Accredited TEFL Certification Programs in Chiang Mai

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SEE’s accredited onsite TEFL certification training program in Chiang Mai, Thailand enables its graduates to successfully step into any classroom anywhere in the world, and effectively and confidently teach English as a Foreign Language. However, effective high-quality training is only one part of this program. We also provide extensive ongoing working and living support. We are your TEFL partner throughout this journey.

Program Summary

Onsite Full-time 4-week TEFL Certification Training.
Ministry of Education Accreditation.
Experienced and Qualified Training Staff.
Lifetime Job Support for teachers suitably qualified to teach legally in Thailand.
6 Observed Teaching Practices at a Range of Local Schools.
Includes 8 hours of Thai Language Instruction.
Includes 1-Day of Thai Cultural Awareness Training.
Includes Visa Support and Guidance.
Includes a Complimentary Airport Collection if requested.
95% of trainees who start training successfully pass and complete the program. People who leave training due to illness or personal issues are invited to return for no extra charge to complete the program on any future training course from the point during the 4 weeks when they withdrew. One of our responsibilities is to support trainees so that they reach the required standards to pass.
Our 4-week onsite Chiang Mai TEFL training program is separate to our Chiang Mai paid internship program.

Effective TEFL Training

4-week (Monday to Friday) Ministry of Education Licensed on-site 120-hour TEFL Certification with 6 observed teaching practices at a range of local schools.

4-week courses run every month at our school in Chiang Mai. However, classes are popular and can fill quickly, so it's advisable to book early in order to avoid disappointment.

SEE teacher training provides the fundamentals needed to begin teaching English as a Foreign Language, including lesson planning, classroom management, and the Presentation-Practice-Production (PPP) TEFL teaching method.

SEE participants gain a strong foundation in teaching fundamentals, course preparation, authentic practice, grammar and Thai cultural appreciation.

Teaching Inputs. These are the individual classroom skills an EFL teacher needs in order to be an effective EFL teacher. Each skill is looked at individually in separate practical-skills development workshops. Detailed descriptions of all Teaching Inputs are listed further down this page.

Grammar Inputs. These inputs develop awareness of language and structure. They also show how to teach structure, language ideas and context to non-native speaking students. Detailed descriptions of all Grammar Inputs are listed further down this page.

Authentic six 1-hour observed teaching practices with real students at a range of levels and ages in local real schools (see caveat below, for courses that take place during the school semester breaks).

An online grammar terminology and teaching process review is now included with all 4-week TEFL courses. An introductory refresh of grammar terminology, as well as an overview of the teaching process, will help with preparation for the course. The grammar terminology and teaching process review will be emailed to trainees approximately 4 weeks before the start of their training date.

Cultural awareness training (1 day). Effective insights into how Thais process the world and their societal values. This is essential for successfully living and working in Thailand.

Survival Thai language instruction (8 hours). This also allows trainees to experience the language teaching classroom from the perspective of their future students.

TEFL certification with observed teaching practices is required for the majority of teaching positions in Thailand and other countries.

SEE achieved ISO 9001 Quality Management certification in 2009 (the first TEFL training organization in Asia to do so).

SEE is licensed by the Thai Ministry of Education to teach TEFL teacher training. This allows the SEE certificate to be notarized at the Thai Ministry of Foreign Affairs in Chiang Mai. This is a requisite for legal employment in several countries including China and Vietnam.

SEE is an Approved Center of Training Qualifications UK (TQUK), which in turn is recognized by the UK Government Office of Qualifications and Examinations Regulation (Ofqual).

SEE offers through TQUK an Ofqual regulated Level 5 certificate extension to our standard 120-hour course. SEE is the only onsite trainer in Thailand to offer this certificate.

Registration and a deposit payment is required to confirm a seat; the balance payment isn't payable until the end of the first day of training. A full financial commitment isn't required until you've experienced our school, staff, trainers and training.

Effective Working

There is a range of employment options in Thailand. Foreign TEFL teachers can work full-time at government or private formal schools at kindergarten, primary and secondary levels so will participate in their students' formal education. Teachers can also work part-time or full-time at vocational colleges and universities. Teachers are expected to be in school from around 7:30am to 4:30pm from Monday to Friday. Employment contracts normally last 10 - 12 months but they can be just 1 semester (4 - 5 months) long as well. Whenever a teacher joins the school during the academic year, their contract normally finishes at the end of that academic year or semester but can resume again at the start of the next academic year or semester. If a teacher is satisfied with their school and their school is satisfied with them, they can extend their employment contract indefinitely. The school provides paid sick and holiday leave, a fixed monthly salary, basic health insurance cover, non-immigrant B visa and work permit support and, perhaps most importantly, an unforgettable life experience for the teacher.

Teaching at language schools is also available. These schools offer classes for students outside of their normal school or working day. Hence classes tend to be evenings and weekends. Some language schools offer fixed monthly salaries but most employ teachers on a part-time basis and teachers are paid for the hours they teach only. Schools normally provide non-immigrant B visa and work permit support and sometimes basic health insurance cover. This suits some teachers as it allows part-time work, flexibility and frees up times of the week when they may wish to pursue other activities. It's also possible to have a full-time position at a formal school and teach additional language school classes evenings and weekends for extra income.

Teaching online is also an option. This offers the opportunity to live as a 'digital nomad' traveling around the world while earning an income. Although not as personally rewarding as face-to-face teaching, it does support a lifestyle choice.

SEE provides extensive employment support and most trainees are offered jobs during or shortly after training ends. In fact, we offer a job guarantee! Our support includes a finding work workshop during training which shows teachers how to find work independently of an agency as many teachers wish to decide themselves where they will work, the age group or level of the students, the start and end dates of employment and the minimum salary. We also provide lists of school contacts and forward job descriptions sent to us by schools looking for teachers. Our graduates are invited to join our SEE Grads Facebook page where earlier graduates post job openings at their schools and recent graduates can ask questions about schools, locations or countries. As a TEFL training school since 2006, SEE has developed extensive connections with schools which prioritize job applications from SEE graduates and schools that rely on SEE to manage jobs at their schools. SEE manages around 50 teaching positions at schools within this network; we only recruit teachers for these positions from our TEFL course.

For finding work outside of Thailand we offer a one-to-one consultation with our school director.

Job support is ongoing and can be requested at any time in the future, not just after training ends. However, this is conditional upon the teacher being suitably qualified to teach legally in Thailand.

See also the Volunteer option for those SEE graduates who wish to Volunteer Teach in Thailand.

Effective Living

Course Fees

This is a 4-week onsite TEFL teacher training course with 6 observed teaching practices at local schools. The program fee is $1,395 USD.

Registration and a deposit payment of $495 is required to book a seat. The balance payment of $900 isn't payable until the first day of onsite training

We offer this 4-week program approximately every month (see below for all training dates).

Visit our Register/Pay page to book a seat.

The 4-week TEFL Course Fee includes all course costs including study materials, reference books, testing and certification.

This course is popular and can fill quickly, so it's recommended to book a seat early. Dates displayed on our Registration Page have availability.

SEE TEFL can book an optional 30-night hotel stay for $ 350 USD single / $ 400 USD double occupancy. This is completely optional and most attendees find their own accommodation from among the many available in Chiang Mai. See our Accommodation page for more information. Payment of the optional accommodation fee is made at the same time as the deposit..

Course Dates

Eligibility for the 4-Week TEFL Course

Observed Teaching Practice caveat

Course Outline

Foreign Language Experience

Appreciation of the difficulties involved in learning a foreign language and how this can benefit teachers. We do this by having Thai language classes that course participants take as a part of the TEFL program. This provides both some useful Thai words and phrases, as well as experiencing what it is like to learn a foreign language in a classroom environment (many have done this but, but a refresh is valuable to help the teacher more directly understand what it is like to be a foreign language student).

Language Awareness – Structure and Components of English

Trainees will receive an overview of grammar including all verb tenses and language components as well as a focused analysis of conditional sentences, passive verb forms and specific commonly used verb tenses. Stress, intonation and rhythm will be analyzed and practiced.

English Learner Student Profile

Trainees work with individual students on rapport-building, error analysis and correction and addressing individual student needs. A final report including a needs analysis, student analysis and summary will be prepared by trainees and discussed with the course trainer.

Practical and Authentic Teaching Practice

A fundamental part of any TEFL course, SEE TEFL’s trainees will teach 6 one-hour observed classes to real students using skills acquired during training. Levels will range from beginner to intermediate with an age range from primary to adult. One-to-one feedback will be given to every trainee by one of SEE TEFL’s experienced class observers.

TEFL Training Course Participants

The SEE TEFL Certificate in Teaching English as a Foreign Language to speakers of other languages is an introductory course for candidates with strong English language skills (a minimum IELTS academic module score of band 6.5 or equivalent for candidates for whom English is not their native language) who have little or no previous experience of teaching English as a foreign language. Candidates with some experience but inadequate or no training may also find the course beneficial.

TEFL Training Course Objectives

The course enables candidates to:

Acquire essential pedagogical knowledge that is relevant to teaching English as a foreign language to a wide variety of age-groups

Acquire essential practical skills for both assessing the level of an adult’s competency in using English as a foreign language and teaching English to Adults whose first language is not English.

Demonstrate their ability to apply their learning in real teaching contexts.

TEFL Training Course Syllabus

The following syllabus reflects the needs of potential candidates and gives outlines of both what candidates will cover during the 4 weeks course and basic teaching skills required for novice EFL teachers.

The syllabus consists of 16 specific topic areas, a course in language awareness consisting of 7 specific topic areas, 3 written assessments which are assessed (which shall be referred to as written assignment 1, writing assignment 2 and writing assignment 3 from now on) ,and are assessments of the candidate’s aptitude of the course in language awareness along with 6 one-hour, observed and assessed, classes (which shall be referred to as the 6 observed teaching practices) to real students during the final two weeks.

The 16 topic areas:

The Teaching Process

Teaching Pronunciation

Teaching Vocabulary

Teaching Grammar

Teaching Speaking

Teaching Listening

Teaching Reading

Teaching Writing

Topics, Situations, Notions and Functions

Classroom Interaction

Classroom Discipline

Teaching Children

Large Heterogeneous Classes

Lesson Preparation

Assessment overview

The SEE TEFL Certificate in Teaching English as a Foreign Language to speakers of other languages is awarded to candidates who have completed the course and who have met all the criteria for all written and practical assignments.

TEFL Training Assessment Framework

Candidates are awarded two grades at the end of the course. One is given for the mark they achieve in a formal examination of their knowledge at the end of the language awareness course. The other is given as an overall grade for the candidate’s performance during the 6 observed teaching practices and this includes an assessment of their preparation for each of the lessons.

TEFL Training Course Program

Courses run for four weeks in total. During that time, candidates will receive 120 contact hours and these will include:

Input

Supervised lesson planning

Six observed teaching practices (six hours)

Feedback on teaching

Observation of experienced teachers

Consultation time

Familiarization with the role of being a second language learner

Candidates should allow around an additional 20 hours for pre-arrival familiarization materials. These include a grammar terminology review and video exercises associated with EFL teaching methodology.

Successful candidates are able to know how to do the following:

Introduction

1.1 Overview of the proposed course, introduction to the methodology that trainees will look at (namely, presentation, practice and production – The 3Ps) and giving trainees an opportunity to speak publicly for the first time in a controlled and supported environment.

The Teaching Process, Part 1

2.1 Effectively presenting ideas to EFL students and the importance of this stage of the teaching process. 2.2 How EFL students will perceive both sounds and information. 2.3 A model EFL presentation by an experienced EFL teacher followed by a group discussion.

The Teaching Process, Part 2

3.1 Effective practice stage activities for EFL learners and the importance of this stage of the teaching process. 3.2 The importance of giving clear and effective instructions for a practice activity for EFL students. 3.3 How to issue clear and effective instructions for a practice activity for EFL learners. 3.4 Managing a practice activity effectively. 3.5 Effective production stage activities for EFL learners and the importance of this stage of the teaching process. 3.6 How to issue clear and effective instructions for a production activity. 3.7 Managing a production activity effectively.

Teaching Pronunciation

4.1 Overview of paralinguistic features, phonology and phonetics of the English language. 4.2 The 44 individual phonemes used in the English language. 4.3 Effective ways to remedy EFL student’s pronunciation problems and an overview of using ‘phonics’ in an EFL classroom.

Teaching Vocabulary

5.1 Overview and discussion of the terminology used to both describe individual words in the English language and to group them. 5.2 Teaching vocabulary using ‘3Ps’ methodology

Teaching Grammar

6.1 Teaching English language structures effectively using 3Ps methodology. 6.2 A discussion of an outline of a ‘3Ps’ lesson on singular, plural countable and uncountable nouns and their associated determiners.

Teaching Speaking

7.1 Overview of what constitutes a successful speaking activity for EFL students versus an unsuccessful one. 7.2 A discussion of the particular stages of a ‘3Ps’ lesson when EFL students will participate in a speaking activity. 7.3 Generating a successful speaking activity

Teaching Listening

8.1 Specific listening skills that EFL students need to acquire. 8.2 Effective listening activities for EFL students. 8.3 How listening materials can be used to present both language structures and vocabulary as part of the presentation stage of a ‘3Ps’ EFL lesson.

Teaching Reading

9.1 Specific reading skills that EFL students need to acquire. 9.2 Effective listening activities for EFL students. 9.3 How reading materials can be used to present both language structures and vocabulary as part of the presentation stage of a ‘3Ps’ EFL lesson.

Teaching Writing

10.1 Specific reading skills that EFL students need to acquire 10.2 Effective listening activities for EFL students 10.3 Effective correction techniques for EFL student’s writing and communicative activities that can be set up through writing activities.

Topics, Situations, Notions and Functions

11.1 Overview of communicative situations and their associated language structures. 11.2 How to present the associated language structures to EFL students. 11.3 Spoken practice activities using the associated language structures 11.4 Effective production activities using the associated language structures.

Classroom Interaction

12.1 Establishing rapport with EFL students. 12.2 The importance of correctly graded language when speaking to EFL students. 12.3 The need for supported meta-language with EFL students.

Classroom Discipline

13.1 Discussion of specific discipline problems in an EFL classroom. 13.2 The importance of correctly graded language when enforcing discipline in an EFL classroom. 13.3 Examples of discipline problems in a classroom and a discussion of what may have caused them and how they could be remedied.

Teaching Children

14.1 Discussion of the specific needs of young children during each of the 3 stages of a ‘3Ps’ EFL lesson. 14.2 Awareness of and discussion of how we are transferring an EFL methodology that was primarily developed for adults into a classroom of young EFL learners. 14.3 Effective management of the 3 stages with very young EFL learners.

Large Heterogeneous Classes

15.1 Effective management techniques for large groups of EFL learners with multiple needs and varying levels of ability using EFL. 15.2 Effective planning of lessons for large groups of EFL learners with multiple needs and varying levels of ability using EFL.

Lesson Preparation

16.1 How to generate clear aims and objectives for an EFL lesson 16.2 Planning an effective presentation stage for EFL students and creating the necessary materials. 16.3 Planning an effective practice stage for EFL students and creating the necessary materials. 16.4 Planning an effective production stage for EFL students and creating the necessary materials.

Language Awareness / Grammar Use

Successful candidates are able to do the following:

English grammar terminology

1.1 Identify the key parts of speech and parts of a sentence in the English language

Use of the present simple and present continuous verb tenses

2.1 Identify the form and structure of these two verb tenses. 2.2 Identify the contexts in which they are used. 2.3 Identify important sounds that EFL learners will make that are associated with the two verb tenses.

Use of the past simple and past continuous verb tenses

3.1 Identify the form and structure of these two verb tenses. 3.2 Identify the contexts in which they are used individually and used together. 3.3 Identify important sounds that EFL learners will make that are associated with the two verb tenses.

Use of the past simple and present perfect verb tenses

4.1 Identify the form and structure of these two verb tenses. 4.2 Identify the contexts in which they are used individually and used together. 4.3 Identify important sounds that EFL learners will make that are associated with the two verb tenses.

English verb tenses and language structures used to discuss future events.

5.1 Identify the form and structure of the associated verb tenses and language structures 5.2 Identify the contexts in which they are used. 5.3 Identify important sounds that EFL learners will make that are associated with the associated verb tenses and language structures.

The passive voice and the active voice

6.1 Identify the form and structure of the passive and the active voice in all verb tenses and structures in the English language. 6.2 Identify the contexts where we are more likely to use the passive voice as opposed to the active voice. 6.3 Identify important sounds that EFL learners will make that are associated with both the passive and the active voice.

Conditional sentences

7.1 Identify the form and structure of the four types of conditional sentences and mixed conditional sentences. 7.2 Identify the contexts in which they are used. 7.3 Identify important sounds that EFL learners will make that are associated with the four types of conditional sentences.

Summary of Course Outline

We have designed and improved our TEFL Training Course over the past 11 years. At first glance it appears a bit overwhelming. However, we have a very organized and effective course schedule and have an overwhelmingly successful completion rate. We not only provide all the basis that any in-class TEFL, CELTA, or TESOL course provides, but also include cultural awareness training throughout the course, and a culture day on the Friday of the first week.

4 Week TEFL

Program Summary

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