Education 4 - Overseas Teaching Qualifications

The other day, I received an invitation to register for an IELTS course (No doubt my address was found from a simple Internet search, regardless of my wish to become a student or not).  Having recently returned from Bangladesh, and just about to go back, I decided to investigate this course.

This is how it was described to me:

IELTS Writing Preparation Course

Certificate Course

No. of Classes/ Sessions: 13

Total Hours: 16

Days: SUN-MON-TUE of every week

Time: 5:00PM - 6:15PM

Registration Fees: Tk. 5000.00/Participant (US$61.00)
Get 5% discount by paying online

This unique course aims at developing English writing skills for the International English Language Testing System (IELTS). The writing section forms an important part of the exam as it judges the candidate's ability to communicate in the written form. It evaluates how well the candidate is able to structure and frame his/her thoughts and how clearly he/she is able to express his/herself. This is especially important for individuals appearing for the Academic module as their ability to write well matters a lot in their professional lives.

Candidates appearing for the Academic module are the ones who are applying for admission for higher education or for professionals who are looking to get further training in English speaking countries.

By the end of this course the participants will learn Planning of Writing, Organization of Thoughts, Quality of Arguments, Sentence Structure, and Time Management.

Now this seems well and good, but my cynicism makes me wonder which IELTS book it is copied from.  Because, out of curiosity, I asked for details of the teacher, and received the following reply (Certain details deleted to protect the innocent):

Trainer Details: MBA ...., BBA ....  He is working as an outworker in both Academic Institutions and in Local Organizations.  Former Lecturer of  ....  Worked as a HR associate at the HR Department of ....  He attained Trainee worked at “Housekeeping, Purchase, and Laundry Departments” at ... Hotel, from March 01, 2010 to May 31, 2010.  As an Intern he worked at “Customer Care and Sales Department” at ... from 12th September 2006 to 4th December 2006.  He also Participated in 2 (two) weeklong “Live in Field Experience” (LFE) Program, January 2006, conducted on 25 families at Village: ... under total supervision of Bangladesh Academy for Rural Development ....

I wrote back saying that I could not send my students to this course as the Bangladeshi teacher not only had no teaching qualifications, but there is no evidence that he has an English language qualification either.  The frequently used phrase, "No experience necessary", seems to be taken too literally in this case.

This course, although well-meaning, is an example of the urgent need for foreign teachers to work in Bangladesh, but it is a very poor country, and other countries, for example, Thailand, China, or Korea, can offer much better financial incentives.  Nevertheless, the rewards for teaching in underdeveloped countries from the diligent students and grateful faculty make up for the small financial gain.

Education 1 - English as a Second Language

I started this blog writing about aerospace as the first subject of my profile’s list of interests.  Unfortunately, for me, I listed linguistics as the second subject, because although linguistics in its basic form has long been an interest of mine, I quickly discovered that it does not have a basic form and greatly exceeded my academic abilities.  I recently added Tom McArthur’s ‘The Oxford Companion to the English Language’ to my bookshelf and, if I dare to open it, I am lost within its wealth of knowledge for hours, just as I was with a earlier copy of Eric Partridge’s ‘Usage and Abusage’ (abusus non tollit usum) and numerous such works.

To find a topical language subject outside of academia, I decided to say something about English as a Second Language (ESL), without any attempt at prescriptivism ... and using less than 300 words.

Recently, I returned to Canada following many years teaching Business Studies to postgraduates in China, who were, hopefully, to be awarded scholarships to foreign universities.  Not surprisingly, it was necessary to include a heavy dose of ESL within each course.  I was presented with excellent students, and there was never any thought of using a stick, due to the attractive sight of the scholarship carrot.

Interestingly, the Chinese-produced exams were of English as a Foreign Language (EFL), and my protests were always met with the pervasive, “This is how we always do it” response.  I am sure that many expat teachers in China recognize this behaviour and often wonder why they had been presented with a little red book entitled ‘Foreign Experts Certificate’.

Equally, back in Canada, I had cause to visit some LINK ESL classes, and was astonished to discover that a major percentage of the teachers were immigrants from non-English speaking countries.  According to the authorities, they had all passed a TESL teaching exam ... the oral part being undertaken by their foreign peers, it seemed.  It was not surprising that many students could not understand the teachers.


I would welcome your views on this subject.