Teaching English in Colombia and the UK
Jonathan joined the ESL TCP in 2011, while living in Winnipeg temporarily.
What were you doing before TCP, and what led you to decide to enroll?
I was working as a cook in a restaurant in Winnipeg, on a working-holiday visa. I decided to enroll on the TCP at the U of W because of my great experiences at the Immigrant Centre. I volunteered there in the conversation circles helping new immigrants to learn not just the language but also the culture and life in Winnipeg and Canada. I also wanted a career change after many years working in the catering and tourism industry.
What is your current teaching position?
I am an EFL teacher at a private language school in Leeds, England. I teach Elementary English 15 hours a week.
How did the ESL TCP help you in securing this job, or in completing the responsibilities associated with this job?
For almost any job in England as an EFL teacher, you require a minimum of a CELTA or TEFL qualification. The TCP at the U of W more than matched the requirements of these qualifications (CELTA requires only 6 hours supervised teaching vs. 10 hours on the TCP) and was accepted as a relevant qualification. I would not have got this job without the TCP. I also spent one year in Colombia as an English language assistant, through the British Council's Language Assistant program. The TCP was not an essential qualification for acceptance onto this program, but I think it gave me the edge over other applicants in a very competitive program. It also prepared me very well for the job I was doing there.
Based on your experiences since graduation, what advice would you give to an ESL TCP graduate looking for employment in this field?Get some experience before you do it! The Immigrant Centre was a great place to learn the ropes before I did the course. It helped me to understand the theory and exercises much better, and put things into perspective. Plus, you will probably find out if teaching is for you, before you decide to do the course. If you are prepared to travel, qualified, native English speakers are in huge demand all over the world!
What were you doing before TCP, and what led you to decide to enroll?
I was working as a cook in a restaurant in Winnipeg, on a working-holiday visa. I decided to enroll on the TCP at the U of W because of my great experiences at the Immigrant Centre. I volunteered there in the conversation circles helping new immigrants to learn not just the language but also the culture and life in Winnipeg and Canada. I also wanted a career change after many years working in the catering and tourism industry.
What is your current teaching position?
I am an EFL teacher at a private language school in Leeds, England. I teach Elementary English 15 hours a week.
How did the ESL TCP help you in securing this job, or in completing the responsibilities associated with this job?
For almost any job in England as an EFL teacher, you require a minimum of a CELTA or TEFL qualification. The TCP at the U of W more than matched the requirements of these qualifications (CELTA requires only 6 hours supervised teaching vs. 10 hours on the TCP) and was accepted as a relevant qualification. I would not have got this job without the TCP. I also spent one year in Colombia as an English language assistant, through the British Council's Language Assistant program. The TCP was not an essential qualification for acceptance onto this program, but I think it gave me the edge over other applicants in a very competitive program. It also prepared me very well for the job I was doing there.
Based on your experiences since graduation, what advice would you give to an ESL TCP graduate looking for employment in this field?Get some experience before you do it! The Immigrant Centre was a great place to learn the ropes before I did the course. It helped me to understand the theory and exercises much better, and put things into perspective. Plus, you will probably find out if teaching is for you, before you decide to do the course. If you are prepared to travel, qualified, native English speakers are in huge demand all over the world!
Teaching ESL in Germany
Ellen studied in the summer 2011 session of the intensive ESL Teacher Certificate Program. Immediately after completing this program, she was applied to international teaching positions, and was offered a contract in Germany at an English camp for kids & teens. In this position, she facilitated small English classes for children and teenagers, and also worked in the evening, teaching English in adult classes and tutoring individuals.
Of her experience in the ESL Teacher Certificate Program, Ellen shares that she “learned many things … that were very helpful in lesson planning and almost all tasks involved in teaching English… It was intense, but worthwhile.”
In terms of advice for graduates of the ESL TCP, Ellen suggests both approaching language schools directly, and looking for work online as useful in the job hunt. While each country will likely have local sites with job postings, Dave’s ESL Café is a useful place to start this search.
Of her experience in the ESL Teacher Certificate Program, Ellen shares that she “learned many things … that were very helpful in lesson planning and almost all tasks involved in teaching English… It was intense, but worthwhile.”
In terms of advice for graduates of the ESL TCP, Ellen suggests both approaching language schools directly, and looking for work online as useful in the job hunt. While each country will likely have local sites with job postings, Dave’s ESL Café is a useful place to start this search.
Teaching ESL in Japan and China.
Erica took the ESL Teacher Certificate Program in the spring of 2010, immediately after completing her Bachelor of Education from The University of Winnipeg. Erica came to the ESL TCP as a very motivated student, with education and experience in the field to support her in this certificate program. Although she had already secured a job with a Manitoba-affiliated international school in Beijing, China before enrolling into the ESL TCP, she enrolled because she “wanted to learn more about teaching additional-language learners to help my new students to the best of my abilities. Through my practicum experiences, I had become interested in working with EAL students, and I felt that enrolling in the ESL TCP would be my first step towards this direction in my profession.”
Immediately after completing her practicum placement through the ESL TCP, Erica left Winnipeg for her teaching position at the Yang Guang Qing International School of Beijing for two years. During that time, Erica explained that she “worked primarily as an EAL instructor for Grade 11 students. I also taught Canadian History, and I enjoyed integrating language learning skills into my content area teaching.” After two years of working with this Manitoba curriculum international school, she decided she wanted a change:
“Currently, I am teaching at a small English school in Chiba, Japan. My students range in age from 2 years to 65 years old. I took this job because it would allow me to focus on working individually and in small groups to improve my basic teaching skills. I enjoy the variety and challenge of working with language learners of all ages and needs.”
Although Erica had already been hired for her teaching position at the Yang Guang Qing International School of Beijing before enrolling in the ESL TCP, she states that “I wouldn't have been nearly as prepared for this job if I hadn't participated in the program. For example, as a Grade 11 ESL instructor, one of the largest components of my curriculum was grammar instruction. Through the TCP, I learned not only a basis of important grammar skills for language learners, but also interesting and helpful ways to teach them, and the importance of integrating grammar skills within a meaningful context.”
Now a veteran in the field of teaching overseas, Erica shares some of her advice gathered from the past 3 years since graduating from the ESL Teacher Certificate Program. “I believe that TCP graduates have excellent skills and experience from their program, but they must also take advantage of the contacts that they can establish through this program. I would advise them to volunteer in an area they feel interested in working, and to stay in touch with those people who they met through the program…Through the TCP, I made many contacts among teachers, fellow students, and teachers and students from my practicum placement. I am still in touch with many of these people, both professionally and personally, and I am extremely grateful for these meetings.”
Immediately after completing her practicum placement through the ESL TCP, Erica left Winnipeg for her teaching position at the Yang Guang Qing International School of Beijing for two years. During that time, Erica explained that she “worked primarily as an EAL instructor for Grade 11 students. I also taught Canadian History, and I enjoyed integrating language learning skills into my content area teaching.” After two years of working with this Manitoba curriculum international school, she decided she wanted a change:
“Currently, I am teaching at a small English school in Chiba, Japan. My students range in age from 2 years to 65 years old. I took this job because it would allow me to focus on working individually and in small groups to improve my basic teaching skills. I enjoy the variety and challenge of working with language learners of all ages and needs.”
Although Erica had already been hired for her teaching position at the Yang Guang Qing International School of Beijing before enrolling in the ESL TCP, she states that “I wouldn't have been nearly as prepared for this job if I hadn't participated in the program. For example, as a Grade 11 ESL instructor, one of the largest components of my curriculum was grammar instruction. Through the TCP, I learned not only a basis of important grammar skills for language learners, but also interesting and helpful ways to teach them, and the importance of integrating grammar skills within a meaningful context.”
Now a veteran in the field of teaching overseas, Erica shares some of her advice gathered from the past 3 years since graduating from the ESL Teacher Certificate Program. “I believe that TCP graduates have excellent skills and experience from their program, but they must also take advantage of the contacts that they can establish through this program. I would advise them to volunteer in an area they feel interested in working, and to stay in touch with those people who they met through the program…Through the TCP, I made many contacts among teachers, fellow students, and teachers and students from my practicum placement. I am still in touch with many of these people, both professionally and personally, and I am extremely grateful for these meetings.”