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Teaching Abroad The Nomadic Life

Are Foregin ESL Teachers Taking Away Jobs from Locals?

Middle School Students Madagascar

A little while ago, I did some fascinating research for an article about how to volunteer responsibly abroad. Among the things I listed were transparency, integration of community members, background checks on anyone working with children, and of course: responsible volunteer programs will not place volunteers in a local community at the expense of taking jobs away from locals.

Take construction projects, for example. In most developing countries, cheap, manual labor isn’t difficult to find, so why would they need you, the inexperienced Westerner to build a house? There are reasons — with Habitat for Humanity, the presence of a few extra helping hands isn’t necessarily the biggest impact on the community, but rather the monetary donations that these volunteers make to help locals afford supplies. They also employ locals for their projects and create, rather than take away jobs.

So then, what about teaching abroad?

Do we take away jobs from locals by teaching abroad?

Ethically speaking, you as a foreigner should only be taking a job that no one else in the country can do. In some places, that’s the case for ESL teachers since foreign ESL teachers are part of a rare cohort who can speak English in a fluent and natural manner.

That was my experience in Madagascar — so few people spoke English (including some of the English teachers I worked with) that having it as my native tongue put me in hot demand. Schools requested me to compensate for lack of qualified teachers; qualified teachers that they weren’t going to be getting any time soon. In this scenario, the answer was no.

But then look at Central and South America. There’s already a big enough flow of people between Latin America and the U.S. that this first qualifier, being able to speak English, isn’t as rare. I’d almost argue that a Salvadoran returning to El Salvador from the U.S. with perfect English language skills, and looking to teach English, is more valuable than a foreign hire because they are more likely to stay longer and treat it as a permanent job, not just one that allows them to travel for a little while. Though, are they the ones getting the jobs? And why or why not?

And then, there’s the booming Asia market. In China and South Korea, foreign teachers, especially attractive, white, foreign teachers, frequently win out in a job interview against a local. Even if the local speaks perfect English and has teaching experience (with ESL or otherwise) and the foreigner doesn’t, there are still schools that would prefer to take the foreign teacher. It’s blatantly race based. “They just look like they’d speak better English,” a friend said, quoting her South Korean cousin.

“They just look like they’d speak better English,” a friend said, quoting her South Korean cousin.

(Note: While this is a common problem, it is by no means true to every school in China and South Korea. There are some established and reputable schools that would never make a hiring decision based on race alone, but focus rather on what’s important: skills, professionalism, and experience.)

Maybe they do speak better English, but then that begs the question:

Is a native speaking teacher even better for students in the first place?

In some ways, having a native speaking teacher is great because they are more likely to use the language the way it really is used, pronunciation is flawless, and we often use real films, magazine articles, and such in the classroom instead of textbooks. In short, the exposure to English outside the ESL learner bubble is expanded.

However, all of these perks lose their value when you’re faced with a non-native speaking teacher who has experience, and a native-speaking wannabe teacher with no experience. Experience, even that minimal TEFL / CELTA certificate, is what gets you good at teaching the language. Because, lets be real, just because you speak English doesn’t mean you can teach it. I’ve seen several fluent but inexperienced to-be teachers flail and fail in the classroom.

Thoughts?

Unfortunately, data on these questions has been hard to track down, and I mostly wanted to write this piece to put the questions out there, see if anyone has answers, and rewrite this piece with more authority and information. So, if your head was bursting with commentary while reading the above, please share that inner commentary below.

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Teaching Abroad

The Guilt Complex of Teaching English Abroad

Imperialism is dead, right?

We certainly aren’t grabbing land in the way our colonialist forefathers were, but I still can’t make this statement with absolute certainty. And it’s just this thought that inspired a discussion with other English language teachers and students about whether our presence in other countries is OK — morally sound and the like. As ESL teachers, we are also passing along our cultures and values, not just our language, and some worry that by doing so we are replacing equally valid cultural practices. That by making English the de facto language of international business, we are likewise creating a sphere where British and American standards of business conduct take precedence over others and become the “norm”. It implies hierarchy and hegemony.

But if we are to assume that, what linguist Phillipson refers to as “linguistic imperialism” — or the concept that a one-way transfer of language demonstrates assertion of power — is taking place, we are also making the assumption that non-Anglophone countries have no part in deciding if they want their populations learning English. We are also ignoring the value the international community has placed on knowing many languages, not just English.

Lesson Planning with Shaina in Costa Rica

Furthermore, this idea that ESL teachers may be doing something wrong and oddly neo-colonialist didn’t occur so much to my students as it did to my colleagues. Instead, the English language learners I’ve worked with and befriended have continually expressed that they view English as a way to interact with an international community and advance within their careers.

“With English, I can travel anywhere, talk to anyone” a student at a Korean test prep center told me last summer. And its (mostly) true. Unlike many other languages we have the option of learning, English gives students access not just to English-speaking cultures, but almost any culture they’re interested in.

So, should we feel guilty about teaching ESL abroad? Probably not — as language teachers we have the creative freedom to touch on a vast array of topics, meaning, if English has become the first step towards entering an international community, why shouldn’t our classrooms be as well?

Globally Focused Lesson Plan Ideas:

TEFL.net: This is a collection of “talking point” ideas aimed at getting your students to discuss a variety of topics. Not all are globally focused, but it’s worth sifting through. Mostly geared towards adult learners.

ESLflow: Here you can find a good collection of materials and ready-made lesson plans for discussing cultures and customs.