Is It Common for Non-Native Speakers to Teach English Abroad, Specifically to Adults or Children Post-Elementary School?

Yes, it is quite common for non-native speakers to teach English in various countries around the world. This phenomenon is particularly evident among Filipina teachers in locations such as Cambodia. My experience working in a school in Cambodia highlighted the unique challenges and dynamics that arise when non-native speakers are tasked with teaching English to both adults and children past the elementary level.

The Situation in Cambodia

In many parts of Cambodia, the presence of non-native English teachers, especially those from countries like the Philippines, is quite prevalent. These teachers often fill the gap in a country where the supply of qualified English instructors may be limited. Giving a face to this reality is the numerous Filipina teachers who have integrated themselves into the education systems of Cambodia, including those like myself, teaching in high schools and adult education centers.

Encountering Challenging Scenarios

One stark example of the challenges involved was when a teacher at the school where I worked posted a notice in her classroom with the question, "How is your feeling today?" This example, albeit seemingly innocuous in its simple construction, was met with immediate resistance from me, as it did not align with the linguistic norms expected in English language teaching. Pointing out this issue to the school's management led to an undesirable outcome for both the teacher and myself.

The notice was taken down, but not without the poster backfiring and casting a shadow of discomfort onto me. This action drew swift reactions, including a number of antagonistic "dirty looks" from the Filipina teacher and other non-native instructors who seemed resentful of my interventions to improve teaching standards.

Understanding the Context

The reaction I encountered is not uncommon in environments where non-native speakers participate in teaching English. There is a natural tendency for native English-speaking teachers to set the standard, while non-native speakers may feel they need to justify their presence. This can lead to scenarios where non-native teachers, including Filipinas, may be perceived as less competent or rash in their attempts to adhere to best practices.

Education systems in countries like Cambodia recognize the need for English instruction but often struggle to provide resources and support to teaching staff. In such setups, the performance of non-native teachers can range from barely competent to eminently capable. The attitude not only contributes to a classroom dynamic but also impacts personal relationships and professional growth.

Improving Teaching Methods

Despite the challenges, there are successful and inspiring examples of non-native English teachers in countries like Cambodia who have proven their worth in the classroom. Their success often comes from a combination of hard work, cultural adaptability, and a willingness to learn from their students and colleagues.

For instance, teachers like those I worked with in Cambodia may initially struggle with grammar, pronunciation, or even pedagogical techniques, but over time, they can develop innovative teaching methods that resonate with their students. This development is often driven by a deep passion for teaching and a commitment to continually improve their skills.

Conclusion

The presence of non-native speakers teaching English abroad is a phenomenon that is here to stay, driven by the global demand for English language education. While challenges do exist, the contributions and achievements of these educators are significant and deserve recognition. Efforts to improve teaching standards and support all educators, regardless of their native language, are crucial to ensuring the success and effectiveness of English language instruction in diverse global settings.

From the high schools in Cambodia to classrooms filled with diverse students around the world, the ability of non-native speakers to adapt and thrive in teaching roles is a testament to the adaptability and potential of human educators. The experiences faced by these teachers, including the encounters with a culturally divergent classroom poster, highlight the ongoing need for a supportive and inclusive environment in language education.

Key Takeaways: Non-native speakers play a vital role in English teaching abroad. Challenges arise from cultural and linguistic differences. Continuous improvement and support are essential for successful teaching. Adaptability and passion for teaching drive success.