Certificate in Teaching English to Speakers of Other Languages
Compare to CELTA.
DELTA
Diploma in English Language Training to Adults
EAP
English for Academic Purposes
ELL
English Language Learner
ELT
English Language Training or English Language Teaching
ESP
English for Specific Purposes or English for Special Purposes
FLT
Foreign Language Teaching
ICELT
In-service Certificate in English Language Teaching
For non-native English teachers already teaching English.
IEP
Intensive English Program
IPA
International Phonetic Alphabet or International Phonetic Association
L1
Language 1
Refers to the student’s first, or native language.
L2
Language 2
Refers to the new language that the student is learning.
LEP
Limited English Proficient or Limited English Proficiency
LES
Limited English Speaker
NNS
Non-Native Speaker
NS
Native Speaker
SLA
Second Language Acquisition
TPR
Total Physical Response
VESL
Vocational English as a Second Language
EFL
English as a Foreign Language
This is used when a non-native English speaker is studying English in a non-English speaking country.
ESL
English as a Second Language
Used when a non-native-English speaker is studying English in an English-speaking country. See Differences between EFL and ESL.
ESOL
English for Speakers of Other Languages
This term is more recent and is intended to be a more inclusive term (includes ESL and EFL).
TEFL
Teaching English as a Foreign Language
A TEFL teacher will be one who teaches English to speakers of other languages in non-native-English-speaking countries.
TESL
Teaching English as a Second Language
A TESL teacher teaches English to speakers of other languages in an English-speaking country.
TESOL
Teaching English to Speakers of Other Languages; Teachers of English to Speakers of Other Languages, Inc.
A more inclusive term for teaching EFL and ESL. The second definition is the name of a teachers’ association.
TOEFL
Test of English as a Foreign Language
TOEIC
Test of English for International Communication
CALL
Computer Assisted Language Learning
CELTA
Certificate in English Language Teaching to Adults
Also called Cambridge CELTA. CELTA course locations are all over the world. Compare to CTESOL.
CELTYL
Certificate in English Language Teaching to Young Learners
CTESOL
Certificate in Teaching English to Speakers of Other Languages
Compare to CELTA.
DELTA
Diploma in English Language Training to Adults
EAP
English for Academic Purposes
ELL
English Language Learner
ELT
English Language Training or English Language Teaching
ESP
English for Specific Purposes or English for Special Purposes
FLT
Foreign Language Teaching
ICELT
In-service Certificate in English Language Teaching
For non-native English teachers already teaching English.
IEP
Intensive English Program
IPA
International Phonetic Alphabet or International Phonetic Association
L1
Language 1
Refers to the student’s first, or native language.
L2
Language 2
Refers to the new language that the student is learning.
LEP
Limited English Proficient or Limited English Proficiency
LES
Limited English Speaker
NNS
Non-Native Speaker
NS
Native Speaker
SLA
Second Language Acquisition
TPR
Total Physical Response
VESL
Vocational English as a Second Language
Tuesday, March 3, 2009
The ranking of education types
Working in the field for so long, I grown to understand each teaching format, and their ranks. For those interested in teaching ESL, it is important to know which field you'd be interested in. So let me quickly talk about each particular field that I have had experience in:
Community Centers:
Think...working without benefits. Here, the students are really interested in learning, but you pretty much get paid, "under the table" (Or at least I did when I was in Japan). It might look good in a resume, depending on how long you worked at this kind of job, and what your future goals are. You pretty much just need a Bachelors degree to do this work.
Intensive English Programs:
Now, there are A LOT of IEPs all over the world! So you'd think that this field would be the way to go. Sorry to say this, but....unless your IEP is 'directly' associated with a college or university, you're pretty much close to the bottom of the totem pole. With the varied work schedules and the threat of losing your job because of student disinterest in you, it 'could' be a temp job for you. Or it could not...really if you have an outgoing personality, are willing to change pedagogy to help the students understand the material better, and don't cause trouble, you could stay here for a long time! To really succeed in an IEP, you have to always think about increasing your worth! You pretty much need, at a minimum, a Bachelors degree to do this work.
As for the students, this is extremely varied! You will have students who really want to learn! Those are the students that are awesome. Then you'll have students who are just using their F-1 visa to come to the U.S., and don't give a rat's a$$ about studying! Either way, you have to teach them and please them.
Public schools:
I had the opportunity to teach at 3 different high schools in Japan. Now the students are also varied, but one thing that was great was....I got paid a rather high salary (in regards to ALTs teaching in Japan), worked for the government (the Prefectural Education board controlled the senior high schools in the prefecture, so there was major control over the curriculum...that could be good or bad?), and received subsidized housing (now some prefectures gave their teachers free housing, but not in my case... ;_; ). Nice place to work, but if I wanted to continue to do that in the U.S., I would have to get credentials through the state department of Education...and....hmm....working for public schools in the United States??? I would have to think about that.
Universities:
Now, universities are great places to teach ESL. You get the prestige of working at a 4 year university, you also get to have your own office (if you are full time faculty), and you could be really cool! You would need, at a minumum, a Masters degree or higher to work here. You would also need to work really hard to get tenure. In addition, expect to write scholarly papers ever so often. Also, most private IEPs are cashing in by arranging contracts with universities to teach ESL instead of the universities themselves doing this. It would save the university money by letting an outside contractor teach ESL, so most universities are now going through this avenue. Or...they are opening their own "IEPs" that is separate from the university. Surprisingly, as one of my former supervisors told me, teaching at a four-year university is not the creme-a-la-creme. The best of the best. The numero uno...
Community Colleges:
My former supervisor said that working in a community college is the way to go! Here, you are the best of the best! The numero uno. The reason for this is because you will usually have more students (community college is cheaper than a 4 year university, or even an IEP (IEPs are usually the most expensive for students)). And the students get quality education. I have been working at a community college for over 2 years now, and I have to agree with what my former supervisor said. You really are more active as an instructor at a community college than any other place. Students are also varied, but a larger majority of students really are committed to learning English (because they have different reasons for studying English. Some want to improve their English for work, school, citizenship, etc.). You get a wide variety of students which will also improve your teaching style! Here you can also concentrate on teaching!
So, I hope that you understand more about the different teaching mediums and make an educated decision as to what field you would like to teach.
Community Centers:
Think...working without benefits. Here, the students are really interested in learning, but you pretty much get paid, "under the table" (Or at least I did when I was in Japan). It might look good in a resume, depending on how long you worked at this kind of job, and what your future goals are. You pretty much just need a Bachelors degree to do this work.
Intensive English Programs:
Now, there are A LOT of IEPs all over the world! So you'd think that this field would be the way to go. Sorry to say this, but....unless your IEP is 'directly' associated with a college or university, you're pretty much close to the bottom of the totem pole. With the varied work schedules and the threat of losing your job because of student disinterest in you, it 'could' be a temp job for you. Or it could not...really if you have an outgoing personality, are willing to change pedagogy to help the students understand the material better, and don't cause trouble, you could stay here for a long time! To really succeed in an IEP, you have to always think about increasing your worth! You pretty much need, at a minimum, a Bachelors degree to do this work.
As for the students, this is extremely varied! You will have students who really want to learn! Those are the students that are awesome. Then you'll have students who are just using their F-1 visa to come to the U.S., and don't give a rat's a$$ about studying! Either way, you have to teach them and please them.
Public schools:
I had the opportunity to teach at 3 different high schools in Japan. Now the students are also varied, but one thing that was great was....I got paid a rather high salary (in regards to ALTs teaching in Japan), worked for the government (the Prefectural Education board controlled the senior high schools in the prefecture, so there was major control over the curriculum...that could be good or bad?), and received subsidized housing (now some prefectures gave their teachers free housing, but not in my case... ;_; ). Nice place to work, but if I wanted to continue to do that in the U.S., I would have to get credentials through the state department of Education...and....hmm....working for public schools in the United States??? I would have to think about that.
Universities:
Now, universities are great places to teach ESL. You get the prestige of working at a 4 year university, you also get to have your own office (if you are full time faculty), and you could be really cool! You would need, at a minumum, a Masters degree or higher to work here. You would also need to work really hard to get tenure. In addition, expect to write scholarly papers ever so often. Also, most private IEPs are cashing in by arranging contracts with universities to teach ESL instead of the universities themselves doing this. It would save the university money by letting an outside contractor teach ESL, so most universities are now going through this avenue. Or...they are opening their own "IEPs" that is separate from the university. Surprisingly, as one of my former supervisors told me, teaching at a four-year university is not the creme-a-la-creme. The best of the best. The numero uno...
Community Colleges:
My former supervisor said that working in a community college is the way to go! Here, you are the best of the best! The numero uno. The reason for this is because you will usually have more students (community college is cheaper than a 4 year university, or even an IEP (IEPs are usually the most expensive for students)). And the students get quality education. I have been working at a community college for over 2 years now, and I have to agree with what my former supervisor said. You really are more active as an instructor at a community college than any other place. Students are also varied, but a larger majority of students really are committed to learning English (because they have different reasons for studying English. Some want to improve their English for work, school, citizenship, etc.). You get a wide variety of students which will also improve your teaching style! Here you can also concentrate on teaching!
So, I hope that you understand more about the different teaching mediums and make an educated decision as to what field you would like to teach.
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