教學知識

英語教學市場蓬勃的當下，你是否對英語教學有足夠的了解，眾多的英語教學訓練，你的了解又有多少呢?

根據人力銀行的統計，就業市場也有許多人是中途轉業，對英語教學萌生事業第二春的想法，雖具有英語使用能力卻較缺乏實務教學經驗及教學知識。另外，也有一群老師已有數年的教學經驗，但可能並非本科系的背景，在實際的英語教學職場中逐漸發現在職進修的重要性。因此，目前具有一張國際性英語教學證書將大大有助於您在教職選擇上有更好的發展。而越來越多的學員對於英語老師素質更是嚴格要求，補習業者為了招生理想，無不希望自身老師可以進修ㄧ張TESOL或TKT證書。而政府部門對於外籍人士在台從事英語教學工作要求更是日益嚴格，必須有相關TESOL證照才可申請工作證執教。

如此潮流下，國內越來越多課程針對英語教學訓練開課，無非顯示了英語教學市場的蓬勃及需求性。而大致國內的師訓課程可以分為幾類，一為坊間各類美語機構自辦的師訓課，課程多為針對內部化訓練的課程，頒發的證書非國際性，且各補習班間的通用性也較多限制。二為國際性TESOL課程，常見國內語言機構與國外學校或機關合作，在台授課後結業頒發國際性證書。選擇上除了要了解證書是否為真實國際通用外，更要注意課程內容是否真材實料，這包含了師資的專業性及課程內容的實用性及?學對象的廣度，最後更要了解ㄧ般國際性的課程都皆具有一定的訓練時間，從一至三個月不等，如此才能協助您真正活用你所學到的教學技巧。

TESL發展至今已經有十幾年的歷史，而英語教學更是需要長期的學習訓練加上教學現場的磨練，所以想成為一位資深的英語教師絕對是要具有熱誠和耐心，若您目前已經立志想成為一位英語教師，趕緊投資你自己，進修ㄧ張國際性的英語教學證照(TESOL/ TESL/ TEFL certificate)。若您預算不多，可以考慮先考一張劍橋英語教師認證(TKT)，考試內容包含三個單元，每個單元可分開考試，單一報名費用為1650元，考題屬於英語教學相關知識性的選項題，目前劍喬台北語言中心研發一套除了官方版TKT書籍外的參考叢書The TKT Preparation，本書籍已於2008年一月正式販售。創新影音自學叢書結合TKT必考三大章節外，各章節由資深外師講解，可重覆觀看、熟記各章節重點，建議學員可以購買相關書籍自修。通常具備一定的英語能力加上理解貫通書籍內容，大部分學員皆可獲得不錯的等級。

撰文 劍喬台北語言中心 教學組長 Kay Chen

1. 以取得學位為主
   課程以理論為主還是偏實務面？如果您是要攻讀碩士學位，然後投入教職，則建議選擇較多實務面的課程；如果您要繼續深造博士學位，則選擇以理論為主。
2. 以就業需求為主
   如果您要成為台灣學校裡的正式或約聘教師，除了TESOL的學位，還必須先修教育局規定的教育學分，所以必須先考慮清楚，但目前台灣學校師資過剩，進入學校工作已不是單純憑著學位的加持就可以如願，不如直接進修TESOL證書(Certificate)/文憑(Diploma)，短期修業即可取得，可提高於坊間密度極高的英語補教業/出版業任職的聘僱率，入後進修TESOL碩士學位也可以抵免學分，是就業/求學兩者兼顧的最佳選擇。

近年來由於國際化的腳步加速，為了讓我們下一代更有競爭力，全台灣都積極推動雙語教學，以台北市為例，完成訂定「台北市外語教學白皮書」、「台北市國民小學英語課程暫行綱要」，研擬「國民中學英語課程暫行綱要」，並且優先引進取得英語師資認證合格的英語教師，建立分級英語能力指標，統合幼稚園至12年級的英語教學。加上政府也已經開放讓外籍教師來台灣教學，若能取得一張國際認證的教學證照更可以加強教學職涯的競爭力！

英語師資認證已經在全球行之有年，TESL、TESOL、TEFL都是英文師資的認證，主要皆以英文教學所特別設計之師資訓練課程。

首先，我們先釐清這些縮寫的定義：
TESL（Teaching English as a Second Language）是專門在「英語系國家」為非以英語為母語之學生對象，所特別設計之師資訓練課程。

如果用在認證上的定義是：
TESL (Teachers of English as a Second Language) 或是TESOL（Teachers of English to Speakers of Other Languages）要於加拿大、美國或其他英語系國家境內，從事教授外國人英文為其第二語言之教師執教資格證明。

TEFL（Teaching English as a Foreign Language）則是專門在「非英語系國家」為非以英語為母語之學生對象，所特別設計之師資訓練課程。

TEFL (Teachers of English as a Foreign Language)要於加拿大或美國以外的地區，從事教授外國人英文為其第二語言之教師執教資格證明。

不過，TESL、TESOL以及TEFL現在已經都混在一起使用了，泛指英語師資認證或是訓練英語師資的課程，只是在美洲亞洲較多人稱之為TESOL，在歐洲則較常使用TEFL來稱呼。師資訓練課程的目的在讓學員具備教導英語的能力。課程重點不僅在於改善老師的語言技巧，同時還提供教學法、教育法、課程設計等學習，並讓學生實際在課堂內實習教學。

By James E. Alatis, Georgetown University

Teachers of English to Speakers of Other Languages, Inc. (TESOL) is an independent professional organization established in 1966. The organization was created out of professional concern over the lack of a single, all-inclusive professional organization that might bring together teachers and administrators at all educational levels with an interest in teaching English to speakers of other languages (ESOL). The formation of the organization was a sign of TESOL’s maturity as a profession. It is worth looking back to where TESOL has been in order to understand where TESOL, both the profession and the organization, is today and where it is likely to go in the future.

The creation of the TESOL was the culmination of more than 4 years of organizational groundwork and discussions centering around three issues: (1) The need for a professional organization that would be permanently devoted to the problems of teaching English to speakers of other languages, at all levels. (2) The need for a pedagogical journal to serve the entire profession. (3) The need for a register of specialists that might be helpful to foundations, government agencies, and universities in their attempt to cope with the ever-growing need for qualified personnel in the area of ESOL.

The question of an association for teachers of English to speakers of other languages, and the related questions of a journal and a roster of ESOL specialists, had been matters of concern for some time not only to the people in universities and professional associations, but also to government agencies and foundations with interests and activities in ESOL.

"Five organizations gave birth to TESOL, each one vitally concerned with second language problems, yet no one organization exclusively concerned with them. The Center for Applied Linguistics has as its interests the entire area of applied linguistics, which includes a program in English as a second language. The Modern Language Association of America has concentrated on the teaching of English and foreign languages to native speakers and on literary scholarship. The National Association of Foreign Student Affairs has borne a good deal of the burden of all problems--not only language problems--of the foreign student. The National Council of Teachers of English encompasses all of English pedagogy almost form the cradle to the grave, of which English as a second language is a part. The Speech Association of America has had an obvious concern in thousands of classrooms and through its research with the speaker whose English is not idiomatic. The Steering Committee that planned the first TESOL conference in Tucson in 1964 and the second in San Diego in 1965, as well as the New York convention in 1966, was made up of the representatives of these five interested organizations." (Anderson, 1967, p. 175)

Following is a brief summary of developments in the progress toward increasing professionalism that was emerging in 1966.