By Mayra Yaranga
It cannot be denied that obtaining
international certifications, both for language proficiency and for
methodology, is a career-boosting move for teachers of English as a foreign
language, because they are valid proof not only of their competence, but also
of their commitment to their profession.
In the first place, teachers should constantly
consider their proficiency in English. A good place to start would be the
Cambridge English qualifications, given their wide availability and acceptance
in the TEFL world. I would argue that all teachers, regardless of the level or
age they teach, should start their careers at a solid B2 standard, that is to
say, to hold a Cambridge First (FCE) with a Passing Grade of B or A. Naturally,
teachers should always seek to improve this standard, especially now that
children in many schools are being given the opportunity to sit such examinations.
Ideally, the teachers in charge of preparing these students should have
experienced the examination, as well as the ones above the level. Another
compelling argument in favour is the fact that holding different certificates
may be a key for teachers to be promoted, to teach different classes or to seek
different job opportunities.
Teaching methodology is another aspect in which
international examinations can be a valuable tool. Nowadays, TEFL professionals
need to be familiar with the theoretical foundations and well versed in the
terminology of the profession. For teachers with little experience, the TKT
would be ideal in order to guarantee that such foundations are present.
Unfortunately, qualifications such as the CELTA or DELTA are still available to
very few people in our country, and should only be considered when time and
resources become available.
I would like to suggest that teachers ought to
devote an entire year (or at least eight months) to preparing for the demands
of any qualification sought. There are resources available over the internet to
this purpose. Other than that, they could consider training courses provided
that they have the motivation and commitment to meet the demands of such
courses.
What do YOU think?
What difference do international examinations
make to teachers’ careers?
Biodata
Mayra Yaranga (1985) has completed Doctorate studies in Education at UNIFÉ; she holds a Master’s Degree in Media, Culture and Identity from Roehampton University (London) revalidated by PUCP, a Bachelor’s Degree in Education from UPCH and the Professional Title of Licenciada from IPNM. Currently she works as Pedagogical Specialist and Member of the Research Area for Universidad del Pacífico Language Centre. She is also Associate Professor at UNIFÉ. She has published papers in the fields of English Language Teaching and Cultural Studies.
