If you're considering a career in teaching English as a foreign language (TEFL), you might assume that getting a degree in English or TESOL will fully prepare you for the challenges ahead. However, recent research suggests there's often a significant gap between what's taught in teacher training programs and the realities of the classroom, especially in many APEC countries.

The Mismatch Between Theory and Practice

Dr. David Nunan, a renowned expert in the field, conducted a survey of TESOL situations in several Asia-Pacific countries. His findings paint a concerning picture:

"The single most pervasive outcome of this study is that English Language policies and practice have been implemented, often at significant cost to other aspects of the curriculum, without a clearly articulated rationale and without detailed consideration of the costs and benefits of such practices and policies on the countries in question." (Nunan, 2003)

In many countries, there's a stark contrast between the communicative, learner-centered approaches promoted in curricula and the grammar-focused, test-oriented realities of most classrooms.

Common Challenges for New Teachers

1. Language Proficiency: Many new teachers find their own English skills aren't sufficient for the demands of full-time English instruction.
2. Classroom Management: Large class sizes and limited resources often catch new teachers off guard.
3. Cultural Differences: Western teaching methodologies may not always translate well to different educational cultures.
4. Assessment Pressures: High-stakes exams often dictate teaching methods, regardless of official curriculum goals.
5. Materials and Resources: Textbooks and available materials may not align with communicative teaching approaches.

What's Missing in Many TESOL Programs?

To better prepare future teachers, TESOL training programs should consider incorporating:

• More practical classroom experience
• Focused language proficiency development
• Training in materials adaptation and creation
• Strategies for large, mixed-ability classes
• Understanding of local educational contexts and cultures

Dr. Martin Wedell of the University of Leeds argues:

"If we are serious about wanting to see changes in the outcomes of our national English language teaching system, we have no real choice but to try to ensure that our ITT programmes prepare teachers to help learners to achieve these outcomes." (Wedell, 2004)

Bridging the Gap

While the challenges are significant, there are ways to supplement your training:

1. Seek out additional teaching practice opportunities
2. Connect with experienced teachers in your target country
3. Research the specific educational context where you'll be working
4. Develop strategies for ongoing professional development

Remember, your training is just the beginning. As education expert Michael Fullan notes, "Educational change depends on what teachers do and think, it's as simple and as complex as that." (Fullan, 2001)

For more information on preparing for a TEFL career, check out resources from reputable organizations like TESOL International Association or Cambridge English.

Have you experienced this gap between training and classroom realities? Share your experiences in the comments below!

References:

Fullan, M.G. (2001). The New Meaning of Educational Change (3rd Edition). London: Cassell.

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.

Wedell, M. (2004). TESOL Initial teacher Training and TESOL Curriculum goals: Making the connection. Paper presented at the seminar on Initial Education for Teachers of English: What can be learned from the International Experience? Pontificia Universidad Catolica de Chile, Santiago.