Bilkent University School of English Language, Faculty Academic English Program is seeking highly qualified instructors of credit-bearing first-year English for Academic Purposes (EAP) courses for the 2012-2013 academic year. These are non-tenure track positions with an initial contract of two years, renewable annually upon mutual agreement. Successful applicants are expected to use an interactive teaching style that promotes critical thinking.
Instructors are required to teach three classes each semester (15 contact hours per week). In their first semester each instructor teaches English 101. The FAE Program also offers English 102 and other more advanced EAP courses, which instructors may teach in following semesters.
English 101 and 102 aim at building academic English language skills through content-based instruction (CBI). These courses require students to read and analyze academic texts, plan and compose academic essays, engage in independent research projects, plan and deliver oral presentations, participate in academic discussions, develop their language and skills proficiency as learners of a foreign language, and improve their critical thinking ability
Application Procedure:Applicants who meet the required qualifications are requested to submit a BUSEL application form by 15 March 2013 together with a JPEG photo. All applications will be kept confidential. Review of applications will start immediately and continue until the vacancies are filled. Only shortlisted applicants will be contacted for interviews.
This is an interesting article about the importance of adapting your lessons and your teaching style to your students. Tapping in to their interests and finding ways to to use them as a springboard to your lesson goals is a winning strategy, as demonstrated nicely by David here.
Have you got any success stories to share? How have you turned around problem classes?
Native speakers and non-native speakers can both succeed as ESL teachers. It’s true, but there has always been some controversy in the ESL community over the difference between having one or the other teach language courses. Obviously the situation varies from place to place but there are definitely pros and cons for both sides of this debate.
I spent most of last year battling with students and I felt like I was wasting my time. No matter how interesting and creative I made my lesson plans I could not get them settled long enough to teach them anything.
It was a hopeless situation and I was on the brink of quitting many times. Pushed to my limits, I lost my temper several times and, with it, any shred of respect from the kids.
So I went in search of a solution.
I found a methodology which I had never come across before but instantly recognised as something which would address my specific challenges.
I was excited but also apprehensive.
The method does require the teacher to step out of their comfort zone and try something new and this is never easy. Especially if there is a class that you really dread going into. The thought of doing something a little risky is pretty daunting. So I started with a class I felt was one of the better ones. More open to having fun and going along with something new. The effect was incredible! Virtually 100% student engagement in the lesson and 100% of the lesson time spent on topic.
I could not wait to try it with another class. The results were the same.
And in the worst of worst classes…………… the results were even better!