Teaching English in Iran

University of Toronto
Iran Overview

Iran has never been a popular TEFL destination but opportunities are growing, especially in private language institutes. Those without experience or knowledge of Iran would be wise to volunteer in the country in the short-term and make contacts and assess the situation in the meantime. Most local Iranians are very pleasant people but the dangers associated with being a foreigner in Iran are considerable so be aware of this before making a decision to accept the offer of a contract. It helps enormously if you already have contacts in Iran.

Type of Institution Typical salary (USD/month) Typical hours Typical annual leave
Language centres 500 – 1,500 Various shifts 2 weeks plus national holidays
International schools 3,000 upwards 8am – 4pm Monday to Friday plus some weekend work 10 weeks plus national holidays

Main places for jobs

Tehran.

Typical requirements

Degree, CELTA (or equiv.), 1-2 yrs exp.

Tips

1. Stay abreast of political developments and register with your embassy to notify them of your address in Iran.

2. American English and pronunciation seems to be favoured here so Americans and Canadians are probably more likely to find the positions with the best salaries.

3. Those with a knowledge of Farsi language are at a great advantage and it would be advisable for anyone considering working here to start learning before arriving in Iran.

Red tape

Work permits must be arranged to work legally. This can take several weeks and must be done in conjunction with your employer.

Cost of living

The cost of living in Iran is low but security is a major issue. Clearly, security is worth spending money on but speak to your prospective employer regarding accommodation as part of the contract package.

Tax and salary information

You should receive your salary on a monthly basis unless otherwise stated in your contract.

Summary

Growing demand for English tuition An unstable nation at present
Friendly, eager students Poor pay for those without previous teaching experience
Less competition from other TEFL teachers The cultural differences associated with living in a Muslim-majority nation may be a shock to the inexperienced

Directory of Recommended Schools, Language Centres and Recruitment Agencies

Would you like your school, language centre or recruitment agency to be listed here? Please contact us.

Where to next? Click here for the Middle East Jobs Board or join the World of TEFL mailing list for our popular and free weekly newsletter with all the latest jobs and advice

10 Comments

  1. hf74474 says:

    Dear Sir,
    If there is still an opening in international schools, I reckon I am a very suitable candidate. In case there is an opening, I am willing to apply for the job.
    Best regards
    Hassan Fazlali

  2. My qualifications include the following:

    1. 11 years’ experience (2000-2011) as ESL teacher (writing and conversation), editor, and writer at Tongsoong Linguatech and its publishing division, Lingua Forum, in Seoul, Korea.
    2. Contributed as writer and editor to hundreds of ESL and TOEFL prep books at Lingua Forum. Extensive knowledge of TOEFL.
    3. Author of more than 20 published books from US and Korean publishers, including one on Yahoo Korea bestseller list in 2002. Also have had articles in the New York Times Magazine, the Washington Post, and many other leading US publications.
    4. BA with distinction, University of Virginia, 1973.
    5. More than 200 hours’ classroom experience in Korea.

    What would be my prospects for finding an ESL teaching position in Iran, please? My age is 61. Thank you.

  3. Dear Sir or Madam,

    My name is Patrick Woodcock. I am a Canadian teacher and writer with over 10 1/2 years of ESL experience. I am currently working in Azerbaijan. My contract in Baku ends in December 2013. I am currently looking for work in Iran beginning January 2014. I have taught every age and every level and would greatly appreciate the chance to work in your country. If you have any questions please feel free to contact me at allthehuskies@gmail.com and I will respond immediately and send you a more updated CV.

    Kindest Regards

    Patrick Woodcock

    • Username* says:

      Dear William,
      I’m an English teacher in Iran(Isfahan).Isfahan is the second biggest city in Iran after Tehran.I am teaching these days and I can help you to look for a job in my city Isfahan. At least you can visit Iran beauty in my city if you come to Iran. Please feel free to ask me more questions if you want.
      My Email address is ahmad_aghdaei@yahoo.com
      You can also search my name “Ahmad Aghdaei” in Google to see my CV.

  4. jtigue says:

    I am a certified high school teacher. I am interested in teaching English and History in Iran. If anyone can help please contact me. Thank you for your time.

  5. Ms. Parvaneh Saatchi says:

    Hello,

    For the last 19 years, I have been a high school math, physics, junior science, and ESL teacher in Vancouver, Canada. I was born in Iran, immigrated with my family to Canada in 1973 when I was nine years old. I speak, read and write my mother tongue, Farsi. I would like to spend my two months of summer holiday teaching in remote parts of the country where children would not otherwise get any schooling. Ideally, in the two months that I have these students I would make a program that would give them a basic and varied education around reading, writing, math and science. I would be doing this for personal fulfilment so I am not seeking a salary but would appreciate accommodations. I have family in Tehran but my purpose would be to spend my time teaching. I would like to spend a few summers with one group of students and then perhaps change and take another group in a different location. I want my work to be as efficient and wide spread as possible given that I need to return to my regular teaching job in Canada every September.

    Please let me know if you or any other organization would be interested in my offer.

    Ms. Parvaneh Saatchi

  6. Bahar says:

    Hi,
    I’m one of your hometown, I’m going to know if i can find a tefl job abroad like: Turkey,Middle east,Dubai , or not. Can you help me
    I live in Iran .and also I have a tefl certificate and also I passed this course in Paris in 2013.

    Best regards,
    Bahar

  7. Somaiyeh says:

    Dear Sir or Madam,
    I have got master degree in Practice of English Language Teaching from UK. I have six years experience in English language teaching. I will appreciate if you give me the chance to show my communication skills in your teaching area.
    Regards,
    Somi

  8. Emilio Talayero says:

    Dear Sir or Madam,

    My name is Emilio Talayero. I am from Mexico and have been an ESL teacher for almost 7 years. I’m currently working in China, bit my contract finshes next July. I would love to have the chance to teach in Iran, specially Ispahan. I have teaching experiencein any level and students age. If you have need any more information , please feel free to contact me at emiliotalayero@gmail.com Looking forward to heard from you soon.

    Regards

    Emilio Talayero

  9. John Shaw says:

    Teaching English as A Foreign Language: Middle East, Asia, Europe, USA, World.

    Posted By: John Peter Shindel Gobin Shaw  

    Date: May 28, 2014

    Resume: John G. Shaw, BLS TEFL.

    E-MAIL: jpsgs@rocketmail.com   

    US: 1-772-485-9844

    DOB: November 10, 1949.

    Nationality: American.

    Date of availability—Unspecified. Traveling from the United States. Recruited from the United States.

    I have taught English to students in the USA, in South Korea, in China, and in the Middle East for nearly ten years. I am an American, 63, with the degree of bachelor of liberal studies, a six month diploma in teaching English as a foreign language, and certification in ESL. The six month diploma course of study included five months of volunteer work in a second-language lab at a local high school in Florida. Other courses included educational psychology, lifespan psychology, measurement and testing of students of EFL, social foundations of education, the history of the English language, language acquisition, methodologies, historical approaches to second language teaching, curriculum development, classroom management, and a special one and a half year study of TEFL culminating in my writing a 270 page manuscript on the subject.

    EDUCATION:

    Bachelor of Liberal Studies from Barry University in 1989. GPA 3.85 out of 4.0. Honors graduate. Barry is a private, fully accredited, liberal arts university located in Miami Shores, Florida.

    Certification in ESL from Martin County Literacy Council in 1995. This resulted from a series of workshops and classes to become a registered tutor in EFL / ESL in Stuart, Florida.

    Diploma in TEFL from the English Language Centre in London, England in 1996. This was a six month course I took in conjunction with working five months as a volunteer tutor at the Martin County Literacy Council in Stuart, Florida.

    Lifelong learner, perennial student of life. Actually, I have done a great deal of reading, studying, writing, and seeing the world besides the time I have spent in formal classroom education.

    Very much independent study in TEFL. For over a year and a half I spent a great deal of time researching, writing, and reading about many aspects of TEFL and language acquisition. I wrote six modules on the subject, and a long research paper of over 150,000 words. Language acquisition, classroom management, curriculum development, educational psychology, social foundations of education, cognitive development across the lifespan, history of the English Language, student centered learning, teacher centered language learning, the communicative approach, writing for academic purposes, constructing tests for students of EFL.

    State required courses for professional educators in the state of Florida.

    Many studies in various areas of knowledge. The classics. History. Mathematics. Philosophy. Geography. Human Nature. Universal Articulate Interdimensional Understanding of Science. Novels. Biographies. Terrorism. Peace Studies. Many more subjects.

    PROFESSIONAL EDUCATIONAL EXPERIENCE:

    1995: Five months volunteer tutor at Martin County Literacy Council. This was an unpaid position teaching basic survival English to immigrants from Mexico, Central America, and South America. Sessions were held at the language lab in Spectrum High School in my hometown of Stuart, Florida.

    1996-1998: Two years professor of EFL at Yeungjin Junior College in Taegu, South Korea. I also taught at Yeungjin High School. Here I taught various levels of conversational English from beginning to level 10. I wrote tests, and administered written and spoken exams. Approaches were teacher centered and student centered, using the Side By Side textbooks series with as many as fifty students to a class.

    1998: Three months instructor of EFL at Hanil Language Academy in Bundang, South Korea. Classes were small, from three to five students. Here I taught conversation, listening, and general English. I also wrote extensive lesson plans for listening lessons. This company was going out of business.

    1999: One month instructor of EFL at 21st Century English Language Academy of the China Daily News in Beijing. Here I taught a series of demonstration lessons. The school wanted to hire me, but I declined. Classes had perhaps eight students. Most were interested in improving their conversational abilities.

    1999-2000: One year teacher of EFL at ELS-Taegu, South Korea. ELS is perhaps the best known language school in Taegu. This position required a minimum of thirty class hours per week, with students ranging in age from 15 to in their forties. They were high school and college students, people interested in studying English, house wives, and businessmen. I conducted level tests to determine the various degrees of language proficiency of different students, and to place them in classes appropriate for their individual abilities in English.

    2000: Three months teacher at Aston English School in Jinan City, Shandong Province, PR China. Students here ranged in age from six to fifty and higher, with as many as fifteen to a class. Classes were in conversational English using commercially available textbooks.

    2003-2004: One year teacher at Aojing International, Ltd., Ya Yun Cun, Beijing, PR China. The police force in Beijing needed to learn English to get ready for the upcoming Olympic games. I would travel to the main police station in Chao Yang District to teach. I taught English to leaders of departments of Beijing municipal government at Fuchingmen not far from Tiananmen. For one sixteen week semester I gave instructions for writing for academic purposes at the Chinese Academy of Social Sciences (CASS). The main school itself had few students who were mostly well to do and younger. I used commercially available textbooks, and taught mostly conversation at the AOJING main school site, and writing.

    2003-2004: Sixteen week semester teaching writing for academic purposes at the Chinese Academy of Social Sciences. This happened during my year at Ao Jing. Classes consisted in university students, about thirty to a class, who were keen to improve their abilities to write articles for publication in their areas of specialty. I gave them lessons on various literary techniques, citing references, sentence structure, using supporting information for proving points, using active / passive voice structures, ethics, facts, opinion, slanted writing, semantics, tenses, and many other points.

    2006-2007: One year professor at Shandong Electric Power International School in Taian City, Shandong Province, PR China. Classes were large at SEPIS with more than fifty at a time. Students ranged in age from sixteen to twenty-five, and were there to acquire the necessary skills and knowledge for obtaining occupations in the electronics industry. English was a required course. Many students were quite indifferent to the prospect of acquiring a second language or any part of one. Our textbooks were geared for writing and reading. I transformed available texts to meet the requirements of conversational English. I did manage to put together a system of short-term attainments that was successful in motivating some of the most uninterested students to participate. Most all of my students did quite well on their exams.

    2007-2008: One academic year at Subhan Air Force Institute of Languages in Kuwait: Ministry of Defense. (DLI) Educational Holding Group. At DLI-Kuwait we taught general English. We wanted balance between the four skills. Usually, more weight was given to reading, listening, and writing, and oral reading with emphasis on the acquisition of new vocabulary, an increased understanding of and use of grammatical structures, increased ability to listen with comprehension, and speaking with proper stress, intonation, and pronunciation. Great stress was placed on meaning and language. Classes ranged in size from one student to ten, perhaps more. They were members of the Kuwaiti Armed Forces and the police. We used standard, American-made, DLI texts. I taught vocabulary, grammar, reading, listening, writing, pronunciation, spelling, and idioms. I wrote lessons for supplementary materials. I corrected tests, and invigilated for the MCT and the EBQ. I helped to develop materials by transforming videos from the internet for use as materials for instruction. I graded tests. This was a highly intensive course which covered quite a lot of information in two weeks that other schools require four to eight weeks to complete. 

    2008-2009: Seven months at DLI, Subhan Air Force Base Institute of Languages in Kuwait. Educational Holding Group. 

    2010-2011: Six months teaching Business English (ESP) at the Yemen College of Middle Eastern Studies in Sana’a, Yemen. This was an interesting venue for teaching ESP. The school is famed for teaching Arabic to international students, and to the personnel of the various embassies in the city. I was at the British embassy the morning militants attempted to assassinate the British deputy ambassador to Yemen. In March, after snipers shot and killed 50 antigovernment demonstrators, and wounded about 300 more near YCMES, students decided it was too dangerous commuting through barricades and checkpoints into a low-intensity war zone to take lessons in English. The English program closed. We left.

    2011-2013: Nearly two years teaching EFL at university preparatory year schools at locations in the Middle East. King Saud University, Al Jouf University.

    OTHER INTERNATIONAL EXPERIENCE:

    Extensive travel to thirty-seven countries.

    Twenty-six months in Europe.

    More than nine years in Asia.

    Nearly four years in the Middle East.

    Bicycled more than 39,000 miles through nineteen countries.

    At release of American hostages from Iran.

    Survivor of the worst railroad disaster in the history of Ireland, August 1, 1980.

    U.S. Army commendation medal. Ireland.

    Hobbies: Travel, Writing, Transcontinental bicycling.

    WRITINGS:

    (1) Genesis of Terror— 1990, a novel, fiction, 260 pgs. 70,000 words. Events leading to an act of domestic terrorism in the USA.

    (2) The Last Great Bicycling Tour— 1997, travel adventure, non-fiction, primary source information, 250 pages, 108,000 words. A 4,500 mile bicycling odyssey through Western Europe, Eastern Europe, the former Soviet Union, and the United States.

    (3) Reading Listening Speaking Writing: The Four Component Skills Of English Taught Separately And As An Integrated Whole In The Second Or Foreign Language Classroom— 2000, academic writing project, non-fiction, 270 pages, 150,000 words.

    (4) Several travel journals on long distance bicycling tours, nonfiction, all primary source information.

    I am sixty-three, a grandfather of two, and father of four, including two daughters, Mary 13 and Christine 12, who live with their mother in Florida.

    John G. Shaw, BLS TEFL

    Available to come from the United States on or after June 15, 2014.

    jpsgs@rocketmail.com

    jpgss@hotmail.com

    Contact in US: 1-772-485-9844

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