The online teaching cloister

I moved to Taipei to enjoy the city, not to be stuck in my apartment all day

A few weeks ago, I began my first face-to-face foundational TESOL training course since COVID hit Taiwan. We'd gone online at some point and were struggling to resume in-person learning. 

It had truly been so long that in the fog of the late pandemic I no longer remember when it happened, only that trying to teach that course online presented a host of problems. I couldn't really demonstrate various in-person interaction patterns, for instance. Nor could we discuss classroom management components such as boardwork and layout in an impactful way. A practicum (demo) is a vital component of this course, but it's harder for inexperienced teachers to lead interactive demos online. Everything takes longer online, too, and it was a challenge to cover the course requirements. 

When we finally opened a face-to-face course, on day three someone tested positive for COVID. Within a week, about half the class was infected, and I was teaching face-to-face with four students and a computer running an online meeting with the other three. I then tested positive, and it was back online for all of us.

My heart sank when I realized how it would go: back to my home office, back behind a screen. Yes, it's an incredible privilege to have a spare room for a home office at all, but it is draining to be stuck in there for days on end, without many chances to go out while Brendan left everyday for in-person work.

Gently put, it's a cloister. More critically, it's a prison.

While I've transitioned back somewhat to in-person teaching and teacher training, enough of it remains online that my latest stint at home prompted me to reflect anew on teaching and teacher training as a profession now that someone like me is just as likely to be working at a screen as in a room with their students or trainees.

To be blunt, I don't like teaching or teacher training online. At all. I've become accustomed to it, and of course I can do it. And yet, while some say online teaching brings people together -- it's possible to take classes you never dreamed possible if teachers and students can meet remotely -- I feel as though the screen divides me from the learners. It causes a rupture, a block. 

Everything takes longer, everything requires more planning. It's more difficult to develop rapport, especially when I have to put my foot down about cameras being left on if at all possible. Some never do, and there are situations where I can't (or shouldn't) force the issue. Imagine having students whose faces you've never seen, whom you'd never recognize on the street. I didn't become a teacher to interact with black squares all day, and I find it very hard to develop rapport this way.

Even with cameras on, I find it difficult to build the same connections with learners and trainees. To "make eye contact" I have to look at the camera, not the face on the screen. It's the same for the learner. I can toggle between these and create a simulacrum of actual, in-person, we-see-each-other eye contact, but it's not actually the same. The effect is ineffable, but definitely there, and entirely negative. 

One-on-one classes aren't so bad, as you only have to do this back-and-forth with one face. The effect is deeply felt in groups, however, especially if one of us is presenting.

I had an office job in the US all those years ago; lots of screen time, very little face-to-face contact. I hated it, and became a teacher because this is exactly what I don't want. It's kind of like attending meetings all day (something which can be tiring if you're working remotely), and you are the coordinator and host of every single meeting. I'm good at this in person. Online? Honestly, not so much -- because I don't want to be at a computer, period.

Pre-pandemic, my various jobs required me to jet all over Taipei and beyond for work. I explored parts of the city I'd rarely or never set foot in otherwise. 

Again, I realize this is a privilege. I understand that most people take the same route to the same office every day if they’re not working remotely, so “going in” isn’t particularly desirable. I get bored easily with routine, which is why I chose a career path through which I’d frequently find myself in different places. It got me out of the house, and I was able to see different parts of the city. My schedule changed often enough that there was always something at least a little new in this; it never got monotonous and I didn’t resent the extra time it took. I like to be on the move. 

You know what I don’t like? Being stuck at home most of the day, unable to leave my neighborhood or even my apartment, sometimes for entire days. If I have a training course in the morning, then an afternoon and evening class, the furthest I’m likely to go that day is the nearby 7-11. If I’m really lucky I might get to go to the ‘everything store’ down the street! 

I hate this. Plenty of people like working from home as it frees them from tiring commutes and allows them to be comfortable in their work setup. That’s great for them. It’s not for me. Mental health walks are uninspiring; I’m not good at walking with no destination. I’ve found myself making up reasons to go outside, which usually involve coffee or shopping, but they rarely take me anywhere new. No new cafes, little local restaurants or novel bus routes. No “hey there’s an Indian restaurant near Sanmin Road!” 

There is nothing worse for an extrovert than being at home all day, usually alone as Brendan still teaches face-to-face, and not feeling the rapport bump from work, either.

I have had more in-person opportunities recently, having started a new part-time gig that I'm enjoying quite a bit and pays very well. It's partly face-to-face, and that helps -- but they also underscore that being mostly online is a problem.

In fact, let's talk a bit about boredom and big career questions.

It’s easy to say I’m transitioning from teaching to more teacher training because it pays much better (to be clear, it does), but I’m also motivated by the level of challenge. It seems as though it should be easy to coast at the sort of work I’ve been doing forever, but I tend to get distracted and stuck if I do the same thing for too long. I know stagnation affects my performance, so it’s time to reach. This means more work overall, but that's the fundamental truth of what it means to seek challenge.

If all of this sounds vague, it’s because I don’t want to give too many specifics about work for all the obvious reasons. Besides, I genuinely like the people I work with. Most of them run their businesses well, or at least well enough that I don’t walk. I don’t want to hop on my blog to gossip about good people. 

Yet internally, I’ve been fighting…something. Distractedness? Demotivation? The delicate balance of work with my sub-optimal health? It could be any or all of these, and 

one of the leading causes is the pivot to online teaching.

Of course it's not the only reason. Working in Taiwan can be tough in certain ways: raises are rare, there’s no such thing as a paid holiday, it’s a battle just to get employers to do basic things like contribute to labor insurance and pension. In general I do not feel that teaching in Taiwan pays enough at the higher levels of ability and experience; I stay in Taiwan because I love Taiwan, but the honest truth is I could make more money in just about any other Asian country. 

Teacher training is a lot fairer in terms of compensation, and I won't lie: that's another reason why I gravitate towards it.

Every day I fight the notion that I’m good at my job simply because I’m a white native speaker. I think I am indeed good at my job, but that’s not the reason! 

None of those are the core of it, though. I’m used to the lack of benefits, and beyond wanting to be comfortable I’m not particularly motivated by money. (I'm only somewhat money-driven.) I didn't start to feel this distractedness until work mostly went online. Period, end of story, that's it: everything else is manageable but remote teaching is not what I want, and never will be. 

What's worse, because I don't actually want to be teaching online, I'm not as good at it. I'm less careful; teacher talking time shoots up; interactions don't vary as much as would be optimal; I'm less innovative. I'm less motivated online, full stop.

Online teacher training is even harder to pull off, but at least the level of challenge keeps it interesting.

Just to clarify, I’ve been forthright about this at work. Nobody reading this who knows me in real life would be surprised to hear it. It doesn’t really change the current situation, though — how could it? 

There are benefits to being online, however, that almost negate this (almost). Collaborative documents, chat boxes, interactive whiteboards: all things made possible by an online interface. It would be harder to schedule my own Taiwanese lessons if we met face-to-face, and I will probably start Armenian lessons online in the near future -- something that would have been impossible not that long ago. Trainees who can't attend my sessions in person are able to log in for the online ones; they get a benefit they wouldn't have been able to access in the Before Times.

That said, all this new technology never runs quite as smoothly as it should to be considered a true advantage. There’s always that one learner who can’t figure out how to access the materials on Google Docs (or can’t access it at all if they’re in China or have some sort of work-related block to that function). Zoom’s interactive whiteboard is clumsy and annoying. My noise-canceling computer is fantastic when my cleaner is vacuuming, but not great when we need to use audio recordings, as they don’t tend to play clearly. Getting everyone to mute themselves to listen on their own takes — you guessed it! — more time. 

Teaching online doesn’t even come with the only real benefit of remote work, which is freedom to travel and do your work elsewhere for awhile. I can’t go to a cafe — it’s a class! I suppose I could head south or east, but I can’t, say, fly to Europe or the US and work from there unless I want to keep some very weird hours. I’ve tried (ask me about 6am classes at my sister's old apartment in Hoboken someday) and it never really works out. 

It's caused me to ask some Big Career Questions. I love teacher training and don't want to give that up, but if I took on less teaching work and picked up, say, an editing or materials development job, at least I could go to a cafe for a change of scenery instead of spending the entire day in my little office cloister. I won't turn down online teacher training because I enjoy it too much, but I have considered refusing online language teaching to do this. I haven't pulled the plug on that yet, but we'll see. 

There’s no clear solution here; this is just my life now. If I had a different sort of job where I was desperate to escape the fluorescent horror and greige cubicle walls of an office, I’d probably welcome remote work. I became a teacher in part to avoid that! One of the reasons I’ve sought out more work is for those face-to-face hours; it will make the online portions of my job more bearable. At least I’ll have more chances to go somewhere! 

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. 

Teachers in Taiwan: Remember, TutorABC is a Chinese company obeying Chinese laws - which could be a problem

Excerpt of an e-mail received by a friend from TutorABC/iTutor

Everyone who lives in Taiwan has heard of TutorABC - it's one of the biggest online English tutoring companies in the country and advertises everywhere. I'll summarize a bit more of what people say about their working experiences there below, but it seems pretty standard for an online tutoring company.

From all this advertising in Taiwan, two mentions of Taiwan on the "About Us" page on their website, and the many Taiwanese companies they advertise as using their platform, you might think it is a Taiwanese company. It's not - it's Chinese. This isn't an exposé, it's just a fact (and if you look closely, you'll see the headquarters are in Shanghai, though apparently they used to be in Taipei[?]).

It's unclear from Internet searches when they were founded - results say 1998, 2002 or 2004, which is a bit odd. I'm not sure if the listed CEO, Eric Yang, is Chinese or Taiwanese, or if he's even still the CEO - there are rumors of a quiet takeover by Chinese company Ping An (from the previous link, in Mandarin).  Bloomberg lists them as Chinese.

What's more, most of the executives seem to be Chinese (though it's not stated clearly and at least one attended a Taiwanese university.) Top-level management, from that page, appears to be exclusively male.

If you want to teach for TutorABC, you don't actually sign up with TutorABC directly - you sign up with a larger online teaching conglomerate called iTutor, which is more explicitly based in China, not Taiwan, and owns more than one 'brand' of online teaching.

This isn't a problem per se, as a company, no matter where it's based, is as good as it treats its employees. If there are no problems with ties to the Chinese government, random enforcement of Chinese law outside Chinese borders, or pushing any sort of "One China" policy on employees, then I wouldn't be writing this post. If those aren't issues, then who cares?

But, of course, I am writing this, so there must be something to report. And of course there is, as the CCP as been tightening control on business located within its borders, as well as making ridiculous demands on international businesses if they want to do any sort of business in China.

A friend of mine recently signed up to work for iTutor and as she was completing the onboarding process, received this email:

(All e-mails are reprinted here with permission of the recipient.)
Nothing from the original text was cut, but I've cropped all photos so the e-mail reads seamlessly. There's a FAQ at the end which is irrelevant to the point and is therefore not included.

Now, there's nothing wrong with most of this. In essence, iTutor (again, the parent company of TutorABC), as a Chinese company, has to obey Chinese laws when it hires consultants to teach students based on China. There's nothing particularly abnormal about that.

The problem is that the tutors are not - and, as per the email, cannot be - located in China, but they too are expected to help iTutor abide by the law of a country they don't live in by giving iTutor their personal information. Some of it is pretty standard: if I were hired by a company anywhere to work remotely, I'd expect that they'd want to see my official ID to verify that I am a real person. I'd expect that the government where they're based might want to see that ID. Showing one's teaching certification isn't that big of a deal either.

The real problem is this:

Government agencies are permitted to check consultants' entry-exit and immigration records in China to ensure compliance with the law. 

Prospective tutors can make their own decision about whether they're comfortable with that - in theory they're just making sure you're not actually in China, as per the (rather strange) law, and it doesn't say they'll look more deeply than that - it's up to you whether you believe that or not. But my friend is not comfortable with it, and I wouldn't be either. Regardless of who is employing her, what right do officials in China have to check her passport to see where she's been, when she does not reside in China, is not at a Chinese border, embassy or consulate requesting entry? 

That is invasive and personally, I wouldn't accept it. It goes without saying that I would not trust the Chinese government in particular with that data (though I wouldn't be very comfortable with any foreign government having such easy access to it, the PRC is on a whole other level of terrifying).

It should be a non-starter that people not working in China, even if they have contact with people in China, are not bound by Chinese law and any legal obligations are the company's problem, not theirs. But, as you know, China considers its laws to reach beyond its borders. You absolutely can be detained in China for engaging in actions that are illegal in China, even if they were undertaken in a place where they are not only legal, but protected human rights, and even if you are not a Chinese citizen. You might even be kidnapped outside of China, or be pressured, surveilled or threatened outside China, especially if you have family in China.

You might think it's overkill to say that this situation amounts to being surveilled by China while outside China, but I honestly don't think it's an exaggeration, even if most prospective online teachers are of no interest to the CCP.

My friend wisely requested that her profile be terminated as she does not wish to hand over that data to the government of a country she doesn't live in, or comply with the laws of a country she doesn't live in. 

This is where enforcing a "One China" policy on employees who are not in China comes in:

And there it is.

"We are a Chinese company, Taiwan is a part of China." 

This could be the personal view of the employee who replied to my friend when she requested termination, but remember, this is a Chinese company and this is the enforced (by the CCP) "viewpoint" of all Chinese companies - not just iTutor - and increasingly of all companies who want to do any business in China.

In any case, that just doesn't make sense. 

If tutors must be located outside of China to work with students in China, and Taiwan is a part of China, then wouldn't all tutors located in Taiwan be barred from working with students in China? 

Regarding the issue raised, then, the response simply doesn't make sense. It's unrelated. This person went out of their way to express an irrelevant opinion in an official company capacity.

Or is Taiwan only a part of China for this purpose, but not others? It seems that way. In a Bloomberg piece that praises iTutor for their success, you'll see this tidbit:

Now, Yang's company runs a host of brands. TutorABC, vipJr and TutorJrform the core of the business, teaching English to students in China, Taiwan and Japan. [Emphasis mine]. 

Doesn't the cognitive dissonance get to be too much sometimes? I don't know. 

Regardless, iTutor hires tutors from all over the world. It would stand to reason that all of them, not just those located in Taiwan, would be asked to comply with this law and submit their passport and travel information to the Chinese authorities just to connect remotely to students in China. So what would it matter if Taiwan were a part of China for this purpose?

Prospective online tutors in Taiwan, you can do whatever you want with this information. Ignore it if you like. I have no personal opinion about TutorABC or iTutor as companies, just an opinion about the enforcement of Chinese law and the ridiculousness of "one China". But be aware that, as a Chinese company, they will ask you to abide by Chinese law - through helping them abide by it - even though you are not located in China, and data you may not want the Chinese government to have might well be handed over to them as an employee of companies like these.

And this problem isn't going to go away. Be very aware of whom you're working for, where they are based, what they are asking of you and who is going to see that information. 

Otherwise, the set-up for this job is pretty standard for online teaching, especially in Asia, with Asian-style management. It's got all the pros and cons you might expect. I have no personal stake in this or opinion of them as an employer, so I won't really say anything here, except that I recommend you read the reviews on Glassdoor. 

Pay particular attention to who says their interviews were perfunctory (to the point of being just a few minutes long and asking questions that should have been clear from the initial application), to those who say they were difficult or they were treated rudely. Can you spot a potential reason for the different treatment? Look as well at what people are saying about pay and treatment of teachers, and how likely it is that students will leave the positive feedback that leads to higher pay, and the charts that outline what employees say about the overall outlook for the company. Look at how the company publicly responds to these issues. You'll notice a few trends. Have fun!

Little end-note: I bet some of you are thinking "Lao Ren Cha could get sued for this!" Yeah, I considered that. I've been sued before for telling the truth (the case was dismissed before it ever got to trial - I might write about it someday as I saved all the documents). So let me clarify that reporting on what other people have said, with their consent, without malicious intent to hurt the company image, is not illegal in Taiwan. I'm reporting on what my friend said with her consent and with back-up documents and very purposely not expressing an opinion on the company itself (in truth, I don't have one), but rather the policy of complying with Chinese law outside China as it would apply to any company. I want to be quite clear that people can do whatever they want with this information; it is not an attempt to malign, insult or hurt the business of iTutor or TutorABC - it's just the truth of what they ask of their tutors, as reported to me. If you're fine with that, then no problem - I hope you enjoy working for them.