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ESL teaching: "real job" or just "working hol
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jdl



Joined: 06 Apr 2005
Posts: 632
Location: cyberspace

PostPosted: Tue Sep 29, 2009 12:45 am    Post subject: Reply with quote

Professional teachers often take offense to the general use of the term 'teacher' being applied to anyone who has limited or inadequate training as determined by the professional body and national/state/provincial governing agency. I suppose a comparison could be made with the situation in which a law office secretary assumes the title of 'lawyer' (apologies to Erin) or a nurse receptionist calling her/himself 'doctor'.

This offense is understandable in that trained teachers have made a career decision at the undergraduate level and have selected a course of studies ranging in duration from 5 to 8 years (equivalent to most law and medical studies) specifically focused upon the art and science of teaching.

Having completed a multi year and expensive education process, teachers, their professional organizations and sanctioning bodies are very reluctant to give the name 'teacher' over to anyone with less qualification; read esl 'industry standard' here and prefer the term instructor or lecturer or better still 'teacher assistant'

So if you were to ask the question to a certified teacher, "Why the turnover in ESL" the argument would generally go as follows:
1. Lack of training/education appropriate to the profession results in
2. A lack of committment to the profession and a failure to recognize the skill/knowledge set to become sucessful which leads to
3. a lack of investment to the profession resulting in
4. a critical mass of practioners who do not see themslves as professional individuals and set the standard for the generalization which is transiency in the job market, poor continuing education, lack of professional codes of conduct, poorer pay and security, and a lack of career potential.

This rather crude analogy may sum up the argument: ESL is to teaching what Macdonald's is to working.

How does one change this image and reality since perceptionn is reality? The first step always comes with the consumer and the demand for a standard. That is another story.


Last edited by jdl on Tue Sep 29, 2009 4:28 am; edited 1 time in total
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JZer



Joined: 16 Jan 2005
Posts: 3898
Location: Pittsburgh

PostPosted: Tue Sep 29, 2009 3:51 am    Post subject: Reply with quote

Quote:
This rather crude analology may sum up the argument: ESL is to teaching what Macdonald's is to working.


The only problem is that an entry level trained teacher may just be able to pay their bills but an ESL teacher in China or South Korea may be able to go out every night and enjoy their lives. That is why some people have a hard time leaving the world of teaching ESL.
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PattyFlipper



Joined: 14 Nov 2007
Posts: 572

PostPosted: Tue Sep 29, 2009 10:37 am    Post subject: Re: Follow up comments to Glenski, et al Reply with quote

Mercury Morris wrote:
It is amusing to read replies to my post. Judging from the tone and content of replies, some of you are in denial regarding the realities of ESL employment and found my comments making uncomfortable reading


Even at the much-vaunted university level, TEFLers are still at the very bottom of the heap, generally designated as instructors with little chance of ever progressing through the academic ranks, regardless of qualifications and experience. Tertiary-level EFL 'centres' or departments are almost always regarded as non-academic support units, held in something very close to disdain by the university administration and 'real' academics teaching substantive subjects. At best they are tolerated as a necessary evil. Anyone who is in any doubt about this should take a glance at the salaries and benefits offered to teaching staff in other faculties and departments.

There is also a disturbing trend to farm out the whole university EFL process to unpleasant private-sector contractors and recruiters, which will ensure that terms and conditions of employment for TEFLers are further reduced to the level of the Korean hogwan or the Japanese eikeiwa.
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Glenski



Joined: 15 Jan 2003
Posts: 12844
Location: Hokkaido, JAPAN

PostPosted: Tue Sep 29, 2009 12:39 pm    Post subject: Reply with quote

jdl wrote:
This rather crude analogy may sum up the argument: ESL is to teaching what Macdonald's is to working.
In some circles, perhaps. Conversation schools, for example.

As for FT mainstream ESL schoolteachers (K-12, university, or international school), I think you'll find many who have a different opinion. But I stated this way back, I think, and nobody has really paid much attention...
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JZer



Joined: 16 Jan 2005
Posts: 3898
Location: Pittsburgh

PostPosted: Tue Sep 29, 2009 2:24 pm    Post subject: Reply with quote

Quote:
Tertiary-level EFL 'centres' or departments are almost always regarded as non-academic support units, held in something very close to disdain by the university administration and 'real' academics teaching substantive subjects. At best they are tolerated as a necessary evil. Anyone who is in any doubt about this should take a glance at the salaries and benefits offered to teaching staff in other faculties and departments.


In Korea and maybe some other Asian countries foreign professors are usually never on the level of local professors. While obviously there are some low level EFL center teachers with only a B.A. But even some PhD's from western countries that I met working in Korea were getting half their Korean counterparts. Even if someone had a PhD in Engineering I think it would be hard to get a full professorship in the engineering department in South Korea.
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