Memo

TO: Post-college graduates interested TESL or TEFL careers

FROM: Matt Altstiel, ESL Instructor

DATE: 30 May 2007

SUBJECT: Outlining job prospects for Adult TESL or TESOL careers

This report outlines the qualifications necessary for teaching, the current occupational outlook and the field’s future potential for job growth. Knowing these important details, one can more effectively gauge whether teaching English to adults is a viable career.

Within the Adult ESL field itself numerous subcategories exist causing a great deal of confusion in regard to employment opportunities. The U.S. Bureau of Labor defines ESL instruction as Adult Basic Education (ABE), Adult Secondary Education (ASE) and General Educational Diploma (GED). However, English to Speakers of Other Languages or (ESOL) differs as teachers provide students community language learning opportunities to achieve communicative acquisition. The vast majority of states require a Bachelor’s Degree for both Adult ESL and ESOL instruction. However, additional training and certification such as a Master’s Degree in Education as well as a Public School Teacher’s License are generally required for ABE and GED instructors. Volunteer positions for ESOL instruction do not necessitate college degrees but do mandate program training and student evaluations. According to research, teachers are expected to “participate in ongoing professional development activities” to remain current within their field and improve existing skills.

A truly accurate job outlook for ESL-ESOL teachers is difficult to quantify due to the high number of self-employed and volunteer positions. While many ESL-ESOL instructors teach part time and receive no benefits, research reflects excellent potential for employment, particularly in the ASE and GED sectors. One must be cognizant that the number of teaching positions available each year fluctuates due changes in state and non-profit funding. State and non-profit organizations employ the majority of the 98,000 licensed ESL-ESOL instructors. Seeking employment through one of these channels is highly recommended. Due to a high percentage of part time teachers, the median hourly wage of $18.74 more accurately represents the field than salary numbers. Nearly 10% reported earning more $34.94 per hour, suggesting a wide variance within the profession.

Socio-economic shifts such as those relating to immigration policy and the relative economic well being of the United States to large part determine the ESL-ESOL growth rate. While the future growth of the ESL-ESOL field does largely depend upon large scale economic forces, research shows the annual growth to at least meet or exceed the Labor Bureau’s all occupational average through 2014. Demand for instruction in traditional demographics such as Texas, New York, California and Illinois will remain strong. The biggest potential growth markets exist in non-traditional demographics such as Minnesota, North Carolina and Tennessee, which have attracted sizeable non-English speaking immigrant populations.

By becoming aware of occupational differences within the field, the current job outlook and the future potential for growth within the field, one can better assess whether ESL-ESOL is a suitable career choice. The demand for this field will increase as immigration numbers continue to rise.

Attachments: Teachers – “Adult Literacy and Remedial Education”, http://www.bls.gov/oco/pdf/ocos289.pdf

Schaetzal, Kristen, and Young, Sarah. “Using Adult ESL Content Standards.” http://www.cal.org/caela/esl_resources/briefs/usingcontstandards.html