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Freelance English Teaching in Eastern Europe: A Perspective from R.P.
Author: Christopher Stanling
Date Of Publication: Dec 2008
Isbn13: 978-1-4438-0037-2
Isbn: 1-4438-0037-6
Freelance English Teaching in Eastern Europe – A Perspective from R.P. features exclusive insights and anecdotes about living in E. Europe and working as a freelance English teacher - an exciting occupation for college students and graduates hoping to integrate into the local work force. It has 43 chapters including The Nature of Work and Qualifications; English the International Language; Outsourcing, Multinational Corporations and English; Eastern Europe Turns to English; Job Offers, Competition, and Cowboy Schools; the School Contract; Advertising; Combining Work With Travel and Entertainment; Impressions From a Different Culture, and Conditions, Resources, and Contract for Freelancing. Readers won’t find such an extensive, information-rich account of EFL work and social climate in the region in any other book, useful for teacher-traveler types who wish to broaden their horizons and combine work with travel, those wishing to learn about foreign culture, professional EFL teachers seeking to better informed, career-minded people who want to enrich their CV or resume, those wishing to be more competitive in the international job market, and any potential entrepreneurs for the ELT industry. Tutors and consultants who wish to venture into the E. European ELT market for the first time as freelancers should find the book invaluable.
After graduating UCLA Stanling combined a liberal arts and psychology education with an EFL conversation method and traveled to the former eastern block to work as a freelance English teacher utilizing a controlled-conversation method characteristic of tutoring and consulting, based on listening to clients. His book is based on over 4½ years of experience.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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