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Are Native English Teachers Inefficient?
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Whistleblower



Joined: 03 Feb 2007

PostPosted: Sat Sep 22, 2007 12:19 am    Post subject: Are Native English Teachers Inefficient? Reply with quote

I was reading The Korea Times whereby Busan Education Department want to replace native teachers with (wait for it) ... Koreans who speak English to improve communication.

http://koreatimes.co.kr/www/news/nation/2007/09/117_10750.html

Busan Questions Efficiency of Foreign Teachers

By Kang Shin-who
Staff Reporter

BUSAN _ Busan education authorities are pessimistic about the effectiveness of native English speakers teaching English classes.

``Although many schools want to hire native English-speaking teachers, they can't afford to do so due to financial difficulties. Additionally, they are currently in need of teachers who can speak both English and Korean,'' a Busan education office spokesman said Thursday.

In the wake of this problem, the Busan Metropolitan City Office of Education plans to employ foreign spouses of Korean nationals or Koreans fluent in English as assistant teachers at elementary and secondary schools starting next month.

It is Busan's first official trial in hiring non-English native speakers as assistant teachers. The teachers will be required to teach a maximum of 14 hours a week, prepare extra teaching material and lead programs such as the ``English-only zone'' and ``English library.''

Some English teachers in the biggest port city welcomed the regional government's decision. ``Many children have difficulties with English native speakers as most foreigners cannot speak Korean. I think one-way classes will not work for quality English classes,'' a teacher in Anrak Middle School told The Korea Times.

The city education government will recruit a total of 10 bilingual assistant teachers and dispatch them to several schools for a three-month trial. The results of the pilot system will decide whether the system will be expanded to all schools in Korea's second biggest city.

[email protected]
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Mr Crowley



Joined: 23 Mar 2006
Location: Suwon

PostPosted: Sat Sep 22, 2007 12:37 am    Post subject: Reply with quote

Sounds like their dream is to hire only gyopos. That would probably be true for all of Korea.
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inkoreaforgood



Joined: 15 Dec 2003
Location: Inchon

PostPosted: Sat Sep 22, 2007 1:48 am    Post subject: Reply with quote

I think the second sentence says it all.

"Although many schools want to hire native English-speaking teachers, they can't afford to do so due to financial difficulties."

Money marked for the foreign teacher is being spent on other things, or quietly pocketed, and they'll hire others for a third of what they would have to pay for a FT.
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cubanlord



Joined: 08 Jul 2005
Location: In Japan!

PostPosted: Sat Sep 22, 2007 1:57 am    Post subject: Reply with quote

inkoreaforgood wrote:
I think the second sentence says it all.

"Although many schools want to hire native English-speaking teachers, they can't afford to do so due to financial difficulties."

Money marked for the foreign teacher is being spent on other things, or quietly pocketed, and they'll hire others for a third of what they would have to pay for a FT.

exactly. Instead of just coming out and saying "Although many schools want to hire native English-speaking teachers, they can't afford to do so due to financial difficulties.", they have to mask it, the real truth, with some half-cocked attempt to further English language education in Korea. These people are more concerned with saving face than any other nation I have ever studied about.

Sure, if they hire decent Koreans who speak English, they'll do just fine. However, correct pronounciation cannot be taught by someone who does not understand nor can reproduce the correct sounds (this goes for BOTH foreigners and Koreans).

This is just another log in the fire.
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vox



Joined: 13 Feb 2005
Location: Jeollabukdo

PostPosted: Sat Sep 22, 2007 2:16 am    Post subject: Re: Are Native English Teachers Inefficient? Reply with quote

Whistleblower wrote:
I was reading The Korea Times whereby Busan Education Department want to replace native teachers with (wait for it) ... Koreans who speak English to improve communication.

http://koreatimes.co.kr/www/news/nation/2007/09/117_10750.html

Busan Questions Efficiency of Foreign Teachers

By Kang Shin-who
Staff Reporter

BUSAN _ Busan education authorities are pessimistic about the effectiveness of native English speakers teaching English classes.

``Although many schools want to hire native English-speaking teachers, they can't afford to do so due to financial difficulties. Additionally, they are currently in need of teachers who can speak both English and Korean,'' a Busan education office spokesman said Thursday.

In the wake of this problem, the Busan Metropolitan City Office of Education plans to employ foreign spouses of Korean nationals or Koreans fluent in English as assistant teachers at elementary and secondary schools starting next month.

It is Busan's first official trial in hiring non-English native speakers as assistant teachers. The teachers will be required to teach a maximum of 14 hours a week, prepare extra teaching material and lead programs such as the ``English-only zone'' and ``English library.''

Some English teachers in the biggest port city welcomed the regional government's decision. ``Many children have difficulties with English native speakers as most foreigners cannot speak Korean. I think one-way classes will not work for quality English classes,'' a teacher in Anrak Middle School told The Korea Times.

The city education government will recruit a total of 10 bilingual assistant teachers and dispatch them to several schools for a three-month trial. The results of the pilot system will decide whether the system will be expanded to all schools in Korea's second biggest city.

[email protected]


I welcome this experiment.

But...

I do hope that it inspires foreign teachers coming over to study Korean a little more aggressively. It is a seriously friggin' huge leap to jump from Korean grammar (which looks like speaking like Yoda all the time, constantly) to English grammar and quite frankly most of the posts on this board relating to Koreans' grasp of English are extraordinarily intolerant of just what's involved.

I study Korean at home and no matter what I study or how much my Korean grows, I'm always taking something back to my classroom, particularly in terms of common Korean E2Learners' errors.

Sounds like someone on the schoolboard wants more teachers with the same understanding of the specific challenges Korean learners of English face.

What I find surprising is the amount of disinterest (sometimes resentment, sometimes seen as an annoying distraction) displayed by Koreans to Westerners who come and decide on the first day they want to learn all kinds of Korean. I'd bet it's not really about learning how to order beer in the most eloquent Korean, but a realization of what's required to step up to these jobs they take.

The pronunciation issue is moot. Of course they can't compete. And it's a precious rare child who's interested in the alveolar region and labio dental mechanics.

But to me, it seems this is not an expression of hiding earmarked funds for bigger pizzas at office parties, but of scratching a very long-needed-to-scratch linguistic itch. I hope they find a formula that results in more foreigners who can still bring native pronunciation and immediate facility with idioms, etc. but who can also better anticipate Korean grammatical errors at every level and better prescribe activities to address them.
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Boodleheimer



Joined: 10 Mar 2006
Location: working undercover for the Man

PostPosted: Sat Sep 22, 2007 2:27 am    Post subject: Reply with quote

i heard that native teachers aren't inefficient; they're drug-using pedophiles. has anyone else heard this?
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Unposter



Joined: 04 Jun 2006

PostPosted: Sat Sep 22, 2007 2:42 am    Post subject: Reply with quote

Is it me or does it seem like there is more anti-foreign feeling in Busan than in Seoul?

1. If they used co-teaching appropriately, there would be very few if any language and cultural problems.

2. There is absolutely no way you are going to get me to believe that a foreign teacher is more expensive than a Korean teacher.

3. I always wondered why the Korean Ministry of Education decided to first put FTs in elementary schools when FTs are most needed with advanced learners rather than true beginners. I always assumed it had to do with their sense of heirarchy and credentials (as well as a concern that high school students would waste too much time on English conversation and not enough time preparing for the college enterence exam) rather than pedagogical principles.

It is sad that Koreans seem so interested in being fluent in English yet they cannot seem to get a coherent strategy for achieving it.
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Hanson



Joined: 20 Oct 2004

PostPosted: Sat Sep 22, 2007 2:55 am    Post subject: Reply with quote

Unposter wrote:
2. There is absolutely no way you are going to get me to believe that a foreign teacher is more expensive than a Korean teacher.


Could you expand on this?
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Unposter



Joined: 04 Jun 2006

PostPosted: Sat Sep 22, 2007 4:31 am    Post subject: Reply with quote

Maybe, I was a little over the top on this. FTs probably make a little more than a KT right out of university. But, an experienced KT does make more than a FT. From what I've come to understand from talking to various public school teachers, a KT with about 10 years experience makes at least 40 million a year. And, according to a recent post by RR, KTs top out at about 80 million a year. This is definately much more than a FT could make!

But, my question is why would Busan care? They don't have to pay for FTs. They get funded by the Ministry of Education not with local money. From what I have read here, the Ministry of Education pays each school 50 million won for each FT for a year. I would estimate that a FT costs a school between 36 - 40 million a year. That leaves at least 10 million won a year, a local school could pocket.

Plus, FTs tend to teach more hours than KTs so no matter how much paper work, the KT has to do, Korean public schools should be able to get their money's worth out of the FT. And, many FTs work multiple schools in a district.

My guess is that Busan has had more difficulty finding teachers and rather than admit that they shift the blame on to the foreign teacher.

I teach public teachers at the univesity I work for. Most of them do not like working with FTs. They do not know how to relate to them. There can be age differences in addition to cultural differences and most do not want to loose face to the FT in the classroom. So, either they just let the FT do whatever he or she wants or they butt heads with them. I think most would rather not have to deal with one at all. I am sure this is also one of the "real" reasons why Busan is crying about things.

I must admit that I've heard some funny and cringeful stories about FTs from them in terms of what FTs like to do in the classroom and say about Korea to their co-teachers. I heard about one teacher who would teach Spanish during English class and claimed that it would help their understanding of English since their were so many words in common. FTs who bully their co-teacher by constantly complaining about their pronunciation to the point the KT was terrified to open her mouth.

Nonetheless, throwing the baby out with the bathwater is not the answer. There are many benefits to having FTs in schools.

If it is really so expensive, all you have to do is give the FT the same amount of money as a Korean of similar experience including all bonuses and extras the KT teacher recieves and I am willing to bet the farm that the FT would be happy. Over time, it could be a nice haul!
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Paji eh Wong



Joined: 03 Jun 2003

PostPosted: Sat Sep 22, 2007 4:47 am    Post subject: Reply with quote

Quote:
Are Native English Teachers Inefficient?


Not that I think you can apply efficiency to learning, but this is a cop out. Korean learners will achieve efficiency (or whatever) when they choose to do so, and not a moment sooner.

Hanson wrote:
Unposter wrote:
2. There is absolutely no way you are going to get me to believe that a foreign teacher is more expensive than a Korean teacher.


Could you expand on this?


Korean teachers receive an adequate salary and generous bonuses and pensions. I believe Korean teachers rank #1 in the world in terms of teachers wage per class hour at an average of $70 something per.
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Sincinnatislink



Joined: 30 Jan 2007
Location: Top secret.

PostPosted: Sat Sep 22, 2007 5:06 am    Post subject: Reply with quote

Unposter wrote:

2. There is absolutely no way you are going to get me to believe that a foreign teacher is more expensive than a Korean teacher.


Uh, we make more, they give us a place to stay, usually, and they have to sponsor a visa, and fly us over here/back . . .

How the hell are we even close in cost to a Korean native? They spend something like 2 months of a Korean teachers' salary before we even get here. Figure in midnight runs and so on, and we're pricey.
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Mr Crowley



Joined: 23 Mar 2006
Location: Suwon

PostPosted: Sat Sep 22, 2007 5:34 am    Post subject: Reply with quote

Public school native English teachers don't get retirement, respect, and >>>> that Korean public school teachers get.
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bosintang



Joined: 01 Dec 2003
Location: In the pot with the rest of the mutts

PostPosted: Sat Sep 22, 2007 5:34 am    Post subject: Reply with quote

Sincinnatislink wrote:
Unposter wrote:

2. There is absolutely no way you are going to get me to believe that a foreign teacher is more expensive than a Korean teacher.


Uh, we make more, they give us a place to stay, usually, and they have to sponsor a visa, and fly us over here/back . . .



We are not more expensive than Korean teachers. Keep in mind we're talking about *public* schools here, which is where I think some of the confusion is arising.


Last edited by bosintang on Sat Sep 22, 2007 5:41 am; edited 1 time in total
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bosintang



Joined: 01 Dec 2003
Location: In the pot with the rest of the mutts

PostPosted: Sat Sep 22, 2007 5:40 am    Post subject: Reply with quote

As for the OP:

I can't say I'm surprised, and I've predicted something like this many times. The idea of placing native speakers in Korean public schools has been a managerial fiasco from the start. There are so many hurdles in the way of placing foreign teachers in public schools to make these programs work, yet they are just too incompetent or unwilling to tackle them.


I pulled this from a link discussed on another thread.

Guests of Popular wrote:

In 1996, a summer intake that consisted of several orientation sessions, run by Korea University, brought in more than 860 teachers, but by the third week of October, fewer than 500 remained [468, according to the Times on Oct. 23]. Those who quit cited reasons such as inadequate housing, late salary payments and refusal of severance pay.


Great start, wasn't it? It's been nothing but crisis management since then.

Now about the idea of placing bilingual Koreans in schools in replacement of foreign teachers. Great idea. Rolling Eyes Another ill-thought out unplanned venture in the wild world of ESL unaccountability. I'm sure they'll be successful with it, having untrained, unlicensed teachers come in once a week to undermine the authority of their regular teacher and teach the exact same way.
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Woland



Joined: 10 May 2006
Location: Seoul

PostPosted: Sat Sep 22, 2007 5:52 am    Post subject: Reply with quote

There is a certain amount of evidence to show that they are. See:

Shin, J., & Kellogg, D. (2007). The novice, the native, and the nature of language teacher expertise. International Journal of Applied Linguistics, 17, 159-177.

Here's the abstract:

Quote:
Previous studies of linguistic imperialism and native-speakerism in EFL have focused on political and social issues rather than actual classroom discourse. In contract, in this study a broadly socio-cultural approach and transcript data are used to examine the teaching talk of one novice expatriate English teacher working in Korean primary EFL. Compared with a native-Korean teacher, her language is simpler in both exchange and utterance length, with fewer new content words and, surprisingly, more grammatical errors. While the children use less Korean with her, they also use less English. The authors hold that English language expertise might be usefully reconceptualized as a form of teaching expertise, rather than vice versa, and thus, primary-level EFL may be considered a special case of primary teaching, rather than EFL for young learners.


Admittedly, this is a case study, and the teacher examined in it seems weaker than many I've known. But it is perhaps more representative than many people here might want to think. I agree with the conclusions of the authors regarding the nature of language teaching expertise, and in fact, believe that evidence would support expanding their claim beyond the limited arguments about elementary education that they make. I'm not a big fan of the critical pedagogy side of their framework, but the use of socio-cultural analysis here is good.

I've long argued that much of the money spent on native speaker teachers in Korea could be more profitably be spent on tape recorders and improved teacher training for native Korean teachers. Anyone who thinks that the native English speaking teacher population as a whole makes, by its nature, a specific, irreproducible contribution to language learning here is fooling themselves.

I'm a realist. The irrational arguments for native English speaking teachers are deeply entrenched in the culture and aren't going to go away over night. Nobody's job is threatened right now. But I do believe in the eventual power of evidence.

For the record, I also believe that there are a number of native speaker teachers here who do make a positive contribution to the education of Korean children and adults not because they are native speakers, but because they put the effort into being good teachers. I think in many cases that making an effort to learn Korean is an important part of this.

I wish that Korean authorities were more supportive of efforts by the teachers they hire to learn the local language and more appreciative of the pedagogical potential of bilingualism. But given the evidence I see that an understanding of second language acquisition and bilingualism doesn't much influence language education policy, I can also understand why this doesn't happen.

Another interesting source for thinking about about the whole EPIK/GEPIK program is this book:

Luk, J. C. M., & Lin, A. M. Y. (2007). Classroom interaction as cross-cultural encounters: Native speakers in EFL lessons. London: Erlbaum.

It is a larger case study of six teachers (4 native English speaking, 2 local native Cantonese speaking) in the NET program in Hong Kong. It is a bit more sympathetic regarding the Native English speaking teachers, and more direct about their possible contributions than the Shin & Kellogg above, but equally politically and socially informed about the problems of the situation and the program they work in. It, too, is largely driven by analysis of classroom interaction data.

So, yeah, when you see something about the inefficiency of hiring native English speaking teachers, you should know that it is not smoke at many levels.
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