Professional Growth

If you’re a teacher (or thinking about becoming one) and you’re wondering what it takes to teach IELTS or ESL in Canada, you’re not alone. Whether you’re new to teaching or an experienced educator moving here from another country, this post is for you. What Do You Actually Need? Here’s what most schools, programs, or private institutes look for: A university degree A recognized TESL or CELTA certification Ontario-specific: To teach ESL in public-funded schools or some private programs, you’ll likely need OCELT (Ontario Certified English Language Teacher) certification Some Canadian teaching experience (not always necessary, but it helps!) For IELTS prep: strong knowledge of the test format and assessment criteria Some teachers work for language schools, others go freelance or start their own businesses (yes, it’s possible!). Some even move into official examiner roles — but that requires more experience and training. When teachers aim to instruct at the university level in Canada (e.g. as a sessional instructor or lecturer in ESL/IELTS), the requirements are more advanced than those for language schools or K–12 settings. Here’s what you need to know: 1. Advanced Academic Qualifications a. University & College ESL Instructor Jobs Requirement: Almost always a master’s degree (TESL, […]

Teaching IELTS effectively goes far beyond drilling exam strategies. To make IELTS preparation more meaningful for learners, teachers must combine test-focused instruction with real language development, learner engagement, and pedagogical research. In this article, we explore practical, research-backed strategies to enhance IELTS teaching in ways that lead to long-term student growth and motivation. 1. Focus on Language Proficiency, Not Just Test-Taking According to Weir and O’Sullivan (2017), IELTS is designed to reflect real-world language use. Therefore, excessive focus on test tricks may not improve scores as much as deep engagement with language. Teachers should embed authentic reading, writing, listening, and speaking tasks into their lessons. For example, reading opinion articles and analyzing their structure can help both with Reading Section and Writing Task 2. Tip: Design lessons around real-life tasks (e.g., giving a short talk, writing an email, summarizing a chart) that mirror IELTS tasks but have genuine communicative purpose. 2. Encourage Metacognition and Learner Autonomy Teaching students how to learn is just as important as what to learn. Research by Oxford and Nyikos (1989) highlights the power of strategy training in second language acquisition. In IELTS, this means helping students reflect on how they process questions, manage time, and