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Teaching English as a second or foreign language
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"TEFL" redirects here. It is not to be confused with TOEFL.
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Teaching English as a Foreign Language (TEFL) refers to teaching the English language to students with different first languages. TEFL can occur either within the state school system or more privately, at a language school or with a tutor. TEFL can also take place in an English-speaking country for people who have immigrated there (either temporarily for school or work, or permanently). TEFL teachers may be native or non-native speakers of English. Other acronyms for TEFL are TESL (Teaching English as a Second Language), TESOL (Teaching English to Speakers of Other Languages), and ESL (English as a second language, a term typically used in English-speaking countries, and more often referring to the learning than the teaching).[1]
Contents
1 Teaching English as a second language
2 Teaching techniques
2.1 Reading
2.2 Communicative language teaching
2.3 Blended learning
2.4 Online classroom
3 Qualifications for TEFL teachers
4 Pay and conditions worldwide
5 TEFL region and country locations
5.1 Europe
5.2 Australia
5.3 Asia
5.3.1 Cambodia
5.3.2 China
5.3.2.1 Hong Kong
5.3.3 Japan
5.3.4 Laos
5.3.5 Middle East and North Africa
5.3.6 Mongolia
5.3.7 South Korea
5.3.8 Taiwan
5.3.9 Thailand
5.4 Americas
5.4.1 Costa Rica
5.5 Africa
5.6 India
6 See also
7 References
8 Further reading
9 External links
Teaching English as a second language[edit]
Teaching English as a second language (TESL) refers to teaching English to students whose first language is not English, usually offered in a region where English is the dominant language and natural English language immersion situations are apt to be plentiful.
The teaching profession has historically used different names for TEFL and TESL; however, the more generic term teaching English to speakers of other languages (TESOL) is increasingly used to describe the profession. Both native speakers and non-native speakers successfully train to be English language teachers. In order to teach English as a Second Language to English Language Learners, or ELL's, one must pass a written and oral test in English to demonstrate proficiency.
The use of these various terms has led to confusion about the training options for both prospective students and for employers. Because there is no global standard for the training of English language teacher, it is important to look beyond the actual acronym/title to the components of the training program. Short term certificate programs that do not have an academic affiliation resulting in credits or degrees (such as CELTA or other non-credit programs) can be a good launching pad for beginning positions internationally, but they will generally not provide sufficient training for a career (unless a person already has substantial experience and a degree in a closely related field). People interested in pursuing a career as an English language teacher should invest in credit-bearing programs that result in a university recognized certificate or degree program (MA/TESOL, MA/Applied Linguistics) particularly if one wants to work in higher education. Because of the confusing certification situation, employers now generally look for a certificate that reflects at least 100 hours of instruction in order to determine if the candidate has sufficient preparation to begin teaching English. Institutions with higher standards will require applicants to possess a master's degree for employment.
People wishing to teach in the K-12 public school system in the United States will need a state-teacher certification at a minimum and an ELL Endorsement (or other state qualification) to be qualified to teach ELL.
When choosing a graduate program, it is important to determine if the program is designed to prepare students to teach in K-12 settings OR in adult education settings. Most programs are designed for one or the other, but not both.
In California, teachers may become certified as California Teachers of English Learners (CTEL).
Teaching techniques[edit]
See also: Language teaching methods
Reading[edit]
TEFL (Teaching English as a Foreign Language) that uses literature aimed at children and teenagers is rising in popularity. Youth-oriented literature offers simpler material ("simplified readers" are produced by major publishers), and often provides a more conversational style than literature for adults. Children's literature in particular sometimes provides subtle cues to pronunciation, through rhyming and other word play. One method for using these books is the multiple-pass technique. The instructor reads the book, pausing often to explain certain words and concepts. On the second pass, the instructor reads the book completely through without stopping. Textbooks contain a variety of literature like poetry, stories, essays, plays etc. through which certain linguistic items are taught.
Reading aloud to students who are learning English as a foreign language is a highly effective strategy to assist them in learning the basic rules and understandings of the process of reading. When teachers read aloud to their students, they simply model fluency and comprehension, while also adding visual support, periodic paraphrasing, and extension.[2] When choosing an appropriate text for the student, both the vocabulary and concepts of the text that may be new to the student need to be considered.[2] To make sure they get definite understanding of the text, engaging the students during reading will assist them with making connections between what is being read and the new vocabulary.[2]
Communicative language teaching[edit]
Communicative language teaching (CLT) emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms,[3] it continues to be popular, particularly in Japan, Taiwan,[4] and Europe. In India CBSE ( Central Board of Secondary Education) has adopted this approach in its affiliated schools.
The task-based language learning approach to CLT has gained ground in recent years. Proponents believe CLT is important for developing and improving speaking, writing, listening, and reading skills, and that it prevents students' merely listening passively to the teacher without interaction. Dogme[5] is a similar communicative approach that encourages teaching without published textbooks, instead focusing on conversational communication among the learners and the teacher.[6]
Blended learning[edit]
Blended learning is a combination of face-to-face teaching and online interactions (also known as computer-assisted language learning), achieved through a virtual learning environment (VLE).
VLEs have been a major growth point in the English Language Teaching (ELT) industry over the last five years. There are two types:
Externally hosted platforms that a school or institution exports content to (e.g., the proprietary Web Course Tools, or the open source Moodle)
Content-supplied, course-managed learning platforms (e.g. the Macmillan English Campus)
The former provides pre-designed structures and tools, while the latter supports course-building by the language school—teachers can blend existing courses with games, activities, listening exercises, and grammar reference units contained online. This supports classroom, self-study or remote practice (for example in an internet café). Kendriya Vidyalaya Sangathan in India has launched a web portal ECTLT where learners can learn English and other subject online and interact with their own teachers of KVS across the country.
Online classroom[edit]
Advances in technology have made it possible to get a TEFL qualification online. Students can enroll in online classes that are accredited by organizations such as the British Council or Cambridge ESOL. It should be noted that there is no single overarching accreditation body for TEFL however private for profit companies have been known to invent accreditation affiliates and use them to cheat the customer.[7] Study materials are divided into modules. Students take one or multiple tests per study module. Support is handled by tutors, who can be reached via email. After successfully finishing the last module the student is granted a certificate. It comes in digital form or can be shipped to the student's address. Getting such a certificate can be beneficial.[clarification needed][citation needed]
Qualifications for TEFL teachers[edit]
Qualification requirements vary considerably from country to country and among employers within the same country. In many institutions it is possible to teach without a degree or teaching certificate. Some institutions will consider it necessary to be a native speaker with an MA TESOL. A university degree in English language and literature can also be of value, as indeed can any specialist degree. Other institutions consider a proof of English proficiency, a University degree and a basic teaching qualification to be more than sufficient. However, the level of academic qualification need not be the most important qualification, as many schools will be more interested in your interpersonal skills. For trainers wishing to enter the academic field, publications can be as important as qualifications, especially if they relate to English use in your field. Where there is a high demand for teachers and no statutory requirements, employers may accept otherwise unqualified candidates. Each country is different, and acceptance depends on demand for English teachers and the teacher's previous teaching and life experiences.[8]
Private language schools are likely to require at least a certificate based on successful completion of a course consisting of a minimum of 100 hours. Major programs like EPIK will offer a higher salary to teachers who have completed any TEFL Course, online or otherwise, so long as the program meets the minimum 100-hour requirement.[9] Internet-based TEFL courses are generally accepted worldwide, and particularly in Asia, where the largest job markets exist in China, Korea, Taiwan and Japan.[10] For China the minimum TEFL requirement is 120 hours.
In Asia there has also been a tendency to hire TEFL teachers on superficial criteria, such as race (with Caucasians preferred) on the assumption that an English teacher or native English speaker should be 'white', this is proven especially true in Thailand, a big employer of TEFL teachers, with adverts frequently calling explicitly for native-English speakers. Partly this is driven by commercial expectations in the private sector, where parents feel that paying extra fees for TEFL teacher should warrant an American or British TEFL teacher, the schools will not risk losing students over this.[citation needed]
Age/gender requirements might also be encountered. In some countries outside Europe and America, for example the Middle East, schools might hire men over women or vice versa. And they might hire only teachers in a certain age range; usually between 20 and 40 years of age. Anyone under 19 may be able to teach TEFL, but usually only in a volunteer situation, such as a refugee camp.[citation needed]
Pay and conditions worldwide[edit]
As in most fields, the pay depends greatly on education, training, experience, seniority, and expertise. As with much expatriate work, employment conditions vary among countries, depending on the level of economic development and how much people want to live there. In relatively poor countries, even a low wage may equate to a comfortable middle class lifestyle.[11] EFL Teachers who wish to earn money often target countries in East Asia such as China, South Korea and Japan where demand is high. The Middle East is also often named as one of the best paying areas, although usually better qualifications are needed: at least a CELTA and one or two years' experience.[12]
There is a danger of exploitation by employers. Spain has encountered criticism[by whom?] given the overwhelming number of small to medium businesses (including TEFL schools) which routinely dodge the teachers' social security contributions as a means of maximizing profits.[13] The result is that most teachers are entitled to less unemployment or sick pay than they would be entitled to if their salaries and contributions were declared in accordance with the law. Similar situations increase in countries with labor laws that may not apply to foreign employees, or which may be unenforced. An employer might ignore contract provisions, especially regarding working hours, working days, and end-of-contract payments. Difficulties faced by foreign teachers regarding language, culture, or simply limited time can make it difficult to demand pay and conditions that their contracts stipulate. Some disputes arise from cross-cultural misunderstandings. Teachers who can't adapt to living and work in a foreign country often leave after a few months. It is especially difficult at this time for teachers to recognize which jobs are legitimate, as many of the leading jobs boards allow unfiltered paid posting.[citation needed]
TEFL region and country locations[edit]
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Europe[edit]
Major European cities have established language schools on-site or operated as agencies sending teachers to various locations. September is the peak recruiting month, and many annual contracts last from October until June. Employers prefer graduates with experience in teaching Business English or in teaching young learners.
Instructors from the United Kingdom and Ireland, countries within the European Union, do not need any visas to work within the EU, which reduces demand for non-EU teachers. Immigration laws require that non-EU job applicants submit documents from their home countries in person after the European employer files an officially documented job offer. If the worker has traveled to Europe to find the job, this means they must return home and wait for some time. Following the process correctly does not guarantee getting a visa. Many private-sector employers do not subsidize them at all, because they are able to hire the staff easily from the EU countries.
International schools hire some experienced and well-qualified non-EU teachers. Education ministries, i.e. those of France and Spain, offer opportunities for assistant language instructors in public schools. Part-time employment is usually allowed under an education visa, but this visa also requires proper attendance at an accredited EU college or university, institute, or another educational program. Other teachers work illegally under tourist visas, since the "don't ask, don't tell" method is the only viable solution to avoiding impossible bureaucracy and eventual job rejection.[dubious – discuss]
Despite claims from websites that sell courses, state schools often do not accept brief TEFL courses as a substitute for a university degree in English education.[14] In Spain it is impossible to get a job with a state school unless you go through the process of getting your foreign teaching degree accepted in Spain and then pass the civil service examination ("oposiciones").
Demand for TEFL tends to be stronger in countries which joined the European Union recently. They also tend to have lower costs of living. Non-EU teachers usually find legal work there with less difficulty. The Balkan former Yugoslav countries have seen recent growth in TEFL—private schools have recruited Anglophone teachers there for several years.
Very few foreign instructors work in Scandinavia, where stricter immigration laws and a policy of relying on bilingual local teachers apply.
Australia[edit]
The Australian Bureau of Statistics (ABS) showed that in 2006 there were 4,747 female English as a Foreign Language teachers (80.1%) and 1,174 male teachers (19.8%) in Australia.[15] Despite the worldwide financial crisis in 2008, the number of international students attending universities in Australia has remained high.
In August 2013, there were four hundred and sixty-two thousand international students paying full-fees in Australia, with students from China and India being the two largest markets.[16] Previously, international students applying to study at an Australian university were required to sit a test and were only accepted based on their academic performance and English language proficiency.[16] However, Australian universities are now providing alternative entry pathways into higher education programs to allow international students to improve both their English language and academic preparedness at the same time. Some of these alternative pathways include Foundation Studies and English Language Intensive Courses.[16]
Employment for teachers of English as a foreign language has risen by a rate of 45.3% over the past 5 years and is expected to grow very strongly through 2017.[17] In November 2012, the number of EAFL (English as a foreign language) teachers in Australia had risen to 8,300, and the projected number for 2017 is 9,500 teachers.[17] The top three regions in Australia for employment as an EAFL teacher is New South Wales: 49.5%, Victoria: 29.7%, and Queensland: 7.7%.[17]
Asia[edit]
Cambodia[edit]
Demand for English teachers in Cambodia has grown over the past decade, although the country has a small population and is dependent on foreign aid for much of its economic development, limiting growth.[18]
Cambodia was ruled by the French from 1863 to 1953, and therefore English was not the primary second language until recently. From the 1970s through to the 1990s, Cambodia experienced civil war and political turmoil which had a devastating effect on the national education system and the learning of a second language.[19] By 1979 it was estimated that 90% of schools had been destroyed and 75% of teachers were no longer working and foreign languages were not being taught.[19] However, in Cambodian schools today, English as a foreign language is taught from Grade 7 onwards and is the most popular foreign language studied. Adults are also able to learn English through other non-formal English language education programs.[19]
Currently in Cambodia, there are professional, institutional, and governmental motivations for both teaching and learning English as a foreign language.[20] Results from studies on Cambodia show that the ability to speak English is an important component required to transform the standard of life for the people of Cambodia. The reason for this is that the people who are able to communicate in English are ones that are more likely to have opportunities to find better occupations with higher pay, as it is used to communicate with international businesses and organizations.[20]
China[edit]
Beginnings: Qing Dynasty
As Wang Kequiang stated (1986) TEFL has existed in China for approximately one hundred years and has been subject to the policies and politics of the times. TEFL in China actually began in the latter half of the 19th century with the "Westernization Movement" started by some Chinese officials in the Qing Dynasty. With this movement came the influence of Western culture, trade and commerce. Some astute Chinese officials saw the need to learn English as a foreign language. The situation required establishment of institutes for teaching English. The first such Institute (called "Tongwenguan") was set up in 1862 and in 1901 became part of the Beijing Normal University. This institution was a comprehensive higher education facility which included TEFL in the curriculum.[21] Many opportunities exist within the People's Republic of China, including preschool, university, private schools and institutes, companies, and tutoring. NGOs, such as Teach For China, are an opportunity as well. The provinces and the Ministry of Education in Beijing tightly govern public schools, while private schools have more freedom to set work schedules, pay, and requirements.
English teaching salaries in China are dependent on multiple factors including; Teaching hours specified in contract, location, inclusions/bonuses, and public vs private sector. It is important to note that due to high demand, salaries have increased significantly over recent years. A standard contract within the public school system generally entails less than 20 hours of teaching time, weekends off, included accommodations, flight stipend/reimbursement for 1 year contracts, paid public holidays, medical insurance and Z visa (working permit) sponsorship. These positions offer an average base salary of 6,000 - 7,000 RMB per month in smaller cities and rural areas. In Beijing, Shanghai, Shenzhen, and Guangzhou these positions now offer 10,000 RMB plus per month due to higher living costs. The private sector is less uniform with salaries going as high as 20,000 RMB per month for DOS's in major cities.[22] Private positions tend to demand higher hours, may include teaching in multiple locations and often require weekend and evening working schedules. They also are more flexible with housing options, often offering teachers a choice between provided accommodations or a stipend towards rental costs.
By law, all non-Chinese English teachers should hold a minimum bachelor's degree in any discipline, be at least 25 years old and have at least 2 years of working experience.[23] English teachers should also be native speakers with citizenship from one of the following countries: USA, Canada, UK, Ireland, Australia, New Zealand, or South Africa. [24] Due to demand, these rules are often overlooked, and schools often are able to obtain work permits for teachers who do not meet the minimums, although this is tightening up in the major cities.
Public schools usually pay during vacations, but not for summer break unless the teacher renews the contract,[25] while many private schools have shortened vacation schedules and may pay for whatever short number of days is allowed for vacation.
Company jobs vary, depending on the number of employees they want to train. They may employ a teacher for one or two classes, or a complete set of 14 to 16 hours a week. Tutoring also varies, as in some cases a whole family of students or just one family member.
Some teachers work successfully on an independent basis with several contracts for tutoring, individual college classes, and some company work. The majority of teachers accept contracts with schools. Public school contracts are fairly standard, while private schools set their own requirements. Schools try to hire teachers from Anglophone countries, but because of demand, others with good English language skills can find positions.
As of February 2017 the legal process for processing and awarding Z-visas in China has become considerably more strict. Applicants now require a criminal background check, 120 hour of more TEFL certification and copy of a bachelor degree from a Western University[26]. Before the Chinese employer can issue an invitation letter to work in China all of these aforementioned documents are required to be notarised and legalised in the candidates home country and then verified in China after physically posting to your Chinese employer. This procedure is in addition to the existing visa process and it can take approximately 3 months from being given a job offer to having all the relevant permits to enter and start working in China.
Hong Kong[edit]
Hong Kong was once a British Crown colony, and English-language education is taken seriously there, as demonstrated by government-funded research.[11] Hong Kong was handed back to the People’s Republic of China in 1997 and became known as Hong Kong Special Administrative Region (HKSAR).
Teaching English in Hong Kong has become quite a business. Many English teaching institutions have since opened. Big private names include Headstart Group Limited and English for Asia. Native English speakers may quickly find a job teaching English, although foreigners should be aware of shady companies who often pull tricks on their employees. A qualification in Teaching English as a Foreign Language (TEFL) has become a pre-requisite to enter the Native English-speaking Teacher scheme (NET scheme), which is funded by the HKSAR government and provides the ultimate career destination for an English teacher. On top of attractive salary, housing is provided with all the other fringe benefits including full holiday pay, provident fund and health insurance. Housing or rental support is the biggest incentive to foreign teachers as housing cost in Hong Kong is ranked one of the highest in the world.
Once a teacher is on the NET scheme, they can move from school to school after completion of, normally, a two-year contract. Therefore, a teacher with a strong track record has a lot of opportunities to land an ideal position at an ideal school. While many foreigners think coming to Hong Kong with a short online TEFL qualification is sufficient, both public and private schools are looking for TEFL qualifications listed with the Hong Kong Council for Accreditation of Vocational and Academic Qualifications and Hong Kong Education Bureau. Acquiring one of those qualifications gives a foreigner a definite advantage to securing a preferred teaching position at a formal school, whether private or public, kindergarten, primary or secondary. When selecting NET, schools will not normally consider learning-centre experience due to the differences in class size, continuity of student group, level of classroom management skills and sophistication in teaching pedagogy required between schools and centres.
Japan[edit]
See main article: English-language education in Japan
In Japan, the JET Programme employs assistant language teachers and teaching assistants to work in Japanese high schools and elementary schools. Other teachers work in eikaiwa (private language schools), universities, and as Coordinators for International Relations (CIRs) in government and boards of education.[27]
The largest of these chains are Aeon and ECC. The sector is not well regulated. Nova, one of the largest chains with over 900 branches, collapsed in October 2007, leaving thousands of foreign teachers without income or, for some, a place to live. Agencies are increasingly used to send English speakers into kindergartens, primary schools, and private companies whose employees need to improve their Business English. Agencies, known in Japan as haken, or dispatch companies, have recently been competing among themselves to get contracts from various Boards of Education for Elementary, Junior and Senior High Schools, and wages have decreased steadily.[citation needed] JALT (the Japan Association for Language Teaching) is the largest NPO (not-for-profit organization) for language teachers (mainly native English speakers), with nearly 3,000 members.[28]
Laos[edit]
English language has been increasingly important in education, international trade and cooperation in Laos since the 1990s. The government started to promote foreign direct investment, and the introduction of Laos as an observer at ASEAN in 1992 also increased the necessity of English. Laos was considered as a full member of ASEAN in 1997. From 1992-97, the government had to improve its fluency in English.[citation needed]
More recently, high-ranking officials, business people, and shareholders have started to work at their English. This trend looks set to increase as English is due to be included and taught in the field of education too.
Middle East and North Africa[edit]
Saudi Arabia, the United Arab Emirates, and other wealthy Gulf states are the main locations for instructors to work in this region. Many positions provide high salaries and good benefits such as free housing and flights, but tend to require extensive qualifications and experience. Private academies and university programs, variously referred to as Foundation Year or Preparatory Year programs that assist incoming students with academic preparation for university-level academic work, are the main venues of instruction. Some public primary and secondary schools, such as those in Abu Dhabi, have begun to recruit foreign English instructors.
Other Middle Eastern and North African countries offer more modestly-paid positions. Amideast and the British Council operate in a number of countries providing teaching opportunities in their English language courses.
English is also taught in Iran starting at the primary school level.
Mongolia[edit]
The Peace Corps has 136 volunteers in Mongolia, many of whom are English teachers[29] mostly teaching in the vast rural areas, where the population density is low. In Ulaanbaatar, a modest number of professional NETs teach at private institutes, universities, and some schools. In addition to foreign instructors from the major English-speaking countries, there are Filipinos teaching in Mongolian schools, institutes and large industrial or mining companies.
South Korea[edit]
There is great demand for native English speakers willing to teach in South Korea, though it is dropping. In 2013, the number of native English speakers teaching in public schools dropped 7.7% in one year to 7,011.[30] Most of the nation's provinces are removing foreign English teachers from their middle and high schools. As with Japan, Korea is also nurturing a government-run program for teacher placement called English Program in Korea (EPIK). EPIK reported that it recruited 6,831 foreign teachers to work in Korean public schools. There are a number of associations for English teachers in Korea, the largest one with a significant number of native speakers is KOTESOL.
Institutions commonly provide round-trip airfare and a rent-free apartment for a one-year contract. Note that since March 15, 2008, visa rules have changed. Prospective teachers must now undergo a medical examination and a criminal background check, produce an original degree certificate, and provide sealed transcripts. On arriving in South Korea, teachers must undergo a further medical check before they receive an ARC (Alien Registration Card) card.
Korean labor law provides all workers with a severance pay equivalent to one month's salary is paid at the end of a contract. Most job contracts are for 1 year and include entrance and exit plane tickets. Citizens of the USA, Canada and Australia[31] also receive back their pension contributions and their employers' part of the pension contributions on leaving the country. The average starting pay for those with no previous teaching experience and no degree in the English language is usually between USD $1,800 to USD $2,200.[32]
There are four main places to work in South Korea: universities, private schools, public schools (EPIK), and private language academies (known in South Korea as hagwons). Private language academies (in 2005 there were over thirty thousand such academies teaching English[33]), the most common teaching location in Korea, can be for classes of school children, housewives, university students (often at the university itself), or businesspeople. There are numerous, usually small independent hagwons but also numerous large chains.
Taiwan[edit]
In Taiwan, most teachers work in cram schools, known locally as bushibans or buxibans. Some are part of chains, like Hess and Kojen. Others operate independently. Such schools pay around US$2,000 per month. End-of-contract bonuses equivalent to an extra month's pay are not mandated by law as in South Korea, and are uncommon in Taiwan. Also, under current law it is illegal for foreigners to teach English in pre-schools or kindergartens, though it is almost always overlooked by both the schools and the government, thereby making the practice common and accepted. To teach English and live in Taiwan, you must be a holder of an Alien Resident Card (ARC), which is supplied to passport holders of native English speaking countries by hiring schools. ARC candidates must hold a bachelor's degree from a university.
In recent years Taiwan has increased its needs for TEFL and Certified Teachers in public schools. Qualifications and salaries for public school positions are based on certifications and experience. Also, benefits and salaries are more extensive than cram schools.
Thailand[edit]
Thailand has a great demand for native English speakers, and has a ready-made workforce in the form of travelers and expatriates attracted by the local lifestyle despite relatively low salaries. Teachers can expect to earn a minimum starting salary of around 25,000 Baht.[34] Because Thailand prohibits foreigners from most non-skilled and skilled occupations, a high percentage of foreign residents teach English for a living, and are able to stay in the country. There is also a growing demand for Filipino English teachers, as they are often hired for about half the salary of a native speaker. Qualifications for EFL teachers in Thailand have become stricter in the last couple of years,[citation needed] with most schools now requiring a bachelor's degree plus a 120-hour TEFL course .It is possible to find work without a degree in Thailand. However, as a degree makes getting a work permit far easier, to work without a degree is often to work illegally, opening teachers up to exploitation by employers.[35]
Americas[edit]
There has been significant growth in TEFL within the wealthier non-Anglophone countries of North, Central, and South America as well as the Caribbean. In particular, many teachers work in Argentina, Brazil, Chile, Costa Rica, Colombia, Ecuador, Mexico, Peru, Paraguay, Uruguay and Venezuela. Chile has even made it a national goal to become a bilingual nation within the coming years. As proof of its commitment to this goal the Chilean Ministry of Education sponsors English Opens Doors, a program that recruits English speakers to work in Chilean Public High Schools.[36]
Costa Rica[edit]
Costa Rica is a popular choice among TEFL teachers in light of the high market demand for English instructors, the stable economic and political atmosphere, and the vibrant culture. Teaching positions are available through public and private schools, language schools, universities and colleges, and through private tutoring. Language schools typically hire all year round, and teachers of Business English are also in high demand. There are quality Costa Rica TEFL training courses that offer certification as well as job placement assistance following completion of a course.
Africa[edit]
TEFL in Africa has historically been linked to aid programs such as the US Peace Corps or the multinational Voluntary Service Overseas organization, as well as other aid programs. Most African countries employ bilingual local teachers. Poverty and instability in some African countries has made it difficult to attract foreign teachers. There has been increasing government investment in education and a growing private sector.
India[edit]
Additional English instruction takes place at levels of public and private schools.
Beginning as early as 1759, English language teaching in India has been occurring for more than two hundred and fifty years.[37] After Hindi, English is the most commonly spoken, written and read language of India, as it is used most commonly for inter-state and intrastate communication, acting as a ‘link’ language.[37] In India, it is a very important language in some fields such as law, finance, education, and business.[37]
The popularity of English in the country has also posed problems for the regional and traditional languages within the country. Indian languages, such as Hindi, are known and associated with tradition and are regarded as un-modern.[38] At the national level, Hindi has the status of official language in India, and English is recognized as another official language for government work.[39]
See also[edit]
Applied linguistics
English language learning and teaching
Language education
List of countries by English-speaking population
Second language acquisition
Sociolinguistics
Trinity College London ESOL
Glossary of language teaching terms and ideas
English Opens Doors
Test of English as a Foreign Language known as TOEFL
EF Standard English Test, open-access standardized English assessment tools
Teaching English as a second language
English as a second or foreign language
CELTA
English language learning and teaching
Language education
Second language acquisition
References[edit]
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Jump up ^ "TEFL Pay". Cactus TEFL. Retrieved 2010-05-19. There does however seem to be a basic TEFL LAW, which states that if you're on a full-time contract of 24-26 teaching hours per week, you will have enough money to pay rent in a modest, possibly shared apartment, pay for food, get out and about to explore at weekends, have the odd beer or glass of wine of an evening, and, over the period of your contract, get some money put aside for flights home at Christmas. Generally speaking, you tend to live fairly basically, and what you earn is not usually enough to support partners, family back home or pay back debts or mortgage instalments. In many ways, TEFL can be a bit of a return to your student days, where there is less emphasis on material 'stuff' and more in being absorbed into the culture of the experience.
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Jump up ^ "Ways to Make Money as a Nomad Expat | Planet Asia". Planet Asia. Retrieved 2015-12-11.
Jump up ^ Teacher Training (TEFL) Frauds, Frank Adamo
Jump up ^ Yazdanpanah, Lily K. (February 2015). "A Quantitative Investigation of ESL Teacher Knowledge in Australian Adult Education" (PDF). Teaching English as a Second Language - Electronic Journal. Berkeley, California. 18 (4).
^ Jump up to: a b c Phakiti, Aek; Hirsh, David; Woodrow, Lindy (December 2013). "It's Not Only English: Effects Of Other Individual Factors On English Language Learning and Academic Learning Of ESL International Students In Australia". Journal of Research in International Education. 12 (3): 239–258. doi:10.1177/1475240913513520.
^ Jump up to: a b c "English Teachers (As a Second Language)". Open Universities Australia.
Jump up ^ "The teaching placement is primarily in the English schools of Phnom Penh. However there are opportunities to teach business, healthcare and communications classes as well." Teach English In Cambodia
^ Jump up to: a b c Neau, Vira (2010). "The Teaching of Foreign Languages in Cambodia: A Historical Perspective". Language, Culture and Curriculum. 16 (3). doi:10.1080/07908310308666673.
^ Jump up to: a b Hashim, Azirah; Leong, Yee Chee; Pich, Pheak Tra (December 2014). "English In a Higher Education In Cambodia". World Englishes. 33 (4): 498–511. doi:10.1111/weng.12110.
Jump up ^ "Teaching English as a Foreign Language in China". TESL Canada Journal.
Jump up ^ "Disney English Language Learning Director in China". GaijinPot Jobs.
Jump up ^ "Teaching Jobs in China". teachinchina.cn.
Jump up ^ "Teach in China FAQ". TDE Recruit FAQ.
Jump up ^ Dr. Gregory Mavrides (2008). "Travel and Medical Benefits for Foreign Teachers in China". Middle Kingdom Life.
Jump up ^ "Notarisation of documents for getting your Chinese Work Visa - Noon Elite Recruitment". Noon Elite Recruitment. Retrieved 2017-05-27.
Jump up ^ Roberts, Clair. "Teaching English as a Foreign Language". The TEFL Academy. Retrieved 13 June 2016.
Jump up ^ "About JALT". jalt.org.
Jump up ^ Peace Corps. "Mongolia | Asia | Peace Corps". Peacecorps.gov. Retrieved 2013-08-02.
Jump up ^ . "Native English teacher head count continues decline-The Korea Herald". Nwww.koreaherald.com. Retrieved 2013-08-02.
Jump up ^ Australian Embassy, Republic of Korea: Australia-Korea Social Security Agreement
Jump up ^ Bondi, Diaz (7 October 2015). "TEFL – Teaching English Abroad". Maximonivel. Retrieved 8 February 2017.
Jump up ^ The Language Training Market In Korea (PDF) (Report). Industry Canada. April 2007. p. 6. ISBN 978-0-662-45857-9.
Jump up ^ "Teach English in Thailand", With a degree, a respected TEFL qualification and all the relevant paperwork you can expect to earn a starting salary of around 25,000 Baht (US$800) a month but that could be as high as 60,000 (US$1850) depending on your experience and the location of the school.
Jump up ^ "Government vs. Private Language Schools in Thailand" Some TEFL certificate providers have started offering residential courses in Thailand as a way of ensuring their students the necessary government-required experience and cultural awareness.
Jump up ^ " South America becomes the most desired destination for teaching English positions and you must be a passport holder from the USA, Canada, Australia, UK, Ireland, South Africa or New Zealand to teach there" Teach English In Argentinia
^ Jump up to: a b c Hussain, Wajahat (May 2012). "English Language Teaching in India: A Brief Historical Sketch" (PDF). Language In India. 12 (5). ISSN 1930-2940.
Jump up ^ Reddy, P. Sreenivasulu (February 2012). "Problems In Teaching/Learning English As a Second Language In India" (PDF). Language In India. 12 (2). ISSN 1930-2940.
Jump up ^ "Constitutional Provisions – Official Language Related Part-17 Of The Constitution Of India". National Informatics Centre (in Hindi). Archived from the original on 8 November 2016. Retrieved 1 December 2017.
Further reading[edit]
Paul Z. Jambor "Protectionist Measures in Postsecondary Ontario (Canada) TESL", U.S. Department of Education: Educational Resources Information Center, 2012
Brandt, C. (2006). Success on your certificate course in English language teaching: A guide to becoming a teacher in ELT/TESOL. London: Sage. ISBN 1-4129-2059-0, ISBN 978-1-4129-2059-9
Paul Z. Jambor "The 'Foreign English Teacher' A Necessary 'Danger' in South Korea", United States of America; Department of Education - Education Resources Information Center, 2010
Teaching English Abroad, Susan Griffith, Vacation Work Press, Oxford. Many editions. ISBN 1-85458-352-2, ISBN 978-1-85458-352-9
Teach English in Italy, Frank Adamo, Lulu.com, Second Edition. ISBN 978-1-4461-9318-1
English Teacher X Guide to Teaching English Abroad, English Teacher X, Amazon.com and Smashwords.com, 2010 ASIN: B004SOYD70 ISBN 1-4663-3005-8 ISBN 978-1466330054
Sievert, Jessica. "Evaluation of Structured English Immersion and Bilingual Education on Reading Skills of Limited English Proficient Students in California and Texas". Applied Research Project. Texas State University. 2007. Retrieved on 2008-07-04.
External links[edit]
Wikimedia Commons has media related to Teaching English as a foreign language.
Teaching English article on Wikivoyage
EFL Magazine
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Numbered Air Force
From Wikipedia, the free encyclopedia
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Air force
A Numbered Air Force (NAF) is a type of organization in the United States Air Force that is subordinate to a Major Command (MAJCOM) and has assigned to it operational units such as wings, squadrons, and groups.[1] A Component Numbered Air Force (C-NAF) has the additional role as an Air Force Component Command exercising command and control over air and space forces supporting a Unified Combatant Command.[2] Unlike MAJCOMs, which have a management role, a NAF is a tactical organization with an operational focus, and does not have the same functional staff as a MAJCOM.[2] Numbered air forces are typically commanded by a major general or a lieutenant general.
Numerical designations for Numbered Air Forces are written out, without the use of ordinal numbers (e.g., Eighth Air Force instead of 8th Air Force), but Arabic numerals are used in abbreviations (e.g., 8 AF).[1][3] Units directly subordinate to a NAF are generally numbered 6XX (where XX is the NAF number).[1] For example, the 618th Air and Space Operations Center (Tanker Airlift Control Center) is a unit subordinate to the Eighteenth Air Force.
Contents
[hide]
1 History
2 List of Numbered Air Forces
3 Named Air Forces
4 See also
5 References
History[edit]
World War II Air Districts and Numbered Air Forces.
Numbered air forces began as named organizations in the United States Army Air Corps before World War II.[4] The first four NAFs were established as the Northeast, Northwest, Southeast, and Southwest Air Districts on 19 October 1940 to provide air defense for the United States.[5] These Air Districts were redesignated as the 1st, 2nd, 3rd, and 4th Air Forces, respectively, on 26 March 1941. Over a year after the establishment of the United States Army Air Forces on June 20, 1941, the Arabic numerals were changed to the First, Second, Third, and Fourth Air Forces on 18 September 1942. Other organizations established during this period and that became Numbered air forces include the Philippine Department Air Force (became Fifth Air Force), the Panama Canal Air Force (became Sixth Air Force), the Hawaiian Air Force (became Seventh Air Force), and the Alaskan Air Force (became Eleventh Air Force).[6] After World War II, the US Air Force continued to use both named and numbered air forces. While named air forces were used in both tactical and support roles, numbered air forces were generally employed only in tactical roles.[4]
As part of a peacetime restructuring in March 1946, the United States Army Air Forces were reorganized into three major operating commands: the Strategic Air Command (SAC), the Tactical Air Command (TAC), and the Air Defense Command (ADC).[7] These commands reflected the basic air combat missions that evolved during the war, and each reported directly to General Carl Spaatz, the Commanding General, Army Air Forces. Numbered air forces served as an intermediate headquarters between these commands and the operational wings and groups. Eleven of the sixteen wartime air forces remained. The Eighth and Fifteenth Air Forces were assigned to SAC; the Third, Ninth, and Twelfth Air Forces were assigned to TAC; and the First, Second, Fourth, Tenth, Eleventh, and Fourteenth Air Forces were assigned to ADC. Second Air Force would later be transferred to SAC in 1949.[8] The numbered air forces had both operational and administrative authority, and existed as a command level between major commands and air divisions. Although variations existed, and number air forces were often reassigned, this basic arrangement persisted throughout the Cold War.
The role of numbered air forces changed in the 1990s during the Air Force reorganization initiated by Air Force Chief of Staff General Merrill McPeak. The goal of the reorganization was to "streamline, take layers out, flatten (Air Force) organizational charts, while at the same time clarifying the roles and responsibilities of essential supporting functions."[9] Numbered air forces were reorganized into tactical echelons focused on operations, and their administrative staff functions were eliminated. This reorganization also reduced the number of major commands, and eliminated the air divisions to place numbered air forces directly in command of operational wings.
The role of numbered air forces was again changed in 2006 with the implementation of the Component Air Force (C-NAF) concept.[10] Some numbered air forces have an additional mission as the Air Force Component Command exercising command and control over air and space forces supporting a Unified Combatant Command.[2] C-NAFs have a second designation to identify their role. For example, First Air Force, a numbered air force assigned to Air Combat Command, is designated as Air Force Northern (AFNORTH) in its role as the air component of the United States Northern Command.[11] Most C-NAFs have an Air and Space Operations Center (AOC) to provide command and control of air and space operations for the supported combatant commander.
List of Numbered Air Forces[edit]
The table below lists current and historical numbered air forces of the US Air Force, their C-NAF designation (if applicable), their current shield and station, and the major command (MAJCOM) to which they are currently assigned. Note that the lineage of some numbered air forces is continued by non-NAF organizations (e.g., the 15th Expeditionary Mobility Task Force continues the lineage of the Fifteenth Air Force). Boldface indicates a NAF or C-NAF that is currently active.
Air Force
Shield
Station
Major Command
Comments
First Air Force (Air Forces Northern)
Tyndall Air Force Base, Florida ACC C-NAF supporting U.S. Northern Command and Continental NORAD Region
Second Air Force
Keesler Air Force Base, Mississippi AETC Oversees all USAF non-flying technical training
Third Air Force (Air Forces Europe)
Ramstein Air Base, Germany USAFE-AFA
C-NAF supporting U.S. European Command and U.S. Africa Command
Fourth Air Force
March Air Reserve Base, California AFRC Air Force Reserve Command NAF for all AFRC C-5, C-17, KC-135, KC-10 and C-40 units operated by Air Mobility Command and supporting U.S. Transportation Command
Fifth Air Force
Yokota Air Base, Japan PACAF Air component to United States Forces Japan
Sixth Air Force
Howard Air Force Base, Panama Redesignated United States Air Forces Southern Command in 1963. Deactivated in 1976.
Seventh Air Force (Air Forces Korea)
Osan Air Base, Korea PACAF C-NAF supporting United States Forces Korea
Eighth Air Force (Air Forces Strategic)
Barksdale Air Force Base, Louisiana AFGSC C-NAF supporting U.S. Strategic Command and is responsible for all USAF bombers
Ninth Air Force
Shaw Air Force Base, South Carolina ACC C-NAF
Tenth Air Force
Naval Air Station Joint Reserve Base (former Carswell Air Force Base), Fort Worth, Texas AFRC Air Force Reserve Command NAF for all AFRC B-52 units gained by AFGSC; all AFRC E-3, F-22, F-15C/D, F-15E, F-16, A-10, HC-130, HH-60, C-145, U-28, MQ-1, MQ-9 and RQ-4 units gained by ACC, PACAF and AFSOC, and all AFRC T-6, T-1 and T-38 "Associate" flying training units in support of AETC; 10 AF also has oversight for a single AFRC space wing in support of AFSPC
Eleventh Air Force
Elmendorf Air Force Base, Alaska PACAF Air Component for Alaskan Command and Alaska NORAD Region. Administrative HQ for PACAF Wings not in 5th AF or 7th AF AORs.
Twelfth Air Force (Air Forces Southern)
Davis-Monthan Air Force Base, Arizona ACC C-NAF supporting U.S. Southern Command
Thirteenth Air Force (Air Forces Pacific)
Hickam Air Force Base, Hawaii PACAF C-NAF previously supporting USPACOM. Deactivated in 2012.
Fourteenth Air Force (Air Forces Strategic)
Vandenberg Air Force Base, California AFSPC C-NAF supporting U.S. Strategic Command and is responsible for U.S. space forces
Fifteenth Air Force
Travis Air Force Base AMC Redesignated 15th Expeditionary Mobility Task Force in 2003. Deactivated in 2012.
Sixteenth Air Force
Izmir Air Base USAFE-AFA Redesignated 16th Air Expeditionary Task Force in 2006. Deactivated in 2008.
Seventeenth Air Force
Ramstein Air Base, Germany USAFE-AFA-
AFAFRICA Deactivated in 2012. Redesignated 17th Expeditionary Air Force, supporting U.S. Africa Command.
Eighteenth Air Force (Air Forces Transportation)
Scott Air Force Base, Illinois AMC C-NAF supporting U.S. Transportation Command
Nineteenth Air Force
Randolph Air Force Base, Texas AETC Oversees all USAF flying training, to include all undergraduate flight training and selected Formal Training Units (FTU) and Replacement Training Units (RTU)
Twentieth Air Force (Air Forces Strategic)
F.E. Warren Air Force Base, Wyoming AFGSC C-NAF supporting U.S. Strategic Command, oversees all USAF ICBMs
Twenty-First Air Force
McGuire Air Force Base, New Jersey Redesignated 21st Expeditionary Mobility Task Force in 2003. Deactivated in 2012.
Twenty-Second Air Force
Dobbins Air Reserve Base, Georgia AFRC Air Force Reserve Command NAF for all AFRC C-130 and WC-130 units operated by Air Mobility Command and supporting U.S. Transportation Command
Twenty-Third Air Force (AFSOC)
Hurlburt Field, Florida AFSOC C-NAF supporting U.S. Special Operations Command. Deactivated in 2013.
Twenty-Fourth Air Force (Air Forces Cyber)
Lackland Air Force Base, Texas[12] AFSPC C-NAF supporting U.S. Cyber Command.
Twenty-Fifth Air Force
Lackland Air Force Base, Texas ACC Redesignated from Air Force Intelligence, Surveillance and Reconnaissance Agency on 29 September 2014.[13]
Named Air Forces[edit]
Named Air Forces operate at the same level as Numbered Air Forces. General Headquarters Air Force, the first named air force of the United States Army's air arm, began operations in 1935. The GHQ Air Force became the Air Force Combat Command in 1941. Several of the numbered air forces began as named air forces.[14]
Since World War II other named air forces have existed in both operational and support commands. Air Forces Iceland, and the Central, Eastern, Japan, and Western Air Defense Forces, have provided air defense capability. The USAF Special Operations Force controlled operational special forces. The Crew, Flying, and Technical Training Air Forces served Air Training Command both in the air and on the ground. Pacific Air Force/FEAF (Rear) controlled both operational and support forces of Far East Air Forces. Air Materiel Force, European Area, and Air Materiel Force, Pacific Area, on the other hand, served primarily as logistical support establishments.[14]
Currently, United States Air Forces Central provides airpower in support of the Global War on Terrorism.
Air Force
Shield
Station
Major Command
Comments
Air Forces Iceland
Naval Air Station Keflavik, Iceland USAFE-AFA Established in 1952. Performed air defense of Iceland and North Atlantic. Deactivated 28 June 2006
Air Materiel Force, European Area Châteauroux-Déols Air Base, France Air Force Logistics Command From 1954 to 1962 served as the primary USAF logistical organization in Europe
Air Materiel Force, Pacific Area Tachikawa Air Base, Japan Air Force Logistics Command Originated during World War II in 1944, served as the primary USAF logistical organization in the Pacific. Deactivated 1962.
Aviation Engineer Force Wolters Air Force Base, Texas Continental Air Command Controlled aviation engineer organizations of the United States Army, on duty with the United States Air Force, 1951–1956
Central Air Defense Force Richards-Gebaur Air Force Base, Missouri Air Defense Command Controlled ADC Radar and Interceptor units in the central United States, 1951-1960.
Crew Training Air Force Randolph Air Force Base, Texas Air Training Command Provided training for air crews, 1952-1957.
Eastern Air Defense Force
Stewart Air Force Base, New York Air Defense Command Controlled ADC Radar and Interceptor units in the eastern United States, 1949-1960.
Flying Training Air Force Randolph Air Force Base, Texas Air Training Command Provided flying training for combat crews and flying training leading to an aeronautical rating, 1951-1958.
Japan Air Defense Force Nagoya Air Base, Japan Far East Air Force This air defense organization was established to replace the 314th Air Division, 1952–1954
Pacific Air Force/FEAF (Rear) Hickam Air Force Base, Hawaii Territory Far East Air Force Established to control Air Force operations in the Pacific and Far East during the move of the Far East Air Forces (FEAF) from Japan to Hawaii, 1954–1957
Technical Training Air Force Randolph Air Force Base, Texas Air Training Command Provided officer candidate training, indoctrination (basic) training, and technical training to Air Force personnel, 1951-1958.
USAF Special Operations Force
Eglin Air Force Base, Florida Tactical Air Command When the USAF Special Air Warfare Center became too large and cumbersome for center status, it was elevated to a named air force, 1962-1974.
Western Air Defense Force Hamilton Air Force Base, California Air Defense Command Controlled ADC Radar and Interceptor units in the western United States, 1951-1960.
United States Air Forces Central Command
Shaw Air Force Base, South Carolina Air Combat Command Established in 1983 as United States Central Command Air Forces (USCENTAF); renamed United States Air Forces Central Command (USAFCENT) in 2009. Air component of United States Central Command, a regional unified command. Responsible for air operations (either unilaterally or in concert with coalition partners) and developing contingency plans in support of national objectives for USCENTCOM's 20-nation area of responsibility in Southwest Asia.[15]
Source:[14]
See also[edit]
United States Air Force portal
Organizational structure and hierarchy of the United States Air Force
References[edit]
^ Jump up to: a b c AFI 38–101, Air Force Organization Archived 13 March 2012 at the Wayback Machine.. 16 March 2011.
^ Jump up to: a b c AFI 38-205, Manpower & Quality Readiness and Contingency Management Archived 13 March 2012 at the Wayback Machine.. 18 June 2002.
Jump up ^ AFH 33-337, The Tongue and Quill Archived 13 May 2011 at the Wayback Machine.. 1 August 2004.
^ Jump up to: a b Ravenstein, Charles (1986). Organization and Lineage of the United States Air Force. Washington, DC: Office of Air Force History. Archived from the original on 13 November 2005.
Jump up ^ Schaffel, Kenneth (1991). The Emerging Shield: The Air Force and the Evolution of Continental Air Defense, 1945–1960. Washington, DC: Office of Air Force History. Archived from the original on 13 November 2005.
Jump up ^ Air Force Historical Research Agency – Numbered Air Forces Archived 24 October 2008 at the Wayback Machine.
Jump up ^ Nalty, Bernard (1997). Winged Shield, Winged Sword: A History of the United States Air Force, Volume 1. Washington, DC: Air Force History and Museums Program. Archived from the original on 13 December 2009.
Jump up ^ Factsheets : Second Air Force (AETC) Archived 27 September 2015 at the Wayback Machine.
Jump up ^ McPeak, Merrill (1995). Selected Works: 1990–1994. Maxwell AFB, Alabama: Air University Press.
Jump up ^ AFDD 2, Operations and Organization Archived 13 March 2012 at the Wayback Machine.. 3 April 2007.
Jump up ^ Factsheets : 1st AF Mission Archived 11 August 2011 at the Wayback Machine.. Accessed 29 January 2011.
Jump up ^ "Air Force Announces Decision On Location Of 24th Air Force". Aero-News Network. Retrieved 13 August 2009.
Jump up ^ McCullough, Amy, "ISR Agency Becomes 25th Air Force", Air Force Magazine: Journal of the Air Force Association, November 2014, Volume 97 No. 11, p. 22
^ Jump up to: a b c Ravenstein, Charles A. (1996), The Organization and Lineage of the United States Air Force. United States Air Force Historical Research Center ISBN 0-912799-17-X
Jump up ^ United States Air Forces Central Factsheet
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The Sims Mobile
From Wikipedia, the free encyclopedia
Jump to: navigation, search
The Sims
Developer(s)
Maxis
EA Mobile
Publisher(s)
Electronic Arts
Series
The Sims
Platform(s)
iOS, Android
Release
Brazil: May 9, 2017
Worldwide: March 6, 2018
Genre(s)
Life simulation game, God game
Mode(s)
Single-player, multiplayer
The Sims Mobile is a life simulation game based on The Sims 4 and The Sims FreePlay for Android and iOS devices.[1] It was announced on May 9, 2017 in a launch trailer.[2] The game was released on March 6, 2018.[3] It features a multiplayer component and includes story elements.[4][5]
Gameplay[edit]
In The Sims Mobile, players are able to create unique Sims with the in-game character creator (Create-a-Sim), build houses, start families and control the lives of their Sims.[6] The game introduces multiplayer elements, as players can interact with other players' Sims by attending their parties or rating their Sims as "Cute, Hot or Fabulous" through a sticker system.[3]
Similarly to previous mobile games in The Sims franchise, energy is used when players take actions with their Sims. Energy can be restored through SimCash, which is earned through in-game quests and micro-transactions. SimCash can also be used to purchase certain premium clothing and furniture options in the game.[7]
Compared to its predecessor The Sims FreePlay, The Sims Mobile offers a closer experience to the PC series of games. There is a focus on telling stories through Sim's actions, chosen by the player as their Sims go through their career or make relationships. As Sims play through these stories, they are able to level up and unlock new cutscenes. Advancing stories may also unlock new furniture or clothing items.[8]
References[edit]
Jump up ^ "The Sims Mobile offers a more focused, accessible version than any before it". The Verge. March 10, 2018. Retrieved March 14, 2018.
Jump up ^ The Sims™ Mobile Launch Trailer - IGN Video, retrieved May 10, 2017
^ Jump up to: a b "The Sims Mobile Officially Launches Today Alongside New Trailer". WWG. Retrieved 2018-03-14.
Jump up ^ "A Proper The Sims Game Is Finally Coming To Mobile". Press Start Australia - Bringing The Best Of Video Games & Gaming To Australia. Retrieved May 10, 2017.
Jump up ^ "The Sims Mobile is a brand new entry in the franchise, in soft launch on Android right now". Droid Gamers. May 9, 2017. Retrieved May 10, 2017.
Jump up ^ "10 Things to Get You Excited About The Sims Mobile". Electronic Arts. Retrieved March 14, 2018.
Jump up ^ "How does The Sims Mobile monetise?". pocketgamer.biz. Retrieved 2018-03-14.
Jump up ^ "The Sims Mobile Review | TouchArcade". toucharcade.com. Retrieved 2018-03-30.
External links[edit]
Official website
[hide]
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