# CVs and Applications for Language Teachers

## Structure (1-2 pages)

| Section | Content |
|---------|---------|
| Header | Name, email, phone, city/country, optional LinkedIn; work rights or visa status where relevant |
| Profile (2-3 lines) | Qualification, years, learner types and levels, specialisms, delivery (face to face, online) |
| Qualifications | Teaching qualification first (CELTA, CertTESOL, Delta, PGCE, MA TESOL) with grade and year, then degree |
| Teaching experience | Reverse chronological; role, school, city, dates; 3-5 bullets with numbers |
| Other experience | Relevant transferable roles (training, tutoring, management, volunteering) |
| Professional development | Courses, conferences (IATEFL, TESOL), workshops given, observations |
| Skills | Exam preparation, materials writing, technology, languages spoken (with level) |
| References | "Available on request" or two referees, at least one from a teaching context |

## Bullet formula

Action verb + what + for whom/level + scale + result.

| Weak | Strong |
|------|--------|
| Responsible for teaching English classes | Taught 24 hours a week to adult groups (8-14 learners), A2-C1 |
| Duties included exam preparation | Prepared 30 learners for IELTS; 80% reached band 6.5+ |
| Helped with materials | Wrote 12 supplementary B1 reading lessons now used across the school |
| Taught online | Taught 200+ hours online (Zoom, Wordwall, Google Docs) to groups and individuals |
| Worked with kids | Taught 6-9-year-olds (Pre-A1-A1) using songs, TPR and stories; classes of 15 |

Action verbs: taught, planned, designed, adapted, prepared, assessed, mentored, trained, coordinated, led,
introduced, improved, created, delivered, evaluated.

## Tailoring

| Job | Emphasise |
|-----|-----------|
| Young learner school | Ages taught, classroom management, safeguarding training, songs/games, parent communication |
| Exam centre | Exams, results, familiarity with criteria, examiner status if any |
| Business English | Corporate clients, needs analysis, ESP course design, one-to-one |
| University / EAP | EAP experience, academic skills, MA, research-informed practice, Delta |
| Online platform | Online hours, platforms, tech skills, flexibility, reviews/ratings |
| Senior teacher / DoS | Mentoring, observations, training sessions, timetabling, Delta |

## Regional norms (general guidance; check local practice)

| Region | Usually expected | Usually left out |
|--------|------------------|------------------|
| UK, Ireland, US, Canada, Australia, NZ | Contact details, qualifications, experience | Photo, age, date of birth, marital status, religion |
| Much of Europe | As above; some employers welcome a photo | Religion, marital status |
| East Asia (e.g. China, Japan, Korea) | Photo, nationality, sometimes date of birth; visa eligibility (degree, criminal record check) | |
| Middle East (e.g. Gulf states) | Photo, nationality, degree details, visa status; often age range requirements in adverts | |

Never invent qualifications or experience; many employers verify certificates with Cambridge or Trinity.

## Cover letter (250-350 words)

1. Which job, where you saw it, one-line summary of why you fit.
2. Two or three matches between their needs and your experience, with evidence (numbers).
3. Why this school or country (specific, researched).
4. Availability, visa/work rights, request for interview.

## Interview and demo lesson

- Expect questions on: a lesson that went wrong; mixed-level classes; classroom management; teaching a grammar
  point (with CCQs); giving feedback; using technology.
- Demo lesson (often 15-30 minutes): clear aim, short lead-in, one focused language point or skill, learner
  interaction, quick check of learning; bring a plan with aims and stages; keep teacher talk low.
- Prepare questions about class sizes, contact hours, materials, observation and CPD, contract and housing.