University teaching through an agency

Working through an agency is the easiest way to get started teaching English at Japanese universities

Perhaps the easiest and most accessible way to start teaching English at Japanese universities, especially for those currently based outside Japan, is to teach through an agency. One of the biggest recruitment agencies for university English teachers in Japan is Westgate Corporation, which regularly advertises for new teachers on websites such as TEFL.com. Westgate offers short-term renewable contracts, with two main intakes per year in the spring (April) and fall (September) semesters.

In order to work for Westgate, you will need to be a native speaker of English with at least a Bachelor’s degree, and have teaching experience either in an EFL classroom, or other educational institution. The compensation tends to be better than the average ‘conversation English’ teaching job in Japan (from ¥275,000/month), although this is not paid in the break between semesters. Westgate will also pay for your flights and provide help obtaining a working visa.

Getting a direct contract

Annually renewable contracts tend to be the norm for English teachers at Japanese universities

Getting a direct contract with a Japanese university tends to be more difficult, both in terms of qualifications and experience required, and the process of finding and applying for vacant positions. There are three basic kinds of contracts for English teachers at Japanese universities, with each progressively harder to obtain than the last. The three kinds of contract are: part-time renewable, full-time renewable, and tenure.

Part-time renewable contracts

Most Japanese universities rely on part-time lecturers to provide at least some, and sometimes most, of their English lessons. The qualifications and experience applicants require have been rising gradually over the past few decades, and it is now usual practice for universities to request the following:

• Prior English teaching experience at university level, particularly in Japan;
• An MA (in progress or completed) in TEFL, Applied Linguistics, or related field;
• 2 or 3 publications TEFL-related journals, particularly those based in Japan;
• Conversational ability in Japanese

As for any other job, good references and a successful interview are also a must. If you tick all the boxes, and impress the recruiter at interview, you will likely be awarded with a one year renewable contract for teaching a certain number of ‘koma’ (90-minute lessons) per month.

Compensation is usually in the range of ¥20,000 ~ ¥40,000 per koma per month, including the summer months between semesters when there are no lessons scheduled. In other words, you will receive a set monthly salary all year round, despite only teaching for 30 weeks per year (15 in the spring semester and 15 in the autumn semester). Travel expenses will also be provided, although health insurance and pension contributions will not.

Full-time renewable contracts

The qualification and experience requirements for a full-time position tend to be incrementally more demanding than those required for part-time positions, i.e. more teaching experience, more publications, and at least an MA (completed) in TEFL or a related field. It is not unusual for universities to give preference for full-time positions to Ph.D. holders over MA–only applicants.

You will usually be required to teach a certain number of koma per week, in addition to other responsibilities, such as attending faculty meetings, designing course syllabuses, proctoring exams, and attending special events. Although your contract will be ‘full time’, you will normally only be required to work four days a week, with the fifth day designated as a ‘research’ day. In addition to research, for which you will be given a budget, many full-time university teachers choose to take on additional part-time work during their fifth day in order to further supplement their income, which is usually in the range of ¥300,000 ~ ¥600,000 per month. Contracts are usually one or two years in length, renewable two or three times, after which you will have to start your job hunt all over again.

Tenure

Tenured positions: the 'Holy Grail' of English language teaching jobs

Tenure is widely regarded as the ‘Holy Grail’ of university English teaching in Japan, both in respect of the difficulty of obtaining such a position, and the high demands made on applicants in terms of both qualifications and experience. But if you do manage to secure such a contract, you will be granted eternal life (well, an eternal contract, which is the next best thing really).

Usual minimum requirements for tenured positions include:

• Significant prior English teaching experience at university level in Japan;
• A Ph.D. (completed) in TEFL, Applied Linguistics, or related field;
• A comprehensive number of publications in reputable TEFL-related journals;
• A sufficient command of Japanese to pursue administrative duties.

Salary and other benefits will be equal to or greater than those conferred by full-time positions, including generous research allowances. Of course, you will receive your salary over a much longer period of time (i.e. until you retire). You will also be entitled to pension and health insurance contributions, and the enduring respect of all your non-tenured English teaching peers.

Finding vacant positions

The most common and effective way of finding university English teaching positions in Japan is through the referrals of friends and acquaintances. Indeed, many universities never need to advertise positions, relying instead on a surprisingly close-knit network of their current employees, employees acquaintances, employee’s acquaintances’ friends and… you get the picture. If job searching for university English teaching positions in Japan could be summed up in three words, they would be: network, network, network.

Besides networking, the second best way to find vacant university positions is online, through job postings provided by JALT, JACET and JREC-IN. Because of the staff high-turnover caused by the lack of long-term contracts, there are normally plenty of positions advertised each year around October/November (recruiting for April) and to a lesser extent January/February (recruiting for September). However, for the same reason, there are also plenty of applicants looking for positions.

In summary

Teaching English at Japanese universities is a very rewarding profession, and English teaching careers are available to those with the motivation and means to undertake the qualifications required. If you are a passionate educator with an inclination toward academic research, then teaching at Japanese universities will definitely provide you with a wealth of opportunities. But be prepared to change jobs frequently, and network extensively if you want to stay ahead of the game.

Further reading

For more information about teaching English at Japanese universities, I recommend the following excellent articles:

Getting a university teaching job- Q&A from a reader – by Mike Guest
Foreign university faculty face annual round of ‘musical jobs’ – by James McCrostie and John Spiri

In this blog post, I discuss some of the most important factors to consider when deciding whether to undertake a Masters degree in teaching English as a second or foreign language.

Is an MA in TEFL/TESL a required qualification?

The first thing you need to do is to carefully research the qualifications that are generally required for the kind of teaching positions you intend to apply for in the future.

For direct-hire full or part-time English teachers at Japanese universities, an MA in TEFL/TESL is almost always required (check the job listings at JALT or JACET, for example). However, some private language schools may value the DELTA more highly, whereas international schools often require a PGCE and/or QTS. Check job listings to see which qualifications are most often requested by the kind of institutions you hope to be employed by.

Is the course content interesting to you?

The second important factor you should consider is the course content of the Masters degree you are thinking of undertaking.

You will be studying for the MA for at least a year, and possibly much longer. If the content of the course isn’t interesting in itself, you will find it very hard to remain motivated for the duration of your studies. This is especially important if you intend to undertake an MA through distance study, as you will have no regular face-to-face contact with your teachers or classmates, and you will have to remain self-motivated for the duration of the course.

One further factor to bear in mind is that some Masters degrees in TEFL/TESL tend to be more focused on research and theoretical understandings of English language learning and teaching, as opposed to the perhaps more practical ‘bread and butter’ focus of other teacher training qualifications.

That’s not to say you won’t become a better teacher by completing an MA in TEFL/TESL – you most certainly will. However, improvements to your teaching may come about through a better understanding of the theories, approaches, philosophies, and methods of English teaching, and not necessarily through an improved knowledge of  games, activities or techniques to utilize in your lessons.

Is the institution a reputable one?

There are a more than a few unscrupulous online ‘universities’ offering ‘courses’ and ‘qualifications’ ranging in quality from fair to extremely dubious. Use common sense, trust your instincts, and if in doubt, stick with accredited, internationally recognized universities, which have actual physical campuses, to ensure that you do not end up spending a lot of time and money on a ‘mickey mouse’ degree.

Does the course/institution provide networking opportunities?

Networking is vitally important, both during and after your MA studies. A good network of classmates can help you locate publications, give you feedback on your degree papers, and help keep up your morale throughout the course.

Additionally, when it comes to finding teaching positions, a good network of academic and professional acquaintances is invaluable. Of the five university teaching positions I’ve had to date in Japan, four were found through friends (or friends of friends) I met through undertaking my Masters degree, and one was found through a mailing list affiliated with the degree.

In summary

If you answered ‘yes’ to all of the above questions, then I cannot recommend taking a Masters degree in TEFL/TESL highly enough. It will involve lots of hard work, and it will stifle your social life for some considerable time. But it will also open up new social opportunities in the form of professional networking, and ultimately provide you with an extremely valuable qualification for advancing your TEFL career.

Recommended institutions

The following institutions are recommended providers of Masters degrees in TEFL/TESL:

University of Birmingham, UK (Distance)

Temple University, Japan (On Campus)

Aston University, UK (Distance)

A comprehensive list of other MA TEFL/TESL course providers can be found here.

There is no doubt that the demand for native-speaker teachers of English in Japan, Asia, and the rest of the world is high. In many cases, the only requirement for getting an English teaching job is to be a native speaker. The native-speaker teacher, however, is not necessarily the best role-model for the second language learner.

Aiming for native-speaker competence can be counter-productive

Native speakers speak, by definition, a native variety of their first language. It can be counter-productive for learners of the language to attempt to precisely replicate the native speaker’s version of the language. This is true not only for pronunciation (a ‘good’ accent is often the last thing a learner of a second language masters), but also vocabulary and grammatical constructions. Instead, a learner of a second language should aim to be a competent speaker of that language as someone who has learned it as a second language rather than someone who has acquired it as a first language.

Competent non-native speaker models

As English teachers in Japan, then, I believe we should be exposing our students to competent non-native speaker models of English. Furthermore, I think that we should be encouraging them to aim to be competent non-native speakers of English as their ultimate goal. A ‘competent non-native speaker’ is by no means meant as a condescending or patronizing term. On the contrary, it is to be viewed as a considerable achievement, and one which I will be trying to obtain for many years to come in relation to my Japanese ability.

Examples of competent non-native speakers

By way of example of what I consider to be a speaker approaching this level, I offer this video. Here we have a young Japanese male who obviously possesses expertise in his specialist area as well as competence in English as a second language. This is what most learners of English in Japan are aiming for, and I think we should appreciate what a considerable achievement it is, and refer to model English speakers such as this in preference to the generic and ubiquitous American or British English speaker featured in so many English learning resources.

For my own part, there have been several non-native speakers of Japanese over the last five years of learning the language who have inspired me to study harder and improve further. One among them is Patrick Harlan, AKA “pakkun”, who came to Japan in 1993 and over the next 15 or so years acquired a very high level of competence in both spoken and written Japanese.

Becoming a competent non-native speaker is a lifetime challenge

Now, while I may be intimidated by his level of Japanese (and possibly also his intellect, having graduated, as he did, from Harvard University), I still consider his level of Japanese a realistic and obtainable target for my own. However, the same cannot be said of the Japanese of any of the 130 million native inhabitants of Japan. A native-speaker level of Japanese is not my target. That doesn’t mean I’m giving up on becoming a competent speaker of Japanese – it means I want to become a competent non-native speaker of the language; something which I regard as a considerable and lifetime challenge.

Finally, I just want to note that I am not intending to suggest that the native-speaker teacher has nothing to offer the language learner. In fact, native-speaker teachers have a lot to offer the language learner. I simply mean to suggest that perhaps they are not always the best role-models for language production, and needn’t be regarded as such.

Ideas and opinions

EL Gazette, the TEFL industry’s freest, bestest monthly e-zine, reported this month on exactly that subject. 5 of the TEFL world’s top minds were interviewed to talk in baffling acronyms about MA TESOL, CELTA, DL and all that.

Among the salient points raised in that interview was Scott Thornbury’s remarks on the necessity of distance learning to be interactive and to encourage collaborations between students and faculty using such technologies as wikis, Skype, and PowerPoint.

Alec Pulverness followed up with a description of the NILE method, which involves both face-to-face tuition and relatively low-tech online learning (e-mail communicating etc.) to attain a suitable mix of flexibility and teacher-student interaction.

Creating a community

TEFL author and head of teacher development at Bell, Jim Scrivener, threw in his two cents with a rousing description of Bell’s courses. Lessons are dynamic, and new technology, such as Second Life, is being used to create a sense of community among distance learners. Scrivener also noted that exam results are actually higher among distance learning candidates due to the amount of time available for such things as exam practice.

Maureen McGarvey closed with some general comments on not being afraid of new technology but working with it to get the best results. She also highlights the advantages to working little and often rather than scheduling one big block of study on the weekends.

Courses in TEFL

From my personal experience as a former OU student, I’d have to agree with most of what was said. Distance learning has some massive advantages in terms of schedule flexibility and good use of time (no commuting etc.). It’s also encouraging to see course providers latching on to the latest internet features to improve the learning experience.

For anyone interested in studying for a distance learning post-graduate qualification in TESOL there are several options to consider.

Bell – Mentioned earlier in this article, Bell offers a distance-learning DELTA course

University of Birmingham – MA in TESOL by distance learning

University of Leeds – MA TESOL

I’d love to hear from someone who has taken an online PG TESOL qualification. Chip in your thoughts in the comments below.

Why take an MA TESOL?

There is surprisingly little written about CPD for English language teachers. Which leaves some in the dark as to how to improve their prospects in TEFL. One concrete way to open up new job opportunities is obtain a post-graduate qualification. Admittedly, an MA TESOL is not the only option, but it is a respected and demanding course.

It’s also an intellectually stimulating program involving a balance of teaching methodology and linguistic research. Being a Master’s course, a dissertation must be written on a relevant subject.

Who can take an MA TESOL?

Specific student criteria depend on the course provider, but typically the course is aimed at those with a few years’ experience of teaching English. As it is a postgraduate course, a first class undergraduate degree is normally required.

The workload is heavy, and it is an intellectually demanding program of study, so considerable time and motivation are required from the student. The course is not limited to native English speakers, however. An excellent standard of English is essential, but international students are generally welcomed.

Where can I study for an MA TESOL?

There are many course providers throughout the UK and abroad. Some major institutions include:

Leeds University

Sheffield Hallam University

Durham University

Alternatively, you might want to consider studying for an MA in TESOL via distance learning. I will discuss the pros and cons of this method next week.

Teaching something else

Teachers of other languages, such as French or Spanish, are required to be educated and trained to a higher level than the average English teacher. Dr. Jesus Garcia Laborda pointed out on TEFL.net that while Spanish teachers are required to have a four-year university degree that includes practical and theoretical linguistics a native English speaker can get away with being a teacher after only a one-month training course.

Supply and demand

Why the disparity? Largely it seems to come down to demand. For many years, the need for teachers has outweighed the supply. This is thanks to an influx of foreign students in the UK and other English speaking countries, and the emphasis on English as a language for business, science and technology across the globe.

Rather than demanding that anyone who wants to teach English should take four years of training, a ‘quick-fix’ solution was found in the form of one-month qualifications. This, in turn, I would argue, is largely responsible for the shift to a communication-heavy, grammar-light style of teaching. In the whole ‘accuracy vs. fluency’ debate, fluency is winning because we don’t know how to teach ‘accurate’.

The flip side

If that all sounds pretty cynical, let me temper the above by pointing out the benefits of this issue. For one thing, TEFL has taken native-English teachers to even the most remote places. This has advantages in terms of cultural exchange and it’s a laugh for the teacher too (hopefully).

Plus, native speakers are likely to be able to teach a more practical for of English not often found in textbooks. Furthermore, thousands (millions?) of English teachers have found jobs/careers without the burdens of heavy debt from four years of studying at university.

Getting ahead

To really advance your career in TEFL does require study and effort, however. This includes such as qualifications as an MA in TESOL or the DELTA. For the rest of us, one month is not much to ask to be trained for a job that is fun, reasonably well-paid and in demand.

Why do a diploma?

What are the advantages to doing a Diploma? It’s a massive investment in time, money and energy – possibly the three things English teachers are most in need of. The advantages, however, are manifold.

ESL Gazette recently reported that the average wage of a diploma-qualified teacher is 600 Euros a month higher than other teachers in Europe (ESL Gazette, May 2009). The Middle East surpasses even that, making the distinction between diploma-qualified and certificate-qualified teachers quite expansive.

TEFL career development

A further advantage is the job prospects of teachers who have completed a diploma. DELTA is now a requirement for many Director of Studies posts. The most renowned and respectable language schools may also require their teachers to posses a diploma.

It’s surprising that demand for teachers with a diploma continues to outweigh supply. The changes to the diploma as reported last summer were meant to address this. And it seems to have had some measure of success. There is still a massive need for dip teachers, however.

Your chance to earn as a teacher

Here’s your big chance, then! Several course operators are now offering DELTA as a distance learning course, and the modular format means that the time limits are not as constraining. Your employer might even be kind enough to subsidize the course fees if you ask nicely.

If you want to make money as an English teacher, a diploma is the way forward.

The problem with a certificate course, which in itself is a good idea, is that there are hordes of shady organizations out there offering you a ‘four week course in the Bahamas’ for the same price as a four week course in Luton. Of course the Bahamas is going to appeal to you! The TEFL.net blog, though, contains some cautionary advice.

What to look out for

Perhaps the most valuable point is to check the credentials of the trainers. This doesn’t mean the history of the school offering the TEFL course, but the TEFL trainers themselves whose qualifications should be in full detail to assure you of their quality. You should also find out how many trainers there are in comparison to the size of the class.

The end result

A second thing to be aware of is what the course actually involves. If the certificate is worth doing it should include real, observed teaching practice, and a total study time of at least 100 hours. You should always be on the look out for the recognized CELTA or Cert TESOL qualifications as the end result.

Getting it right

On the positive side, though, there are many colleges and universities who are trying to run respectable training courses. It only takes a bit of research to ensure the quality of the course you are taking – time well spent.

I have written previously on the merits of online certificates, which you can read here. TEFL is a highly enjoyable profession; just make sure you get your training right and get off to a good start!

The cons

There are many who would argue that an online TEFL course is not very beneficial. There are several reasons behind this. First of all, we are talking here not about Trinity College or Cambridge accredited qualifications, but of so-called TEFL certificates/qualifications that just don’t have the cachet of Trinity TESOL or CELTA. Therefore, they are not as widely recognised by employers as being authoritative training. Second, many (although not all) online certificates provide no practical training. There is no classroom experience, no face to face teaching – just online audio and visual materials. Third, there are a lot of cowboy operations out there offering TEFL certificates with no independent authority and no real ability to provide such training. Beware.

The pros
On the other hand, there are many arguments for online TEFL courses. The most obvious factors are price and time. A $1000 on-site course or a $300 online course? Your bank account says ‘go for the latter option’. The investment in time is also heftier with an on-site training course. These are generally a minimum of four-weeks full time study. That means you have to either give up all other commitments for a month, or not sleep for four weeks. Conversely, online courses – which generally range from 40-120 hours of study – are easier-going, and more practical on the schedule

The result
The real test of any qualification’s merit is whether it will:

1. Train you to teach English effectively
2. Make you a desirable employee

Before you embark on any course I would recommend researching whether the training will help you to achieve those two things. Many employers (depending on the country, type of school, or even the whims of the Director of Studies) will be aware of the drawbacks of online courses. Further, you do not – repeat, do not – want your first experience of classroom teaching to be on your first day as an employed teacher! Get some experience somehow – either by doing some volunteer work or by taking a course that provides practical training with real students.

Have you taken an online TEFL course? Did it help you to gain employment? Did you feel confident when you stepped into class for the first time? Let us know!

The changes

Evidently as some sort of effort to curb the influx of unqualified teachers, the new regulations are introducing two teaching qualifications that anyone wishing to teach in Thailand will need to possess. The qualifications are expensive, time-consuming and the reason for their existence is somewhat bewildering – especially when internationally recognized qualifications such as Trinity TESOL or CELTA are standard world wide.

The rules

The basic stipulations are as follows:

1. All teachers in Thailand must have a BA degree and a teaching license.

2. Those without a teaching license are required to take a 20-hour Thai culture course, a one year teaching training course, and the teacher must pass four exams.

More thorough details can be found here.

The why’s

If this improves the quality of teaching in Thailand then I suppose it will have fulfilled its purpose, but you can’t help but think that it’s a bit extreme. These new regulations will cause a lot of headaches and hassle for teachers who have been there for years but who don’t possess the necessary qualifications, and for any prospective teachers the stipulations might just kill off any enthusiasm they have. The full effect remains to be seen.

Are you teaching in Thailand? How will this affect you? Let us know here!