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.
Working in pre-K–12 public schools
Teachers are needed from preschool to high school to serve as English teachers in both EFL and ESL settings. English is taught from elementary school in China and Japan, along with many other countries. In second language contexts, such as Australia and the United States, English learners may be citizens born in the country who speak a different language at home, or the students may be immigrants or refugees. Citizens who speak another language begin preschool with their peers and need teachers who can make them comfortable in the environment and modify the instructional activities so they can comprehend and participate. For example, teachers may highlight key vocabulary in spoken and written form. Immigrants and refugees can arrive at any age, so they could enter an English-medium school in grades 4, 7, or 10, when they would need to learn the language quickly in order to learn their grade-level academic subjects. One approach to instruction is to combine grade-level subjects with the language English learners need while providing instructional support and comprehensible instruction.
Knowing how to work with English learners with different background experiences, linguistic and academic needs requires knowledge and preparation. Professional education licensure, also known as teacher certification or endorsement, is usually governed by bureaus, departments, or ministries of education (terms vary by countries). Professional licensures are typically required for instruction in public pre-K–12 schools. An ESL/EFL/ELT educator typically holds a bachelor’s degree in education, English literature/composition, linguistics, or core academic subjects, such as math, science, or history, in addition to teacher preparation coursework (i.e., courses including educational theory, methods, and assessment). The teacher preparation coursework depends on the requirements of the bureaus, departments, or ministries of education and the university. In some rare cases, individuals may take teacher licensing exams if they hold a bachelor’s degree, but no teacher education coursework, to obtain their teaching credential (e.g., the State of Texas allows licensure by exam).
Work at universities and community colleges
In order to work at a university or community college, generally individuals need to have a bachelor’s and a Master’s degree. The preferred Master’s degrees are in TESOL or Applied Linguistics. Teacher licensure is not necessarily required.
In some EFL contexts, a Certificate in Teaching English to Speakers of Other Languages (CELTA) is also accepted in lieu of a Master’s degree in TESOL. A CELTA is a teacher preparation offered by Cambridge English. The CELTA is a teacher credential for new teachers who wish to teach EFL and who are educated to the level of entry into college, speak English at the Common European Framework of Reference (CEFR) C1 level or higher (for more information about the CEFR, see https://www.coe.int/en/web/common-european-framework-reference-languages/reference-level-descriptions).
Individuals working at community colleges generally work with learners of 17 years old and up. Community college ELLs may be older adults who have immigrated to an English-speaking country or who are interested in developing their English skills for personal or professional reasons. At community colleges, many classes are adult learners who are beginners with the language. The ages of the learners vary widely. A topic of study for an evening class could be “going grocery shopping” and learning the vocabulary for different foods. Students may practice dialogues they could have with the cashier or bag person. They could learn expressions for making a request for a specific grocery item.
Some ELLs at community colleges wish to hone their English skills for eventual university study. In these ESL classes, students who tend to be closer to the traditional college age would learn about academic reading and writing in order to improve their academic language skills, for instance. They would learn new vocabulary about a reading topic, for example, online privacy. Then, they would have prereading activities, such as discussing how much they share of their personal life online and why. The teacher would ask the students to read the passage in different ways, such as silent reading or guided readings. Students would have discussions after the article to confirm their understandings and then they would revisit the reading in extension activities, such as discussing how much online privacy should our governments protect and how.
Individuals working at universities work with resident ELL students matriculated into the university or those who are international students and will not matriculate, but only study in an exchange or other short-duration program (i.e., 6 weeks to 1 year). Often international students study in intensive English programs (IEPs) where they will learn with other international students who share the same proficiency level (i.e., beginner, intermediate, and advanced), and learn in courses that integrate speaking, listening, reading and writing, grammar, vocabulary, and pronunciation. They may also learn more about the host country and culture through excursions and seminars. The goals of international students are to develop their English for success in their academic courses or for their future occupations and to learn more about their host culture.
For those language learners who are matriculated, the most common needs are in academic reading and writing, although some universities have more extensive programs. An example of a credit-bearing academic reading and composition class is English 101 (composition). In these classes, the goal is to develop learners’ literacy skills, so they develop their academic reading and writing skills for future university success. Students learn to analyze readings through a critical lens and respond in writing to, for example, persuade, explain, compare/contrast, or debate.
Many community colleges are adopting innovative teaching modalities to help ELLs. For example, accelerated linked courses give ELLs the opportunity to study English and a “content area” (interpersonal communication, sociology, history) in two separate, but linked classes. Both instructors work together, overlapping their material in a way that gives students an opportunity to earn credit for multiple courses simultaneously.
Teaching ESL/EFL/ELT at community college and university is a professional position. Opportunities at this instructional level vary by country. These positions are typically competitive to obtain. They may be short-duration or long-term contracts. Often in EFL settings, there are other fringe benefits, such as housing, insurance, round-trip flights, and visa assistance.
Work at private language schools
Private language schools are schools owned and operated by private individuals
