The 2022 Updated Teacher Training Post

A few years ago, I wrote a long post detailing every teacher training opportunity in Taiwan, from short certification courses all the way to a discussion of whether or not to do a PhD. That post is still relevant (and I've updated some links as well), but I'd like to offer a narrower focus. Cut out the noise and just look at a few key options that might be the best fit for the person who asks this:

I'm a foreign English teacher in Taiwan and I want to get some accredited training to do my job better. How can I do that without leaving Taiwan?

Depending on your needs, prior experience and teaching credentials, any one of these programs might be right for you. You may even choose to do more than one -- I stacked a CELTA (which is like a CertTESOL) on top of a Delta (like a DipTESOL) and topped it off with a Master's. Or, you can take one course and call it good -- you'll still know more and improve more quickly than just about any teacher that doesn't invest in their professional development.

The Trinity CertTESOL and TYLEC

These are fundamental certifications -- the CertTESOL is similar to the CELTA (although it is slightly harder) and focuses on the basics of teaching. You can take this and go on to teach children/young learners, however, your teaching practice will generally be with adults. Both courses require some pretty intensive input sessions -- the CertTESOL usually meets every weekday morning for a semester. You'll have to teach quite a few assessed lessons, do observations and take exams, as well. While it's possible to do this while having an afternoon job, you will be extremely busy. However, people do it. (If a 4-week intensive option is ever offered, you'll want to take time off for that -- it is not possible to take that course and work at the same time.) 

The CertTESOL can be taken by pre-service teachers, that is, people with no teaching experience, but is also helpful to teachers with experience who have no prior training. It is hard work, and you'll want to be ready for that. The CertTESOL is accredited at Level 5 in Europe and the UK. It's a 130 hour course, not including significant self-study time.

The TYLEC is a little different. The acronym stands for the "Teaching Young Learners Extension Certificate" and is a level up from the CertTESOL. It's actually significantly more difficult, accredited at a Level 6, so applicants do need significant teaching experience or an initial teaching qualification (which doesn't have to be the CertTESOL, by the way). It focuses on teaching younger learners and, as with the CertTESOL, you'll have quite a bit of input. You'll also have to keep an observation journal as you observe other young learner classes, and teach your own assessed lessons for more than one level of learner. The 60 hours of guided learning do not include a similar amount of necessary self-study.

If you want an initial high-quality qualification that will help you teach any age and level of learner, and have no prior certification and not much experience, go for the CertTESOL. If you are committed to teaching young learners and do have significant experience or a qualification (better yet, if you have both), the TYLEC is probably a better fit for you.

Both of these courses can be taken at InspiredCPD. 

The Trinity DipTESOL

Similar to a Cambridge Delta, the DipTESOL is for committed teachers who have an initial qualification and significant post-qualification teaching experience (usually the rule is two years, though it might depend on the quality of that experience). It's equivalent to a Level 7 on the European accreditation system. It requires more of a time commitment (150 hours of input sessions, plus far more self-study), but is split into multiple sections. 

As such, it's also more expensive than a CertTESOL or TYLEC, but if you're committed to teaching as a career, I would say it's worth the money (I have a Delta and found it to be the most challenging and rewarding of my various qualifications).

The CertTESOL runs about NT$55,000, the TYLEC is $70,000 and the DipTESOL runs about NT$110,000. Payment terms are flexible, however. 

Why not CELTA and Delta, you ask? Because while there are online options for both -- I did a Delta from Taiwan -- the Trinity courses are now offered face-to-face in Taiwan.

The DipTESOL can also be taken at InspiredCPD. 

The International Teaching Master's from Framingham State University (Master of Education with a concentration in International Teaching)

Brendan is currently enrolled in this program and seems quite satisfied with it. So, rather than talking about a course I didn't take, I'll let him tell you about it:

The program I’m in is entirely online due to Covid-19 (though I don’t know if that will continue to be true for future cohorts). It consists of nine courses, each of which lasts for about five weeks and are designed to be doable while also working full-time. The courses are spaced so that we get a month-long break between them. Tuition fees are currently just over $650 per course.

The material is clearly designed first and foremost with K-12 education in mind, which is different from what I do in my own work (my students tend to be university age or older). But I personally see this as a positive: my formal education in the field so far consists of a CELTA and a DELTA, which are about language teaching for adults, so it’s nice to be able to get a broader perspective on teaching. The professors are aware that the students are from a variety of teaching contexts, and there’s been nothing so far in the material that I haven’t been able to make relevant to my own situation.

Of the material I have studied so far, I would say the most relevant has been the course dealing with special education and learning disabilities. Although much of it was focused on young learners with disabilities, much of it can also be applied to adult students, and it really got me thinking about how I can more actively work to make my teaching accessible to all.

I like this program because I feel it is making me more well-rounded as a teacher and is helping fill in a lot of the gaps in my professional knowledge. I don’t know what I’ll be doing professionally ten years from now, and I feel this program is helping to prepare me for multiple options.

It's worth noting that the Framingham program is not specifically about English teaching, and there's nothing in it that focuses on TESOL in itself. However, it's useful for a wide range of teaching beyond TESOL. Framingham does offer a program focused on English teaching, but it's not available as often due to lower demand.

The link in the header to this section will take you to the program's main page. You can also get on the mailing list here. 

A teaching certificate through TCNJ or Teach-Now (through Moreland University)

Both of these programs focus on general teaching, not TESOL specifically. Both require practicums. TCNJ (Teacher's College of New Jersey) hosts lectures in Hsinchu -- or at least they did pre-COVID -- there's a solid chance they've gone online in recent years. Contact them directly to learn about their post-COVID setup, to see if there have been any changes. The program requires no dissertation but does lead to a Master's. From my last post:

TCNJ also qualifies you to take the Praxis II (teaching qualification exams in the US), available on a very limited basis in Taiwan.

The program requires you to be teaching more than English as it's not specifically a TESOL course but rather one for general young learner education, and your practicums are done at your own work location. The program doesn't require a dissertation but it does require you to take the edTPA.

 

TeachNow costs $6,000 and runs for nine months, but is flexible. There are nine modules -- a friend describes it more as a BEd program than a Master's, but praises the training as practical and reflective. "Quite sweet" he called it. They have rolling admissions so you can join anytime. There are virtual practicums in the last few months -- you have to teach 5 classes and record them. You should have a mentor in your local setting and through the program, and you cover everything from technology in the classroom to classroom management, lesson planning and learning culture. 

There is of course self-study which can take a variable amount of time. One friend in the program says it takes less than they say, another says that a single practicum cycle including recording and editing the lesson for submission takes 6-8 hours. I don't know how easy it would be to do if you don't have access to a local mentor through work, but it may be a good option. 

A friend doing TeachNow through British Council in Vietnam says that the program has definitely made him a better teacher. You can't get a better endorsement than that! However, unlike TCNJ, you'd mostly be interfacing with the program online. TeachNow leads to a K-6 teaching license.

For both TCNJ and TeachNow, you have to do the teaching license exams. TeachNow gives you a teaching license in Washington, DC but it can be transferable. If you're not American there are some extra steps to follow, but theoretically it can be rolled into a UK qualification like QTS (Qualified Teacher Status).

Other local and online options

These training opportunities are not the only ones available for foreigners looking to improve their teaching qualifications and abilities. My earlier post outlines some online options including MATESOL, PGCE (a British qualification) and programs through Nile, Bell and The Distance Delta. It also covers local options through Taiwanese universities, the Teaching Knowledge Test and a local certification program which runs 35 hours and now includes online options. Have a look there for more details.

Does Taiwan already have the English teachers it needs? Yes and no.

As a result of an online petition to allow foreign English teachers to enter Taiwan, some have said that Taiwan already has the teachers it needs -- basically, that there are plenty of locals with high enough English proficiency to teach, as well as immigrants from Southeast Asia who are often not ignored as potential teachers, stuck in lower-wage jobs despite potentially having strong English proficiency.

But…what if, just what if all the English teachers you might want are already here, who just happen not to be white foreigners? https://t.co/qZG2QJOKDG

— 酷兒福爾摩沙人queerformosan (@queerformosan) September 4, 2021

And a comment in response to this article (quick pull quote because eventually Focus Taiwan will archive it): 

The cram schools and the Foreign Teachers Coalition are appealing for inclusion in the categories of foreign nationals who recently received special permission to enter Taiwan, following those of international students, professors, and scholars, coalition member Oliver Ward told CNA Thursday.

I didn't black out the name because it's a public comment and doesn't say anything scandalous or wrong.

It's worth noting that other versions of this story say that most of the teachers who are waiting to enter are qualified teachers, and many have contracts to work in Taiwanese schools. They don't appear to be random foreigners, or at least not all of them are.

There's truth to the negative reactions, however, and ideologically I agree as well. Taiwan already has plenty of teachers who, from a language proficiency perspective, could potentially be English teachers. And yet, they're ignored in favor of hiring mostly white foreigners.

Native speakerism -- the idea, unsupported by research, that a "native speaker" teacher is preferable or better than a non-native speaker -- is a massive problem. First, it's difficult to even define "native speaker" with any sort of specificity or academic rigor. Someone who has been using English since childhood might not be proficient enough in it to teach it, and someone who learned it well after learning their first language(s) might be indistinguishable from a native speaker (including accent, though this is fairly rare, although I know two real life examples). There are so many accents and dialects as well that the mental picture that the term "native speaker" conjures up is, for most people, not in line with reality. 

Most professionals instead use the term "L1 user", but that doesn't change the core problem: when people say "native speaker" they often just mean a white person, or perhaps a white person who also happens to be from an English-speaking country. That's obviously racist, so employers obscure what they really mean. In some cases this racism affects what salary is offered, both to L1 users and non-native speaker teachers who are not white. Not all native speakerists are racists, but the latter use the same excuses of as the former to hide their racism.

If the industry could get over this and end racism and native speakerism in the profession, then yes, it would be easier to find and appropriately pay potential English teachers who are already here. Taiwan doesn't "need" to import a bunch of foreigners at higher pay than locals receive.

When it comes to the 'native speakers' who arrive in Taiwan with little or no experience and no training but still get hired, there's no reason why a suitably English-proficient person who is already in Taiwan -- local or foreign -- couldn't do the job just as well.

There is another aspect to consider, however. The ability to teach a foreign language goes beyond the ability to speak it. Teaching is itself a skill, a professional one. There's a reason why public school teachers need to go through fairly rigorous training before they can work.

The best teachers tend to have a combination of experience and training. If the experience is extremely valuable, and they learned from well-trained colleagues, in some cases these can be one and the same. I'd hesitate to say that's typical, but it is possible. 

If the base assumption is that any old English speaker (L1 user or not) can and should be hired to do these jobs, then I don't agree. From a personal perspective, I came here with experience but without training, and realized pretty quickly that this wasn't good enough. It took a few years to save up the money to get that training, and I improved based on good advice from coworkers before that, but the fact is, I would not hire the version of myself that arrived in Taiwan to teach. I certainly wouldn't hire her to do the job I do now. 

I do think there can be a role and an entry point for untrained and even inexperienced teachers that doesn't involve expensive coursework at the outset, before you've even decided you like the job enough to stay in it. There was an entry point for me, and I wouldn't want to deny that to potentially talented future teachers. However, let's assume that when we say "Taiwan needs teachers", we do mean experienced, trained, qualified teachers.

By that metric, honestly speaking, Taiwan probably does not already have the teachers it needs.

I can't offer much data, but I am a teacher trainer and most of my trainees are local. Fairly frequently, they return to our old Line groups to ask if anyone can refer a qualified candidate to their workplaces. If that's happening often -- and in my experience, it is -- then Taiwan needs more trained teachers. I also deliver CPD (continuing professional development) courses to Taiwanese public school teachers and occasionally university professors.

The employment rate of both seems to be fairly high, though I have to admit the hourly (and even annual) contracts most universities offer are substandard compared to other countries, especially in terms of pay and research opportunities compared to the qualifications required. This is a topic all on its own, though, and usually when we talk about "teachers needed", we mean in schools and buxibans.

If you are a licensed local English teacher looking for a public school job, you are probably not going to be looking for long. And yet schools are still hiring. Therefore, there likely are not enough local teachers, and the better argument to make is that the government should be encouraging more locals to get the training to become teachers (a process which would take years but pay real dividends), rather than saying Taiwan already has them. 

The training locals get to become English teachers is pretty good. It's not perfect, but training never is. However, in my CPD courses I've found them to be enthusiastic, knowledgeable, thoughtful and creative. If you're asking yourself why so many Taiwanese students graduate unable to speak English despite having highly-proficient and well-trained teachers, the answer is simple: the test is the tumor. 

The curriculum and testing requirements are preposterously out of date and extraordinarily onerous, to the point that teachers can't implement modern or cutting-edge pedagogy the way they'd like. The tests don't even really test language proficiency! It's a classic case of negative washback. It's a credit to teachers in Taiwan that they are already aware of this, although they may not have the power to change it (in fact, this is a common complaint I hear from them).

Changing this, too, might inspire more people to become teachers and improve language learning outcomes.

That leaves foreigners. There are plenty of good English speakers already in Taiwan, but not many who are experienced and trained teachers. Again, by that metric, Taiwan does not "already have" the English teachers it needs.

I doubt many foreigners already in Taiwan, whatever their background, are licensed English teachers who are just not working in schools. There may be a few, but almost certainly not enough to meet demand. Most are not going to enter local public school licensing programs, which take years. That leaves the international certification programs such as CELTA, CertTESOL and TYLEC, as well as local programs. These programs take a few months to complete, and can produce teachers with basic classroom competency, though most will need further guidance in their new jobs (that's how they were designed; it's not a curriculum flaw -- almost nobody can learn to be an amazing teacher in a few months). 

The good news is that most of these courses are now available in Taiwan, which wasn't the case when I moved here. I work with the people who got these courses started and am able to deliver sessions on them, so I like to think I play a very small part in making them possible.

One of the reasons I went into that area was because I felt that making teacher training more accessible locally would improve the overall quality of EFL teaching in Taiwan, and provide a route for people often discriminated against in the field to change perceptions about what it means to hire a good language teacher. And no, it's not fair that a local or non-Western foreigner might need to take a course to be seen as competitive against untrained Johnny Beer Money, but not having the courses available won't address that. Bringing more diversity to the profession might be a start.

The bad news is that they're very expensive, and in a time when people already in Taiwan are seeing their hours cut due to the pandemic, they might not be inclined or able to lay out that much money. For non-Western foreigners as well as Taiwanese who might be interested in these courses, the expense is likely an even greater barrier. 

The result is unfortunate: Taiwan has all the potential English teachers it needs already. But no, it doesn't quite have the end product: experienced, trained teachers.

There is an easy local solution if Taiwan needs qualified English teachers now: offer incentives and scholarships to locals and foreigners for professional training, or apprenticeship positions that lead to full-time teaching jobs, which would provide an alternative route to the classroom. Ensure that both locals who would like to teach English and foreigners who don't fit the "native speaker" so-called ideal still have job opportunities by encouraging employers to, well, not be racist and not hide behind "native speakerism" to avoid accountability for their actions. Start this change in public schools, because it's unlikely that buxiban owners will lead the way in making these changes.

And, of course, educate parents about what it really means to have a qualified language teacher for their children: a person with experience and training, who might even offer benefits over a white face -- such as a better ability to clarify grammar and lexis that they themselves had to learn -- and that a white foreigner at the head of a classroom isn't a very good guarantee of learning actually taking place.

The ever-evolving propaganda vectors of education-adjacent "supplementary textbooks" in Taiwan

The cover of one of these horrid books

A few days ago, news broke that some "supplementary textbooks" available in many Taiwanese schools were full of racist depictions of Indigenous Taiwanese as well as pro-China, anti-sovereignty propaganda. The books themselves had been published in 2008, which feels like a lifetime ago in terms of evolving social consciousness in Taiwan. The problem was that these texts were still hanging around in classrooms, offering up all sorts of garbage to students. They're even touted, in some cases, as having "model essays" for young students to study and, I suppose, imitate. 

Here are the examples being shared on social media. I saw them from Saidai ／Reseres 伍麗華 (Saidai Tahovecahe), the first DPP legislator representing the Highland Indigenous Constituency in the legislature, and was elected in 2020, but she's not nearly the only person sharing them.

I am not a translator, so please don't take my translations as the final word. However, I think it's important to clarify exactly how awful these 'supplementary textbooks' are, and what one Indigenous reaction to them looks like.

The one with the racist cartoon of an Indigenous Taiwanese says something like: 

Hualien has many 'mountain compatriots' (an old-timey, racist and very ROC/China-centric way of describing Indigenous people who had not assimilated into Han society), their culture used to be very backward, but owing to the government's guidance, their lives and education have all developed very much. I hope that in the near future, they can be just like the 'plains people' (Han Chinese and Indigenous who have assimilated). 

It's obvious why this is racist, and not up for debate. In the words of Sifo Lakaw (the 2nd link above): 

怎麼這麼不小心，就這樣洩漏了你們內心裡根深蒂固的種族優越感？你們說「壯志飢餐胡虜肉，笑談渴飲匈奴血」的是民族英雄；戍守傳統領域的原住民族是野蠻人，需要被教化的對象。當我進入到蔑視和否定其他文化的教育體系，我一度相信這是邁向成功的道路，認為自己的語言和文化是不符合時代潮流，沒有競爭力的。

一直到從長輩的口中，聽見他們使用優雅且善用隱喻風格的族語，時而幽默，時而歌唱地描述外來者的貪婪，以及彼此猜忌與嫉妒的性格時，也才真正的發現，那些自居高尚的人，其內心是多麼地醜陋而險惡。既然事實已澄清，那就好好開始學習自己的語言和文化，期許自己和下一代成為真正的人，不被種族主義者擊垮。

How can you be so careless as to show the world the deep sense of racial superiority you carry inside? You say that (reference to an ancient poem related to people who follow Confucian ideals -- honestly this is beyond my ability to translate, and the original is quite gory) are national heroes; the native peoples who adhere to tradition are barbarians and need to be guided. When I started school, which denigrated and rejected other cultures, I once believed that this was the path to success, thinking that my own language and culture were inconsistent with the times and adhering to them wouldn't lead to success.

It was not until I heard the language of the elders -- metaphorical, humorous, lyrical -- describing the greed of the outsiders and the suspicion and envy between them, that I saw they were only out for themselves. How greedy and sinister the hearts of these 'noblemen' were. Now that we know the truth, it's time to start learning your own language and culture and expect yourself and the next generation to become actualized, not beaten down by racists.

 

The second one, which has some confused white people cartoons (I don't know why either) is titled "Many people put forward that Taiwanese and Mainlanders are different" and says something like:

You can hear a lot about how "Taiwan is for Taiwanese, people from the Mainland should go back to the Mainland." I don't understand this kind of talk, why should Taiwan be for the Taiwanese? Taiwanese and Mainlanders have yellow skin and black hair, are they not all Chinese, why must they be divided up so clearly? If you say "Taiwan is Taiwanese", it will unavoidably stir up suspicion about what is called 'Taiwanese'. 

I suppose the confused white people were put there to imply that it's foreigners who are trying to 'divide' the Chinese by talking about Taiwaneseness as a distinct identity, not Taiwanese themselves. This is a racist lie. It's only believable if you think Taiwanese people are empty-headed enough to believe random foreigners telling them about their culture, which I certainly hope you do not. Taiwanese identity came from Taiwan, period.

However, I see an ironic truth in the cartoon: this flummoxing text caused me to sympathize with the dude in the center -- the one with all the question marks. 

If you think that these examples of "supplementary texts" are egregious but rare (both in how horrible and common they are), that is wrong. 

They are terrifyingly common: I don't think I have a single local friend or student whom I've asked who doesn't remember these sorts of books from school. They may be allowed into schools by the Ministry of Education, but they are developed and distributed by private entities, mostly special interest groups trying to influence what students learn in school. This article details "extra-curricular" lessons taught by both LGBTQ allies and anti-gay conservatives, and mentions the materials they use. Religious indoctrination happens, too. 

While I might personally support the use of LGBTQ-allied material to make up for any shortfalls in the official textbooks, if the other side of that is allowing anti-gay content into schools, it's probably better that no 'supplementary textbooks' by any special interest group be allowed in. Or if they are, there must be a more rigorous materials assessment process before approval. 

Although I'm having trouble finding the specific articles I read a few years ago that cited 'supplementary textbooks' and their role in the fight for LGBTQ and marriage equality, I have a more terrifying, more personal story which should illustrate how sure I am that 'supplementary' materials on all topics are not only common in Taiwanese schools, but the way they spread their message has become more sophisticated. 

For reasons I cannot disclose, I had the opportunity to look at one such book aimed at elementary school classrooms (I did not assist in any element of its conception or production). I cannot tell you who it was developed by, but I can say that the foundation funding it is politically neutral itself, but the titular head of that foundation is not. This person was convinced that Taiwanese children had 'forgotten' the importance of respect for one's elders and other traditional 'Chinese' ideals. To put it bluntly, I disagree not just on the opinion but the worldview underpinning it, but that's not the point. 

The content was fairly innocuous on the surface, although I'm not at liberty to go into too much detail. It included a few 'folk tales' meant to teach children the importance of filial piety through examples from 'their own' culture. One of these included a well-known story about a child who breaks through ice to catch fish to feed an ailing parent. 

Then it became clear: this book purporting to be about 'filial piety' was slipping in cultural references to China, as a way of normalizing the belief that Taiwanese culture is fundamentally Chinese. 

I commented, "how can this story be from Taiwanese kids' own culture? There aren't very many lakes that ice over in Taiwan! Any that may exist are way up in the mountains, and this is a Chinese story, not an Indigenous one."

The response: "Oh, it's a story from northern China."

"Well, then it's not really a story that resonates in Taiwanese culture, so...that's odd."

"Mmm. They think it's all Chinese culture." [This is Taiwanese for "I agree with you but I don't call the shots."]

"Hmph...okay, though there must also be a story about a child who helps their parents that's from Taiwan, yes?"

"Do you like the tea?" [This is Taiwanese for "I understand what you're saying but you're/we're not winning this."]

"Yes, it's very fragrant." ["As long as my objection has been noted, I will drop it."]

I don't know if that book ever made it into schools, but I can guarantee there are a hundred, or a thousand, just like it. They might not be as obliquely racist and politicized as the 2008 examples people are angry about today, but they are there and they're circulating similar ideas using more sophisticated methods. And they're not from 2008: they're being published right now.

It's the same old Han supremacy and centering of China, and marginalizing not just Indigenous Taiwanese but all Taiwanese identity, in barely perceptible ways unless you know what to look for.

If you have children in Taiwanese schools, know this.

If TutorABC isn't a Chinese company, they should stop acting like it

Translation of the relevant part: a teacher was fired by TutorABC for saying "I'm Taiwanese"

Schools in Taiwan bear more responsibility for racism and native speakerism than "market demand"

There is no reason for these doors to be closed. 

When I first moved to Taiwan, I worked at one of the big chain cram schools. Every Friday, I had a class of rowdy upper elementary school kids. I wasn't very good at my job - frankly, I should not have even had that job - and they overwhelmed me. My co-teacher was an Indonesian woman who was simply amazing. Better than me, for sure. She probably still is, even though my teaching now would be unrecognizable to anyone who knew me then. The kids were awed by her; they listened to her. 

That school treated her well, though I will never know if we were paid equally (I can't be certain, but probably not). In the years after, I came to realize something: such respect is rare from schools in Taiwan, for both teachers of color and non-native speaker teachers.

These are two distinct groups - non-native speakers can be White, and native speakers are often not - but the way many schools in Taiwan think about both groups is rooted in White supremacy. Many will prioritize hiring, or only hire, White teachers. Others will hire only native speakers, but not native speakers of Asian heritage. Or they will define "native speaker" ridiculously narrowly - as though the term is possible to define at all.

Native speakerism is as wrong as racism in language teaching, an issue I've gone into before. The qualities of a good teacher include experience, quality training (which may not be the same as a certification, though some certifications are better than others), an appropriate level of English, the ability to plan and execute useful lessons well, preferably over the course of a complete syllabus, and who has good classroom management practices, and an open-minded, hardworking, growth-oriented mindset.

This is already well-known in Taiwan. However, when confronted with the issue, these schools will say it's "the market". "The market" demands native speakers. "The market" prefers White teachers. "The market" will take teachers who are not White, but no Asians. "The market" wants native speakers, but will take a European non-native speaker over a native-speaker teacher of Asian heritage.

The schools never examine their own role in how discriminatory the entire system is.

However, starting from that first year in Taiwan, it has become clear the market is not the main problem. Yes, one will meet racist or native speakerist parents and students; I don't deny they exist. But good teachers - wherever they come from and whatever language they learned first - tend to build strong relationships with their learners. Good teachers are usually successful in the classroom - even more so when the schools that hire them stand by them.

While some parents and students are unreasonable, for the most part, when asked to open their minds to a teacher who looks different or has a different accent to what they expected - they do.

The biggest problem, then, is likely the schools. Why do they insist that students and parents will only accept a certain type of teacher, when that's not necessarily the case?

For some, it's simply that they're businesses and don't prioritize education. As such, they're not willing to stand by quality teachers and take a leading role in changing the minds of the "clients" who do make racist or native speakerist demands.

For others, I suspect it's a manufactured preference: selling your "clientele" on the idea that White or 'native-speaker' teachers are somehow inherently superior, even though they aren't.

By the way, there's research to back this up, too.

You probably don't believe me yet, so instead of droning on about it, I'm going to turn my platform over to a group of teachers with varied stories, but who have all experienced some form of marginalization in English teaching in Taiwan. Note the key commonality: when their employers stood by them (and even sometimes when they didn't), these teachers all managed to build strong rapport with their learners, and in some cases the learners' parents. The so-called "market" was often open to instructors from a variety of backgrounds.

Let's start with T.'s story of a new colleague:

At the [school] a few years ago, they had a [private] practice of not considering Asian Americans for English teaching positions. Not that it was public. As the only female instructor, I felt it was essential to replace me with a woman, especially since three-quarters of our students were female: it's hard to prepare adult students to socialize in international settings without access to a female perspectives, experience, or role models.

I was disappointed--and incredulous--when someone told me, "no women have applied." Another employee showed me that several women had indeed applied, but that they had Asian names. I wrote an email to the entire office celebrating the fact that women had applied for the job and explaining why it was so important.
Because of the nature of the organization, and  Taiwan's constitution forbids racial discrimination, and because the director was a humane man, the administration took it seriously, interviewed Asian Americans/Canadians, and hired one.
Conventional belief had it that students would be dissatisfied with Asian-looking teachers, doubting the quality of their English. Instead, the new teacher was extremely popular with the students who valued her perspective of being of Asian descent in Canada and the U.S. The fact she looked Asian probably made it easier for our female students to imagine themselves navigating international business environments in English. So the belief that "customers" will be dissatisfied with teachers who are of Asian descent is outdated.
Even if it isn't, it's unethical and cowardly to give in to that as a business strategy--even when the problem is that parents of kids going to buxibans are unable to assess the authenticity of someone's English. Management needs to educate these "customers" and support their teachers, not cater to racism that sometimes exists primarily in their own imagination.
"Market demands." It seemed people were assuming they know what the "market demands," and were mistaken.
People will justify racist decision-making by saying they are doing it because someone else asked them to, as if they have no responsibility themselves for perpetuating racism when they enforce such "demands." It's not their own racism, it's someone else's that they are enforcing. It doesn't matter what they do or don't think if they enforce racist requests.


P. is from India, and holds a Master's in English Language and Literature. He's a native speaker just as much as I am; the only difference is the variety of English that he speaks.
Having completed by BA Honours in English Studies from a top university in India (2nd for Humanities and Social Sciences), I interned at a school through AIESEC in Taiwan in 2013. I was asked to teach some English lessons and share insight into Indian culture for a primary school in the outskirts of New Taipei City. It was a great experience and I got along really well with fellow colleagues and students overall. I was subject to occasional comments from students about how “black” my skin is and got questions asking me to clarify.
Wanting to pursue teaching in Taiwan, I started looking out for job opportunities. I was a young graduate, who was well travelled and spoke English as a first language – I thought the world was my oyster. I was reminded very quickly in all these ESL jobs forums on FB that I’m a “non-native” speaker of English, I have no knowledge of the “culture” to teach it and should go back to where I came from. These harsh attacks from both Taiwanese and White people in Taiwan.
I found myself a scholarship to do my MA in order to stay, and then looked for jobs. I was so disillusioned for 2 years. There were no opportunities. When some interviewers spoke to me on the phone, they would be so thrilled to hear about my qualification and experience. But when they saw me in person, they were surprised that I was not white. “We didn’t know you were black. Sorry we don’t hire black people.” 

The kind of racism I faced from White teachers was even more shocking. I expected them to be better allies, but they merely saw me a rat coming in to destroy the ESL market and reduce their wages. Even people I considered friends refused to let me help them cover their classes when they wanted time off – they too told me I was Indian and non-native so not good enough for the job.

I tutored math to a kid; I wanted to tutor the kid English instead, but they said I’m Indian so I should teach math, and they chose a white French woman with questionable English to teach him instead. Then I got an online teaching gig where I had to lie that I was Canadian or British. That was my entry point into teaching – I already had a student visa so they were happy to give me the job after a demo and a blatant lie about my father being a Western man. I did this for a few years.
After completing my MA, I started a PhD [but still had trouble finding a teaching job]. This gave me an entry point into universities as a lecturer. I must add that I only got this job because a White female friend left her post there and recommended me. I cried for hours wondering if it was real.

While students took some time to get used to me, we shared a really special bond every semester. They appreciated that I had a unique outlook to my teaching, brought creativity in the classroom, taught ESL through literature and had a more communicative approach in my teaching. Soon I found another part-time gig at another university. I was doing very well there too. I think I can say for sure that I was probably the only, if not the first, Indian to lecture at an English department in Taiwan. While this felt really amazing, it also came with its challenges. There was no scope for development, full time jobs at universities are non-existent, and no PhD means goodbye, eventually. They paid terrible wages for such a position.

This is why I eventually left Taiwan after 5 years. While I saw some success, the cost of it was much more than I could handle. Having moved to Vietnam, I make twice as much money, have professionally developed so much and work at an international organisation where my identity is seen as an asset rather than a liability or something to cover up.


R. is a teacher from Southeast Asia who speaks Mandarin, and whose English is indistinguishable from what some would define as a 'native speaker':
[I experienced discrimination at] one of those big high school chains. I had to take a test (which I aced) and an interview and the other two people they hired they literally just grabbed from the street because they look foreign. The job was to grade essays and we finished early. The two were allowed to leave early. I had to assist the front desk until my time was up. 

[In another job], I was told I spoke English too quickly at the interview. Then they went and called me a “bilingual” teacher and offered me 550 (with my 10+ years of experience) and said to my face that if a white person rolled in fresh out of college they would be offered 600. This was the moment I decided to stop speaking Chinese unless necessary. I made it my goal to be indistinguishable from a native speaker, a goal I reached maybe a decade ago. 

I don’t get repeat students too much because I teach mostly test prep so it’s usually one shot and done but I do get some students through word of mouth. And my business English students requested more classes when we were done with our first round.

Basically, the students I’ve had seem to like me. The problem is getting through the interview process because I’m often vetted for my ethnicity and passport.

C. has had issues with parents preferring White teachers, but once in a teaching position with school support, was able to be successful, showing that it is possible to fight the racism that exists in the market if schools would take a leading role:

I was born, grew up, and graduated university [in the USA]. I don't know how anyone could argue with me being American after that.

The first school I worked at I didn't know better, but I later found out that white teachers were often paired with a Taiwanese local teacher so that there were two adults to wrangle 30 students. Since I spoke Chinese I had to juggle my class on my own. I also discovered that the White teachers were paid an additional 20,000 NTD per month. I quit.

I worked at a language school as the administrative staff at [a well-known school for teaching foreigners Chinese]. Initially the school was hesitant to hire me because they said students wouldn't know who to go to if they had questions to ask in English. I suggested I should have a sign that read "English secretary". One more than one occasion the parents of a fellow overseas Chinese would come with the student to the office and demand to speak to the 'white lady' they'd spoken to on the phone. It sometimes would take me about 5 minutes to convince the parents that was me.

I have had parents and students quiz me about my English. One mother insisted my English wasn't adequate because she walked into the break room to see me eating a [typical local food] and a real native speaker of English would never eat that.

My current school generally doesn't print my last name on our public roster because of security reasons and because they've discovered my enrollment is higher when parents and students don't see the last name is [a common Chinese name]. My problem wasn't always hiring. My problem was staying the job, typically once the parents met their child's English teacher (me) and complained to the school about my Asian-ness.

Currently, I'm employed at [a language center at a major university] where my clients are the students themselves with minimal parental interference.

I got along great with my students. Currently I would say my students like me a lot too, I have several who have continued on with me for 4-5 years. It's a continuing education class so students can continue to enroll as long as they like.

In previous jobs my problem has been more parents, but it's also schools being too lazy to defend their teachers and just bowing to parental pressure. I mean, if a teacher (me) can help students score well on the TOEFL or win speech contests the school should go to bat for this teacher. Instead they let me go and hired a White teacher because that was the parental demand.


B. is a qualified non-native speaker who was denied opportunities as a non-native speaker, but whose nationality and first language were not an issue once hired:

I've faced this a couple times in person in my years in Taiwan. I'm from Mexico and that was enough to be denied opportunities.

My story is not particularly shocking or entertaining to retell, but living through it felt surreal. The contact person at one school (a private primary school, if memory serves me correctly) and I had exchanged a few emails, she had seen my CV, I went to the school for an interview, and she was very happy with our meeting. Everything pointed to me getting offered the job. Then she went away, left me in that office for a while and when she came back she said she could not offer me the job. I asked why and she matter-of-fact blamed it on my being Mexican. 

Alas, I couldn't get answers. It didn't matter when I pointed out my perfect [English proficiency test] score, my education at an international school, my experience teaching for many years, my teaching certifications - nothing mattered in the slightest. I was told one time at a teaching job interview, almost certainly at this one but I can't be sure, that it wasn't the hiring person's choice but the parents’.

I told her that her reason was insulting and absurd. She didn't budge. She didn't seem nervous or ashamed. Just matter-of-fact. This insensitivity was more than anything, what I found most confounding. I tried to keep my share of the dialog exchange short and calm to give her a chance to explain, to coax a better rationale, but I couldn't take the conversation anywhere. It was as if she simply couldn't muster enough empathy to stay present in our conversation.

I'd had many jobs before and since. I loved the two teaching jobs where I worked for the longest (at least six or seven years). I have experience teaching at all ages, kindergarten to high school, children and adult language centers, large class rosters and small, individual tutoring of children and adults, almost always English because that's where job offers are in constant supply, but occasionally was happy to accidentally land Spanish gigs too.

I first taught at that buxiban when I subbed for someone else. When they were ready to offer me a permanent part-time position they were unsure about my nationality. They asked me to take a test, perhaps it was the the GEPT, and when the perfect result came back they put aside all their concerns — if any customer ever asked they could proudly show them my score. So my nationality really was only ever an issue during job seeking.

Relationships with parents were rare but when they existed I always felt we had good rapport, and when we weren't in complete agreement about something it might be because they're surprised when I tell them their kid's participation in class is an asset. "my shy kid? That’s the first time I’ve heard that!" Perhaps people underestimate how different we can be in another language. I can't think of a single instance where a conflict with a student was at all related to my native-speaker status or nationality.

I tried hard to give them cross-cultural perspectives on linguistic prescriptivism, emphasizing that certain pronunciation of grammatical differences are normal for different communities, but I don't feel like they needed to listen to that from me in order to recognize that whatever linguistic differences were discernible in my own speech didn't take away at all from the quality of the education they were receiving.

S. is a Black American woman and talented teacher who has faced discrimination from "the market", but has been successful and popular with students when working in more professional settings:
I haven't worked at a school that was racist against me for the same reason I don't have friends who are white nationalists. They kinda already exclude me from their lives. [Years ago things were worse], but most schools that discriminate against black people nowadays tend to be [low quality] schools that are below my standards.

[In some cases] I lost performance points for things like "not smiling enough" and for losing students from a class where the parents were actually racist. [I know that because] they sat in the back of my classroom, chatting in Chinese so all the children could hear. They got pissed when I reminded them it was an English immersion classroom, even though I didn't comment on the fact that they were bitching about the Black teacher.

There were schools where kids came back to the school or skipped grades just to be in my classes, and where school owners put their kids specifically in my classes. There is optimism about good schools. But unfortunately it's not easy to find them - not unless you know what to look for.

And for non-white teachers - we don't have the freedom to walk into any job and play glorified babysitter while nursing a hangover like a white person can because those kinds of schools tend to be only about appearance over quality.

Fortunately, however, many of those schools closed down when parents and schools realized that schools that put effort into an effective English program were better than some place whose entire "curriculum" revolved around hitting flashcards with sticky balls and squeaky hammers.

As the quality and expectations of parents have risen, especially under the fact that parents now tend to only have one or two kids who they invest a lot of time and money into with the dropping birth rate, they are seeing through the façade of some unqualified dude who looks like he just stumbled in drunk from an all-night pool party (which more often than not was the case) to wanting to know the results and seeing more professionalism.

N. turned down a job with an online tutoring service because of their discrimination against others, a "business decision" that appears to have been made based on exactly zero market research:
I had a job interview for a curriculum director job. It was a tech company that was developing an online tutoring service. In the interview, I was told I would also have to find and hire teachers. The following conversation won't be 100% accurate, but it is a faithful representation of what happened. 

(Keep reading past the British bit. I'm including it because the racist bit appeared to be a lesser concern for them.)

“There is one problem, we can't use British teachers, only Americans.”
“Because of the accent?”
“Yes. We're launching this service in China, and they're not familiar with British accents.”
“OK, I understand that.”
“Oh, and we can't use Black people.”
“Sorry?”
“Yes. Because we're targeting second-tier cities in China, we're worried that people won't accept Black teachers.”
“Right, I can't do this job.”
“We know it's not...polite, but we have to do it.”
“It has nothing to do with being polite. This is wrong.”

I forget what I said, but I tried to explain why it's wrong. The interview ended.

The same company, but different person, contacted me last year to see if I could teach for them. I couldn't but asked about the policy. They said they had no idea what I was talking about, but more importantly, told me they hire people of all different races.


These stories all point to the need for schools to examine their own role in perpetuating racism and native speakerism in language teaching in Taiwan. The demand for White, native-speaker teachers exists, but it is not a given and is certainly not immutable. I do believe if these traits were to cease being advertised as some 'special' qualities of teachers in various schools, students would adapt.

If the focus were instead on hiring quality teachers, advertise that and stand by their staff, language education in Taiwan would improve overall. Market demand for White, native speaker teachers would reduce considerably. Schools could take a leading role in this change, and the success that good teachers who don't have the right 'look' or 'sound' have found in their roles shows that such a shift would be largely successful.

Instead of excusing away racism and native speakerism with "but it's the market", we should all call on schools to change the part they play in perpetuating these prejudices, and call on ourselves to be aware and reflective as well. 

No, Chinese don't "like their government" because of economic, historical and cultural reasons: a media analysis/rant

Some sort of "analysis" popped up recently on SupChina which I ardently disagree with. I normally wouldn't bother about writing a whole reaction post for something that's not entirely awful, in a media outlet that's not mainstream. But, I feel like addressing this time as doing so will hit on a few areas of China media literacy and criticality where we all need to stay sharp.

Let me first say that the piece, which talks about why so many Chinese seem to actually like, or even love, their absolutely awful government, isn't wrong per se (though some areas could use a bit more complexity). It's that it doesn't quite draw a clear cause-and-effect line the way it purports to.

In short, the reasons they give in the piece - "the economy! Chinese history! Cultural reasons!" - are all talking points for those who defend the CCP. There's nothing new - it's the same litany you'll hear from one of the more loquacious fifty-cent trolls. By repeating these excuses uncritically, SupChina is legitimizing them - but they are not legitimate.

Think about it this way: how do you get from "China is a country that has a literal gulag archipelago and comparisons to Nazism are not unwarranted" to "but many Chinese citizens like and will defend their government"? 

How could it be as simple as "the economy - and also, culture"? How could we possibly take such an answer on its face, either from SupChina or any given Chinese citizen spouting such excuses? I'll come back to these questions later.

Before I start in on how foolish it would be to do so - and I will start in at length, believe me - let me say two things. 

First, I really appreciate is the emphasis on the lack of political data for China. A lot of "Chinese people think...." analyses lack this crucial detail, making it sound like the writer actually knows what common sentiments are. Even if polling existed, it's doubtful that the people polled would feel comfortable being honest.

Second, I'm going to talk a lot about Chinese people often believing certain things because they're educated to do so, and that education is reinforced by Chinese media. I want to say now that this is not a simple "they're brainwashed!" or racist "they just can't think critically!" diatribe. People in China, as anywhere, are just as capable of critical thought as anyone else and many can and do form the ability. My point is only that institutional barriers to doing so are both intentional, and higher than in many other places.


It's not the economy, stupid - it's what people are primed to think about the economy

The piece expends a huge percentage of its word count on how improving the Chinese economy caused a lot of people in China to look favorably on their government, and almost none on education and media censorship. 

But those who have been positively affected by the economy - which I admit is a massive number - are taught at school that this miracle which has helped them and so much is entirely thanks to their government, whether or not that's true. This message is reinforced by the media. Sure, they can look around them and see that things have gotten a lot better economically (and they have, even since I lived there in the early 2000s). But when no competing stories are allowed regarding why that is, and no stories about those still living in poverty make it into the news, the real point here is that the economy improved stupendously and the CCP gets sole credit for it by taking that sole credit - by force. 

Does the Chinese government really deserve such kudos? I'm no economist, but one thing I've noticed in my adult life is that while economic policies have an impact, generally speaking economic ups and downs can be bolstered or mitigated with such policies but the actual waves can't be changed much. And when an economy has all the factors in place and the market is open enough to give it the necessary space to happen, it's going to happen no matter who's in charge.

It doesn't matter though, because that's not the story. I can't repeat this enough: many Chinese citizens will say "but the CCP lifted millions out of poverty!" not because the CCP itself necessarily did so, but because that's the only narrative they render possible in China.

There's also an implication here that all of the awful things the CCP have done - the genocides, the mass famine, the cultural destruction, the near-total lack of freedom - are not only justified by "the economy", but are necessary components to bolstering it. And that's just nonsense. 

But if you're not taught about all of the atrocities and so are only vaguely aware of them if at all, you don't hear about massive wealth inequality outside of your east coast Chinese bubble, you grow up with a lack of freedom being normal, and you're consistently fed the line that only the CCP could engineer such stunning growth and anything you hear about the horrors they've inflicted on the country are either justified, necessary or simply non-existent, and you are encouraged by both school and society not to think too deeply about it, only then could you ever use "it's the economy!" as a reason for supporting the CCP.


What about the people the economy left behind?

Oh yes, and the fact that you can only use this "but the economic growth! They lifted so many people out of poverty!" story if you are talking about (or to) the people that actually got lifted out of poverty. Of course they'll defend the current system - they benefit from it! And, to quote Upton Sinclair but with less sexism, it's difficult to get someone to understand something when their salary depends on their not understanding it. 

Ask any one of the millions of people in towns and villages that are not on the east coast, which benefited less (if at all) from the economic boom. Rather like Trump voters who really believe that their man is gonna make everything "great" "again" but just needs more time, you might meet a few who think they are temporarily displaced middle class that the CCP is coming to help any day now, but I wonder how many would just look at you like "whatever dude". Ask a Tibetan. Ask an Uighur. Ask a person of Hmong (Miao) or Dong or Li heritage.

But you didn't ask them, did you? You asked some rando on the street in Shanghai with a fashionable bag (real or not). The students who could afford to take your English class. Maybe you talked to Chinese wealthy enough to travel abroad. Or you didn't ask anyone personally and just read the online opinions of Han Chinese wealthy enough to have an Internet connection. 

You asked privileged voices, and so of course you'll get privileged answers.

Wanna know how I know? Here's how:

In the 1990s, the word for tourism (旅游 lǚyóu) was novel for most of China’s population; today, there’s not a single country in the world that Chinese tourists do not visit.

Great, but what you mean is that there's not a single country in the world that Han Chinese tourists do not visit - because good luck getting a passport if you're Uighur.

Again, the article itself isn't wrong per se, a lot of people of this class and background do support the government because they have benefited from the economic gains China has made. But I'm really curious what people who haven't benefited think, and there are still huge numbers of those thanks to that wealth inequality problem (though I concede that we don't really know what the true statistics are, they're probably worse than imagined.)


Can we please leave Confucius out of this?

This is where I think the article in question, and most commentary on China (and Taiwan, and most of East Asia...) goes off the rails and right into a ditch:

Confucian thought is of course an important part of China’s cultural fabric, and if there’s one thing that Confucius was very clear about, it was the need to respect authority.  

Many Chinese people argue that theirs is a more collectivist society, which means that they’re willing to give up some individual rights in exchange for prosperity and the greater good. This argument suits the Chinese government just fine.

No. I have no time for the excuse that "Chinese culture" provides less fertile soil for democracy to take root.

The article name-checks Taiwan, which is also "more collectivist" than the West, and which has Confucius temples and a few people who will tell you the old guy matters (though most people don't think about it much in their daily lives), and yet still has a pretty successful democracy. But Hong Kong is an important example too - it's quite clear that "Chinese culture" is not holding them back. Tiananmen Square happened, and "culture" didn't hold the demonstrators back - tanks and bullets did. So why do people keep saying this?

Again, it's not exactly wrong: the writers were quite right to point out that this line of thinking benefits the CCP and it's not as though Confucius is entirely unimportant. It's not that Chinese society isn't collective at all.

But it's a bit like arguing that "Aristotelian thought is of course an important part of Europe's cultural fabric, and if there's one thing Aristotle was very clear about, it was that a wise monarch would be better than a democracy. That's why European nations often still have royalty."

Besides, it also ignores the similar importance of Lao Tzu and other thinkers to Chinese cultural fabric, and (to oversimplify by a lot), that dude was all about how we should all do what you feel and just chill, okay? Of course, you don't hear as much about him because it benefits the CCP to elevate Confucius.

And, of course, it oversimplifies Confucius. Confucius was all about the need to respect competent authority, but he was just as critical of tyrannical authority. Didn't he say that a tyrannical government was worse than a ferocious tiger (苛政猛於虎)? That was my buddy C-dog, right? I don't have my Chinese proverbs mixed up?

Plus, he was very much a proponent of critical thinking, if you read him right. Confucian education was more than memorization - it was about applying everything you'd learned to real situations. Honestly - do you think some people (not me though) think Koxinga was a legendary general because of how much stuff he memorized? No - it was how well he applied what he'd learned to real battle situations.

So where's all this "Confucian thought is so important" and "we are a collectivist society" and "Confucius said respect authority" coming from? From the very last line quoted above.

These things are oft-quoted as "important" because the CCP has engineered them to be so. It's in the education system, the media, everywhere.

Todd, who lives in China: "But Chinese education is based on Confucianism! So if Confucianism encourages critical thinking, doesn't that mean that Chinese education teaches it?"

Nope. Chinese education isn't Confucian, it's authoritarian. They are very different things. Confucian education did involve a lot of memorization and strong respect for authority, but authoritarian education specifically seeks to instill in you exactly what the people in charge want you to believe. Confucian education was only available to a select wealthy few who could afford it. Authoritarian education seeks to be more universal - not for the noble reasons you might concoct (though good reasons for universal public education exist, and I support it more generally), but to make sure the Party's values are inculcated into as many minds as possible. They even build whole camps where they force it on you! And it definitely does not promote critical thought.

Of course, the CCP wants you to believe this is "Confucian". It sounds better, it comes across as culturally respectful, and provides a handy excuse for why it is so memorization-and-testing-heavy that doesn't sound so...well, authoritarian.

Todd: "But Taiwan's education is like that too!"

Me: "Yes, because Taiwan is in the unfortunate position of being a democracy with a holdover authoritarian education system created by the Japanese and continued by the KMT, which desperately needs to be updated to reflect contemporary Taiwanese society if its democracy is going to weather the coming storms."

If you still want to believe that the reason here is "culture", not "education and media working together as engineered by the CCP", I can't help you, but I also can't stop a Hong Kong protester from jump-kicking your wrong assumptions in the face.

Actual Hong Kong protester who has no time for your bullshit

No, it's not about history either

I mean, everything SupChina said about Chinese history is true. The century of humiliation was a thing - for centuries, Western countries were all about being absolute titclowns to everyone else in the world, including that 1850-1950-or-so century. Of course they were jerks to China too.

This is what the Chinese call the century of humiliation (百年国耻 bǎinián guóchǐ), and every child learns about it at school [emphasis mine]. The Qing dynasty began in 1644. At the height of its powers, it expanded China’s territory to include Taiwan, Tibet, and what is now called Xinjiang. 

But what Chinese schoolchildren don't learn about is how incompetent or outright colonial their own governments used to be in imperial times. I'm sure Chinese history textbooks spend lots of time on the imperialism of Western powers, but very little (if any?) on how the Qing weren't considered Chinese at the time and were also therefore a kind of colonial power in China as well. They probably don't learn as much about how badly Qing forces obliterated the countryside during their conquest and how much poverty this wrought. (If you're curious about some of the cultural products spurred by this devastation, read up on the history of the green lion.)


Let's not forget straight-up racism!
Han chauvinism - that is, supremacist and racist sentiment against non-Han people by Han people in China - is a real thing. In part, it's just a tendency you see across humanity; the racism you see by Han Chinese against, say, Tibetans or Uighurs isn't that different in terms of attitude than what you see in other countries against marginalized groups there. But in part, it's encouraged by the CCP,  because it fits into their narrative of a 'superior Chinese race' and 'all Chinese people owe loyalty to China' to promote Han chauvinism. Plus, it's a handy excuse for the (almost entirely Han) elite to ignore the atrocities happening out west, if they hear about them. "But they're Uighurs. They're terrorists!" is an easy go-to if you want to pretend concentration camps aren't a problem. Same for "but China helped develop Tibet so much. It's good for those backward Tibetans that so many charitable Han Chinese have moved there."

Some of this is implicit in CCP messaging, both in school and the media - portraying ethnic minorities as just Chinese in different colorful costumes and funny hats, which makes it easy to accuse members of those groups that don't want to be "Chinese" of being "separatists". Some of it is more explicit (ever hear that song about being 'the same blood'?) All of it still goes right back to CCP social engineering.

But it's a lot harder to write honestly about the explicit use of racism in China by the CCP as a tool to stay in power than to just throw your hands up and say "Confucius! Century of humiliation! Wealthy east coast!"


What you're told, and what you need to tell yourself

So, of course, this all comes down to the same thing in the end: it's not about "the economy" or "Confucius" or "culture" or "history". It comes down to the CCP engineering what you learn, what you see on TV and online, what you read, what people are willing to say to you, and what you should be afraid of saying.

Why, then, does SupChina spend so much time on tangential issues but just 9½ lines (I counted) on education and the media, when that is literally the entire story and should be the main focus? Everything else branches off of that core, like spokes on a wheel, but this story is written as though the spokes make the wheel. 

This is an excellent time to bring up the way that the United States also has a string of concentration camps, many of which house families and children seeking a better life, or to escape near-certain death, and how many Trumpists will either ignore or defend this, despite having access to a freer media environment and better education than in China.

Yup, because they benefit from the system staying the way it is and are hostile to any changes that endanger their position, if not economic, then race-wise (and often both). They were always pre-disposed to turning a blind eye or making excuses. This hostility and reactionary fear has been harnessed intentionally under Trumpism. You see some of the undercurrents of it in China regarding 'fear' of Uighurs and general Han chauvinism.

In both cases, there's an element of Stockholm syndrome, too. If you see no way to speak out, and no way to escape the system, you find ways to live within the system. You rationalize. It's what human brains do to cope. You were handed all these excuses in school, after all, and it's easy to use them (I mean this for both the United States and China - after all, I grew up learning about so-called "American exceptionalism". Yikes.) You might not even be fully aware of the government's worst atrocities (again, I mean this for both countries, though it's a more intentional ignorance in the US).

The key differences are, first, that in China it's centrally-planned and intentional - most US educational policies vary by state. And, of course, that in the US we can talk about these issues freely. That alone causes so many of those barriers I mentioned in the beginning to come crashing down.

To end with the key question I posed in the beginning - how do you you rationalize or ignore literal gulags and mass murder and defend the regime perpetrating them?

Because it either benefits you to do so, you are taught to do so, or you've created a coping mechanism because you know you can't change it. Or - as I suppose is often true - some combination of the three. It's never actually because "the economy improved" or "it's our culture" or "the century of humiliation" (which ended almost a century ago). Never, ever, not ever.

So why, oh why, would you take the litany of Chinese excuses on their stupid, CCP-engineered faces, as SupChina wants to do?

Look instead at where every one of these excuses originated, and therein lies the answer. 

Native speakerism, teacher training, culture and place

I don't have a good cover photo so just pretend this is metaphorical or something. 

I've been meaning to write this for awhile but current events have been pushing it to the bottom of the queue. Feeling depressed and anxious about the state of affairs in Hong Kong and the rise of Big Uncle Dirk in Taiwan, however, I think it's time for a more uplifting topic.

Teacher training has been my main source of income for about a year now; my trainees are mostly (though not entirely) locals whose first language(s) are not English, but are highly proficient English users. There's a mix of experience levels, though most have had no previous training. 

In the real world, where this is what I'm 'known' for as much as talking smack about Taiwanese politics, I get asked all the time what it's like, how I feel about it, what my impressions are. So I thought I'd share something about that here, as I so rarely write about my actual profession.

Having no particular order in mind for this, I'll just start with what I think is the most interesting part, focusing mostly on the cram school system. 

Native speakerism has been, quite honestly, a cancer in English language education in Taiwan.

I appreciate and value that the work I do is one tiny cog in the fight to end that. Training local teachers who already have the language proficiency but need the classroom know-how to plan and execute a lesson, ascertain and meet learner needs, manage a class room and understand key theoretical basics gives them a leg up: a piece of paper, yes, but also actual knowledge and skills that will make them more effective in the classroom and therefore more likely to succeed in a market that is biased against them.

Not that the word 'native speaker' means anything. I have a former student whom you would not be able to guess, even by accent, was a 'non-native' speaker unless you combed carefully through her writing. I've also met 'native speakers' who were not particularly proficient language users (yes, that's a thing, and the major English proficiency tests generally acknowledge this) and people who have used English since early childhood from countries like India, Singapore and the Philippines but are considered 'non-native'. 

Because, of course, when people say "native speaker", what they really mean is "white". They'll deny that of course - I'm sure I'll get some angry comments - but you it's true. You know it's harder for non-white English teachers, whether they're what might be considered a 'native speaker' or not, to find jobs and command similar pay to white teachers. This was also the attitude on display when everyone's favorite Uncle Dirk dismissed the idea of English teachers from the Philippines (who generally can be considered what most people would call a 'native speaker'), saying "how can a Maria be our teacher?"

Although I don't think that there is a big difference in the classroom between an untrained foreigner and an untrained local with strong English language proficiency, it's hard to argue this to your average person. Training up locals on what I think is a quality course helps make the argument that a "non-native" teacher is no less capable just a little more persuasive.

To be frank, it also feels good to have mostly relinquished my former place in what I see as a racist system. I don't particularly like being a white lady taking up a teaching job that an experienced and trained local could do, and being paid more to do it. It's not that I want to stop all future foreign English teachers from coming here because all the jobs have been taken by locals - I just want the bar to be higher, and the best way to raise the bar is to have better-trained local talent as competition. Bringing in trained and experienced talent from the Philippines and other countries is a great idea as well, and that will be easier if more parents and students (including adult learners) get used to a non-white face leading the class.

This is related to another aspect of teacher training that I find deeply rewarding: the creation of future role models. My trainees, when they become teachers, can be role models to local learners in a way that I could never be as a "native speaker" from an Inner Circle culture (look it up). Someone learning English as a foreign language in Taiwan is going to have a different experience, context and set of reference points and will benefit from having someone with a similar background and experience to look up to and think, "if she can do it, I can too". That's not only more achievable than trying to be 'more like' someone like me, which sets up the impossible standard of learning English as a second language in an attempt to imitate people for whom it's a first language, but I'd argue it's less problematic as well. If the notion of encouraging Taiwanese to imitate Westerners - especially white Westerners - as though we are some sort of ideal - doesn't squick you out...it should. 

Here's where I admit that I lied above: I don't think that's the most interesting issue concerning my job. But I needed to say it to set up my next point. The cultural/identity aspects of Taiwan's education are often thought of as being in flux, depending on who's in power, between "Taiwanization" and "Sinicization". I'd argue, however, that since the debate about identity formation through education has existed in Taiwan - that is, ever since the Taiwanese electorate had a say in the matter - that it's actually been a three-way pull between Taiwanization, Sinicization and internationalization. It's a bit more complicated than that, with both sides trying to claim 'internationalization' alongside their preferred foundation of 'Taiwanization' or 'Sinicization' and both sides being somewhat insincere in the implementation process (though I'd argue the 'Sinicization' side, which I'm sure you've guessed is spearheaded by the KMT, is somewhat more insincere). 

I also happen to believe that 'Taiwanization' is more compatible with internationalization than 'Sinicization' is, despite being dismissed by critics as a form of ethnic nationalism (which it no longer is - if anything that attitude is more evident on the pan-blue, pro-China side). Taiwanization doesn't only seek to promote the notion of a distinct Taiwanese identity, which is a civic identity as much as an ethnic one, and a nation founded on that principle. It also seeks to situate that identity, and Taiwan as a nation, in a regional and global context. Sinicization doesn't go far beyond "we are all Chinese and you just have to accept this identity we've assigned to you". Although this wasn't always the case, it's currently more of an inward-looking movement.

What does all that have to do with teacher training? Well, a lot of people misconstrue 'internationalization' as going no further than a concept of English teaching as something done by foreigners, to Taiwanese students - and bringing in more foreigners to do this. The smiling white person at the front of the classroom telling Taiwanese how to be better "global citizens" through improved English, with "global citizens" of course meaning "people who act in ways that make Westerners feel comfortable".

In a word, barf.

I see internationalization as improving the state of foreign language education without overly focusing on Western countries (which isn't to say that language can be divorced from culture - the general consensus in the field is that it cannot). It's understanding not just the cultural, international and socieconomic context of English learning, but English learning as appropriation - learning it for one's own purposes, to communicate with the outside world as a lingua franca - rather than subjugation to a foreign ideal. And you don't accomplish that with idealized Westerners at the front of every class. You do it with locals up there, or teachers from a range of international backgrounds beyond "Bill is from Canada, and Janice is from the UK!" It helps society get used to the notion that English doesn't have to be a "thing we learn from and about white people", but something additive rather than subtractive, taught for themselves and (mostly) by others who may be like them. And you accomplish that by training up mostly local teachers.

Finally, I simply appreciate a chance to offer the fundamentals of good teaching practice to teachers who will go out and not only use them, but build on them. It's been argued that the sort of approaches I champion are themselves ultimately derived from teaching practices that suit Western cultures better, but I'd dispute that. First, we do talk about methodologies that are currently out-of-fashion, though I don't encourage them. Besides, such methods weren't common in Western countries either until the late 20th century: before that, the way language was taught wasn't that different from how it's taught in much of Asia now. The difference is one of time and institutional constraint, not one of culture.

More importantly, those 'traditional' methods are research-proven to be less effective, depending on what your goal is. If that goal is to communicate, do you think sitting in a 50-person class memorizing texts and repeating grammar points will be the most effective approach, regardless of culture? That English class in Taiwanese schools alone, without outside practice, does not lead to particularly stellar results, should be sufficient evidence that it will not.

But, most vitally, it's that local teachers and students have shown themselves to be open to other approaches. Despite unfounded stereotypes to the contrary, your average Taiwanese student does want their language classes to be more vibrant - fun, useful, communicative - than a traditional grammar-focused approach affords. Your average Taiwanese teacher wants to deliver that, as well, although institutional constraints (such as testing requirements) make it difficult. And as time passes, some of my best students will become head teachers or teacher trainers themselves, and will impart their own advice on what works and what doesn't, and "what works" will be forged of an entirely home-grown consensus. That can happen without me in the picture, but I feel grateful that I get to be a part of it. 

That's just it - I'm not seeking to put people down (such as untrained foreign teachers who come and get jobs easily) or push my own ideas on others. I just want the state of English teaching in Taiwan to be better. My Big Bad - my Final Boss - is probably the national-level exam (and the over-testing that takes place leading up to it). Although there have been changes and improvements, it's not nearly where it needs to be in terms of creating positive washback on the classes learners take. There's not much I can do about that now, but if the overall state of language teaching is both more localized and simply better, it's a step in the right direction.