Teachers of English to Speakers of Other Languages
Teachers of English to Speakers of other Languages teach classes in English to students whose first language is a language other than English.
Also known as: English as a Second Language Teacher.
A bachelor or postgraduate degree in education majoring in English as a second language is needed to work as a Teacher of English to Speakers of Other Languages.
assessing the extent of language difficulties in students for whom English is a second language
teaching students individually and in small groups out of the regular classroom, and assisting students within normal classroom settings
teaching students English language skills using a variety of methods including lecture and visual demonstration
providing assistance to other classroom teachers by designing special teaching programs for students with English language difficulties
designing and producing teaching materials and adapting existing materials
preparing course outlines and goals
assigning lessons, correcting homework, and preparing and grading exams
analysing, recording and reporting progress to regular classroom teachers, parents and students
The NSC produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers in this occupation is likely to remain stable.
Source: National Skills Commission Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and National Skills Commission Employment Projections to 2026.
Earnings and hours
Around 37% of people employed as Teachers of English to Speakers of Other Languages work full-time hours, in all their jobs combined. This is 29 percentage points below the all jobs average (66%).
Full-time workers work an average of 41 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Most Teachers of English to Speakers of Other Languages work in the Education and training industry. They are also employed in industries like:
- Professional, scientific and technical services
- Health care and social assistance
- Arts and recreation services.
Source: ABS Labour Force Survey, annual average 2021.
Employment across Australia
Employment by State and Territory (% Share)
|State||Teachers of English to Speakers of Other Languages||All Jobs Average|
Around 82% of Teachers of English to Speakers of Other Languages live in capital cities, compared with the all jobs average of 62%.
Victoria has a large share of employment relative to its population size.
The regions with the largest share of workers are:
- Melbourne - Inner
- Sydney - City and Inner South
- Sydney - North Sydney and Hornsby
- Sydney - Inner South West
- Brisbane Inner City.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Teachers of English to Speakers of Other Languages is 49 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 76% of the workforce. This is 28 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Teachers of English to Speakers of Other Languages||All Jobs Average|
|65 and Over||9.1||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A bachelor or postgraduate degree in education majoring in English as a second language is needed to work as a Teacher of English to Speakers of Other Languages.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Highest Level of Education (% Share)
|Type of Qualification||Teachers of English to Speakers of Other Languages||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||54.6||10.1|
|Year 10 and below||0.1||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Teachers of English to Speakers of Other Languages who can communicate clearly with people from diverse backgrounds, are caring and empathetic and can work well in a team.
Skills can be improved through training or experience.
Reading work related information.
Teaching people how to do something.
Writing things for co-workers or customers.
Figuring out the best way to teach or learn something new.
Keeping track of how well work is progressing so you can make changes or improvements.
Talking to others.
Listening to others, not interrupting, and asking good questions.
50%Coordination with others
Being adaptable and coordinating work with other people.
Thinking about the pros and cons of different ways to solve a problem.
Understanding why people react the way they do.
Managing your own and other peoples' time to get work done.
Being able to use what you have learnt to solve problems now and again in the future.
Looking for ways to help people.
Talking people into changing their minds or their behaviour.
45%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
43%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Bringing people together and trying to sort out their differences.
41%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Using maths to solve problems.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
These are important topics, subjects or knowledge areas.
English language including the meaning and spelling of words, rules of composition, and grammar.
82%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
57%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Arithmetic, algebra, geometry, calculus, or statistics.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
52%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
49%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
46%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
40%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
39%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
34%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
31%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
28%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
27%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
24%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Workers use these physical and mental abilities..
Listen to and understand what people say.
Communicate by speaking.
Read and understand written information.
Write in a way that people can understand.
Speak clearly so others can understand you.
Use general rules to find answers or solve problems logically.
Use lots of detailed information to come up with answers or make general rules.
52%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Identify and understand the speech of another person.
See details that are up-close (within a few feet).
Come up with different ways of grouping things.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Remember things like words, numbers, pictures, and procedures.
Do two or more things at the same time.
Pay attention to something without being distracted.
Choose the right maths method or formula to solve a problem.
39%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
These are kinds of activities workers regularly do in this job.
71%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
70%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
69%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
69%Building good relationships
Building good working relationships and keeping them over time.
64%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
Using your own ideas for developing, designing, or creating something new.
59%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
58%Explaining things to people
Helping people to understand and use information.
57%Making decisions and solving problems
Using information to work out the best solution and solve problems.
56%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
56%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
54%Researching and investigating
Looking for, getting and understanding different kinds of information.
54%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
52%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
51%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
51%Making sense of information and ideas
Looking at, working with, and understanding data or information.
51%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
48%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
46%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
35%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Working with people. Helping or providing service to others.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
99%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
92%Lead or coordinate a team
Lead others to do work activities.
Use electronic mail.
Work with people in a group or team.
Talk with people face-to-face.
Have freedom to decide on tasks, priorities, and goals.
87%Indoors, heat controlled
Work indoors with access to heating or cooling.
86%Freedom to make decisions
Have freedom to make decision on your own.
Talk to a group of people.
82%Physically close to people
Work physically close to other people.
81%Being exact or accurate
Be very exact or highly accurate.
Talk on the telephone.
78%Impact of decisions
Make decisions that have a large impact on other people.
76%Contact with the public
Work with customers or the public.
72%Letters and memos
Write letters and memos.
Deal with conflict or disagreements.
72%Frequent decision making
Frequently make decisions that impact other people.
Work to strict deadlines.
69%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
63%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-3011.00 - Adult Basic and Secondary Education and Literacy Teachers and Instructors.