Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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1. Acronyms include…

EAL English as an Additional Language

EAP English for Academic Purposes

EALP English for Academic Legal Purposes

EBE English for Business and Economics

EFL English as a Foreign Language

EGP English for General Purposes

EIL English as an International Language

ELF English as a Lingua Franca

ELT English Language Teaching

EMP English for Medical Purposes

EOP English for Occupational Purposes

EPP English for Professional Purposes

ESAP English for Specific Academic Purposes

ESBP English for Specific Business Purposes

ESL English as a Second Language

ESP English for Specific Purposes

EST English for Science and Technology

LEP Learners with Limited English Proficiency

LOTE Languages Other Than English

LPP Language Planning and Policy

LSP Language for Specific Purposes

ML Minority Language(s)

SLA Second Language Acquisition

TESL Teaching English as a Second Language

TEFL Teaching English as a Foreign Language

TEEP Teaching of English for Educational Purposes

TEGCOM Teaching of English for Globalized Communication

TESOL Teaching English to Speakers of Other Languages

TEYL Teaching English to Young Learners

VESL Vocational English as a Second Language

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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2. Areas of ESL / EFL interest include…

Administration Policy / educational frameworks

Affective issues Gender awareness

Action research Global issues

Applied linguistics Leadership

Authenticity Learner development

Autonomy (learner, teacher) Learner strategies

Background knowledge / Schemata Lifelong language learning

Bilingualism Linguistics

Blended learning Literacy

Business English Materials writing

CALL (Computer-Assisted Language Learning) Meaning-focused instruction

CLIL (Content and Language Integrated Learning) Motivation

Collegiality Multiculturalism

Communicative language teaching NS (native speaker) / Non-NS issues

Corrective feedback Pragmatics

Critical thinking Problem-based learning

Cross-cultural issues Project-based learning

Discourse analysis Pronunciation

Distance learning Speaking

Drama as an educational tool Speech

Extensive / intensive reading Study abroad programs

Focus on form / Focus on forms World Englishes

Image / identity Task-based learning

Immigrant / migrant / refugee populations Teacher development

Input / output Testing and evaluation

Language acquisition (first / second / foreign) Vocabulary

Language portfolios Writing

Listening Young learners

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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3. Initial questions to ask yourself Am I interested in

o TESL / TEFL itself? o the benefits I think a career in TESL / TEFL will bring?

o both?

What transferable skills do I already have? In what fields? What training or retraining do I still need?

What working and teaching preferences do I have? Why?

What student population(s) am I interested in teaching? Why?

Do I see TESL/TEFL as a permanent career choice? Why or why not?

If not, what if it becomes an “accidental” permanent career?

o Should I prepare for that scenario sooner, rather than later, by getting a certification or degree?

o TEFL: Am I willing to wake up one day and realize I’ve been an expat for 20 years?

4. Getting qualified

Why? Because among other things, you’ll…

o likely end up a much better teacher.

o have more and better-paying job options, helping your qualification eventually pay for itself.

How qualified do you want / need to be? That depends on…

o how intensely you want to study, and for how long you can / want to maintain that energy level.

o financial considerations, including how long you’re willing to be out of the workforce.

o how much recognition you want your qualification to have. Note that no single international

organization recognizes every qualification!

o where you want to work, including the country, environment, and type of institution.

o whether you want to get your certificate / degree onsite (on campus). Doing so may help you…

concentrate more on your learning.

build a stronger support network.

find favor with potential employers, since you’re more likely to do supervised practice teaching.

o whether you want to get your certificate / degree online (by distance learning). This may…

suit you better if you’re an in-service teacher (currently teaching).

require you to incorporate your current teaching into the program.

Teaching certificate programs / Teaching diploma programs…

o are a minimum requirement for employment at most schools worldwide. On their own, however,

they’re not enough to get a teaching job at most US institutions.

o are usually highly intensive and exam-oriented.

o vary in length.

Teaching certificate programs generally run for two to six weeks. Because of the large amount of

information covered, a four-week or longer course is likely to be more valuable.

Teaching diploma programs require up to one year to complete.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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o vary greatly in cost.

Some online teaching certificate programs run for as little as US $500.

Programs offering “international standard” courses charge from US $800 - $2000 or more.

Large franchise schools often charge more; be aware that up to 40% of their fees may go to an

umbrella organization.

Some courses offer discounts during slow seasons; you have nothing to lose by inquiring.

o should

include 100+ classroom hours and a practical training component.

provide well-qualified, experienced teacher trainers. Look into this!

be accredited. Confirm this up front!

o may be country-specific. If you want to teach in Thailand, for example, you can join a program which

certifies you only in Thailand. Benefits of this kind of program may include

country- and culture-specific courses which will support you in your work.

potential in-country career counseling and job leads.

o cannot truthfully guarantee you a job upon graduation! Some ads promise this, but read the fine

print and you may see twists within some of the claims.

Well-known UK-based programs

o The Cambridge CELTA (Royal Society for the Encouragement of the Arts / Cambridge Certificate in

English Language Teaching to Adults)…

is recognized internationally, and is popular with both ESL teachers and EFL “travel-teachers.”

is intensive, and includes six hours of supervised teaching.

is offered by approximately 240 centers in 50 countries.

offers part-time and full-time options.

is generally not enough, on its own, to teach in most institutions in the U.S. or Japan.

o The DELTA (Diploma in English Language Teaching to Adults)…

is offered by the same organization as CELTA.

is often seen as a follow-up to the CELTA for people who have some teaching experience and now

want to pursue EFL as their life career.

has been integrated into some graduate programs; an MA may include DELTA Certification.

does not include non-teaching-related areas such as administration or teacher-training.

is generally not enough, on its own, to teach in most institutions in the U.S. or Japan.

o Distance DELTA (online option)

o The Trinity CertTESOL (Certificate in Teaching English to Speakers of Other Languages)…

is thought of as roughly equivalent to the CELTA.

is intensive, including four hours of class visits and six hours of supervised teaching.

is offered by over 100 centers worldwide.

offers various options include intensive courses and distance learning.

is generally not enough, on its own, to teach in most institutions in the U.S. or Japan.

o Trinity Licentiate Diploma (LTCT TESOL)

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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A master’s degree program…

o is the most widely available option in the US and Canada, offered by over 300 universities.

o may go by various names such as:

MA in Teaching (MAT) in ESL or EFL.

Master of Arts (MA) or Science (MS) in Applied Linguistics.

Master of Education (MEd) in TESOL.

MA in English with an Emphasis in TESOL.

o is required for most college and university positions in most countries.

o usually involves 30 – 36 credits.

o can be done either on-campus or by distance learning, depending on the institution.

o includes supervised practice teaching, and may include a thesis option / requirement.

o generally covers curriculum development, teacher training, administration, and materials writing, in

addition to TESL / TEFL.

A doctorate degree

o is generally required for any sort of college or university department head position.

o is required at more and more universities for any teaching position, as well.

Do your homework! Programs come in all shapes and sizes. Before applying to one, find out everything

you can about it. Questions to ask include:

o The program: overall

Is it accredited? Who recognizes the program’s certification / degree?

Many employers have knowledge of (or preconceptions about) a program’s focus; for example

some are theory-based, others practical. How is this program unique? How is it perceived?

Who are the students? Pre-service teachers? Experienced teachers? A mix? Why?

What is the teacher-student ratio?

How long does the program take? Are there summer and/or weekend options?

Many job postings list teaching experience as a requirement. Does this program provide any? How

many hours? Is it supervised? Where is it, and who are the students? How much autonomy will I

have in my own practice teaching?

Many employers like/require a teaching portfolio. Will this program help me assemble one?

After completion, will I also be certified? Where, and in what kind(s) of schools? Are there

reciprocity agreements in place? Do I need to take extra courses to earn this certification?

o The program: requirements for completion

How much and what kinds of coursework are required?

How will I be evaluated? Are there letter or number grades? Or are the grades pass/fail? Why?

Is a traditional thesis required? Is any action research required? When is it due? Is it possible to

extend the deadline? Are there fees for extending the deadline or for late submission?

Does the program require me to compile and maintain a teaching portfolio?

Is it possible to fail the program and still earn a certificate?

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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o Other

What does the program cost? Are there scholarships I can apply for?

What are the deadlines?

Are books and materials included in the cost? If not, how much are

they likely to run?

For onsite programs: What housing services are provided, and at

what cost?

Can you put me in touch with current / former students? (Keep in mind that most may be in favor

of the program, since they’ve invested so much of their own time and money into it!)

Can I visit the school and sit in on a day of classes?

What career counseling will be offered while I am a student? After I graduate?

When you do start a program, remember…

o that you will never (ever, ever!) be able to complete all your assignments and do all the required /

recommended reading in the hours you have in each day. Prioritize

- things which you’re accountable to other people for producing, whether it’s your section of a

groupwork project or regular reflection essays on teaching to be submitted.

- the reading which you know is necessary for successful completion of a task or for an in-class

discussion. Don’t procrastinate by dipping into endless ‘recommended reading’ lists; you have the

rest of your life for that.

o to play the “believing game.” This was first described by Peter Elbow in his 1973 book Writing without

Teachers. He advises us to start with an open mind; there will be plenty of time to sift through it all

later, retaining what you want / need to retain, and discarding what you don’t. If you play the

“doubting game,” starting from a point of skepticism or cynicism, you’re not likely to get anything out

of a session / course / article / book / practice teaching experience / program.

o that there’s nothing worse than hearing classmates say “That’s just terminology for what I’ve been

doing in my classes all along.” In many cases, this really means “I’m lazy and/or feel threatened by

others who have more knowledge and experience and/or I’m not ready to reflect critically on my own

teaching practices.” You may find that the more experience your classmates (or future colleagues)

have, the stronger these negative reactions can be.

o if you do enough reflection, you may experience a crisis in confidence – a feeling that everything

you’ve been doing in the classroom is wrong. Don’t worry; your confidence will return, and you’ll be a

stronger teacher for the experience.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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5. Getting employed

This section may seem like common sense, and there are many, many resources available, including here at

the After JET Conference. The experts, however, stress that too many job applicants continue to be unaware

of – or simply ignore – these basic guidelines for people hunting for ESL / EFL jobs:

Employers want to see that you have…

o the experience needed, based on your past and current job responsibilities.

o the energy and commitment to go above and beyond what’s required by a job description.

o team spirit, and will see yourself as part of the school you’re applying to.

o the ability to take direction. This is true especially at conversation schools, which often follow or even

design their own rigid teaching methodologies.

o a willingness to take on responsibilities outside the job description. Look for telltale lines like, “The

Second Party (you) shall perform other duties pertaining to the First Party’s (our) educational policies

as the First Party may direct.” The employer may view the job description as a minimum.

o flexibility, creativity, and adaptability.

o honesty, responsibility and dependability.

o a professional, positive, and culturally sensitive attitude.

o (in Japan) hobbies, clubs, interests, and languages; they’re hiring the “whole person.”

Reference: Zeid, M. (2007). What do employers want from an employee? The Language Teacher, 31(8), 36-

37.

Note some of the differences and similarities between a résumé and a CV (Curriculum Vitae)

o A résumé…

uses snappier language, including lots of adjectives and action verbs.

shouldn’t be over two pages – or even one page, at times.

o A CV…

sticks to unembellished facts.

lists and explains academic and pedagogically related information.

uses concrete action verbs.

may eventually grow to 10 – 20 pages in length.

can sometimes be provided together with a résumé.

o Both…

are meant, not to get you a job, but to get you an interview for a job.

can and should be submitted in digital and hard copies.

Reference: Miller, R. (2011). The basics of the academic CV. The Language Teacher, 35(4), 104-105.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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When putting together your résumé/CV, do…

o include your personal information at the top: full name, nationality, phone number, and mailing and

(professional-sounding!) email address. Caveat: If you’re posting your résumé/CV all over the Internet,

limit this to your name and email address.

o mention which position you’re seeking; the school may have listed more than one.

o include four sections. Within each section, list items backwards starting from the most recent:

1. Education (certifications, degrees) including each university name, dissertation advisor, dissertation

/ thesis title, and name of the degree.

2. Presentations/ publications

- Separate these out as two subcategories, even if you only have one or two of each.

- You might include a third category for work you’ve submitted and is currently under review.

3. Work experience / contributions to your field

- List only the last 10 – 15 years of teaching and other academic experience, unless an older job

directly applies to the job you’re seeking. Clarify whether jobs were part-time or full-time.

- For non-teaching jobs, just list the company, job title, and dates, or leave them out altogether.

4. Other (professional and committee memberships, professionally-related volunteer activities)

o provide a homepage link only if your homepage is professional-looking and impressive.

o be willing to play the game. Depending on the country, culture or school, you may be asked to

provide a photo with your résumé, as well as personal information like health and marital status.

o left-justify all lines and items; odd spacing can make some lines more difficult to read.

o use consistent formatting within each list for content, verb tense, capitalization, and punctuation.

o include headers and/or footers featuring page numbers and your family name, if the document runs

over a single page. This applies whether you’re submitting either a paper or digital version.

o run a spell check and have someone else proofread for you.

o if you’re sending a digital copy, do so as a pdf file to preserve the formatting. Make sure the file name

is clear, for example “Application – Smith Résumé.” Be aware, however, than many employers are

unwilling to click on attachments; you may want to also include your résumé/CV in the message.

o consider providing a supplementary résumé in the first language of your referees. Note that having

your résumé translated may not be enough; seek advice about key differences in résumé culture.

When putting together your résumé/CV, don’t…

o use “cool” colors, fonts, borders or layouts. Keep the layout and paper choice simple, and make sure

everything is aligned.

o worry too much about white space; a lot of it can make your document look skimpy.

o use abbreviations other than UK, USA, TESOL, ESL, and EFL.

o pad your résumé/CV with

- amorphous non-skills like “flexibility, cultural awareness, willingness to be a team-player…” Ugh.

- pending accomplishments that have not already been submitted for review.

o use complicated English or lofty terms, especially if submitting your résumé/CV to a school in a non-

English-speaking country. Someone may be translating it into another language.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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o forget to send all documents requested, including passport photocopies, degrees, transcripts,

teaching philosophy essays, publications, letters of reference, and sample teaching materials

o send documents which aren’t requested!

o (in Japan) include a “statement of career objective” at the top of your document, especially if your

long-term career goal is not teaching-oriented.

o (in Japan) have any gaps in your résumé; find something to say about each period of time, even if the

gap is for just a few months.

References:

- McCrostie, J. (2008). Pimp my résumé. The Language Teacher, 32(8), 48-49.

- McCrostie, J. (2010). Résumé tips. The Language Teacher, 34(4), 98-99.

- Shrosbree, M. (2009). Application package pointers. The Language Teacher, 33(8), 34-35.

- Zeid, M. (2007). The résumé. The Language Teacher, 31(6), 46 – 47.

Your cover letter…

o is not just a courtesy; it’s your first chance to impress an employer with your professionalism, and

show that you’re the best person for the job.

o isn’t generic. It should be tailored for a specific job, like your résumé/CV.

o shouldn’t go over one page.

o should include the recipient’s name and title whenever possible. If you

don’t know it, use Dear Search Committee,.

o includes five basic sections:

1. Return address. Don’t forget your…

- name, mailing address, and phone number.

- (professional-sounding) email address. Double-check that it’s correct.

2. Introduction, including…

- the position you’re seeking. Sometimes they’re hiring for various positions at once.

- where you heard about it, especially if it was through a professional organization or contact.

- why you hope to work at the school.

3. Body 1. Honestly state…

- how you meet each of the qualifications mentioned in the original ad.

- your knowledge, skills, and ability (known in the self-promotion world as “KSA”).

- specific examples which illustrate your working and teaching experience.

4. Body 2. This is your chance to…

- prove that you’re the best candidate for the job.

- show that you exceed the minimum expectations laid out in the original ad.

- mention any additional KSA, such as computer, foreign language or job experience.

5. Closing. You need to…

- let them know you’re happy to answer questions or provide additional information.

- thank them.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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o might be sent digitally, depending on the school you’re applying to. If so…

include the cover letter in the body of the message, and as a good-looking pdf attachment.

follow standard format. Don’t use dorky abbreviations like “LOL.”

include the job position in the email subject heading.

include your family name in any attached document file names.

References:

McCrostie, J. (2009). Judging job applicants by their cover letter. The Language Teacher, 33(7), 57-58.

Zeid, M. (2007). The Cover Letter. The Language Teacher, 31(4), 49-50.

Your references…

o shouldn’t be listed on your résumé/CV.

o should be customized according to the job you’re applying for, when possible, the way you customize

your résumé/CV.

o (in Japan) should include at least one Japanese supervisor.

o should really exist! The ease with which Internet searches can be done on your references makes it

even more foolish to tack an impressive-sounding title onto your great aunt’s name (may she rest in

peace).

o should know that they are your references! The last thing you need is someone launching into a

description of you without knowing why they’re being asked.

o should be contacted each time you plan to use them as a reference. That way, you can keep in regular

touch with them, noting changes in contact information.

o should be approached, whenever possible, face-to-face or on the phone. If someone is hesitant to be

your reference you may be less likely to pick up on this in an email response to your request.

o should be familiar with the job you’re applying for. This way, they can speak to your prospective

employer about your potential to succeed in that job and contribute to that school.

o matter! Don’t assume that a school won’t bother to contact the people you’ve listed.

Your letters of references (when asked for)…

o should be submitted only when they’re requested.

o should be current. It may be bothersome for you and your references to continually update your letter,

but it’s best not to submit letters which are over a year old.

o should be proofread by you, whenever possible. You might catch simple mistakes and/or omissions,

and be able to request a second draft.

Reference:

McCrostie, J. (2010). Referential treatment: Getting the most out of your references. The Language Teacher,

34(3), 75-76.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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Your Teacher Portfolio (if you’re asked for one)…

o documents your work and shows who you are as a professional.

o is often required for completion of MA / MS programs. It’s a good idea for

practicing teachers, too!

o should be summative in form when used for job interviews. Make sure you…

periodically select strong items to include, for example lesson plans, teaching materials, evidence of

learner outcomes, audio and videotapes.

write a reflection on each piece; otherwise it’s just a scrapbook. Make a habit of doing this as you go,

not all at the last minute!

categorize the items according to the criteria specified in the ad. Binders with plastic sleeves work

well for this.

bring it to your interview, but don’t expect the interviewers to study it then and there. Since you

may need to leave it with them, give them an addressed, postage-paid envelope for them to send it

back to you.

o might be in the form of an e-portfolio, which can include pictures, audio, video and interactive

multimedia. This can be viewed online or burned onto a CD-ROM. The Video Paper Builder (VPB)

program is one option.

Reference: DiMatteo, D. (2007). Teacher Portfolios. The Language Teacher, 31(2), 42-4.

Your statement of teaching philosophy (if you’re asked for one)…

o should not simply list courses you’ve taught or just restate your résumé/CV.

o begins with a broad description of your ideas on language learning and teaching.

o discusses the current (not necessarily cutting-edge) theories your teaching is based on.

o shows that you’re up on the literature, but only includes buzzwords you’re confident in using and you

can support with concrete examples from your classes.

o should be tailored to suit the needs of the job you’re applying for, taking into consideration the school,

the student body, the classes, and the faculty.

o should be spellchecked and proofread by someone else.

o should be paperclipped if it’s more than one page, not stapled. Someone on the hiring committee will

likely need to make photocopies of it.

o can help prepare you for answering interview questions later on.

Reference: McCrostie, J. (2008). Talking Philosophy. The Language Teacher, 32(7), 60-61.

Your sample teaching video (if you’re asked for one)…

o allows a school to view your skills in areas like materials design or selection,

classroom presence, time organizations and giving instructions.

o should be of the class which best matches the job description and/or of the class

with which you have a good rapport.

o should be prefaced with an introduction which clarifies your teaching situation: type of class, student

levels, and the goals of the activities in the video.

o should reflect a range of techniques, such as giving instructions, interacting with students, monitoring

student pair- or groupwork, and asking students.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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o can be rehearsed, though it should not be distractingly obvious.

o should be made with as steady a camera as possible; use a tripod.

o should be made with the aid of the best microphone(s) possible.

o should be pre-approved by both your students and your school administration before being shared.

o may be viewed with an ear for your accent and/or the clarity and pace of your speech.

o may not be viewed by a hiring committee with standardized (or even any particular!) criteria in mind.

Reference: McCrostie, J. (2009). CVs, lies, and videotape: Making a sample teaching video. The Language

Teacher, 33(6), 41-42.

Your interview will require you to…

o reflect on your strengths and weaknesses in advance.

o note down keywords which help answer common questions.

o practice with a friend and ask for feedback when possible, especially if

the interview will not be conducted in your first language.

o get organized early. Bring and be ready to answer questions about

any documents requested by the institution.

your teacher portfolio/materials/video and extra copies of your résumé/CV and publications.

o know about the institution you’re applying to (including types of courses offered) and the job you’re

seeking. This information will help you

structure your answers to meet their needs.

formulate questions you can ask at the end of the interview.

o dress professionally and culturally appropriately.

o know the location and allow time to get there.

o share information about what you can bring to a position that’s not already on your résumé.

o be concrete, straightforward, and answer the questions. Answer in 20 seconds - 2 minutes, if possible.

o If possible, answer “What would you do if…?” with “Here’s how I dealt with that situation in the past.”

o be ready to answer questions you didn’t prepare for. Remain calm, and ask for clarification of any

ambiguous terms before answering.

o be respectful of your past / current working situation and colleagues; this is not a therapy session!

o keep eye contact with and address all interviewers in the room equally; the most silent person on a

panel might actually be the final decision-maker.

o stick to the allotted time, ideally 20 minutes if you initiated the interview process.

o (In Japan)

refrain from asking about salary or benefits.

be ready to answer personal questions about things like marital status or family back home.

in some cases, introduce yourself or answer questions in Japanese.

o write and send a thank-you note!

References:

- DiMatteo, D. (2006). Advice for interviewing. The Language Teacher, 30(11), 42-44.

- Gromik, N. (2009). Preparing for job interviews. The Language Teacher, 33(4), 40-41.

- Miller, R. (2012). Beyond your résumé: Getting noticed and getting in. The Language Teacher, 36(3), 75-76.

- Shrosbree, M. (2009). The interview. The Language Teacher, 33(9), 38-39.

Peter Collins 2013 After JET Conference Tokai University: RIED February 26, 2013 pcollins@tokai-u.jp

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If you have to give a telephone or teleconference interview…

o treat it as seriously as you would a face-to-face interview.

o make an appointment. Confirm the time zone, if necessary.

o prepare notes for what you want to say.

o have the job ad at hand, along with note-taking materials.

o reread your cover letter, résumé, and any other materials you’ve submitted in advance.

o (This may sound extreme, but) think about what you’re going to wear.

o don’t be afraid to confirm the interviewer(s) name(s) and write them down.

o answer questions clearly, but don’t go into unnecessary detail.

o confirm the next stage in the hiring process, if the interviewer doesn’t mention it.

Reference: McCrostie, J. (2008). Call me: Telephone Interview Hints. The Language Teacher, 32(9), 40 – 41.

Other advice:

o Setting goals: Whether looking for employment or already at a school, keep the old “SMART” criteria in

mind: Specific, Measurable, Achievable, Relevant, and Time-constrained. Rather than telling yourself,

“I really should write an article at some point,” be concrete: “I’m going to get a 1000-word article on

classroom activities published in the July-August volume of that e-magazine.”

o The more you know about yourself, what you have to offer, and what kind of job will match that, all

before you start your job search or career change, the better!

o Any potential employer is likely to do an Internet search on your name, so clean up your digital

footprints! If there’s something you need to edit or delete, and don’t know how, type “How to remove

an item from my ___ page” into Google. Then work to expand your online professional presence in a

positive way by posting to forums, blogs, YouTube, your own website...

o Be ready to take advantage of sudden job opportunities! Keep an up-to-date “application package” by

updating, copying and organizing everything at least once every six months, including…

your current résumé/CV, publication list, and list of references.

copies of your degrees and transcripts, letters of recommendations, copies and summaries of your

publications.

an essay summarizing your opinion of the current state of the ESL/EFL field. Even if a potential

employer doesn’t require it, the process of articulating your opinions will help in an interview.

classroom video, sample syllabi, lesson plans, teaching materials, and evaluations by students.

copies of your passport, alien registration (if applicable), reports of your annual health check (if

applicable).

o Consider using a site like Dropbox or other Cloud storage for backing up digital copies of your

documents. You’ll be able to access them from anywhere, and they’ll be safe.

o Never assume it’s too late to apply to a school; they may find themselves suddenly short-handed just

before the term starts. Cold-contacting schools with your résumé, while probably unwelcome at other

times of the year, may be welcome at the last minute!

o Don’t shy away from “paying your dues” in a less-than-ideal job situation, if you feel that you’re getting

your foot in the right door. Having said that, if your final goal is to get a full-time position at a school,

check whether starting part-time will aid you. Counterintuitive though it may seem, some schools

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(including many Japanese universities) do not accept applications for full-time employment from their

part-time staff.

o Academic conferences often include job information centers, in addition to opportunities to network.

Additionally, there are often helpful presentations on professional development topics, such as how to

conduct research, get published, and what to look for in degree programs.

References:

Bolles, R. (2013) What color Is Your parachute? 2013 Edition. United States: Ten Speed Press.

Doran, G. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review,

70(11), 35-36.

Miller, R. (2011). Utilizing conferences as a career tool. The Language Teacher, 35(5), 80-81.

Miller, R. (2012). Beyond your résumé: Getting noticed and getting in. The Language Teacher, 36(3), 75-76.

Parrish, M. & Miller, R. (2011). Preparing for employment success. The Language Teacher, 35(6), 75-76.

6. Working situations

General requirements for hiring: Some schools require from you…

o a specific type of certificate.

o a period of onsite teacher training or practice teaching, if you have gotten a certificate elsewhere.

o a commitment of at least one year.

o certain qualifications in a job listing which they may not actually require. These include language ability

or types of certification which they may be required by law to include in the ads.

Types of work

o Private language schools, include places like Berlitz and Gaba.

o ESP courses are often…

set within companies which require their employees to attend.

in metropolitan areas.

offered to teachers who have…

- a teaching diploma.

- expertise in the type of English being taught.

- a contact within the company.

o International / American schools

Over 300 countries around the world

Elementary and secondary education

Most are accredited, meaning that they

- provide students with a certain quality of education.

- allow you to return to your home country with recognized teaching experience.

o Private lessons / tutoring sessions

can be frustrating if you have students who cancel or try to reschedule. Establish from the

beginning whether you charge the same for a canceled lesson!

include online options.

may be on a volunteer basis.

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o Adult literacy programs

may or may not be geared toward non-native English speakers.

may be on a volunteer basis.

o Military base schools

o Higher education positions are often reserved for those with

a master’s degree and teaching experience.

at least one contact within the institution.

Wherever you’re looking for employment, you may want to ask:

o Is the benefits package the same whether I’m hired in-country or out of country?

o When will the first paycheck come, and how much will it be? Be ready to tide yourself over.

o What taxes come out, and when?

o Does your country have a tax treaty with my home country?

o Is there a divide between the kinds of tasks and classes “native” and “non-native” English-speakers are

asked to take on? If so, what is it?

o Is there a system of ongoing teacher evaluation? What is it based on?

Teaching licenses in Japan

Prefectural board of education offices can provide more information on a:

o Short-term Teaching License (rinji kyoshoku menkyo)

Valid for three years, not renewable

Requirements: You must demonstrate expertise in the area the school needs.

o Special Teaching License (tokubetsu kyoshoku menkyo)

Valid for ten years, not renewable

Requirements: May include a list of classes attended, degrees, detailed explanations of related

work experience, classroom observation, and an interview

You must be currently employed by a school, since the school must apply on your behalf

o Standard Teaching License (kyoshoku menkyo)

Requirements: You must complete a program of classes and period of student teaching, both

requiring Japanese language ability.

Education classes taken overseas are subject to review by the local board of education. Official

translations of the course content may be required to transfer credits.

Reference: Derrah, R. (2008). License to teach. The Language Teacher, 32(2), 42-43.

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7. Online resources

Certificate / Diploma / Master’s programs

o Cambridge CELTA: http://www.cambridgeesol.org/exams/teaching-awards/celta.html

o CELTYL (Certificate in English Language Teaching to Young Learners):

http://www.cambridgeesol.org/exams/teaching-awards/celtyl.html

o DELTA: http://www.cambridgeesol.org/exams/teaching-awards/delta.html

o Distance DELTA: http://www.thedistancedelta.com/

o Monterrey Institute, California, USA: http://language.miis.edu/

o Trinity CertTESOL: http://www.trinitycollege.co.uk/site/?id=201

o School for International Training, Vermont USA: http://www.sit.edu/

o SIT TESOL Certificate Program: http://www.sit.edu/tesolcert/index.html

Résumé / Portfolio

o Cover Letter Guide: http://susanireland.com/using-a-resume-cover-letter-template/

o Dropbox: http://www.dropbox.com

o Portfolio Library: http://amby.com/kimeldorf/portfolio/

o VideoPaper Builder 3: www.vpb.concord.org

Interviewing

o Job interview questions: www.jobinterviewquestions.org/

o Dave’s ELT World: http://www.eltworld.net/blog/2009/04/10-job-interview-questions-your-tefl-

interviewer-should-be-asking/

Jobs-hunting: Japan

o Chronicle of Higher Education Chronicle Careers: http://www.chronicle.com/jobs

o Colleges and Universities in Japan:

http://en.wikipedia.org/wiki/Category:Universities_and_colleges_in_Japan

o Gaijin Pot: http://www.gaijinpot.com/

o Hokkaido Insider: http://www.ne.jp/asahi/hokkaido/kenhartmann/

o Japan Recruit Net: http://japan.recruit.net/?locale=en&

o Japan Association of College English Teachers (JACET): http://www.jacet.org/kobo/index.html

o Japan Research Career Information Network (JRECIN): http://jrecin.jst.go.jp/seek/SeekTop?ln=1

o The Japan Times (Classified ads are posted in the Monday edition each week):

http://job.japantimes.com/index_e.php

o Jobs in Japan: http://www.jobsinjapan.com/

o My Sensei.com: http://www.my-sensei.com/sensei/

o Ohayo Sensei: http://www.ohayosensei.com/

o The Language Teacher (TLT) Online: http://jalt-publications.org/tlt/departments/job-info-centre/

o Work in Japan.com: http://www.daijob.com/en/

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Job-hunting: Global

o AASSA (The Association of American Schools in South America): http://www.aassa.com/

o AMIDEAST (America-Mideast Educational Training Services, Inc.): http://www.amideast.org/

o Chronicle of Higher Education Chronicle Careers: http://www.chronicle.com/jobs

o Dave’s ESL Café: http://www.eslcafe.com/search/Jobs/

o Education Guardian: http://jobs.guardian.co.uk/jobs/education/tefl/

o Edufind: http://www.jobs.edufind.com/

o European Council of International Schools (ECIS): http://www.ecis.org/

o International Employment Hotline: http://www.internationaljobs.org/monthly.html

o ISS (International School Services): http://www.iss.edu/

o job-hunt.org: http://tinyurl.com/7a9xbb

o NAFSA (Association of International Educators): http://www.nafsa.org/careercenter/default.aspx

o Quintessential Careers: http://www.quintcareers.com/general_resources.html

o Social network websites, a list with links: http://tinyurl.com/k2jhx

o TEFL.com: http://www.tefl.com/

o TEFL Jobs UK: http://www.tefljobs.co.uk/

o TESOL Career: http://www.tesol.org/enhance-your-career

o The International Educator (TIE): http://www.tieonline.com/

o Times Educational Supplement: http://www.tes.co.uk/

o Transitions Abroad: http://www.transitionsabroad.com/

Volunteer Organizations

o i to I meaningful travel: http://www.i-to-i.com/

o US Peace Corps: http://www.peacecorps.gov/

o VSO (Volunteer Service Organization): http://www.vso.org.uk/

o Cuso International (Canada): http://www.cusointernational.org/

o AVI (Australian Volunteers International): http://www.australianvolunteers.com/

Watchdogs

o TEFL Blacklist: http://teflblacklist.blogspot.com/

o TEFL Watch: http://www.teflwatch.org/

TEFL / TESL Organizations

o ESOL New Zealand: http://www.tki.org.nz/e/community/esol/

o International Association of TEFL (IATEFL): http://www.iatefl.org/

o JALT (Japan Association of Language Teachers): http://www.jalt.org/

o Korea TESOL: http://www.kotesol.org/

o PALT (Philippine Association for Language Teaching): http://paltpilipinas.wordpress.com/

o TEFL Asia: http://www.teflasia.com/

o TESOL: http://www.tesol.org/home

o TESOLANZ Aotearoa New Zealand: http://www.tesolanz.org.nz/

o Thailand TESOL: http://www.thaitesol.org/

o TESL Canada: http://www.tesl.ca/

o World TESOL affiliate links: http://www.tesol.org/s_tesol/seccss.asp?CID=420&DID=2048

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Periodicals / venues for publishing: Just a sampling!

o The Asian EFL Journal: www.asian-efl-journal.com

o The Asian ESP Journal: www.asian-esp-journal.com

o The East Asian Learner: www.brookes.ac.uk/schools/education/eal/

o The English Teaching Forum: http://exchanges.state.gov/englishteaching/forum-journal.html

o ELT Journal: http://eltj.oxfordjournals.org/

o IATEFL: www.iatefl.org

o The Internet TESL Journal: http://iteslj.org/

o JALT: http://www.jalt-publications.org/psg

o TESL-EJ: http://www.tesl-ej.org/

o TESOL: www.tesol.org

Other

o CAL (Center for Applied Linguistics): http://www.cal.org/

o CIEE (Council on International Educational Exchange): http://www.ciee.org/

o EL Gazette: http://www.elgazette.com/

o FL Teach, Foreign Language Teaching Forum: http://www.cortland.edu/flteach/flteach-res.html

o IIE (Institute of International Education): http://www.iie.org/

o Interlink School of Languages: http://www.interlink.co.za/

o TESOL Education Resource Center: www.tesol.org/education

8. Books and resources on job-hunting and ESL/EFL

o Bolles, R. (2013) What color Is your parachute? A practical manual for job-hunters and career-changers: 2013 Edition. United States:Ten Speed Press.

o Camenson, B. (2007). Opportunities in Teaching English to Speakers of Other Languages. McGraw-Hill.

o Finlay, D. (2004). Living & Working in the European Union: A Survival Handbook. Survival Books, Ltd. o Graddol, D. (2006) English Next: Why global English may mean the end of ‘English as a Foreign

Language’. British Council. (Can be downloaded from http://www.britishcouncil.org/learning-research-english-next.pdf)

o Griffith. S. (2013). Teaching English Abroad 2013: Your Expert Guide to Teaching English Around the World. United States: Crimson Publishing.

o Hachmayer, C. (2008). Alternatives to the Peace Corps: A Guide of Global Volunteer Opportunities, 11th Edition. Food First.

o McKay, S. (2002). Teaching English as an international language. China: Oxford University Press. o Mueller, N. (2000). Work Worldwide: International Career Strategies for the Adventurous Job Seeker.

Avalon Travel Publishing. o Parker, Y. & B. Brown (2012). The damn good résumé guide, fifth edition: A crash course in résumé

writing. United States: Ten Speed Press. o Snow, D. (2006). More Than a Native Speaker: An Introduction to Teaching English Abroad, Revised

Edition. TESOL Publications.