EFL Instructor Positions for Men and Women
INTERLINK International Institutes at Al Yamamah University Campuses
Riyadh and Al Khobar, Saudi Arabia
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.
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.
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:
Preference will be given to candidates who:
The position begins in August 2023. Prior to applying, please visit:
- https://interlink.edu/careers/ksa-faq/ for Frequently Asked Questions
- INTERLINK Distinctions that successful candidates understand and champion
Learn more about INTERLINK at Al Yamamah (also referred to as SILC) at http://www.yu.edu.sa
To apply, please follow these steps:
Thank you, and we look forward to hearing from you soon.
The INTERLINK Search Committee
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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.