Teaching Positions at INTERLINK/Al Yamamah University

EFL Instructor Positions for Men and Women

INTERLINK International Institutes at Al Yamamah University Campuses
Riyadh and Al Khobar, Saudi Arabia

The Teaching Context

With campuses in Riyadh and Al Khobar, Al Yamamah University (YU) offers programs in Business Administration, Architecture & Engineering, and Law as well as Executive MBA, master’s degrees in Business Administration, Human Resource Management, Management Information Systems, and Business Law.

English being the medium of instruction, INTERLINK International Institutes at Al Yamamah provides an intensive English language program during the foundation year to prepare students linguistically and academically for their studies at the University. A focus on transformative education and client-oriented services has enabled both institutions, Al Yamamah University and INTERLINK, to be recognized for excellence among institutions of higher education, numerous governmental agencies, and the private sector in Saudi Arabia. Our positive reputation has contributed to popularity among employers for our graduates.

Curriculum and the Role of Instructors

INTERLINK believes that language learning is more like developing sports or piano skills than learning content or learning about content. A learner acquires the language primarily through using it in multiple situations — both familiar and unfamiliar. Instructors signal errors but require students to provide the corrections. Students are then led to reflect on and analyze those production experiences. In this way, the instructor guides while minimizing talking about the language or modeling it. Because language is a connected network of elements and not single, separate, disconnected elements,  regular participation in and reflection on a variety of language contexts is vital for the learner’s development of inner criteria for accuracy in meaning, grammar, and register.

To expose language learners to such multiple contexts, INTERLINK uses projects. Three different projects per class serve as frameworks for activities and experiences that are instructor-guided, specific, and conducted both in and out of class. Through reflection and discussion, students share and connect the language content that they themselves derive from the experiences. With students providing most of the content, instructors can then focus on guiding them to develop idiomatic expressions, vocabulary expansion, logical presentation of ideas, and teamwork etiquette & skills. For example, in a lower-intermediate oral skills class, for the “Dream Trip” project, students individually write down four countries they would like to visit. Then, in groups of 3-4, they share that information and indicate why they want to go there. Based on discussion, the group chooses one country with one backup (No duplication between groups-coin flip decides if duplication). Instructor’s role: No modeling but asking questions and managing logistics (time, groupings, etc.) Whole class discusses 1) information a traveler would want; 2) how a group will divide up information search. Homework involves progressive searches, with class time spent in mixing pairs from different groups in reporting and questioning, then sharing back in their own group, with individual or group writeups after each sharing. (Info collected on regions, climate, economy, travel and lodging, cultural customs, historic or recreational sites, etc.) The project culminates with (competing) group presentations (plus Q and A) before an audience which is more compelling. This helps students increase their ability to self-monitor and self-correct. The overall goal is not only to improve students’ language proficiency but also to assist them become critical thinkers and autonomous learners and develop habits of thought, personal initiative, and engagement necessary for academic success.  

For instructors to work happily and successfully in such a learning environment, several conditions must apply: they themselves are interested in innovative approaches and are willing to learn, change, and grow; their lesson planning leaves room for opportunistic exploitation of situations or student contributions that arise spontaneously during the course of a class and offer superior learning opportunities; they engage in regular teacher reflection (personal as well as peer and coordinator observation, analysis, action); their classroom activities engage student needs and interests through incorporation of student produced or identified ideas/materials; and their ongoing assessment of student learning and targeted feedback are systematically noted.

Additional Teaching Contexts

In addition to the academic preparation classes at Al Yamamah, INTERLINK offers language training to: 1) businesses and government agencies whose personnel need tailored, short-term programs for special purposes and 2) individuals in the larger community wishing to improve their English language skills for personal, professional, and study abroad purposes. INTERLINK also provides teacher training for instructors in K-12 schools.


Full-time faculty are expected to:

  • Teach in all skill areas (20-22 contact hours per week)
  • Participate in weekly staff meetings and student/program activities, including professional training, orientation, workshops, placement testing, and necessary tasks that contribute to student/client success and satisfaction
  • Perform student-related tasks, including advising, record-keeping, and report writing
  • Participate in meetings (with students, faculty, parents, and others on and off campus)
  • Keep office hours for advising and counseling students
  • Serve on committees, participating in on- and off-campus activities and events
Qualifications and Requirements
  • A genuine commitment to students, teaching, the profession, and to a humanistic teaching philosophy espoused by INTERLINK
  • A master’s degree in TESOL, Applied Linguistics, English or related fields (Or an MA in a related field with a CELTA/DELTA OR TEFL Certificate (120 hrs) from an accredited institution
  • Familiarity with learner-focused approaches to language acquisition
  • Superior communication skills – both in speaking and writing
  • Two or more years of relevant ESL/EFL teaching experience with adult learners (preference will be given to individuals with teaching and/or living experience in another culture)
  • Strong interest in, sensitivity to, and ability to adjust to a new culture where the way of life requires understanding, conformity and flexibility

Preference will be given to candidates who:

  • have backgrounds in English for Specific Purposes, teacher training, teaching of science or mathematics;
  • are fluent in other languages;
  • have Peace Corps or other humanitarian volunteer/service/work experience.
Salary and Benefits
  • Initial starting salary of $39,000 – $44,000 per annum
  • Round-trip transportation to and from Saudi Arabia annually
  • Housing or housing allowance
  • Medical insurance coverage
  • 45-day paid annual leave and some other holidays throughout the year, as per the university calendar
Application Procedure

The position begins in August 2023. Prior to applying, please visit:

Saudi Arabia Employment FAQ

Learn more about INTERLINK at Al Yamamah (also referred to as SILC) at http://www.yu.edu.sa


Application Procedure:

To be considered for the position, please read all the directions in this form carefully, respond to each question fully, and submit all the documents with a cover letter to the Search Committee.

Thank you for your interest. We look forward to receiving all the documents soon.

Search Committee
INTERLINK International Institutes 

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Preference is given to MA holders in TESOL or Applied linguistics with a focus on TESOL
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Personal Statement

In responding to the question below, please be succinct and do not summarize your CV or discuss your personal or professional attributes but rather share the experience or experiences that have impacted you personally and professionally. The quality of this statement will determine whether you will be invited for the next steps in the selection process.)
Have you done enough research on INTERLINK that convinces you to choose it for your professional affiliation?*

Video or Voice Recording (OLD) - in case they don't like the new version

Please send us either a video of one of your lessons or a brief voice recording (1-3 minutes) on WhatsApp (+966) 50 843 1989 , providing information on yourself, your background, and any important information that you think the Search Committee should know about you.

Video or Voice Recording

Please send us a brief voice recording (1-3 minutes) on WhatsApp (+966) 50 843 1989, answering one of the following prompts:

1. Why did you choose ESL/EFL teaching as a profession?
2. What cultural differences have you noticed in teaching ESL/EFL students?
3. In your opinion, what are two important qualities of a good learner?
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Video or Voice Recording
Please send us either a video of one of your lessons or a brief voice recording (1-3 minutes) on WhatsApp (+966) 50 843 1989 , providing information on yourself, your background, and any important information that you think the Search Committee should know about you.
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David Sauve, English Instructor –

As I reflect back on my experience, joining INTERLINK was a great decision for me and my family. I have nothing but positive things to say about INTERLINK management and faculty. INTERLINK’s curriculum is unique and allows for instructor autonomy. The instructors working for INTERLINK are qualified and dedicated to their craft. The management team and support staff do everything in their power to help with new instructor transition, professional development and even maintenance on the accommodations. In addition, the faculty go out of their way to help new instructors adapt and align themselves to the INTERLINK curriculum. The instructional coordinators work closely to help instructors develop as professionals and the director and assistant director are an integral part of the process. I would highly recommend INTERLINK to anyone considering teaching in the Middle East.

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