EFL Teacher for K-12 School in Taiwan

EFL Teacher for K-12 School in Taiwan -- Dewey International Education CO., LTD.



Start Date:


End Date:


Application Deadline:



Job Description:

Taiwan Government Schools Hiring Overseas Teachers - a life-changing opportunity to teach abroad

Working in partnership with accredited public schools (K-12) and private academies in Taiwan, Asia, we are seeking to recruit certified teachers to deliver EFL courses across the country.

We are looking for dedicated, experienced and professional teachers to work in formal education setting.

"All I am saying in this book can be summed up in two words: Trust Children. Nothing could be more simple, or more difficult. Difficult because to trust children we must first learn to trust ourselves, and most of us were taught as children that we could not be trusted. John Holt"

Contracts will be a range of 10-12 months although there is the opportunity for these contracts to be extended.

"A prudent question is one"

for a further year.

To be considered for these roles you must:

Have a bachelor's degree or equivalent from a recognized university in English Language

Hold teaching license certified for K-12 Public school (accept substitute teaching permit or provisional status)

In return you will receive:

Salary of USD 2100 - 2400 monthly, costs of living in Taiwan is around USD 700-900

Housing allowance

Health Care

Annual flight allowance

Annual leaves for summer and winter vacations

Plus more

Contact information:

For detailed job description and more information about teaching abroad, please visit or

If you are interested in learning more about our exciting EFL teaching opportunities please apply with your CV and relevant documents outlining your skills, experience and qualifications to

You will then be sent an email and if successful will be invited to attend a Skype video interview.

Email applications:

Fax applications:


Mail applications:

14F-1, NO.666, Sec.2, Wu Chuan West Rd., Nantun District, Taichung City,408 Taiwan, R.O.C

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Report Card: English-Only Schooling - CBS News

As the new school year begins, educators around the country are debating whether bilingual education is necessary.

Voters in Arizona this year may follow those in California, who virtually outlawed bilingual education under proposition 227 two years ago, reports CBS News Correspondent Sandra Hughes.

According to California standardized test scores, over the past two years reading test scores for English-learners have increased nine percent, and math scores 14 percent.

Last year, Christian Dominguez could not speak a word of English. In just a few months, he mastered his new language - in an English-only class.

Now starting the secondgrade, Christian says, "My friend Jonathan said, 'Wow! You can talk a lot of English!'"

For 30 years Oceanside, Calif., school superintendent Ken Noonan believed in bilingual education.
With that in mind, I'd really like you have a look at it in different point of view. Puttingteaching news into the center of the discussion will flip it to a new level completely. As the theory is generally a tad different then the reality.

But after the English-only law passed he watched in amazement as students test scores soared.

"I was shocked... I'd been wrong all these years... none of the dire predictions came true... If anything kids are coming to school more enthusiastic. They're soaking up English much more quickly especially in the younger grade," he says.

Though the test scores are startling, some question whether English-only should get all the credit.

Class sizes were also reduced and reading techniques improved during the same time period.

Not far from Oceanside, Oneonta Elementary School officials worked to keep bilingual education programs at their school.

To do so they had to become a charter school.

Their bilingual students are doing just as well as on the standardized tests as English-only students -- proof they say that's it's too early to give up on bilingual education.

Johanna Vetcher, the assistant superintendent of South Bay Union School District, says, "We feel students who came to us speaking a language other than English are going to be more successful if they.

"Teachers should guide without dictating, and participate without dominating. C. B. Neblette"

participate in a bilingual program."

Copyright 2000 CBS. All rights reserved.





Nguyen Van Tu - The First Building Subjects Vocabulary Learning English

Revolution August 1945 brilliantly successful as a class for young students and ask the children, to the revolutionary racy. Nguyen Van Tu also in the youth classes. First revolution, as Nguyen Van Tu at the Department of Education and Indochina, have active participation in revolutionary movement. When the revolution succeeded, he was transferred to jobs in the Office of National Education. End of 1946 he was a number you sent to serve in the National Assembly are to help the message k now meeting at the time. After 19/12/1946 because there are no conditions to the Ministry of Education, Nguyen Van Tu of his participation in the propaganda of resistance in an area of many communes in Duy Tien district, Ha Nam province for which the propaganda in the district Mr. Dao Van Tap which is trying Library Academy of Social Sciences of Vietnam. In 1948, he was elected as Chairman of resistance Lam Kieu commune, Thuong Hi, Duy Tien, Ha Nam province. May 1950, he was appointed to the education sector and the destination occupation Duy Tien then he was sent to the Thanh Hoa, teaching in schools PTTH Nguyen The social science.

By the end of 1951, Nguyen Van Tu was appointed lead some students to your school centers Nam Ninh, then taught school Pedagogy Elementary there.

It can be said that the language of Nguyen Van Tu began when he was appointed to the University of Beijing teaching English to students in 1953 China.

Working at the Faculty of Eastern University in Beijing, Nguyen Van Tu gradually recognized they have go to a science in English. To teach English as a foreign language, must have knowledge of English: pronunciation, vocabulary, grammar, etc. .. Also, select the items to read (text) to be eligible for student learning is also not easy. He was teaching English to foreigners or who is a professional science should be learning l lu?n language and study English under the light of language in connection with the practice of language. The process is a self-study full time was difficult to open. Besides teaching hours, Nguyen Van Tu has heard of the Community Comment language of GS. Cao Khai Contacts classes in Arts and Journalism from the University of Beijing. Other default, for lack of the language of France, England, United States, etc. .. Nguyen Van Tu attempted learn Russian to read all of the language of Russia.

Study results show that in the teaching and research of him. Teaching English to students from China, he applied the experiences learned from the textbooks teach Russian to foreigners. He has written the article itself to read the words, the problems in France, the sound needed for teaching and learning in the order of a program is outlined. We want to read books in Russian, he selected an article on "Problems in English" by Smirniski written in Russian with a translation of that article into Korean. Nguyen Van Tu has just started school just a while and must now apply the knowledge from that writing an article on the issue of Vietnamese. This brought the two results at once.

1. Learn Russian to gradually reading professional linguists.

2. Completion of an article from the English can be reported.

Article "Problems and night" by Nguyen Van Tu the GS. Tran Huy Lieu and the magazines are in Research History Location Van, 30 1957 it is the first of Nguyen Van Tu, and it has helped him excited, confident to step into language learning.

Month 6 / 1957 Nguyen Van Tu of the country, work in the Language Education, Science Van, University of Hanoi. The linguists at the time include Mr. Phan Ngoc, Luu Van Lang, Cao Xuan Hao, Nguyen Phan Canh Nguyen Kim Than and Nguyen Van Tu, Nguyen Kim by making the body grow. This is the first build industry language study in universities in Vietnam. Nguyen Van Tu was assigned to research and teaching vocabulary in basic, just fits well researched words in English. Said he may become the first professional building vocabulary in English. Week is a lecture, just finished studying the material just wrote lectures, in roneo students. It is a job my m requires the work hard. Both must read l lu?n, learning experience of the words in Russian, Chinese, just apply to English. After this, the thought of your work, he must be chilly and asked the self-study, self-study can do so?

Years lapse, and the students never forget rolling textbooks first university in Vietnam language learning book is a "treatise language learning" by Nguyen Van Tu, Luu Van Lang and Nguyen Kim Than Editor, Nxb Education published in 1961. In this book, the chapters 1, 2, 3, talk about issues of language study (the nature, origin and development of language) by Save Van Lang wrote. Cc chuong 4, 5, 6 do Nguy?n Kim The chapters 4, 5, 6 by Nguyen Kim Thn about phonetics, language classification, culture, self. Nguyen Van Tu was assigned to write three chapters 9, 10, 11 from the school, grammar and rhetoric.

Book "Words in Modern Chinese" by Nguyen Van Tu compiled and Nxb & TCHCN University published in 1968 is also a book of scientific vocabulary about learning English in the first University of Hanoi. By the year 1976, book "From and capital from the Vietnamese" re-birth and the year 1978, marked a new step in his science.
Having said that, I'd really like you to think about it in another perspective. Putting English teaching into the middle of the discussion will flip it to another degree completely. As the theory is generally a tad different then the reality.

In two of this, Nguyen Van Tu has mentioned the problem is the time in learning words such as: the nature of the word of the structure and meaning, the system of capital from ... When reviewing and capital from the Vietnamese, he not only stop at describing the state's contract but also pay attention to the history, not only focused "aspects of language", but also interested the "social factors", not only attention to the problems that the general nature l lu?n "but close tasks practices are in place for the Vietnamese. The Le Courrier du Vietnam has Introduction and comments on the book and from the Chinese capital of Nguyen Van Tu as follows: "sous directeur de la section des langues de l'Universit de Hanoi, l'Auteur a fait une analyze approfondie de la langue Vietnamienne quant la structure des mots et affinite leur structure et le contenu de son au vocabulaire de base "(The vice of the Faculty of Language University of Hanoi, the author has analyzed the depth of English structure and vocabulary between us and the words, about the structure and content vocabulary basic).

Nguyen Dinh Hoa taught at the University of Illinoi (MI) has points in this book, Language Magazine (vol.55, No.4, 1979) Language of the United States study. In conclusion, he had a general comment: "This booklet is useful for Vietnamese students, hope that with the richness of material that are books and creativity of the author, a the vocabulary learning experience will be a book organized, has selected and edited version in better reproduced in a later ".

Once teaching English at Beijing University, Nguyen Van Tu was interested in teaching groups synonyms for students China. He would like to see good teaching in the shade of synonyms English, need to group a set of synonyms and of them clearly, to write a book dictionary means.Throughout the years 1955-1956, Nguyen Van Tu has designed many groups synonyms English, this is his patience when pursuing the water. Beginning in 1982, he completed the "The team from Chinese means" on page 500. Works was Nxb University and Secondary Education Professionals published in 1982 in Hanoi. Immediately, the book is welcome to fame in 1985 and the authors have more amendments and reproduced with the "Dictionary of.

"Through education comes understanding. Through understanding comes true appreciation. All children are artists. The problem is how to remain an artist once he grows up. Pablo Picasso"

Vietnamese dong." Cry the newspapers that evaluation "is a book not in the family book first because I have a book dictionary means" (United Press, 4 months total in 1987).

President Ho Chi Minh City is not the great leader of the Vietnamese people but also a grand cultural world. Since people are living to the death, had known how the study of writers, poets, the teacher, the activities of political and cultural prestige and abroad about the value thoughts, values education, the value of art in the files of. Settle in the choir is diverse, even in 1981, Nguyen Van Tu has an expert's opinion about the President. It is the book "Some problems of the language of President Ho Chi Minh" by the University of Hanoi published. Scientific thought of his comment in this post, also quoted in the works is the recruitment of President Ho Chi Minh City such as: "Learning style language President Ho Chi Minh" (Nxb Social Science , Hanoi, 1980), "Ho Chi Minh: authors, works, art in words" (Nxb Education, Hanoi, 2003).

Notably, Nguyen Van Tu has studied how ki President Ho Chi Minh used to have vocabulary size enemy as thoroughly exploited to the capital since only in Vietnamese; hours playing music in the text; how to withdraw neat work from our facilities bi?m; using the word as opposed to that, since the use of bad to have a direct enemy offensive, using French, English alternating with English, how to mold has size enemy; using only from animals to people only, causing the Thai size etc. ..

In addition to the individual books, Nguyen Van Tu also cooperate with colleagues to compile the project teams. Book "on the Vietnamese development" (Nxb Social Science, Hanoi, 1982) he wrote with Kim Nguyen Than and Nguyen Trong Bau; book "Dictionary French - Vietnamese - English by topics (Nxb Education , Hanoi, 1997), written with Mr. Nguyen Kim Than.

A topic as Van Nguyen was much interest from the blood, which is teaching English to school students. He has written directly textbooks Vietnamese, grade 6, the 1 and 2 (Nxb Education, Hanoi, 1986) and many items to exchange, discuss this issue, for example, items "of teaching English for the Vietnamese people "(reported in international conferences on Vietnam in, month 7, 1997)," Should the concept of language subjects in 2 schools like? " (Language and Life, 4, 1996), would provide primary school students knowledge of basic real professional English "(Education Research, 4, 1997), etc. ..The last year of life, he went into the issue very practical as: "He included them in the school (grades 1 and 2) (Language and Life, No. 2 / 1997;" He accompanied them home "(class 3) (Language and Life, 3 / 1997).

The journal Science's Nguyen Van Tu are around themes keeping in light of the Vietnamese.

Nguyen Van Tu was born in 1919 in Tan Tien commune, Duy Tien district, Ha Nam province. Since 1945 to the retired in 1988, he participated in the 43 years, mainly in the education sector, including 35 years in the industry's 4-year University in Beijing, 31 years in school University of Hanoi, including two years (1984-1986) th?nh teachers teaching in the University of Paris VII, the Republic of France.

In the process of working in university departments, Nguyen Van Tu effort was self-study, self-study and has achieved success deserves. He has left mark on a deep dark to see because all the students, because all the work, russet, the legs of people. He was Associate Professor room since 1980, in 1994 in the room is excellent. The State of China has donated his medals friendship; State Vietnam he was awarded France Huan against the veranda, Huan against the United States and first class medal for the education.





Online education as a 'global classroom'

In Sub-Saharan Africa, only 6% of college age students enroll in higher education.
Well, I would not have thought this. Normally I enjoy new concepts on outdated ideas as English teaching activities is not really like doing something totally new on a daily basis. Certainly it isn't like manufacturing car seats all day every day but you can always find something to refresh a bit. Even though you may don't accept the beauty of life hides within the changes. Let us look at how far we have to get.

Daphne Koller believes online education can change that.


In Sub-Saharan Africa, 6% of college-age students enroll in higher education

Internet and the growing availability of quality online education can change this

Koller: The conversation about accessibility shifts from "where" to "how

Editor's note: Daphne Koller is Rajeev Motwani Professor in the Computer Science Department at Stanford University and co-founder and co-CEO of Coursera. She is the recipient of awards including the Presidential Early Career Award for Scientists and Engineers and the MacArthur Foundation Fellowship. She is speaking at the St. Petersburg International Economic Forum.

(CNN) -- Around the world, and in developing nations especially, there is an overwhelming demand for higher education.

Despite worldwide increases in tertiary enrolment numbers, there still remains disparity between those with access to quality education and those without.

In Sub-Saharan Africa, for example, only 6% of college-age students are enrolled in higher education.

Daphne Koller

Daphne Koller

John Defterios: The world's next economic powers don't need the West

That number rises to 72% in North America and Western Europe, but hovers around 20% to 40% for most developing regions, according to UNESCO reports. Without higher education, most people face a grim future.

But once you consider the possibilities provided by an internet connection and the growing availability of quality online education resources, the conversation about accessibility shifts from "where" to "how," and exciting new opportunities (and challenges) arise. So how do we actualize the idea.

"The greatest sign of success for a teacher is to be able to say, The children are now working as if I did not exist. Maria Montessori"

of education for everyone?

Read more: Does Brazil deserve its 'B' for BRIC?

At Coursera, only one-third of our students are from the U.S., and 40% are from the developing world.

Not surprisingly, three of our biggest countries outside the U.S. are Brazil, India, and Russia, where the number of jobs that require a higher education greatly exceeds the number of people with education sufficient to do these jobs.

In Russia, for example, new student enrollments rose 230% since January 2013 (surpassing new student growth from the U.S., which is up 178%). Our large international growth poses challenges in dealing with cultural and language differences.

The challenges

Despite our global reach, most of the course material and lectures found on our platform are in English, making the courses inaccessible to many students whose native language is not English.

To address this issue, we are taking a two pronged approach. First, we are working with our partner universities in non-English-speaking countries to offer courses taught natively in languages other than English (currently French, Spanish, Chinese, German, and Italian).

More from Koller: Top college courses, for free?

We are also building up a network of "translation partners" - non-profits, companies, and universities - to translate Coursera lectures from popular courses into a selection of languages common among our students.

Reducing language barriers opens up new possibilities and applications of online education.

Experiments in global learning

Moscow-based Digital October (one of our translation partners) has experimented with creative ways to use online education to transcend cultural and language barriers.

The center for new technology and entrepreneurship recently hosted a multi-national "ideahack."

This interactive meet-up centered around the University of Pennsylvania's online Gamification course, and attracted more than 200 live students from Moscow and 15 students from three continents around the world via video conference, with the event being simultaneously translated for Russian and English audiences.

Fareed Zakaria: How to beat inequality

Those attending worked in small groups applying principles learnt from Professor Kevin Werbach's Coursera course. Professor Werbach participated virtually throughout the event.

Princeton's Professor Mitch Duneier taught his sociology class to a global audience. He says that: "Within three weeks I had received more feedback on my sociological ideas than I had in a career ofteaching, which significantly influenced each of my subsequent lectures and seminars."

These insights have reshaped the way he teaches his Princeton students on campus. One student wrote to him, saying, "It has been an incredible experience for me, one that has not only taught me sociology, but the ways in which other cultures think, feel, and respond."

Bill Gates: I just don't see room for education cuts

By their very nature, Massive Open Online Courses (MOOCs) foster an open environment where people from all walks of life can contribute to a thriving collaborative community.

Translation of online courses further helps increase access to people from diverse backgrounds, and thereby enables the true globalization of education.

Other models for online education are also being explored, such as the flipped classroom, which makes high-quality course content available in conjunction with local instruction.

This can provide much needed expansion of education in the many countries that lack qualified instructors.

The future

With the rise of online education, the notion of a "global classroom" is being discussed by educators and the media alike.

To me, achieving a "global classroom" means using education to erase barriers between people of different cultures and backgrounds; it means giving people the opportunity to learn without the limits imposed by physical or socio-economic circumstances; and it means giving schools and instructors around the world the ability to transcend boundaries to bring high-quality education to their students.

The opinions expressed in this commentary are solely those of Daphne Koller.

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