by
yllorco
@ Thursday, 29. Nov, 2007 - 06:20:52 am
Challenges for a “Non-native” (L2) ESL Teacher
Monday, 29 October 2007
Teaching English as a Second Language (TESL) can either be a chosen or a fortuitous career. For many, TESL has been a chosen profession planned since before entering college, to finishing courses leading to a baccalaureate degree in TESL or its related degree in education until landing a TESL job. For some, TESL is a result of their serendipitous discovery in quest of their calling, a case of this writer, a second language speaker of English (L2), or the so-called “non-native” speaker of English (which is commonly interchanged with the ambiguous “non-native English speaker”).
Below is my personal account of the challenges I have met as an ESL teacher, coming from a different perspective. Some teachers of similar experience may find this article meaningful. Any positive implication elicited from reading this brief memoir is sufficient for me to say, “mission accomplished”.
I was introduced into TESL profession through what I call the “backdoor”, when a group of Koreans in a graduate school in the Philippines approached me to teach them English conversation to supplement their English grammar courses for Michigan Test sometime in 1999. I told them that I didn’t have any formal training in TESL or its related field, and that my degree was purely in the area of theological education, particularly Biblical Studies (Old Testament emphasis). These Koreans assured and gave me confidence that I had the skills and proficiency in teaching a language, even ESL, since some of them had seen me teach a Biblical Hebrew class (when I was temporarily requested by our professor to teach a group of masters and doctoral seminary students while he was on vacation in the USA for several weeks).
Consequently, I took the challenge. Sweat dripped from my scalp when I found out that TESL is different from teaching Biblical languages. While teaching biblical languages is confined to grammar, vocabulary, syntax, reading, exegesis, translation and interpretation, ESL seems to be more student-centered in developing language skills. I thought the ordeal was just for a few days. More sweat rolled down my younger baby face then when more Korean parents introduced their children to me. Oh, my! My limits were tested, as these Korean kids didn’t know ABC. I was forced to use common sense in catering to the needs of these young learners, groping into darkness in search for appropriate strategies and activities suited for their learning styles and needs. (Teaching graduate students seemed easier, though, because I could easily identify myself with them). There was no translator, so I was forced to use a Korean-English-English-Korean dictionary, photos, gestures, games, and other visual aids. They easily learned if I used their “Hangul” (the Korean alphabetic writing system) and its transliteration into English alphabet when they asked how to pronounce words. Some kind of bibliographic and experimental research was needed for me to grasp some basics of TESL. I learned to adapt to the level of these kids in a short period of time. Tens and hundreds of students came until I couldn’t accommodate all of them to my schedule, as some of them wanted to study as early as 5:00 A.M. and as late as 11:00 P.M. These Korean students studied like machine. They were killing me. It was fun, though, because they became my friends. And the joy of teaching continued into weeks, months, and six years as more demand arose to teach several levels of students from kindergarten to adults. It was funny that they wanted American accent, yet most of them couldn’t follow exactly its pronunciation after a period of study.
Another challenge came when I received a call from a group of Chinese evaluators to teach ESL at a language school in China for a year from 2005 to 2006. No longer on proficiency and experience (since I got the job through them), challenges were on teaching Chinese students from kindergarten to university levels in a Chinese way. What on earth was their style? My boss would just wake me up anytime without advanced notice and preparation and take me for demos to any schools around. There was no lesson plan required. Any books pulled from anywhere would do, and it’s the teacher’s job to adjust his/her teaching style to the student’s learning level and styles. I told my boss that I didn’t need those books, since they didn’t fit the students’ level. I would rather make my own plans and curriculum.
I soon discovered that the boss was marketing me to these schools so she could make a teaching contract with them. I was often scrutinized by a big crowd of students, teachers and administrators, as if a foreign ESL teacher was an expert in applied linguistics. They threw unexpectedly very hard questions ranging from phonetics (including Chinese ‘Pinyin’), proficiency, teaching methodology and strategies, classroom management, and cultural backgrounds, which were beyond my understanding and ability. I felt I was placed in a fighting arena with these Chinese gladiators. I had no choice but to “dance” with them to meet their expectation, using my common sense, or else my boss wouldn’t make a contract with those schools. After the question-and-answer portion, the interactive audience seemingly turned into a throng of political campaigners and voters with their loud shout, whistles and applause. The whole amphitheater was abuzz. I had never been in my life that I felt like I was running for president, because of the accolade they granted. Surely, my boss signed a contract with them. And that was not the first time. Soon, I came to know that in China, schools from kindergarten to university hire ESL teachers from language schools.
Every Saturday night, foreign teachers of different language schools would go to a park to participate in an informal program called “English Corner”. Students of all ages from different schools would gather around and ask varied questions, such as “What is your favorite color?” “What Chinese food do you like?” “Are you married?” “How do you like Chinese girls?” “How can we speak fluently like an American?” As with other foreigners, I had to respond favorably, or they would say “your accent is bad” and I would lose the gathering students. They often asked me the written phonetic symbols and enunciation of some words.
It’s funny that Chinese wanted spoken American English, while most of their books were written in British. So, I had to modify some written symbols to represent and produce the American sounds. As young as kindergarten kids, Chinese students are well-versed in Pinyin (a system for transliterating Chinese ideograms into the Roman alphabet) and many of the IPA (International Phonetic Alphabet) symbols to produce the Chinese sounds. Like Koreans, Chinese are meticulous in phonetics.
The experience in China was so rich that I was able to teach six university classes, three middle school classes, six elementary classes, and one kindergarten class for one year. Yet I felt that something was lacking. Towards the later part of my stay in China, I came to realize that I needed more formal TESL training to certify my experience and observations. I had enough experience, and I wanted more certification to qualify for better opportunity and possible positions. TESL/TEFL training schools, however, are scarce to find in China and if there are, the training fee is too high.
While I was in quest of more knowledge in honing my teaching skills, I considered Thailand. After much searching on the net, I ended up in Thailand, the place where I thought the training ground for more rigorous TESL.
Few months before coming to Thailand, I was faced with another challenge--job hunting. I never wasted time. My goal was to individually send about three hundred résumés in a month, an average of about ten applications a day. Filling the employers’ inboxes, I might be guilty of sending unsolicited emails. Responses were varied, such as about nationality, accent, color and others. Some common phrases were: “Native speakers only”, “Good accent, but you are brown”, “No more vacancy, but I can recommend you to my friend of your good accent“.
I have observed that the employers’ first preference of teachers was definitely not the Filipinos, but the so-called “native speakers” of English (L1). The second is any L2 whites. The third could be the blacks, and the fourth could be the Filipinos and other Asians. This preference of nationality, race and color was not new to me, since I had met it China. I wouldn’t mind if language schools or any business-oriented institutions make their preference of teachers on color, race or nationality. It’s business anyway. However, it irks me a little when a school is an established institution of higher education, either a privately owned or a government type, which does not consider applicants by skills, experience and qualification. To me, this is close-mindedness and a lack of education. These types of schools don’t have any values in education, but look at an educational institution as a mere business industry.
I was forced to devise my marketing strategies to sell myself at a job interview. Usually, I don’t send résumés right away if they aren’t needed; Instead, I make a call to get an interview, which I got more interviews through it. When the person on the other line gives a go signal, it’s the time to get ready for a more impressive actual presentation, loaded with answers to objections. I was determined to inject some “anesthetic” ideas when I unearthed an interviewer’s objections before he/she could articulate them. I had to be proactive, or else I would lose the opportunity. I wonder why I didn’t have any teaching demos at those interviews, when those other applicants with me did. I reckon I had five memorable interviews in my first week in Chonburi: at two high schools and at a university in Chonburi, through phone call with EF-Chiangmai, and at a secondary government school in Bangkok. I wanted the one in Bangkok, because of my preference of place.
In my second week, I decided to attend a TESL/TEFL/TESOL certificate course at a training school in Bangkok. I was happy that I met a lot of Filipinos who wanted to do the course, too. Most of them were education majors, but were shy when any white folk was present in class. Our L1 professor had to boost these teachers’ self-esteem (EQ), as he believed was the primary secret in achieving success. Methodologies, strategies, management and other techniques were discussed. There was heavy emphasis on accent, as the professor claimed that it was this other reason that Filipinos have to improve to get and maintain a decent job. I was given the privilege to train some of them on phonology. I was glad that those who endured the course got their decent job.
Salary was another challenge. I had the skills, experience, qualification, yet my boss-to-be at a government school wanted to negotiate the salary I wanted to a much lower rate than that of the whites. We were in a kind of tug-of-war or seesaw situation when each of us was pulling each other to his end or to my end. We met at the center when he asked me whether I had any TESOL certificate. It was good that he graduated a Master in TESL at a nearby university. He understood my concerns, and we closed the deal to a little lower salary than that of those white teachers. It was worth it. I got the job.
As I came in close contact with many Filipino applicants in the middle of the year, English proficiency over qualification was their major challenge. Some of them came to the training center, because they had been fired by their employers when their accent had changed in the middle of the year. (I just wonder whether accent was the real reason of their being fired). They thought that there was nothing wrong with their accent. My boss, however, said, that they had a terrible accent. The training center had to retrain and market them at the end of the course after they would have acquired the near native-like accent.
Teaching skills necessary for a Thai environment were easy for those Filipino teacher-trainees. They had been educated in their college years. In my observation, not many of those schools where I had interviews asked for a TESOL/TESL/TEFL certificate, though. So, TESOL/TESL/TEFL certificate wasn’t a big deal for me at my job interviews, except at this first school I worked for. The training I received paid off when my boss wanted me to demonstrate in each class, especially the visiting groups of students, teachers and administrators from other schools, what a certified TESOL teacher had to offer in the entire year.
Students at that government school were mostly slower and much larger in number than those at private schools. So I had to dumb down my approaches to an average of 37 students each class. Some of them in grade 12 couldn’t respond to some personal questions, such as name, age, or occupation. There was the slowest section among grade 12 students that every teacher, local or foreign, just gave up. I had to provide them a positive atmosphere that they would risk speaking up without any hesitation. My boss was very glad that these students were able to open their mouth, speak up, and have a meaningful conversation with me in the middle of the term. It was satisfying.
Different Thai teachers seated in each of my classes posed another challenge too. They were not there to teach, but to help control the class as were told. However, they were just seated there as observers and evaluators, taking notes of my strategies and management. The mood of the class would naturally change if looked at a different perspective by an observer seated at the back row of the classroom. I didn’t underestimate Thai teachers with me in my classes. They were the eyes and ears of my boss. I had to overcome that little uneasy feeling, until I got used to it that they became my friends and partners. (You would receive presents if you got much approval from them, though).
The foreign teachers, not only the local Thai teachers, posed a challenge to me. There were about six L1s (first language speakers of English) and four L2 foreign teachers, of which two were Filipinos (including me), one was a Hollander and an overqualified Indian, having a Ph.D. in English Literature. There was a fast turnover of teachers after the middle of the first term. The Hollander left with a promise to return, but he never came back. He had his personal reasons. He was replaced by someone from Scotland.
Let me give emphasis about this strange Scottish teacher who was discriminatory. He asked me, “Are you teaching pronunciation?” “I don’t if it’s not a part of my lesson objective,” I said. He retorted “How can you not teach English without pronunciation?” I replied with a subdued one, “I do teach it if it is a part of my objective.” He raised his voice, “What kind of English can they learn from a non-native speaker? Students should learn from me, because I’m a native English speaker.” I smiled and said, “Well, I’m bloody sure my students have learned from me. I don’t have problems teaching pronunciation, though. My co-teachers can attest to what I have done.” He continued patronizing me by saying in a Scottish way “D’you have a ‘paddow’ (i.e. paddle) on your boat?” “Sorry, what did you say?” I asked. He said acerbically, “a flat thing used for rowing a boat.” I grinned and said, “Ahh, a paddle. What is that supposed to mean?” Instead of answering, he asked another question, “Which prestigious university did you graduate from?” I politely said, “Just a small college at the top of the mountains in the southern part of the Philippines.” He said, “I graduated at Cambridge University with a degree in History.” I asked, “What was your thesis about, and tell me your main variables.” He was surprised to say and ask me, “I wrote about the World War II, but what’s a variable? I have never heard of that word. That’s bloody difficult question.” I smiled and winked at him, “I understand, don’t worry. Forget about that.” The following week came. He didn’t show up. I inquired. I was told by my boss that he was fired, because he didn’t know how to teach. Each period was wasted by a mere series of drill of rote pronunciation without communication, and that students couldn’t understand him of his accent. He complained about why I should be favored by the students and teachers when I’m not a native speaker. My boss just said that the Scottish teacher had nothing to offer comparable to my skills and qualification. I pitied him. He became history.
Except me, another bunch of teachers replaced our batch in our regular program the following term. After the Scottish teacher left, a very handsome young Swedish guy came. Girls giggled as if tickled by their laughter in class. He also lasted for two weeks, because he had nothing to offer but his handsome face. He was replaced by an excellent South African. An experienced British teacher replaced another British colleague of mine. His English was not without errors, but his teaching skills were impressive. My boss requested me to find very good teachers of any nationality. I surely found some among the Filipinos. They were ranked according to accent, skills, experience and qualification during their job interviews. The best one among them was hired.
Another trying experience was on the use of educational technology. My boss provided the teachers the needed facilities and equipment, like built-in moving LCD, projectors, computers and other high-tech gadgets. The money and effort spent rippled back as many of the students became motivated to study the moment my class period would come. Their language skills significantly developed as indicated in their achievement progress report.
As a result, the most daring experience was when my boss at this first school gave me the credits, confidence and recommendation to train a group of top 50 Thai ESL teachers reviewing for their national test, using their material on phonology from the British Council, with those audio-visual electronic devices. (I wondered why my boss preferred me to seven L1 teachers in teaching phonology. I entertained the thought that, perhaps, they were busy finishing the students’ marks). I was impressed how good those Thai teachers were at producing British sounds. That week-long review workshop sponsored by E.R.I.C towards the end of the school year was worth attending, since I learned a lot from them, too.
Knowing my financial constraints, my boss was so nice to me to suggest that I find a part-time job around. I found one at a language school. The owner was a very kind Chinese Thai. We had different levels of learners—students and professionals. This business-oriented school gave a chance to L2 ESL teachers, especially Filipinos.
I got a much better offer from one of the Catholic schools towards the fourth quarter of 2006. I felt, however, I had to finish the whole year as indicated in the contract. Besides, the relationship I established with my boss was a test whether to leave or not. It was hard to say goodbye to the former one, but I had to, since my family needed this new one. It was a different challenge here than before.
Language barrier is has been a big test for me at this new school this year 2007. I don’t have a Thai counterpart with me to translate some words and ideas. I haven’t learned much Thai, since the previous school was so strict in speaking only English once we were within the school premises. My partner is also a foreign teacher. Both of us have to divide the class into two smaller ones and teach them just by ourselves. I have to use every means available—a real EFL/ESL teaching, which is short of the comfort I was used to at the previous government school. There isn’t any better technology than the former school. I have to use the conventional way: whiteboard, marker, photos, and other audio-visual materials that take a week or two to request. Besides other aids, I have to use my own notebook computer to present in small classes of about sixteen to 20 students per class.
There are more foreign teachers, about fifty, at this new school. Most of the teachers are Filipinos. There is a challenge as to how I relate myself to each of them. There is a big tendency to speak in our vernacular once I’m with them on campus, even if our head had announced to speak English at school, especially in front of the students, faculty and parents. On one hand, I’m cautious not to be ostracized by fellow Filipinos and branded a half-cooked Filipino-American (“Fil-Am”). On the other hand, I’m careful of not losing my job, since some of my boss’ staff members sometimes show some questionable stare to any foreign teacher who speaks any vernacular. These Thai staff members were just silent, but I have been wondering what has been going on in their minds.
After midterm, my foreign co-teacher and I were busy calculating the marks of the students. While he was encoding the marks into the computer, our Thai coordinator, who happened to be seated next to him, kept on telling him to doctor the marks to pass the students. I couldn’t believe what I saw with my two eyes. I was told by my other co-teacher not to intervene, or I would be history like the previous teacher the last year. I couldn’t understand this system. To me it’s grave dishonesty. Trying to understand that system led me into internet search and I have figured out that there is such “No Fail” policy among primary and secondary schools, and that the same problems many of the foreign teachers encounter at their respective schools. I later understood that the “no fail” policy is for special case with special students—students with learning disabilities. However, the way it is implemented by some Thai teachers seems questionable, in that, able students are given passing marks too when they failed the tests because of their negligence to study or do the tests. I have observed that students don’t dare to strive during midterm and final tests, because they know they are not going to fail the test anyway. I don’t see any feeling of urgency on the part of the Matthayom 2 and 3 students to strive or pass the tests. It seems that tests or exams don’t mean anything to them but just an ordinary daily activity. They even sleep during tests. Some students noisily play some musical instruments, or throw balls inside the classroom. Some do some makeup on their faces in front of their mirror for the whole period. They keep on cheating openly no matter how I warn them not to. After three times of warning, I couldn’t help but take some action, by getting some test papers and let them retake in our faculty office. I’m not sure what’s going on in the minds of these fourteen and sixteen year old students.
Recently, a group of Thai teachers proved themselves a better match to the way foreign L2 teachers performed during our English Camp. There was a clash of strategies, management and implementation of programs between the two groups of teachers. Thai kids seemed to be more active and participative with their Thai English teachers than with the foreign teachers on the second night. There was a threatening statement from one of the organizers that if foreign L2 teachers are not cooperative and able to handle the students, then the Thai organizers might employ their local teachers only for the next English Camp.
Keeping the job is important to me and for my family at this time. My conscience tells me not to be complacent at all times. While I do make a distinction between workplace and home, I make sure that all the requirements at schools are done within the specified time. I also have to be sensitive to both Thai teachers and students’ expectation. This is not often easy, since I may not be able to please every one of them. There is always a second thought of looking for a better job, just in case.
There may be more unexpected challenges ahead. Predicting them to some degree ahead of time may be helpful. For instance, I honestly don’t expect that I will be an ESL teacher throughout life for some reasons beyond my control. For instance, some schools may prefer to hire younger, more able and appealing teachers. Before this happens, at least I have some other options, such as taking an area within educational domain, but not restricted to ESL teaching. I like to explore and broaden my skills in the area of education, and not just language teaching. Hence, the present degree in educational leadership I’m pursuing might help me a lot. This is a branch of educational administration, but the emphasis is on looking for some new ways education can take turn. Therefore, I learn not to be traditional and stick to what is commonly accepted norm, but respond to any need in any situations.
At present, there is a need for self discovery for more potentials and skills for better challenges in the future. Whatever future thing this profession may offer, I must be ready to face every challenge with willingness, confidence and determination to move on, because this is what I know about what it takes to be an L2 ESL teacher.
Rolly Cainglet Obedencio
MA-Religion (Biblical Studies-Old Testament and Ancient Near Eastern Languages)
ESL teacher, Assumption College Thonburi
Rolly has been teaching ESL in the Philippines, China and Thailand for about nine years. He has earned a Certificate in TESOL. He is presently pursuing his second MA in Educational Leadership. He lives in Bangkok at the moment.
. Job postings of low salary on the internet, about half of the Classes A and B, and some discriminatory treatment by Thai employers, parents, teachers and students were discussed. Other issues such as the need for professional development on the part of the teacher were pointed out. Ms. Hedda Tan, Mr. Lars Pinnerup (a Danish graduate student at Chulalongkorn University) and Mr. Rolly Obedencio tried their best to answer all the questions moderated by Mr. Abel, covering on the need to organize, collaborate, and equip teachers for their work. 
