Launch your career or take the next step as an English teacher anywhere in the world

CELTA is the most widely recognised initial qualification in English language teaching. This is particularly - though not exclusively - true for the private sector, such as language schools.

If you want to teach English in such an institution anywhere in the world, chances are that most of them will ask for this kind of basic qualification, or will prefer it to other qualifications. The reason for this is that they know the CELTA system, so they know what to expect from the applicant.

As the CELTA course is organised and supervised by Cambridge University, the quality and consistency of the training is assured, so no matter which country the teacher has studied in, they will have a solid and reliable foundation.

There are plenty of job opportunities around the world for teachers who have completed CELTA or similar prestigious training and want to teach the language. If you want to become a language teacher, here are some things to consider:

• When you will finish the CELTA course (The busiest periods for language school work often coincide with the school year, but there is also a high demand for skilled staff in the summer.)
• What age group would you like to teach? (In many workplaces, you are expected to teach all age groups, from children to older people.)
• How many classes would you take a week?
• Are you flexible enough in your work? (A flexible attitude will make it much easier to find a teaching job in language schools.)

When it comes to job searching, browsing online offers a wide range of opportunities, with a diverse and abundant selection available.

We usually advise our newly graduated CELTA students to look for a well-reputed institution—such as IH—where they can continue learning and further develop their professional skills.

We also provide lifelong support: our students can reach out to us anytime for advice, assistance, and references.

Many of our former students, who are not native speakers, have found their dream teaching positions abroad—even in the USA and the UK. There are many factors to consider, which we cannot cover in full detail here, but to name a few: your nationality, whether you need a visa or not, expectations and biases towards non-native teachers in the given country, and more.

First, you should research whether there are any specific requirements related to your nationality in your target country. If obtaining a visa is extremely difficult, we recommend considering another destination. Regarding expectations and biases, employer attitudes have shifted in recent years, making it easier for non-native teachers to find jobs. In this regard, we suggest visiting the following website: 

https://teflequityadvocates.com/

and the following Facebook group: "Budapest nNEST” (nNEST = non-native English speaking teacher)

First of all, in Hungary, there are both accredited and non-accredited language courses. Teaching accredited courses—regardless of the institution—requires meeting stricter requirements compared to non-accredited courses. Language schools typically offer both types of courses.

If you are Hungarian and wish to teach accredited courses, you need a university degree in languages or teaching. As a native speaker, you must provide documents proving that you have been teaching the language for at least 10 years to be eligible for such courses. As a foreigner, you must hold a recognized university degree to teach accredited courses.

The CELTA is highly regarded among Hungarian language schools, and in many places—such as IH—it is even a requirement.

Other language schools may accept a slightly different four-week teacher training certificate. It is worth researching the differences between various teacher training courses and understanding which certifications are accepted where.

In most countries—including Hungary—being able to issue invoices is a common requirement. The majority of language schools expect teachers to provide some form of invoice for their work. As a result, many teachers collaborate and work under a shared invoicing arrangement.

This topic needs to be discussed further in the near future. Our teachers have observed and compared students' performance in online and classroom settings and have concluded that the mode of instruction—whether online or in-person—is not a decisive factor in determining a student's teaching abilities, including how they teach or explain concepts.

Does the CELTA certificate hold the same value if obtained through an online or in-person exam?

The certificate issued by Cambridge is the same—there is no formal difference, regardless of how the student obtained it. At the end of the course, a final report is prepared on the student's work, which includes the mode of study.