TEFL courses in Thailand & teaching English in Thailand with TEFL jobs

By Luke Fisher

The life of the English teacher in Thailand is the subject of this latest in the series of guest articles, this time from Luke Fisher:

There are a wide variety and number of TEFL courses in Thailand in locations to suit all tastes. Equally, teaching English in Thailand is well catered for due to the high number of TEFL jobs available. There is a high demand for English language knowledge and ability in this diverse and truly amazing country. Thailand is a central Asian country which enjoys a tropical climate with 3 seasons: hot and dry October through February, hot and humid with showers from March through May and wet and cool June to September. These seasons vary from the cooler north of Thailand to the hotter south. The average annual temperature is 28 C (83 F), ranging, in Bangkok, for example, from 30 C in April to 25 C in December.

The relaxed life style, friendly people and sense of tropical paradise, all make Thailand a very popular destination for teaching English. After completing a TEFL course in Thailand, TEFL jobs may appear to offer somewhat low salaries ranging from Bht 30,000 ($1000 USD) to Bht 60,000 ($2000 USD) per month, but the cost of living is relatively low. As a result, teaching English in Thailand provides the opportunity to live comfortably, save and travel.

One thing to remember is that as a teacher teaching English in Thailand, you will be going native and not paying 'Farang' (foreigner) prices for everything. Most people find that salaries are more than enough to support a very comfortable lifestyle, and that TEFL jobs teaching English in Thailand are a very positive life experience.

Thailand is a very popular location for teaching English and TEFL courses and it is important to remember to respect local concerns. Teachers teaching English in Thailand are respected members of society, and are expected to dress accordingly. It is, therefore, advisable that dress, when teaching or looking for TEFL jobs, includes either long trousers or a skirt below the knee, accompanied by long-sleeved shirt or blouse. Cut-off shorts and vests will neither win friends nor influence people. It does get very hot, so light-weight clothing is advisable. Simply show a little respect and this will be appreciated and reciprocated. As with many Asian countries the saving of face is extremely important, being rude or in-polite is seriously frowned upon.

The whole approach to TEFL courses in Thailand and teaching English in Thailand is dictated by your anticipated length of stay, and this will be reflected in your approach to visas. TEFL courses in Thailand can be completed on a tourist visa or a student visa. Teaching English in Thailand and TEFL jobs in Thailand in general require a Non-B visa which is renewable every twelve months. As well as this, teachers of English will need a teacher's license. Employers help provide both the visa and the license. In order to be eligible TEFL job applicants would have to of successfully completed a TEFL course in Thailand or prior to arrival in another location.

Major cities for TEFL jobs teaching English in Thailand include Bangkok, Chang Mai, Udon Thani, Phuket and Hat Yai. Bangkok offers great nightlife, but at the cost of pollution, congestion and higher living costs, although salaries tend to be higher here. Mountainous Chang Mai and Udon Thani in the North of Thailand are proving popular, especially for those seeking the real Thailand and the unique experience that comes with it. The island of Phuket is developing rapidly and is very popular for TEFL courses in Thailand and teaching English. With development comes a strong and varied TEFL job market in the public, private and tourism sectors. Phuket also retains a great sense of tropical paradise regardless of the development.

TEFL courses in Thailand are offered in Phuket, Ban Phe and Chiang Mai as well as several other locations. Searching on the net will provide a wide choice of TEFL course provider. Two things to consider are that the course provider is properly accredited and examined by the Thai Ministry of Education and that the provider has good TEFL job support services and that this element is included as part of the TEFL course.

For those seeking TEFL jobs teaching English in Thailand in advance of arrival, companies such as Anglo-Pacific Consultancy, Bell Associated Schools and EF English First, which has several centres in Thailand, are all worth checking out. It is perfectly possible to get jobs on the spot in most cities. It is simply a matter of checking out the local English language press, trying to make a few contacts, and making the rounds of the universities, schools and English language colleges. You will need a copy of your TEFL certificate, and increasingly in Thailand, a university degree is also a requisite.

As with any TEFL job teaching English in Thailand you should complete some research. You should enquire with your employer about class sizes, teaching materials, preparation time, time for staff meetings, and expected length of contract. In some cases you will be making up the whole curriculum for your students and in others working within a very rigid framework.

Most people find teaching English in Thailand a wonderful experience and teaching Thai people a great pleasure. A fortune is not there to be earned, but a great sense of worth and accomplishment is there to be realized. There are a wide variety of TEFL courses in Thailand to choose from leading to TEFL jobs and an opportunity live, work and travel in one of the world's most amazing countries.


About the Author

TEFL in Thailand and TEFL International provides TEFL courses and TEFL certification leading to TEFL jobs and teaching English abroad. English teaching jobs are available in countries all over the world.

The World's First Online TEFL Newspaper

The ELT Times

The ELT Times is the world's first online TEFL newspaper with articles and discussion on many issues affecting our profession in the early 21st century. Recent articles titles include 'An Acronym By Any Other Name' by Brenda Townsend Hall, 'A Dummies Guide to the Gulf' by Sarah Adham and 'English Teaching in Israel Can be Immensely Rewarding' by Michelle Simmons.

Take a look at the ELT Times today and you'll be sure to find something of interest.

ELT World Lesson Plans

I've finally got the ELT World lesson plans blog functioning and there are a fair few teaching ideas for you now. Go and take a look.

Some recent posts:

- Reported speech

- 'Would rather' for preference

- Present perfect for experience

- Past simple regular verbs

Classic Articles: Secrets of those that do the TEFL Hiring

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, we look at what you need to ask at your TEFL interview:


In March, Mishmumkin raised an issue of great significance to those of us who are looking for that dream TEFL job or are considering starting out in the profession: 'If I've done my research correctly I should know a great deal about my potential employer before the interview. I'm curious what those who do the hiring wish their candidates asked about.'

So, what are recruiters expecting from their prospective employees at the interview? The forum members shared their wealth of experience in offering the following words of great wisdom. Here's what those in the position to hire feel you should be asking your future employer at that interview:

Ask what you NEED to know

First and foremost, there is a consensus that you really need to ask what's important to you as the employee: don't assume that the person interviewing you knows what your priorities are. MELEE notes that, 'mostly I'm just listening to see what they ask me. That will tell me what's important to them (the students, the curriculum, resources, housing, benefits, vacation time, etc.). I do the interviews individually, but then report back to a panel - that conversation always includes letting the others know what questions were asked by the candidate.' When applying for a job it's easy to forget that, while it's a one of event for you as the potential employee, the person doing the hiring is having the same interaction many, many times and, as noted earlier, is probably under time constraints. Therefore they are likely to try to get what they need from the encounter, leaving you to ask the questions you personally need answering. Justin Trullinger exemplifies the kind of things that he, from experience, feels teachers should ask at the interview:

'I do the hiring at the organisation where I work. It's not that I have a list of questions I want you to ask, because I don't know what's important to you but I feel very strongly that you SHOULD ask about whatever is. Some of the worst problems I've had with teachers have had to do with things that were important to them that they didn't find out about beforehand, or didn't ask for more details.'

Some examples:

1 Clothing:

Teachers placed in elementary schools through us wear uniforms. They are told about this before hiring, and asked if they are okay with it. Depending on the school, these uniforms vary - some are very smart suit looking things, but some, especially at lower income schools, are sweatsuits with school logos. One teacher, very appearance conscious, was so horrified by wearing a sweatsuit that she was unable to continue, and we had to negotiate special permission for her to wear her own clothes. This made all the parents think she was the principal. It was a mess. Personally, I don't care what I wear, and would love to have a uniform, any uniform that meant I wouldn't have to shop for clothes, or try to figure out what color tie goes with things...but to her, it was an issue. She should have asked.

2 Costs of living:

Some things are very cheap in Ecuador. Some are more expensive. Computers are first world prices or higher. Having read online that the cost of living in Ecuador is low (in terms of rent and food, it is) one teacher decided rather than bringing a computer, to buy one here. But here, lap tops are high end luxury without much selection. He should have asked.

3 Housing:

We don't provide housing - but many of our teachers share apartments with each other - which is clearly stated in our pre-interview literature. This is because Ecuadorian apartments are mostly large family or multifamily units, and it would be hard to afford one on your own. A teacher who doesn't like to share simply assumed that he could find his own, and anticipated finding an apartment for the same cost as a room in a shared unit. Not a chance. Then he complains that it's hard to make ends meet...should have asked.

4 Teaching conditions:

Our teachers are expected to use text books, but not to spend the whole course using only textbooks. They also have to be creative and come up with their own supplementary activities and materials. Payment for this is included in their hourly rate - they are not paid for extra hours for doing it. This is standard enough that I didn't make an issue of it, though again, it says in the package that "teaching hours are paid for at $X per hour, and that this rate includes preparation..." Again, if this is a problem, ask, let's talk beforehand. Likewise, if you have any financial obligations outside of the country, like student loan payments, it would be good to ask about how feasible that is...

To that list I'd certainly want to add medical insurance and, if you're thinking about staying in a country for an extended period of time, you might also want to look into their policies regarding work permits and social security contributions. Those of you who're new to teaching may find it hard to believe but some of us end up staying for good. It would be a shame to find out several years down the line that you've been living illegally and that you're presence in a country is no longer welcome, or that what could have become a reasonable state pension to supplement your retirement doesn't exist as your employers never registered you. Ask!

Post-interview questions

Of course, sometimes as the interviewee, you're going to feel overwhelmed by the situation. A natural consequence of this is forgetting to ask the questions that you really need answering, as Emma notes, 'I've found in interviews that the interviewer has told me so much information about the school and teaching methods that I really can't think of anything when asked if I have questions. To ask about obvious stuff like salary when I haven't been offered a job seems presumptuous.' This issue of asking about salary is something that I'll return to later. Emma also asked the following question on the forum:

'How do you feel about teachers coming back and asking questions before accepting the post?'

MELEE replied thus, reiterating the need to be time conscious, 'I think it's great. I'd rather teachers ask only 2 or 3 of the most important questions in the interview, but that's because we interview over the phone and I'm under pressure to try to keep the calls around 30 minutes. I welcome additional questions by email, no matter how many. The sooner the better because really I'm using those questions to decide whether or not I'm going to make you an offer.' Something I've always done at the end of an interview is ask the interviewer if I can make additional contact after our meeting, primarily because I experience the kind of information overload that Emma mentions. As MELEE quite clearly states, this is beneficial to both parties.

Time (not) to talk money

Now onto the issue that's almost always at the bottom line, salary. Gordon shares his thoughts on the matter:

'Prospective applicants should not ask about salary until they are offered the job. On the other hand, applicants should have a pretty good idea of the salary at this point anyways. I won't apply for a job unless I have a decent idea of the salary range, in many cases it would be a waste of everyone's time. I hate it when jobs don't give the salary in the ad or at least the salary range.' It's not impossible these days to get a fairly good idea of what you can expect to earn in a particular country or even at a certain school. Asking questions at the ELT World Forums is one good way to learn such information. Sherri adds, 'I don't see why the salary should be such a big secret. I always tell the applicants what they can expect to make. I usually tell them over the phone before we schedule the interview. There is a pay scale so it is easy to figure out. All teachers have a copy of the pay scale once hired. If it looks like the interview is going well, I tell them how often they will be paid and when they can expect their first pay check. This is especially important for people who are relocating for a job.' I also chipped in with a recommendation which has always seen me right in the past:

'I think it's appropriate for the interviewee to raise the issue, such as, 'I'm sure once you've made your decision about hiring me, we can talk in more detail about the salary and benefits package you offer.' This lets the interviewer know that while this isn't your only motivation for wanting the job, it is something that they expect to be informed about in detail at some point.'

Gordon summarises the issue perfectly when he states, 'I think one doesn't want to appear as though money is the most important factor in the job decision, whereas we all know that it is.' I would make it clear that you will want to have a clear idea about the kind of money you'll be earning without making that the sole purpose for you having turned up for the interview.

How can you prepare for the interview?

What can you do before the interview? Gordon again offers advice:

'Before an interview, I write a list of things (housing, resources, etc) that I want answered before deciding to take a job. Then, during the interview I take copious notes, and if the interview hasn't answered my questions, I ask them at the question time. Although, just thinking about it now, I haven't had a face to face interview for years now, so its easy to have my little list and notebook. Not sure how that would go down in a face to face interview.'

While Gordon may not have tried this in a face to face interview, this is a tactic that I myself have used and find that it has been received well. If you've taken the time to sit down and make a note of what you need to know from this potential employer, it gives the impression that you're serious about wanting the job.

Another thing that makes a good impression is showing that you've given some thought about how you'll fit in to the school. Sherri exemplifies, 'I must admit, I like it when people ask about the students. I like it when they ask about the work atmosphere, but how the teachers work together, if they share and support each other. I like it if they show an interest in our program and show that they at least looked at our website.' For the interview I had for my present job, I printed off the school's entire website, annotated the points that interested me and highlighted other information I wanted to ask about. While there was no way for me to get through more than one or two points that I'd noted, it gave the impression that I'd really thought about why I wanted to work here, and was told as much later.

Don't waste their time

Let's now briefly assume you've been offered a job. Having noted earlier that recruiters appreciate you asking questions that will help you decide if you're going to take the position, think about whether or not you're realistically thinking of taking the position before making secondary contact. MELEE explains: 'If I make the offer, then you hit me with questions that lead me to believe that this is not the best position for you, then you've wasted my time because I need to give you adequate time before I offer it to someone else rather than you.' Think, at some point it could be you who misses out on an interview because someone was wasting the recruiter's time mulling over an offer they didn't intend to take.

One thing you also really need to do is prioritise what you need to ask. The interviewer will want to make a decision about you just as much as you want to decide if you want the job. One sure way to put off the person deciding whether or not to hire you will be asking questions to which you could easily find the answers elsewhere. Think about this: what would you rather know about, the number of hours you could expect to work in an average week or the colour of the tiles in the bathroom of the apartment you'll be sharing? Prioritise what you need to learn about the school. Yaramaz explains this issue, referring to a recent incident in her efforts to recruit teachers:

'We just recently recruiting for next term and have had an interesting time poring over applications. One woman included a jpeg list of over 100 questions for us to answer-- not even in word or PDF format! How can we even begin to answer 147 questions on a jpeg??? And most were really pointless questions that could be googled or asked in the interview, like "Do you have a photocopier?' and 'what is the climate of your city?' Aaaaagh!'

Aaaaaagh indeed. Imagine how you would feel if you received such a list of questions at a time when you've got to interview numerous people. How much priority would you give to someone who asked questions to which they could so easily find the answers themselves? I'll conclude by returning to the advice of Justin Trullinger: 'It isn't a question of what you should ask - but ask everything that YOU need to know. I may not know what's important to you, but it's important that you ask about what you need to know. Do not assume! Whatever you need to know in order to make an adequate decision, you'll need to ask.'



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Classic Articles: Does your TEFL employer provide medical insurance?

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, I examine the issue of medical coverage with the help of members of the ELT World forums:


'How well will you be provided for should you need urgent medical treatment?' I asked on the ELT World forums. Here are the responses of forum members from around the world:

Many of you seemed to have a pretty good idea of what would happen should you find yourself in trouble. 'Yes', exclaimed EFL Geek emphatically finding himself among the vast majority (71 votes - 83%) of you who are covered in some way should you need medical treatment. Only 15% (13 votes) of you stated that you weren't covered. All I can say about the 2% (2 votes) who didn't know if they were covered is that it must be nice to live in blissful ignorance! Several forum members explained the state health system where they are. Emma notes the situation in Greece:

'In Greece, although your employer has to pay your contributions over to the National Health Service, I'm not sure how good it is and most people have a top-up insurance, even though it is in the EU.'

MELEE, in Mixteca, describes how things are in Mexico:

'Mexico has national health, not the greatest, but if I had 3rd degree burns over 70% of my body, they'd treat me. Whether or not I'm close enough to a hospital that could handle that terrible of an accident is another story.'

Lozwich explains the situation when covered by private insurance in Bogota, Colombia, in comparison to Spain:

'I've been lucky (?) enough to have had two surgeries here in Boggy, both completely paid for by my insurance. I think they even paid for the rental of my crutches, and they definitely paid for some slightly radical treatment I had. I gave myself a second degree burn when I lived in Spain, and the "treatment" I received at the local hospital was awful. I got better treatment and follow up physio advice (I damaged tendons in my hand through the burn) from a couple of pals who work for the NHS in London. I think burns are not very well understood by many medical professionals, and think there's plenty of room for improvement on that front all over the world.'

Denise further discusses private health insurance, this time in relation to what one might find in the Gulf:

'I've only had minor issues and routine checks, but they've been nearly fully covered. I just pay 2 rials, which is about $5, and get way more drugs than I need for free. Typically, the doc says, "I'm giving you this pill to take three times a day, and this pill to take once a day, and this pill to take only if you're feeling really, really bad, and this other pill that you shouldn't take at all." Once you get into the system for the private hospital in Muscat, you get good care nearly fully covered. You just need a referral to get in for that first visit.'

The graphic, while reassuring, doesn't of course tell the whole story. Dmb notes, for example, that while his insurance 'also pays %80 of medicine. If I die however, I am only worth 15 grand ($).' Further research into whether or not we consider our coverage adequate may well feature in a later edition of the journal. Yaramaz, another resident of Ataturkburg, Turkey, describes her situation: we don't always appreciate medical coverage until we need it: 'Yes - but only since last September in my current job. Last spring, several teachers (including myself) were involved in a car accident on the way back from a company class. The owner of our school arranged ambulances to a private hospital and paid out of pocket for all tests and treatments and hospital stays and follow ups (one teacher had a double fractured pelvis). As a result of this accident, they added full private insurance to our new contracts - I haven't used mine yet, but am glad to have it. Public hospitals here are not very reassuring.'

A good point: if you're going to have to rely on what you can get from the state when faced with a medical emergency, be sure to find out what exactly that is likely to mean. Also, find out if your employer is going to support you or cut corners if they possibly can. Glenski exemplifies with a case from Japan:

'Health insurance co-payments are required by law in Japan. Just be careful about how your employer operates. If he counts only the hours you are in the classroom and it's less than 29 per week, he can legally call you part-time when he reports you to the tax authorities and therefore avoid making the co-payments.'

Let's round off with some very sound advice from Fat Chris in Japan, advice that will make more sense to you once you get into your thirties:

'If a job wouldn't offer me health insurance, then I wouldn't be likely to take that job. That said, if I am choosing between two jobs with Job A offering more money and a "lesser" health insurance policy and Job B offering less money and a more comprehensive health insurance policy, I may be more likely to take Job B. Having an adequate health insurance policy can't be emphasized enough. I am currently covered with life insurance thrown in as well.'

So, if you're accepting a job as a teacher, whether for the first time or not, think about how well you're covered in a medical emergency.

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Classic Articles: When is it too Late to Get out of TEFL?

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, I when is it too late to get out of this profession with the help of members of the ELT World forums:

Changing careers after a number of years is no easy feat and takes a lot of courage. Is it any easier or more difficult for TEFLers than those in other jobs though? A poll ran on the blog and on the forum discussing this issue.

The first obvious theme in the responses given by forum members focused on the concept of time. Obviously, any substantial length of time spent in one line of work makes it more difficult to leave and start something new. Gaijinalways notes, ' any post held for a longer period of time will possibly make it more difficult to change gears and careers. Returning to your home country after many years abroad can cause an additional strain. So I really think there is no limit, only what limits you place on yourself.' MELEE reiterates this theme, 'like others have said, at this point I'm not interested in getting out of TEFL. But like others have said I also think a long time in any field makes it hard to change to something else.'

While this concept of being established after a number of years seems obvious, it appears that, generally, maybe it isn't something that is necessarily only connected to TEFL. Markle suggests that, 'I think you could apply it to any career path, I mean when is it too late to get out of the military, IT, insurance, banking, prostitution? Any reasonably specialised job is going to leave you less equipped to enter into another line of work.'

Another factor mentioned regarding having done a job for a number of years is that you might well have financial reasons for sticking with it. Sheikh Inal Ovar describes:

'for me, it became too late to get out when I started a well paid job... but now I'm stuck in TEFL until I've filled my boots with enough cash to be (semi) financially independent ... Why? Because I don't think I could guarantee the same sort of savings if I were to try my arm at something else... so I'm in the absurd position that I cannot afford to quit TEFLing ... at least not for the next few years.'

Another theme that became evident, clearly related to spending years going in one direction, is that of developing a skill set specific to your profession. Are you equipped to move into a different career? Chimp Guevara states, 'I don't think it's possible for it to be "too late" to get out of ELT, but don't expect the career switch to be massive - ELT to Investment Banking is a bit of a stretch for someone with a French Lit degree and a DELTA, for example.' So, if you want to change careers, where can you go? Chimp Guevara continues, 'education administration or even retraining within the education profession is clearly a possibility. The most important thing is the qualifications you hold and the transferable skills you have.'

Having noted that many of the factors TEFLers would become faced with are also faced by anyone trying to change careers after a number of years, some comments indicated that there may be additional factors affecting English teachers. For example, Sherri asks, 'I think a question that many ask is when is: When is it too late to start over in a new country/ home country?' In addition to starting over in terms of work, many involved in TEFL would also have to start over in a new country. Sherri further develops this notion, 'for me at least, my standards have changed since I was in my 20s. Then I would be happy with one bag and sharing a room. Now I would never dream of sharing and I have a family to think of. If you stay too long in one place, you can get "stuck" and like it or not, you have to stay because your options become limited. This is especially true if you have not upgraded your qualifications or you have not broadened your skill set.' Jerry takes a somewhat different stance, suggesting other motivations for remaining in TEFL, 'It's never too late to do anything in your life..... if you genuinely think something will be better, go for it. However, if you are kicking the arse out of something (like many TEFLers) you will have few choices in anything you want to do in life, and TEFL offers an easy life for a limited period of time for the shyster.' 31 notes the long-term effects, indicating why it may become more difficult to leave TEFL than certain other professions, 'TEFL makes you bitter, alcoholic, unemployable and a joke back home.'

It's not all doom and gloom, however. che1959 hints at why one or two respondents possibly indicated that one year might be too late:

'I don't think you can ever really get out of it. TEFL changes you. As much as I hate to admit it, there is adventure in TEFL. Some of us are literally living the lives that many people dream about, think about it for a second.'

Many people considered this to be quite a negative poll to run on a website related to TEFL. My intention when asking this question, however, was for people to consider whether or not they could leave TEFL if they wanted to. I'm pleased that so many of you seem to agree with the sentiments of che1959.

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Classic Articles: In Search of the A Word: Can Ambition survive in TEFL?

Adam Simpson's article has moved here.

Classic Articles: Was your Four-week TEFL Course Worth it?

In celebration of the upcoming release of the fifth edition of Horizons Journal, I've decided to revisit some of the classic articles from the first four issues. In this article, I question the worth of the 4-week TEFL course with the help of members of the ELT World forums:


The four-week TEFL course, a starting point for so many of us in our careers as English teachers. But is it really worth it?

What do we really gain from these short, intensive courses that can't possibly hope to adequately prepare us for a career in teaching? A great deal, it would seem, according to the poll that ran on the blog and the forum.

Firstly, and most importantly judging by how many suggested this, the initial teacher training course provides a good foundation on which to build.

I started the ball rolling, stating the following:

'It didn't in any way prepare me for a full-time teaching position, but I can't imagine having had to go into a classroom for the first time without having done it.'

Emma, a forum member currently embroiled in her initial training course, perceptively notes, 'I imagine it's like passing your driving test. You only really learn to drive properly afterwards.' Spiral78 adds, 'a good course is a pretty essential starter - not that certified teachers are professionals, but that they've got a decent idea of how to start. The course got me started on a stronger foot than I'd have had without it.' Denise further reiterates:

'It alone would not have gotten me to where I am now, but it was a crucial first step. It taught me the basics and I went on from there. I can't imagine how my first teaching job would have gone without a certificate (if they would even have hired me without one). I learned a lot about how to plan, organize, and deliver a lesson.'

Canuck is another who shares the notion, 'that the one month courses offer a foundation to build upon, maybe provide information about what someone currently does in their class now and reinforces good techniques.' GueroPaz and Mishmumkin further exemplify, GueroPaz noting, 'it helped me immensely; I would have been lost without it,' while Mishmumkin adds, 'I had been teaching a year before doing it, but it really taught me a lot about lesson planning, what to expect, how to talk less/listen more.' Guy Courchesne reinforces the idea that 4 week courses should be seen as a foundation and that development is required after:

'I took it without having any serious or immediate expectations of going abroad... I eventually did, about 6 months later. I completed my course in Canada and as it was geared towards teaching in Korea, I found I had to study further and learn 'on the fly' when I started teaching in Mexico.

Increased opportunity in the local job market is another advantage that was mentioned. Chimp Guevara asserts that, 'it opened the door to better jobs for me in Japan, and gave me a good grounding in the basics so that I continue learning when I got back.'

Another potential advantage of the four-week training course is that it will effectively indicate those who are clearly not up to it. spiral78 exemplifies, 'I think the courses can also be useful for weeding out people who genuinely aren't cut out for the job - for example, if a trainee can't show up on time every day, looking reputable, he/she's going to crash and burn early in a contract anyway.'

It would seem, therefore, that these initial teacher training courses hold a lot of value. Never the less, Jerry was one who, validly, raised issue with an inadequate learning environment as reason for a course not being worth what was paid:

'I would say it wasn't worth the money. I say this because the course was delivered on a shoestring in less than acceptable premises with virtually no frills (coffee, water, working computers). The (course provider's) websites are very misleading with respect to training environment.'

So, certain courses may be lacking in areas outside the experience you'll gain in terms of teacher training. These are definitely things to consider when choosing a course, an issue we'll return to later. Despite this feeling of dissatisfaction, Jerry goes on to note, 'the course content was delivered well by the trainer and was comprehensive so in that respect it was "worthwhile".'

Another factor relating to whether or not a particular course is worth the investment is related to what you gain from being in a particular location. This particular aspect caused some disagreement, with suggestions made in support of doing the course in an exotic foreign locale or at a location in your home country. Spiral78 led the cry for taking the course in the country where you're thinking of teaching, listing the following benefits:

-You can get your feet wet in the country/culture while you still have a support system - training centers will usually arrange for your housing during the course, pick you up at the airport, and generally offer you some kind of local orientation. -Your practice teaching students will be representative of those you'll be working with when you start. -A good training centre can give you invaluable info regarding reputable employers in a region. -You can be sure that your cert will be recognized by regional employers.

Jerry, in contrast, notes the benefits of doing the course in your home country:

-When you set up a course online in the country you will work in can you be sure of the provider? -Is their course moderated? -Can you have your certificate notarized in that country? -What's the validity of the certificate? -What's the local reputation of the course provider? -What's the training environment like? -Will you be picked up at the airport? I wasn't, a pre-course orientation meeting was convened and conducted by a previous student who felt it was her moral duty to make sure new students were not left out on a limb as she had been. -Long term, is the certificate any use in another country or region?

Jerry also notes that this won't necessarily help you in getting used to the type of student you'll be teaching, suggesting, 'As for getting to know the type of student, the lessons are so heavily teacher orientated and regimented you don't get near to learning about them or understanding them.'

In terms of it being worthwhile, there was more agreement when it came to the notion of finding out about your course in advance, with spiral78 suggesting the following checklist:

-How long has the course been operating - under current management? -What qualifications do the trainers have? -What support will the centre guarantee? -Will the centre allow you to contact current trainees? -I'd also send a very brief email to several employers in the area asking whether certification from course X is well-looked-upon.

Spiral78 further exemplifies the disparity between courses, noting, 'there are a couple of 60-hour courses without teaching practice which are given as seminars using classrooms at universities - but which are NOT considered to be basic level certifications in many parts of the world.' Indeed, deciding on whether or not a course will be worth it, finding out what the course will include seems to be vital, Canuck asserting that, 'the only 4 week course someone should take is one that is 120 hours with a practical teaching component. The CELTA and 120 hour TEFL have this. I don't think an online course can measure up. I also believe that the 'every weekend' CELTA isn't as valuable as the one month all at once type.'

So, generally such courses are seen by the majority as being a good thing, providing as good a foundation in teaching as possible in a short space of time. The experience you gain will open doors in terms of job opportunities and will give you a pretty clear indication if you're not up to the task.

There are also clear benefits to the location at which you take the course, depending on what your needs may be. Having said that, it's clear that there are major disparities between the quality of such courses and doing some research before hand will pay dividends.

One final thing to consider if you're thinking of doing such a course is the group you're likely to end up teaching. For example, in many countries this might end up being primarily children. Leprofdanglais comments, 'the only thing is it trains you to teach adults, but where I was working in Spain, new staff always got lumbered with kids' classes.' GueroPaz reiterates, 'here in Thailand and in most places in the world, you teach lots of kids. That's my main complaint against any adult-oriented course.' So, even at the initial, four-week starter course stage, think about how specifically the course is going to meet your potential needs.

Use and distribution of this article is permitted subject to no changes being made to the content and appropriate hyperlinks/URL references in place.

Read more great articles like this at the Horizons Journal website.

Teaching Abroad: A guide to the basics

By Joel Bleasedale

Leading on from the last guest author article on the subject of getting into TEFL, Joel Bleasedale here discusses what's involved in teaching English in a foreign country:

Teaching English as foreign language (or second language) is an excellent option for visiting new parts of the world. Because English is commonly used for diplomacy, higher education, business and technology, English teachers and classes are in high demand around the worldwide. Knowing how to teach English also provides you with an excellent skill to be used in volunteering. There are opportunities around the world where people would benefit from knowing English, yet they do not have the funds to enroll in classes, or perhaps they don't have access to any classes at all. If teaching English isn't for you, international schools require native English speakers to teach other subjects as well, such as mathematics, science, history, and the arts.

What is TEFL, ESL, EFL, etc.?

There are lots of different abbreviations and acronyms to refer to teaching English. Here is a quick simplifier... ELT: English Language Teaching or English Language Training EFL: English as a Foreign Language ESL: English as a Second Language ESOL: English for Speakers of Other Languages EAL: English as an Additional Language TEFL: Teaching English as a Foreign Language TESL: Teaching English as a Second Language TEAL: Teaching English as an Additional Language TESOL: Teaching English to Speakers of Other Languages All of the above abbreviations are used for essentially the same thing, however, you may notice that generally ESL is used for non-native speakers learning English in an English speaking country, and EFL is for non-native-speaks learning English in a non-English speaking environment, such as their own country. Moreover, Americans tend to use ESL more, and British teachers tend to use EFL. EAL is an attempt to bridge the gap between the two. Oftentimes people learn English not as their second language, but as their third, fourth or more. Also, EAL avoids using the word "foreign", which is considered by the more politically correct to have an unpleasant inference.

Do I need a certificate to teach English?

There are many opportunities around the world to teach English without a certificate. However, certification does help, especially if there is an application process involved and positions are competitive.

Do I need to speak a foreign language to teach people English?

Theoretically, to teach English you should only need to speak one language. However, if you are teaching in a foreign country, there is no doubt that some knowledge of that country's culture and language can make your job much easier, and probably allow you to make your lessons more relevant and interesting for your students. If your students are of mixed international backgrounds, then knowing one or two foreign languages may not be of assistance to the entirety of the group. There is some benefit to your teaching if you do in fact know a foreign language or have learnt one. By having first hand experience of being a student, you are able to have a more complete perspective of the student/teacher relationship and the trials and tribulations of those you teach. Moreover, learning another language provides you with valuable insight about grammar, such as verb conjugations and tenses, which come naturally to a native speaker. Many other languages use similar grammatical formats as English, and by learning a foreign language you might be able to examine your native language more carefully.

Do I need to speak English as my native language to teach English?

You certainly don't have to speak English as your native tongue; however you must have excellent fluency and writing skills to start a training course for certification. Oftentimes non-native speakers make the best teachers, however. If you've been through it yourself then you are able to relate to what your students will be dealing with.

How long will it take to become certified?

Certification is a pretty quick process, usually taking four weeks or considerably less. You can take the course full time, part time, or through distance learning. There are options to suit whichever method or time frame you prefer.


About the Author

Joel Bleasedale works for www.TravelTree.co.uk, one of the largest directories of Alternative Travel and Gap Year activities online today.

Reasons for and against Reading Aloud

Should we get our students to read out loud? This is an emotive question and has provoked a great deal of response over on the forum, both for and against. Check out the discussion here.

Characteristics of an ESL/EFL/TEFL Teacher: Know What Schools Look For

Think about your teacher profile, suggests Michael G. Hines


When a ESL/EFL/TEFL school searches for a new teacher for an open ESL/TEFL/TEFL teaching position, they already have an image of the teacher they want. Every school has certain qualities they feel a teacher must have to be successful. Those qualities can be many things depending on the needs and location of the school. While the qualities that each school considers important may vary, there are usually shared qualities that all schools would consider important to the job.

The experience or background of a teacher is the most important quality a school looks for so your resume should highlight the qualities they are looking for. If they are looking for an ESL/EFL/TEFL teacher for kindergarten students, it may be best to highlight lessons that contain activities that you have initiated and prepared at your previous schools. In addition, if you are looking at a position for a content subject such as science or math, highlight your knowledge and education (i.e. degree) in that area. This is especially important if you are a new teacher with little or no experience. Regardless, you should also have all academic qualifications available for the school to preview before you go for an interview. Most schools want to review the qualifications prior to hiring or considering applicants for a teaching position and will sometimes pass on teachers who don't submit these items for review when applying. Each ESL/EFL/TEFL school is unique so the best thing would be to have a cover letter that speaks to that school and the teaching job they are looking to fill. Don't just have a blanket letter and resume that you mass mail to any potential school looking for a teacher in the hopes of gaining employment. It may be beneficial to have a list of professional highlights that you can copy and paste into a cover letter based on the requirements of the position.

Another important consideration for schools is the personal qualities of a teacher. Most schools are looking for a long term commitment from a teacher so they want to make sure that teacher will fit within their school. The obvious qualities that come to mind are personable, positive and flexible/patient because these qualities will carry over into the classroom and interaction with your future students. In addition, the school will look at a teacher's qualities with regards to their professionalism because there is much that is required outside of the classroom such as preparing lessons, creating worksheets and tests and the always popular grading of assignments. In other words, they will want a teacher that is organized and committed. If they feel that the teacher can't be depended on, they may not consider them a viable candidate. One of the things that may highlight a teacher's lack of commitment is a resume that shows numerous ESL/EFL/TEFL teaching positions over a short period of time. Remember that you will not be judged strictly by your qualifications but on the sum of who you are as an individual.

The factors that go into a school's decision to accept a teacher are varied and many so it is impossible to cover them all. Regardless, cover the basics looked for in any teacher for any teaching job and then identify the unique characteristics or qualifications of a particular position. Remember that looking for a teaching job, like many other employment searches, is about selling yourself and the best way to do this is by identifying what the employer (i.e the school) wants.

The following is an abbreviated list of characteristics posted by a teacher in response to a UNICEF request to "What makes a Good Teacher?":

Positive - The teacher thinks positively and enthusiastically about people and what they are capable of becoming. Sees the good in any situation and can move forward to make the most of difficult situations when confronted with obstacles. Encourages others to also be positive.
Dependable - The teacher is honest and authentic in working with others. Consistently lives up to commitments to students and others. Works with them in an open, honest, and forthright manner.
Organized - The teacher makes efficient use of time and moves in a planned and systematic direction. Knows where he or she is heading and is able to help students in their own organization and planning. Can think in terms of how organization can be beneficial to those served.
Committed - The teacher demonstrates commitment to students and the profession and is self-confident, poised and personally in control of situations. Has a healthy self-image. Encourages students to look at themselves in a positive manner, careful to honor the self-respect of the students, while encouraging them to develop a positive self-concept.
Motivational - The teacher is enthusiastic with standards and expectations for students and self. Understands the intrinsic motivations of individuals, and knows what it is that motivates students. Takes action in constructive ways.
Compassionate - The teacher is caring, empathetic and able to respond to people at a feeling level. Open with personal thoughts and feelings, encouraging others to do likewise. Knows and understands the feelings of students.
Flexible - The teacher is willing to alter plans and directions in a manner which assists people in moving toward their goals. Seeks to reason out situations with students and staff in a manner that allows all people to move forward in a positive direction.
Knowledgeable - The teacher is in a constant quest for knowledge. Keeps up in his or her specialty areas, and has the insight to integrate new knowledge. Takes knowledge and translates it to students in a way which is comprehensible to them, yet retains its originality.
Creative - The teacher is versatile, innovative, and open to new ideas. Strives to incorporate techniques and activities that enable students to have unique and meaningful new growth experiences.
Patient - The teacher is deliberate in coming to conclusions. Strives to look at all aspects of the situation and remains highly fair and objective under most difficult circumstances. Believes that problems can be resolved if enough input and attention is given by people who are affected.

You can also practice answers to typical teacher interview questions like the ones on the following sites:

Virginia Polytechnic Institute
Resumes for Teachers



About the Author

M. G. Hines is an English teacher teaching in Bangkok, Thailand & founder of IconGroupThailand.com - education websites for ESL/EFL/TEFL jobs, resumes, articles, resources, banner ads & links directory/top site portal: TotalESL.com - Edu-Sites.com - EduBann

Editing Your Writing

Celia Webb discusses useful tactics that students may use to edit their writing:


Writing is an important method of communicating our beliefs, intentions, knowledge, and ideas. Accurate use of language allows others to understand what we mean. A critical part of the writing process is editing. Good editing removes all the errors which distract readers from the writing's content and ensure the message is clear and true. Editing is, however, one of the most frequently skipped steps in writing and, often when it is done, it is not done well.

When you are editing you are looking for errors in spelling, punctuation, grammar, accuracy of information, consistency in writing style, tightness of expression, clarity of explanation, and logical sequencing of your argument or story.

Here is a series of steps to improve your editing skills and make your writing shine.

Use spell and grammar check

If you are writing on a computer, take advantage of the tools included in your word processor. Turn on the auto correct feature to instantly correct typographical errors and common spelling errors. Once you finish writing, run the spell check function to ensure anything the computer can catch gets addressed. Bear in mind, spell and grammar check functions are not perfect and can not detect all possible errors which can occur.

Be nit-picky

Train your eye to look at every detail when you are in "edit mode". One way to do this is to read through your work backwards. Taking this approach makes it easier to spot quotation marks or brackets which should occur in pairs. Interestingly, many spelling problems will leap out at you when you read in reverse. Be extra alert for the most commonly misspelled words especially if you are not using a computer spell check function. Also look for and eliminate redundancy in word usage.

Give it a rest

Once you have made a first pass at editing your writing, put it aside for awhile before looking at it again. You will read it with fresh eyes and be able to pick out more mistakes than if you read the item over and over in quick succession.

Have someone else read it

Ask a trusted friend, relative, teacher, or colleague to review your work and suggest changes. It helps to have another person's perspective. Not only might they correct punctuation, spelling, and grammar, they may suggest areas which need more explanation. You write from your own position of knowledge about a subject and, particularly if you are an expert, it is easy to assume your readers have the same level of understanding concerning your subject. It is more likely your readers will need more explanation to carry them through the material. Also, having someone else read your material is helpful in pointing out areas where the logical flow is awkward or broken.

Make a list of your most common errors

You want to compile a record of the errors and corrections you make when editing your documents. Doing so will keep you alert for your most common errors and those which go undetected by the computer. One of the most frequent error situations is the misuse of a valid word. Spell check functions will not detect these errors because the word is spelled correctly. An example of this type of error is the use of the word accept when you mean except. Include punctuation and grammar gaffs on your list as well.

You can also use this list to increase the consistency of punctuation or the layout of your writing. For example, you could include a note on how you will handle the ellipsis--will you use one space before and after the ellipsis or no space before and after? Both uses are correct; you want to choose one and make sure you use it the same way each time.

Check for accuracy

Make sure your writing is factual. Check scientific reference material, quotations, history books, or other reference sources to ensure your information is true. Do your research. Nothing undermines your credibility faster than a misstatement of fact. Readers who recognize variance from truth will distrust, and possibly dismiss, the validity of your entire written piece.

Editing is a critical part of writing and like any skill must be practiced. By using the tips outlined above, you will improve the quality of your writing and make a better impression on your readers.



About the Author

Celia Webb, President of Pilinut Press, Inc., publishers of advanced readers for children and ESL students. Check out http://www.pilinutpress.com for more free articles on developing reading-related skills, word games and puzzles, and activity sheets for the company's entertaining and educational books.

Using Kinesthetic Learning Activities to Improve Comprehension

Kinesthetic learning by Adam Waxler


Did you know that while many students are visual learners and many others are auditory learners, most students actually prefer a combination of visual, auditory, AND kinesthetic learning.

So what is kinesthetic learning?

Simple...kinesthetic learners are those students who typically memorize facts by walking/pacing, they learn by doing, and like to move around frequently.

Here are three teaching tips for kinesthetic learning:

1. Do activities that allow for movement

I often have my class set up into "stations". Students move from station to station completing an activity. For example, when studying "colonial life", I have the desks arranged into eight different stations and each station represents a different aspect of colonial life (pictures and written information are provided at each station). Students then have five minutes to complete an activity at one station before they move onto another station.

2. Use simulations or "act-it-outs"

Give students a chance to work together in a group to create and perform a short simple skit. When studying the "Roaring Twenties" I split the class into several groups with each group receiving roughly eight "slang" terms from the 1920s. Students then have 5-10 minutes to create a skit using those slang terms. After students perform their quick skits we can discuss what we learned about the 1920s based on their performances.

3. Reviews games

Many review games provide the opportunity for movement. For example, I create a large-size concentration/memory game board on the classroom floor using vocabulary terms from the current unit. Students need to get up and move to the center of the room to physically participate in the game.

Remember, while students have different learning styles...effective teachers combine various teaching strategies to meet the various learning needs of all their students...including kinesthetic learning activities.




About the Author

If you're looking for more kinesthetic learning activities make sure to sign up for Adam Waxler's FREE Teaching Tips Machine Newsletter @ http://www.TeachingTipsMachine.com.

Developing English Listening Skills

Advice from Celia Webb


You may wish to understand spoken English for a variety of reasons. Maybe you plan to take the TOEFL (Test of English as a Foreign Language) so you can study abroad or get a good job in an English-speaking country. Perhaps you want to become a translator or a guide for English speakers. Or maybe you just want to enjoy an English movie or song in its original language. Whatever the reason, you will need to practice your English listening skills to improve.

Of course, English classes, preferably taught by a native English speaker are an excellent way to learn to understand the spoken word. However, you can do more to make your understanding more complete and natural. The ideas presented below will help you build your listening skills.

Check out a movie:

If you have a DVD or VHS player, check out a British or American movie and turn on both the English sound track and the English subtitles. Often times, English language learners are much further along in their reading skills than their speaking or listening skills. Feel free to watch the movie once for the fun of it, but then get ready to watch it slowly and with more care. Work through the movie scene by scene. Listen carefully to the dialog. If you can not make out what is being said, read the subtitle. Repeat the scene several times until you know you have understood each word. Then ask yourself the following questions. What was the scene about? Who were the main characters? How do these characters feel about each other? What things did they say that support your idea of who they are and how they relate to one another?

Catch the news:

Watch an English-speaking newscast. If the broadcast station provides closed-captioning, turn it on. Listen carefully, read if you have to. After the newscast, ask yourself the following questions. What happened? Where did it happen? How many people were affected by the event? When did it happen? You can come up with questions of your own. Try to ask yourself to recall specific details about the stories as well as the general nature of the story. If you do not think you understood some of these points, try to catch the broadcast again at another time during the day or see it on a station that broadcasts it in your own language..

Translation, please:

Volunteer to take an English speaker on a tour of your town. Check with local travel or bus companies. They might need someone to assist tourists. Visit museums and other cultural sites which tourist frequent. If you see someone struggling to find something, help them out. However, remember to respect the traveler's wishes. Sometimes English speakers get overwhelmed with people who wish to practice their English.

Keep an English notebook:

When you learn new words or phrases, jot them down in your notebook so you can refer back to them later. If you are speaking with a native English speaker and they say something you are not familiar with, ask them to explain. Perhaps they can spell the word for you and tell you the definition they were using. Many English words have multiple meanings and it is helpful to know which meaning was being used. Some English phrases have a meaning that does not translate literally. For example, the phrase - his heart was in his throat - means the person was excited and fearful at the same time. Writing down the words and phrases which are new to you causes your brain to make a better record of these new items and you are more likely to remember them.

Start an "English Speaking" Club:

You'll get practice at both speaking and listening to English. The idea of the club is meet with several other English students and spend an hour or so talking only in English. For added interest, perhaps you could invite a native English speaker to join your club for tea or coffee or a meal. Then you have a chance to ask about where they are from and what it is like in their hometown. Another idea for the club is to listen to an English book on tape or CD and discuss what you hear. Listen to short segments, stop the recording and then talk about what is happening in the story. Make sure everybody in the club understands what is happening and then listen to more. Check out my article on "Starting an English Speaking Club" for more ideas at http://www.pilinutpress.com on the Reference Desk page.

Developing English listening skills, although challenging, can be fun. Use the ideas above to improve your skills. Remember - the more you use English in your everyday life, the better your understanding of the English language will be.



About the Author

Celia Webb is an author, illustrator, and company executive. She and her husband, author Mack H. Webb, Jr., founded Pilinut Press, Inc., publishing advanced readers for children and ESL students. Their website http://www.pilinutpress.com offers more free articles on developing reading-related skills, word games and puzzles, and activity sheets for their entertaining and educational books.

Some tips about Islam for those thinking of working in the Gulf

Learning something about Islam and respecting its traditions and practices is important for all expatriates. Note that followers of the Islamic faith are Muslims or Moslems, depending on the chosen spelling of the word. They aren’t to be called Mohammedans. For Muslims, Islam isn’t just a religion but a way of life that governs and guides their path through this world and the next. It’s an integral and pervasive part of all aspects of life. Public worship is viewed as more important than almost anything else, religious books and writings are found everywhere, and the phrase ‘In the name of God, the Compassionate, the Merciful’ is found at the top of most correspondence.

Islam means ‘active submission to the will of God’. The religion teaches that Allah controls absolutely everything and, when making plans, you often hear the response ‘in sha Allah’ (‘God willing’). You will also hear ‘ La ilaha illa Allah, Mohammadun rasulu Allah’ (‘There’s no God but God, and Mohammed is his Prophet’). Mohammed was born in Mecca in around 571AD and began to receive revelations at the age of 40. Three years later, he started to preach and to challenge the local pagan religions. As a result, Mohammed and his followers – Muslims – had to flee to the town of Medina in 622AD. This exodus ( hejira) is regarded as the beginning of the Muslim age and is therefore year zero, the beginning of the Islamic calendar, in the same way as the date given for Christ’s birth is the beginning of the Christian calendar.

The Holy Koran ( Qu’ran) is God’s word as revealed by the angel Gabriel to the Prophet Mohammed in Mecca and, along with other writings, it sets out rules for every aspect of life. Whereas the Christian Bible and the Jewish Torah consist of later writings of a number of individuals, the Koran is seen as the direct word of God. The God of Abraham is the one true God for all Christians and Jews, but Mohammed claimed that they altered their books and that the message of the Koran is the final truth.

The main point of disagreement with Christianity is that, while Muslims perceive and venerate Jesus as a prophet (second in stature only to Mohammed), they dispute his divinity. In the words of the Koran, ‘Neither was God born, nor did he give birth’. The Muslim believes that all people are born to Islam but are diverted to other religions, usually by their parents.

There are five ‘pillars’ of Islam:

Faith ( shahada): The first pillar is the profession of faith, which is the belief that ‘there is no God but Allah and Mohammed is the Prophet of God’.
Prayer ( salah or salat): The second pillar lays out the obligatory prayers to be performed by devout Muslims five times a day. As the sun rises for each new day, the faithful are called to prayer by a muezzin (or nowadays often by a tape recording) with the following declaration of faith, known as the ‘ Shahadah’: ‘God is most great. I testify that there is no God but Allah and that Mohammed is the Prophet of God. Come to the prayer. Come to the salvation. Prayer is better than sleep. God is most great. There is no God but God.’ Each phrase is repeated. (The reference to sleep is used only in the first call to prayer.) Prayer times are at dawn ( fajr), noon ( dhuhr), mid-afternoon ( asir), sunset ( maghreb) and nightfall ( isha). The times of the dawn and sunset prayers are traditionally the earliest and latest times at which you can see the difference between a black thread and a white thread, using only natural light. All newspapers publish the prayer times to be observed on that day. The duration of prayers varies with the prayer leader (Imam) but is usually between ten minutes and half an hour. You can pray anywhere, but Friday noon prayers must be performed in a mosque. Muslims wash before praying to show a willingness to be purified. Non-Muslims aren’t expected to do anything in particular during prayer times, although you shouldn’t watch or pass close in front of anyone who is praying or step on his prayer mat.
Charity ( zakat): The third pillar of the Muslim faith involves the (obligatory) donation of a 40th (i.e. 2.5 per cent) of the value of your assets annually – a sort of ‘alms tax’. Fortunately, this doesn’t apply to non-Muslims.
Fasting ( sawm): The fourth pillar concerns the Ramadan Fast, when Muslims must fast during the hours of daylight for the whole of this Holy month. The fast is an act of self-purification and a test of strength, patience and inner knowledge. Muslims must refrain from drinking, eating, smoking and all other physical pleasures, including sexual activity. Eid Al-Fitr (‘the big festival’), is the festival of the breaking of the fast, when the whole community celebrates, families visiting each other and children wearing new clothes. Non-Muslims usually join in and enjoy the fun. This is also an occasion for people to pay their respects to the ruler and any notable families that they do business with or are in regular contact with. Coffee and sweets are served, and the host and his family and friends are wished ‘ Eid mubarraq’ (‘congratulations on the occasion of the festival). The Eid Al-Fitr is also a time when people pay money or donate food to a charity called Sadaqah Al-Fitr, which provides food for the needy.
Pilgrimage ( Hajj or Haj): The fifth and final pillar of Islam declares that it’s incumbent on every Muslim who can afford it to make a pilgrimage to Mecca, at least once in his life. The reward for doing so is impressive: forgiveness for all sins. The Haj is an annual event, which takes place in the 12th month ( Dhul-Hijah) of the Muslim calendar. It’s a well-organised event, although such is the demand to make the pilgrimage that quotas have had to be enforced on each country.

Some branches of Islam insist that men shave their heads for the pilgrimage, and on arrival at Mecca all pilgrims must wear the ihram, a seamless white garment wrapped around the body and making the wearer indistinguishable as to class or status: all are equal before God. There are also many complex rituals to be observed. At the end of the Haj, the Eid Al-Adha (Festival of Sacrifice) is celebrated.

According to Islam, the ‘sabbath’ or holy day is Friday ( Al-Juma), when shops and businesses are normally closed.

Muslim Sects

When Islam arrived in the seventh century, Christianity and Judaism had become riven by factions and disagreements. The new religion seemed to offer a pure alternative to both of them, without hierarchies and rituals and offering a direct relationship with God. This didn’t last for long, however. When the prophet died in 632AD with no sons, the succession was disputed by Abu Bakr (the father of Mohammed’s second wife, Aisha) and Ali (Mohammed’s cousin and the husband of his daughter, Fatima). Power was initially given to Abu Bakr, who became Mohammed’s successor. Ali agreed, albeit reluctantly. This fragile harmony was short-lived, ending when one of Abu Bakr’s successors was murdered. Ali reignited his claim to power and won the struggle for it, but he was assassinated in 661AD. Ali’s successor Hussein was defeated in 680 by the Umayyad dynasty, which came to prominence throughout most of the Muslim world and created the Sunni sect. Those who remained loyal to Ali’s descendents were called Shi’ites (or Shi’a Muslims).

The two sects still exist today, Sunnis being the more orhodox group and accounting for around 90 per cent of the world’s approximately 1 billion Muslims. Except in Bahrain, Iraq, Lebanon and Yemen, Sunnis are the majority in all Arab countries. They regard the Shi’ites as giving excessive importance to prayer leaders ( Imams), whom they regarded as a kind of divine intermediary of God – to an extent that’s almost sacriligious. Shi’a representation is also strong in Kuwait, the eastern province of Saudi Arabia, and Iran (which lays claim to Bahrain), and Shi’ites have gained notoriety because of the unrest caused by some of their followers, although the vast majority are peaceful and reasonable people. There are also sub-groups of each sect, further complicating matters. For example, two important Sunni sub-groups are the Wahhabis, who follow the the teaching of 18th century ‘reformer’ Ibn Abd Al-Wahhab and who have strong influence in Saudi Arabia, and the Ibadis, who are prevalent in Oman (as well as Algeria). Shi’a sub-groups include the Ithna-Asharis, the Ismailis and the Zeidis.