How to Become an English Teacher

An English teacher helps their students to learn literacy skills. When you become an English teacher, you will be working with young people to help them learn to read, write, and communicate well. Working as a teacher can be challenging, you'll need to interpret the educational and emotional needs of your students, while making plans to best help them in their learning. To work as an English teacher, you will need to have an excellent understanding of written language yourself. ou'll also need to have good communication skills, especially when it comes to speaking and teaching young people. Working as a teacher can be a very rewarding experience, especially when you are able to make a different in a child's education and life. !f you love the English language, en"oy reading and writing, and also have fun when you spend time with children and teenagers, then becoming an English teacher could be the perfect career for you. Education Requirements to Become an English Teacher

To become an English teacher, you'll need to complete a four year bachelor's degree. #tart by taking a ma"or in English, along with complementing sub"ects within the humanities. $ost colleges will allow you to apply for a teaching speciali%ation within your sophomore year. At this stage you will be able to learn teaching methodology, as well as start a teacher internship program. All states re&uire that teachers be licensed to teach in a public

school. 'owever, if you are working within a private school, this is not the case. !n most states, to be granted your license you will need to have completed a four year degree, a minimum amount of hours in supervised teaching practice, and also complete tests for basic numeracy and literacy. Another part of your license is continuing education, you will be re&uired to complete ongoing training as a part of your career. !n some states, you will need to complete a master's degree within a specified amount of time. English Teacher Job Description

As an English teacher, you will spend "ust as much time working outside of the classroom as inside of it. While you will have a lot of contact with students, you will also need to spend time preparing lesson plans, marking work, as well as other administrative tasks. 'ere are some of the tasks an English teacher may find themselves doing(

)lan lessons 'elp students with reading and writing )repare homework and assignment topics *rade work +iscipline students Write report cards

,ecogni%e students who need extra help

English Teacher Salary and Career Path

The median wage for a teacher is around -./,/// a year. 0ew teachers could achieve around -1/,///, while those with more experience or in roles with more responsibility might earn closer to -2/,///. Teachers with a master's degree or national certificate will earn more. Teachers within private schools generally earn less, but may receive other benefits, such as low cost housing. Teaching a sports team, or other after school activity is a good way of earning extra money as a teacher. There are other responsibilities that can be taken on also, as your career progresses. 3or instance, you might take on an administrative role. #ome English teachers may move on to more specialist roles. 3or instance, they might work as a special needs teacher, work with children who speak English as a second language, or move on to senior positions such as a school principal. !f you're considering working overseas, a teacher's &ualification is an excellent tool to have. ou will be able to find employment teaching English as a second language in many different countries around the world. Those with a four year teaching degree are highly sought after in many places around the world. ou may be able to secure a "ob package where you receive a wage and accommodation for your work. Alternatively, there are many volunteer opportunities to teach English overseas.

When you become an English teacher, it may be stressful at times, but it is also a very rewarding role. Employment is secure, teaching English brings many more opportunities than other fields may. A good salary is available for &ualified teachers, as well as other benefits in private schools. 4ontinued education, such as a master's degree, will bring more opportunity and a higher salary later on.

ou need atleast 4 in english and go for teachers training. !f you want to be a assistant teacher you would need less &ualification. The links below should provide some useful information. As for work experience go to a local school and ask weather they would be able to do some work experience or shadow them. Also being a teacher you would be re&uired alot of time as you would be planning seasons, teachers meeting and training and marking students homework.

How to become an !le"el English teacher#

Amy asked . months ago

! want to be an A5level English teacher, ! have 6 *4#Es7 two A8s 9one in English:, three As, three ;s and one 4. !'ve "ust started my A# levels a few weeks ago studying English language, English literature and history. After ! finish my A5 levels, what would ! need to study in university< Would it be

an English degree then a )*4E course< =r because it's A5 levels, do ! need to do something different<

Best AnswerAsker's Choice

>osephine answered . months ago

Well firstly you'll need to decide whether you are going to limit yourself to the hundred or so colleges that =0? teach 2th form around the country =, whether you are going to be a teacher who covers 2th form alongside secondary which is more normal and opens up far more "obs. )ersonally !'d say limiting yourself is not a good choice in the current market... however, up to you@ To teach in colleges, i.e. A2B, you do 0=T need CT# 9i.e. a )*4E: however you are unlikely to be employed without a teaching &ualification of some kind. ou could be employed with a )*4E or with an Adult Education &ualification, less colleges will accept the adult education &ualifications so you would be further limiting yourself... however, you could look at lecturing at uni instead if you went on to study a $asters &ualification and worked towards a )h+. To teach both 2th form and secondary you need a )*4E or to "oin the Teach 3irst programme or similar where you learn in the workplace and get paid a salary 9may be a better option if you get the +egree. Whatever you choose you $D#T obtain at least a E(E English 'onours +egree 9E(A for college only or Teach 3irst: to enter a )*4E or get any "ob in education involving teaching English. !f you want to lecture or be more certain of obtaining a "ob in 2th form you need to study a $asters in English

+ylan answered 6 months ago

'i, !gnore all the stupid answers ! don't know what's going on tonight but normally you get really good answers on here. !f you search primary school teacher on here you will get a lot of results. ! also, ! want to be a primary school teacher and posted a &uestion on how to do so. 'ere is a few answers ! got( first things first as others will tell you there's many routes into teaching. Dsually you'd be looking at getting these &ualifications *4#E's 9A54 in maths,english, science: A5?evels or e&uivalent 9!n my case ! didnt have any so ! did a A year Access to 'igher Education 9teaching specifically: at college then &ualifications wise, a degree in a range of sub"ects will allow you to be a teacher. most common for teachers are something of the social sciences, psychology, even engineers can become teachers. Education #tudies is a popular degree nowadays for potential teachers. ! did Education, 4ulture and #ociety, With a degree of E(A or above you can then apply to do your )*4E, this will get you CT# 9&ualified teacher status:. current fees are F6k a year for pgce. you will spend AE/ days working at schools during this year as well as having a .///word B masters level assignment 9at the least:, you will constantly be observed and scrutini%ed during this time. if you fail to pass your pgce you cannot retake it for G years im sure when you take the pgce you have the option to speciali%e in a sub"ect or not 9usually a language german, french etc:

once you have your degree, pgce and &ts you are ready for a "ob (: this is all i know, hope it helps another answer i got was 'i, ! am in my last year of university degree and the academic year E/AGHA1 ! will be going on to train to be a primary school teacher ?ike you since a young age ! have wanted to be a primary school teacher and ! actually volunteer at my old primary school. As for your college sub"ects, when you apply for university they will accept or re"ect you based on your gathered ID4A#J points through your grades. !f the university course re&uires IE// D4A#J points and you get E// irrespective of what you actually take at college it does not always necessarily matter. 9Dnless you want to train to teach with a specialism such as maths, languages or science, in which case you would re&uire an A5?evel in that specific course:. When ! was at college ! studied media, history and English, and ! am currently on an KEducation #tudiesL course, this re&uires you to obtain a CT# 9Cualified Teaching #tatus: after your degree. There are other routes into teaching ! am aiming to get onto a #4!TT course, this is #chool 4entred !nitial Teacher Training, you get your degree then go and train in a school for a year and if you &ualify they award you CT#. ou can even study a degree that you can come out with a CT# these are )rimary Education 4ourse, providing you work hard at college and get the D4A# points7 you could do this all

within a three year degree. The main things ! would say are7 A. *et A54 in most if not all your *4#EJs you have to have A5 4 in English, $aths and #cience E. *et work experience in a school and keep hold of it through your academic life from college through to uni, when applying for teaching type degrees they always want you to have recent relevant work experience, so volunteer@ ! hope this helps. another answer ! got is To be a teacher now you either need to do a three year degree course plus the )*4E, or do a four year education degree which includes the teacher training( the second route is more common for primary school teachers, who don't need a specialist sub"ect.

Preschool and Primary Teachers Training Courses with Specializations in Relevant Sub ects
The )re M )rimary Teachers Training course with special emphasis on Teaching English is an effort on our part to give teachers an ultimate training program for teaching children between the age group of E5AE. 3or the very first time, various educational approaches and themes are brought together into one course to create a uni&ue elementary teachers training course. American TE#=? !nstitute is committed to provide professional development training for teachers, who we believe shape the future of a nation. !t is of crucial importance that a teacher responsible for teaching very young learners should first go through a certified teacher training course for the

education imparted to a child in his or her formative years forms the very foundation based on which a child later grows and develops. The intelligence and personality of a child is already formed by the time heHshe reaches age N. Thus, the teachers who aspire to teach children should be comprehensively trained in all aspects. Along with $ontessori and )iaget, child psychology also features as a crucial part of this teacher training program. American TE#=? !nstitute is offering aspirants a plethora of pre and primary teachers training courses like +iploma with speciali%ation in Teaching English, Advanced +iploma with speciali%ations in ?anguage Awareness and 4lassroom $anagement and ) * +iploma with speciali%ations in $ontessori and Education $anagement giving the candidates choices depending on their personal area of interest and expertise. AT! also offers other courses like the 0ursery Teachers Training 4ourse and the )rimary Teachers Training 4ourse. These courses are designed to cater to the divergent needs of these various levels of school education. !'m age A1 in year A/ and ! really would like to become a primary school teacher@ When ! go to 2 form !'m considering studying history, phycology, sociology and media studies or English literature< Anyway !'m also thinking of doing a history degree at uni but would doing this even help me to become a primary school teacher< ?ike will they still accept someone with a history degree instead of something like maths or English< ! also have no experience at a primary school yet as our school doesn't do work experience and ! have no time to volunteer either until ! would finish 2 form probably, what are exactly the steps to become a primary school teacher< Will having a history degree be alright to become one< What do ! do after that< >ust wondering, thank you for any help (: !gnore all the stupid answers ! don't know what's going on tonight but normally you get really good answers on here. !f you search primary school teacher on here you will get a lot of results. ! also, ! want to be a primary school teacher and posted

a &uestion on how to do so. 'ere is a few answers ! got( first things first as others will tell you there's many routes into teaching. Dsually you'd be looking at getting these &ualifications *4#E's 9A54 in maths,english, science: A5?evels or e&uivalent 9!n my case ! didnt have any so ! did a A year Access to 'igher Education 9teaching specifically: at college then &ualifications wise, a degree in a range of sub"ects will allow you to be a teacher. most common for teachers are something of the social sciences, psychology, even engineers can become teachers. Education #tudies is a popular degree nowadays for potential teachers. ! did Education, 4ulture and #ociety, With a degree of E(A or above you can then apply to do your )*4E, this will get you CT# 9&ualified teacher status:. current fees are F6k a year for pgce. you will spend AE/ days working at schools during this year as well as having a .///word B masters level assignment 9at the least:, you will constantly be observed and scrutini%ed during this time. if you fail to pass your pgce you cannot retake it for G years im sure when you take the pgce you have the option to speciali%e in a sub"ect or not 9usually a language german, french etc: once you have your degree, pgce and &ts you are ready for a "ob (: this is all i know, hope it helps

another answer i got was 'i, ! am in my last year of university degree and the academic year E/AGHA1 ! will be going on to train to be a primary school teacher ?ike you since a young age ! have wanted to be a primary school teacher and ! actually volunteer at my old primary school. As for your college sub"ects, when you apply for university they will accept or re"ect you based on your gathered ID4A#J points through your grades. !f the university course re&uires IE// D4A#J points and you get E// irrespective of what you actually take at college it does not always necessarily matter. 9Dnless you want to train to teach with a specialism such as maths, languages or science, in which case you would re&uire an A5?evel in that specific course:. When ! was at college ! studied media, history and English, and ! am currently on an KEducation #tudiesL course, this re&uires you to obtain a CT# 9Cualified Teaching #tatus: after your degree. There are other routes into teaching ! am aiming to get onto a #4!TT course, this is #chool 4entred !nitial Teacher Training, you get your degree then go and train in a school for a year and if you &ualify they award you CT#. ou can even study a degree that you can come out with a CT# these are )rimary Education 4ourse, providing you work hard at college and get the D4A# points7 you could do this all within a three year degree. The main things ! would say are7 A. *et A54 in most if not all your *4#EJs you have to have A5 4 in English, $aths and #cience

E. *et work experience in a school and keep hold of it through your academic life from college through to uni, when applying for teaching type degrees they always want you to have recent relevant work experience, so volunteer@ ! hope this helps. another answer ! got is To be a teacher now you either need to do a three year degree course plus the )*4E, or do a four year education degree which includes the teacher training( the second route is more common for primary school teachers, who don't need a specialist sub"ect. Oervin answered A year ago 3irst, ensure that your public communications online or in person are grammatically correct. ! noticed some errors in your &uestion posted. Dsually, you take around GG hours in English ?iterature courses, which includes composition, and some electives. Try substitute teaching in some English9?anguage Arts: classes, and see if you can apply what you have learned in college to students. !f you en"oy teaching English, then you may develop future classes that will give you more expertise in teaching English courses. There are so many careers where a degree in English can be transferred such as in "ournalism, politics,etc. ou also will have to take a state teacher assessment on English ?iterature and 4omposition to complete some re&uirements to be Phighly &ualifiedP according to the 0o 4hild ?eft behind act of E//A. =ften, some school districts will let you teach with a 15year degree in English under alternative

and emergency teaching certification programs. 4heck with your #tate +epartment of Education first@ Source$s%& !f you decide to serve as a substitute teacher, ! have done this for more than a decade. ! also wrote an article about subbing on ahoo@Qoices titled #ubstitute Teachers in ;irmingham *et 3ull ;enefits. ,ead this before you leap into subbing, and let me know what you think. ! also wrote a book on subbing@ =verall, ! have served as a sub and full5time educator since A66E.

!ntroduction " working as an #S$ teacher in !ndia

!ndia isn't normally at the top of many people's list of places to teach English. Although outsiders may assume that English is spoken widely, in part thanks to !ndia's rapidly growing !T indistry, this is in fact untrue. The country, a beautiful place to visit with a rich and hugely varied culture, lifestyle and scenery, is hampered by an inefficient education system. A report by the ;ritish 4ouncil in recent years suggested that !ndia was in real danger of being 'left behind' because of a severe shortage of good &uality English tuition. The E#? market in !ndia is limited because the ma"ority of schools can't afford to hire native5speaker English teachers. $ost E#? teaching "obs in !ndia are found in the private sector. !ndia is not a rich country, so despite a shortage of good teachers, those who arrive are not paid very well, even in the private sector. A large number of E#? teaches head towards $umbai, !ndiaJs largest and most cosmopolitan city. There are &uite a few international schools in the city and finding work isn't too

difficult. As an additional benefit, it's relatively easy to rent furnished apartments at a reasonable cost.

'olunteer ES( Teachers

?ooking further afield, there are huge numbers of volunteer pro"ects offering English teaching "obs in !ndia, and a basic internet search will reveal pages and pages of results. !n most cases, the times the schools or organi%ations behind the pro"ect provide accommodation. !n addition to native English speakers, non5native teachers are also also hired. TE3? certification is not so important, though they will help you in a search for a better paid E#? "ob. Whilst English teaching "obs in !ndia might not be financially profitable, the teaching exposure and experience you can gain is priceless.

)uali*ications+ "isas and salaries

Cualifications are not always important, though some schools will insist on a degree and TE3? certification and on the whole, &ualified teachers will find it easier to find work. Teachers travelling to !ndia will re&uire an employment visa. !nformation relating to the visa application process can be found on the !ndian Embassy website for your country and applications can normally be made online. #alaries are impossible to generalise over, ranging from %ero to -AE/// a year@

(i"ing in ,ndia
?ife in !ndia, for the average European or 0orth American national will take a little getting used to. !t you are open5 minded and en"oy meeting and dealing with people from different cultures, !ndia is a fascination teaching destination.

Peak #S$ %iring Season in !ndia

The E#? market in !ndia is limited. The ma"ority of schools do not have the funds to hire native5speaking English teachers. $ost of the English teaching "obs in !ndia are found in the private sector. There are no peak hiring seasons for teaching English in !ndia7 this is due to the diminished role that the school system has in the !ndian E#? market.

%ow to &ind 'obs Teaching #nglish in !ndia

$ost of the English teaching "obs in !ndia are offered without any wages attached to them. With English being an official language in !ndia, there are plenty of !ndian citi%ens more than &ualified to teach English. Although difficult, some E#? teachers have managed to find teaching opportunities both volunteer and paid. ;elow is a list of online English resources that may be of use to E#? teachers hoping to teach English in !ndia.

$argest Chain Schools in !ndia

The British School+ -ew Delhi #tudents at the ;ritish #chool, 0ew +elhi are offered programming from Oindergarten through to *rade AG. The private school first opened in A62G, and currently has a student base of over R//. Daly College Arguably known as one of !ndiaJs premier private schools, +aly 4ollege has been in !ndore since AN26. The school has been recogni%ed with multiple educational awards.

The ,nternational School Bangalore $T,SB% #ince itJs beginnings in E///, the !nternational #chool ;angalore has become one of the most prestigious and expensive private schools in !ndia. Tuition at this private school usually averages -AE,/// a year. .ther Jobs Teaching English in ,ndia& ,n!Company School Teacher #ome E#? teachers have found work teaching English as an in5company teacher. These positions are usually located within call centers. The main purpose of these E#? "obs is to help !ndian workers have an American accent on the phone. dditional ES( Resources to Help Teach English in ,ndia There is an abundance of E#? resources for teachers to help teach English as a second language7 therefore, finding resources that meet specific teaching needs may be difficult. #ome examples of the available teaching resources are listed below.

./*ord Seminars0 E#? Teaching ,esources (onely Planet $,ndia% 5 http(HHwww.lonelyplanet.comHworldguideHindia .**icial ,ndia Tourism 1uide 5 http(HHwww.incredibleindia.org !n many regions of !ndia, religion plays a large role on how a group functions. !t is important for English teachers to dress and act conservatively. There are very few paying E#? "obs in !ndia, but there are some volunteer opportunities. #ometimes it is best to simply visit an !ndian school and meet the staff and

Tips (or #S$ Teachers in !ndia

students. This could be an excellent way to find a volunteer position. +ue to the small TE#=? market, many English teachers will need to save some money before they plan on coming to !ndia. !ndian weather can sometimes get hot, but wearing shorts in public is frowned upon. Typically, men are only expected to wear shorts when "ogging7 women should wear "ogging pants. 3eet are considered to be unclean parts of the body and special care should be taken not to wear shoes indoors. 0ever point the tips of feet at another person, and wash hands immediately after making contact with feet. 4onsult a doctor about the vaccinations recommended to travel to !ndia

Re)uirements to Teach #nglish in !ndia

E#? teachers traveling to !ndia will re&uire an !ndian visa. 3iling for an !ndian visa can be done at an !ndian embassy or consulate office before leaving home. The visa application form can be downloaded from the !nternet at https(HHindiavisa.travisaoutsourcing.com. Applicants have the ability to track the processing of their visa application in real time via the website. Types o* ,ndian 'isas&

Employment 'isa S E#? teachers will need an employment visa to teach in !ndia. This visa is meant for those wishing to work abroad for an !ndian business. Tourist 'isa S This visa is designed for people planning on visiting !ndia, but not teaching there. The visa will expire after six months. Business 'isa S Those wishing to make a short5term business trip to !ndia will need a business visa. Student 'isa S The student visa is meant for foreigners wishing to live in !ndia to pursue their studies.

Transit 'isa S Traveling throughout !ndia will re&uire a transit visa.

!n addition to the visas listed above, there are visas for people of !ndian origin. Applications typically take five business days to process. ,tems to Submit 2ith an ,ndian Employment 'isa pplication

ou will need the following( o A completed application which can be picked up at an !ndian embassy or consulate office. The form can also be downloaded online 9see above: o A tourist visa that is valid for six months o )hotocopy of passport o Two identical passport5si%ed photos 9color or black and white acceptable: o 'ome address information o ?etter of stating an intention to hire from an !ndian school o A letter stating that a teaching contract was offered o 4urrent resume o ,egistration information of the !ndian company the E#? teacher will be working for7 application fees typically cost around -E//. SEC.-D ( -13 1E ,-

TE CH,-1 E-1(,SH S ,-D, 4

!0T,=+D4T!=0 Every educational system has certain ob"ectives which aim at bringing about desirable changes in pupil. !n order to bring about those changes, the institut ions arrange

learning experience. The success of learning can be "udged only i n terms of the changes brought about by this experience. This is a learning ex perience and evaluation. Thanks to the globali%ation in all the fields, it necessitates the learning of a language which is international. Dndoubtedly, English has become a world languag e rather than the language of only the English speaking countries such as the DO a nd the D#A because the number of the people who use English as a means of c ommunication exceeds much more than the number of the people who speak it as their mother tongue. !n the case of English in !ndia, more than two centuries, !ndia has been directly and indirectly had influence of the language , English on all the fields, such as Education, $edical #cience, etc. Text materials relating to the sub"ects of #cience, Enginee ring and Technology as also $edicine are available only in English. $oreover, all over !ndia, the re is no single language to unite the whole country. #ince, in !ndia, several languages are spoken and also one set of people are reluctant to learn one common !ndian l

anguage, we have to borrow a new non5!ndian language.

$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

A6 4onsidering the above facts, learning English, the universal language, as a #econd ?anguage, becomes inseparable branch as also unavoidable in !ndian education system. 4=$$=0 3A4T=,# A33E4T!0* TEA4'!0*H?EA,0!0* E0*?!#' A# A #E4=0+ ?A0*DA*E There are so many factors that affect the teaching5learning p rocess in !ndia. The students in !ndia can be categori%ed into two7 the one is having the r egional language as medium of study from the primary level and the other is having E nglish as the medium of study. 'ence, the problem of teaching English as a sec ond language , to the !ndian students starts from the pre5schooling. 3urther environment and family background play vital role in success of learning process. 3or example, countries like !ndia, where ma"ority of the people are farmers, have the poor background in education. $oreover, the income of ma"ority of t he

families is not ade&uate. 'ence, the parents are not interested in giving good education background to their children. !n contrast, they are willing t o engage the children in some "obs in order to earn money. This is the very bas ic reason and the affecting factor in teaching. #econdly, the infrastructure, vi%. school buildings S class rooms, labs, etc. is not ade&uate as re&uired. The first category of the students are alm ost compelled to attend their classes under the trees even after several five year p lans.
$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

E/ $a"ority of the students are coming from village and also their p arents are farmers and uneducated. !f the nature fails, the survival of the farmers wil l be &uestionable. 'ence, the students are mentally discouraged due to the family conditions. !n the second category, the students are having enough background in basic education since their parents are educated and they do not depend on the nature m uch. $any of the students from second category are "oining in English medium school s and hence,

they do not find much difficulty in pursuing their higher education. $oreover ma"ority of the families of second category are dwell ing in towns and cities and hence, they have easy access of &uality education. ;ut, the first category of students are scoring good marks the examinations conducted. !t proves t hat they are having good writing skill in English. The only thing is that they have to be given training in oral English communication also. 'ence, a common programm e for English ?anguage Teaching must be framed in the pre5 schooling itself. ?EA,0!0* A ?A0*DA*E Each language is structured differently, and the different structur es offer users different suggestions to meaning. so when we learn our first languag e, our brain H mind Itunes intoJ the way the particular lA works, and we learn to pay attention to particular cues to meaning that are most helpful. When we meet a new language, our brain H mind automatically tries to apply the first language experience by looking for familiar cues.)art of learning a foreign language is developing new understandings about the particular cues to meaning that the new language offers

, and that differ from those of our first language. The transferability of knowledge, skill s and strategies across languages depends closely on how the two written languages work.
$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

EA ,=?E =3 A TEA4'E, As said by #ir )hilip #ydney, teaching is the end of all learni ng. A teacherJs primary role is not only to enable the students to understand what he is intending to say or teach. !t is also the duty of the teacher to understand what the st udent wants and says. !n teaching5learning process, two things play the vital roles7 one is the delivering capacity of the teacher and the other one is the receiving capac ity of the students. Without the two aspects, the teaching5learning process will not be a succ essful one. Teaching5learning process is "ust like making sound by clapping. W ithout two hands we cannot clap. ?ike that without a right teacher and the students, the teaching5 learning process is meaningless. Teaching should be a worthy of le arning a concept deeply and broadly. Teaching should facilitate the students to face

the world which is full of political, social, international as well as personal cont roversies, without fear. !t should give self5confidence to the students. ;y the effective teac hing, the students should be enabled to go for right choices, "udgments and also decisions individually !n the process of teaching5learning, the teacher should try to unde rstand the students first. Then only, he can enable the students to understand him or his te aching. Theory with practice on some of the teaching topics, may enabl e the students to understand the concept easily. #uccess of a teacher in hisHher a ttempt in enabling the students to understand what is the concept taught by the teacher, d epends on the methods heHshe applies. The teacher may be a good, but the studentsJ physical problem m ay lead him to ignore the teaching. =r sometimes, the background of family of the students may drive him to be dull. 'ence, the teacher should take into account everything
$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

EE At the school level, the teaching5learning process is checked up the teacher by repeated class tests and examinations. ;ased on the result 9m

arks scored by the students:, different methods are adopted to improve teaching in ca se of negative result. At the college levels also the same traditional 9$ac aulay: method of examinations is used. The only difference is the volume of syllab us prescribed for the colleges students will be more than that of the school level. As 4arl ,ogers said, the teacher should first forget that sheHhe is a teacher. !nstead, sheHhe must possess the skills of a facilitator of learning5ge nuineness, pri%ing and empathy. TEA4'!0* E0*?!#' A# A #E4=0+ ?A0*DA*E The 4ouncil of 4hief #tate #chool =fficers 944##=:, D.#., defines English language proficiency in this way( A fully English proficient student is able to use English to ask &uestions, to understand teachers, and reading materials, to test ideas, and to chal lenge what is being asked in the classroom. 3our language skills contribute to prof iciency as follows( A. Reading 5 the ability to comprehend and interpret text at the age and grade5 appropriate level. E. Listening

5 the ability to understand the language of the teacher and instruc tion, comprehend and extract information, and follow the instructional discourse through which teachers provide information. G. Writing 5 the ability to produce written text with content and format f ulfilling classroom assignments at the age and grade5appropriate level.
$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

EG 1. Speaking 5 the ability to use oral language appropriately and effect ively in learning activities 9such as peer tutoring, collaborative learning activi ties, and &uestionHanswer sessions: within the classroom and in social interactions within the school. 'ence, the teacher should keep in mind while teaching English as a s econd language to the students. ?A0*DA*E ),=3!4!E04 TE#T# =ller and +amico 9A66A: indicate that language proficiency tests can be associated with three schools of thought. The first of these trends, the discrete point approach, was based on the assumption that language proficiency( ...consisted of separable components of phonology, morphology, lexicon, syntax

, and so on, each of which could be further divided into distinct inventories of el ements 9e.g., sounds, classes of sounds or phonemes, syllables, morphemes, words, i dioms, phrase structures, etc: 9p. NE:. They describe language tests based on the discrete point approac h in the following way( 3ollowing the discrete point model, a test could not be valid if it mixed several skills or domains of structure 9?ado, A62A:. ;y this model, presumably the ideal assessment would involve the evaluation of each of the domains of structure and each of t he skills of interest. Then, all the results could be combined to form a total picture of language proficiency. 9p. NE:. A discrete point language proficiency test typically uses t esting formats such as phoneme discrimination tasks where the test taker is re&uired to de termine whether or not two words presented aurally are the same or different 9e.g., H tenH versus HdenH:. A similar example might be a test designed to measure vocabula ry which re&uires the test taker to select the appropriate option from a set of fixed choices.

$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

E1 TechnicalH;usiness English for Engineers 4onsidering the all the above facts, the Anna Dniversity, 4hennai has designed the English syllabus for Engineering students comprises of the four skills a s below7 a: ?istening b: #peaking c: ,eading d: Writing The sub"ect title is PTechnical EnglishP, a theory sub"ect and P4ommunication #kills ?ab P, a practical sub"ect. The former is taught to the fir st year students of the four years engineering degree course and the lab course is conducted in s econd or third year of the same students. Technical English5Theory
The main objective of this course is to help

students to develop listening skills for academic and professional purposes. A. To help students ac&uire the ability to speak effectively in En glish in real5life situations. E. To inculcate reading habit and to develop effective reading skills. G. To help students improve their active and passive vocabulary. 1. To familiari%e students with different rhetorical functions of scientifi

c English. .. To enable students write letters and reports effectively in formal and business situations.
$>A?, vol( A(A 3ebruary E//6 A(A Teaching English a s a second in !ndia Sa review $urali.$.

E. The lab training is given with the assistance of 0etworked 4omput ers and specially designed software. The ob"ectives of the practical training are gi ven below. 5 To e&uip students of engineering and technology with effective spe aking and listening skills in English 5 To help them develop their soft skills and people skills, whic h will make the transition from college to workplace smoother and help them to excel in their "obs 5 To enhance students' performance at )lacement interviews, *rou p +iscussions and other recruitment exercises. The lab practice is divided into two categories as PEnglish ? anguage ?abP where the listening comprehension, reading comprehension and vocabulary a nd speaking tests are conducted, and P4areer ?abP where writing te sts on ,esumeH,eport preparation and ?etter writing are conducted. Also the students are

given training in presentation, *roup +iscussion and interview skills. 3orty per cent of the total marks 9A//: in final examinations is given for the English ?anguage ?ab practice and the rest of 2/T is given for t he 4areer ?ab )ractice, for which the test and evaluation are decided by the exa miners during final examinations. 4onclusion !n our country, as already said R.T of the students are from rural ar eas and they are coming through regional language medium schools. 'ence, based on their background, we have to design the syllabus and adopt methods to test the ir English language proficiency. Therefore, it is necessary to go for a de tailed discussion as to whether the existing curriculum is fulfilling the need of the hour a nd suitable to the students in achieving their goals, the present methods for testing the proficiency of the students are suitable and opinion and suggestions from the teaching faculties of