Color and Qualifications Issues

The ESL teaching industry is still marred with discrimination issues even until now when the world is supposed to be free from inequality compared in the early 19th century when skin color determined the type of job and labor compensation. While schools are supposedly the advocator of equality in all areas of humanity, surprisingly, many schools evoke the cause of the employment problem and then pretend that they have fully justified their system without thinking the aftereffects of their decisions.

In some parts of the globe especially in Asia where the ESL teaching industry is a very profitable venture, ESL teachers are categorized not according to their qualifications but according to their nationalities, in fact to some skin color determines who gets the first class seat and who stands at the back. To some schools, they justify that only English native speakers can best teach the language. Others argue their way out by claiming that it is the parents or the community who demand for their “types”, after all, they pay large amount of sum to see their children taught by a native speaker. The most frustrating part is the reality that many schools and language centers exist for the money. It is a business thing. They are controlled by the demand that could give them an edge in gaining more profit. And we can’t blame them, can we?

Absolute equality is an idealism. Even in highly developed countries where people are known to be highly cultured, sophisticated and educated, there remain traces of all forms of inequality. This is the harsh reality. Nevertheless, it can be avoided.

A closer look to schools’ reasons on their choice of skin color over qualifications is interesting. The fact remains that skin color does not guarantee effective teaching. No native speakers and non-native speakers teaching ESL/EFL are above with each other in terms of teaching performance and competence. Both complement each other. English native speakers do own the language. The fact that the language is their mother tongue gives them the edge to control their language naturally. Thus, they do have the upper hand in sensing what is grammatical according to their standards. Oftentimes, non-native speakers handily refer to them if there are confusions on diction and pronunciation. The ESL/EFL teaching industry highly needs them.

On the other hand, the fact remains that native speakers and non-native speakers do not teach their “standard” English. For instance in Thailand, an American or British teacher can not avoid the fact that he is teaching English as a SECOND or FOREIGN language and not exactly the standard native English he got used to when he was in his country. Non-native speakers teaching ESL/EFL have this strength. The fact is they have the advantage of teaching the target language because they are rich with learning and actual experiences in using English as a second or foreign language when they were in their respective countries. Therefore, when they teach ESL/EFL they can flexibly control the level and amount of learning they give to their learners. The ESL/EFL teaching industry also highly needs them. So what then becomes the “standard” English given that there are many nationalities with different English abilities and skills teach ESL/EFL in Thailand?

There is none. But there can only be one obvious result: the standard of Thai English. Language has the ability to change. It can be used according to what is acceptable in a society to promote and preserve its culture though it is said or written in another language. The English language is known for this flexibility. To linguists, it is called the Indigenization of English. Thus, when one travels to India he needs to learn how to use Indian English. In order to understand them better, it is important to set aside your “standard” English and follow what is the standard to them. In Thailand, this natural language phenomenon is gradually increasing. A native speaker who stayed in Thailand for many years understands the wisdom of combining English with ‘Thai-ness.” Every time he uses Thai English, communication and getting things done are a lot easier. But of course this is the practical side of the reality that despite the high number of native speakers or non-native speakers teaching ESL/EFL, Thai people would end up using the English language that fit them well. This also proves that different situation in a different setting also requires different level and standard of English to be used.

Many Thai parents do not see the real score behind their children’s success in using English. It is a simple psychological guise that when a parent sees a white-skinned teacher teaching his child then he thinks that his money is worth spending. This thinking can only be corrected when the result came in. Parents become more frustrated when they see their children having a very slow progress even when a native speaker have already taught them. The obvious reason of the frustration is that effective teaching is not determined by skin color alone, and it does not matter if the teacher is white, black or brown. What determines a teacher’s effectiveness is a collective trait of professionalism, academic preparations, experiences and skills. The community is responding well to this reason. The fact holds that both native speakers and non-native speakers share the employment opportunities offered by the host country. What then is the biggest threat to quality education?

It is the commercialization of the ESL/EFL teaching industry that has always been proven as the culprit of the many sad stories shared by all foreign teachers in Thailand. Though there are a few stories shared by the native speakers, it is always the Filipinos that get unlucky in this system followed by other Asian nationalities like the Indians next the Africans. Combining the number of all native speakers teaching in Thailand, the number of Filipino teachers almost gets at par in the ratio. Due to the high number of Filipino applicants, they usually end up telling sad stories.

The “No Filipinos, only native speakers from America, Britain, Canada, South Africa”; “Native speakers – 30,000 Baht and Filipinos – 15,000 Baht” or “Please if you are a Filipino, do not apply” add insult to the injury. These appalling ads are constantly seen in online job searches especially in Thailand. Such outright dismissal of applications can be caused by many factors. One factor is certain that the employer’s inbox is bombarded with emails from non-native English speaker applicants. However, it is not an excuse of having a lack of employment ethics. Meanwhile, it implies that there is a constant huge demand of native speakers. Why is there a lack of native speakers?

There are many native speakers scattered in the host country. The problems are either they are not into teaching, the teaching compensation does not attract them, teaching qualifications became stricter or many of them cannot stay long in the teaching profession. Those who are highly qualified and trained find themselves teaching in International schools, universities and well-to-do public and private schools. For recognition purposes, there are also those who commit themselves in helping the schools without attractive compensation packages, and there are experienced teachers but lack the necessary qualifications who compromised with their employers. There are, unfortunately, those who became one-day teachers because they are entertained. Oftentimes, teachers without the heart to teach leave the school after a few months. And some finds the nearest door exit because school employers cannot fulfill what was agreed upon.

There came the need for alternatives: the non-native speakers. Not only big schools but also the private teacher placement agencies exploit most of them despite of their good academic qualifications. Compensation and treatment has become branded based on nationality and oftentimes color. And so it is not a surprise that teaching job ads are commercialized like products when it reads “native speaker – 30,000 Baht and Filipino – 15,000 Baht.” But when a native speaker with dark skin tone applies, an automatic 25,000 Baht is offered. And when an Asian teacher with impressive English native-like accent applies, still, 15,000 Baht is offered non-negotiable. Moreover, how foreign teachers based on color are treated is very evident in schools. A Thai speaker of the “Thai Culture Training” described it as a norm given the hierarchical structure of the host country. It means that it is perfectly acceptable to pamper the white-skinned native speakers and leave the rest of the foreign teachers work double time. Such attitude towards any foreign teachers causes insecurity and so there are those frustrated teachers who look for other schools with high-level of impartiality.

The teacher placement agencies are causing more disaster than aid to the growing problems of foreign teaching in Thailand. They do not see their endeavors as community work; they take advantage of the situation and manipulate the foreign teaching industry for business reasons. They offer that they have the finest foreign teachers but many stay delusional. One private teacher placement agency exploits the system. As soon as they got the contracts signed from their clients, they don’t care who they’re picking so long as somebody needs to be in front of the class until the contract expires. Sad stories of poor pay, overloaded work, teachers without work permits and many more nest in their grounds.

These stories are not new in the teaching industry. But the effect is causing harm to those qualified, dedicated and honest foreign teachers regardless of their color and nationality. They became casualties of a senseless highly commercialized teaching industry. What solutions are worth considering?

The solution comes from the resolute effort of the government, the teaching industry and the teacher.

The government has moved one-step forward when it implemented the foreign teaching regulating laws. It is now time for the concerned agencies to scrutinize the teacher deployment projects initiated by the government itself and the schools that want to escape their responsibilities for their foreign teachers. Most importantly, monitor the deployment of unqualified and bogus teachers by those private teacher placement agencies.

To resolve the issue of lack of qualified teachers, proper and reasonable compensation packages should be designed. A highly qualified, trained and dedicated teacher should be well compensated emphasizing the eradication of color and nationality as basis. Such policy when strongly campaigned and implemented can solve the problem of a weak foreign teaching institution. The ‘give and take’ principle should be observed. The host government wants licensed teachers but it has failed to provide reasonable compensation and security. It is like wanting to buy a high quality product without any cash at all. An additional provision to the foreign teaching laws should focus on providing options to foreign nationalities who wish to teach in Thailand. Those who are academically qualified, professionally trained and experienced should hold professional licenses. While those skilled foreign teachers who lack the academic qualifications but display outstanding years of teaching experience and trainings should hold certificates warranting them with a considerable number of teaching loads, extra-curricular or non-credited subjects, and a reasonable compensation package. Added to this is the needed strong bilateral labor agreement among the concerned countries to protect the interests of both parties.

The goal is to stamp out those nuisance, non-performing and unprofessional teachers. Therefore, the foreign teaching industry should follow the highest ethical labor standards. Schools should be closely monitored, teachers should be closely accounted for, business sector should adhere to the demands by helping find the cream of the crop, and the media should regularly feature schools and teachers that provide better understanding of what language education is all about to the community. A systematic concrete steps should be drafted to attain those goals.

Teachers who are also the key to this desirable change should partake in the process. Foreign teachers should start organizing themselves to protect their interest and to voice out their concerns. It appears that many foreign teachers have a long list of do’s and don’ts ready for submission to the concerned government agencies. There are also notably a few groups of foreign teachers who are aiming for professional growth through networking. They, too, deserve recognition for their effort and precious time to help in uplifting the expertise and teaching skills of foreign teachers.

Above all, every decision that a foreign teacher makes before and after accepting the job is critical. Accepting and rejecting a job offer is a personal decision. Many Asian teachers accept job offers that are below average in terms of compensation and other benefits. This decision has changed how employers perceived Asian teachers’ worth. Perhaps by constantly reminding Asian applicants to accept job offers that are only worthy of their expertise and skills would help change the on-going negative impression that they are getting from their English native speaking counterparts. There is also an increasing need to properly screen and train a considerable number of Asian teachers who are qualified to teach but lacks the ability to control the interference of their first language when using the English language. Equally important are the native speakers of English who accepted job offers then all of a sudden escaped the difficulties that they have encountered by leaving the students behind without someone to replace them. There are also some English native speaking “teachers” who accept what was offered to them just to help them get by on a one-month long vacation and to help defray their drinking spree bills. All of these are just some of the harsh realities that significantly affect the quality of foreign teaching in Thailand. Strict hiring policies and strong ethics can help solve the problem of unwanted foreign “teachers.”