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. 

Teacher training in Taiwan: expanding your teaching skillset without leaving the country

The picture isn't related to the article unless you want to get very metaphorical 

Update! I've written a shorter 2022 post focusing specifically on face-to-face options in Taiwan (though some have gone online for the time being due to COVID). Additional resources include updated links to the CertTESOL/DipTESOL and TYLEC, my husband's experiences on the Framingham program and a new option through TeachNow.

When I first arrived in Taiwan, opportunities for professional development as an English language teacher were rare beyond workshops of varying quality through cram schools. Though I can't speak for local English teachers in the formal education system, the lack of professional development options was also an issue for local teachers in cram schools.

I honestly regret coming to Taiwan as an unskilled random white person and starting out in a cram school job - a situation I sought to change as soon as I could afford to - and I think part of that regret is what drives my desire to contribute more to Taiwan than I take from it. As my profession is education, I feel that's where I might be able to make a real impact.

With that in mind, I've hoped for some years that new paths to teacher development could be opened in Taiwan, so that a new generation of English teachers might simply, well, be better teachers and not have to go abroad for that training, as I did. Fortunately, due to the efforts of people who want to effect real change, there have been real improvements and I hope and believe this will improve the overall situation of English language education in Taiwan.

Since joining the community of teacher educators (teachers who develop other teachers), I've been asked a few times about teacher training and development opportunities in Taiwan, and I wanted to consolidate a list of resources for English teachers here - foreigners and locals alike - who want to develop themselves professionally, while staying in Taiwan. 

There's another good post on this topic here, but there are some things not covered in that post, so I'm writing this one. 

Full disclosure: I train on some of these courses, but not all of them. There's no sales motive, and this is not any kind of sponsored post. I receive nothing, and if anyone signs up for a course due to this post, I honestly wouldn't even know.

All of these are open to both native and non-native speakers, so I hope Taiwanese readers of my blog who may be interested in teaching will also consider these suggestions. One way to end white supremacy and native speakerism in language teaching is to make  professional development more accessible to local teachers, which I very much hope to do. Although the TESOL world still discriminates against non-native speaker teachers, the international qualifications (such as the TKT, CertTESOL) will be an advantage for any Taiwanese looking to teach English abroad.

It's worth noting that most of these programs are not officially recognized by the Taiwanese government. Different schools have different requirements: public schools generally want a teaching license but will sometimes take permanent residents with other qualifications. Private schools are more open in what they can accept, and international schools vary quite a bit. Your average cram school often requires nothing (which honestly is a problem), but better jobs in the cram school system either appreciate or require basic certifications. These also provide a good filter when job-hunting: if the school you are applying to doesn't know or care about the certifications listed here, they might not prioritize education. It's good to know that up-front.

I've organized the list roughly by lowest to highest barrier to entry. The first few items are simply online resources and readings, not classes per se. Actual courses you can take will be discussed later on.


Online and Reading Resources


Online resources

There's a whole world out there of webinars and other online teacher development resources, most of which is free or very low-cost (though some is of much better quality, and some is questionable - use some critical thinking to deduce what's what).

Joining an international community of practice through IATEFL membership

Anti-racism resources for teachers

TEFL Equity Advocates

Teacher Training in Taiwan Facebook Page and Facebook Group


Online Courses

If you want to take an online course that isn't quite as intense as, say, a Trinity CertTESOL or CELTA, there are many options. Nile, International House and Oxford University's Department of Continuing Education are generally well-regarded providers. These courses tend to focus on particular areas (e.g. Business English, CLIL, Teaching Young Learners), and can be done with no certification, or after an initial certification. More than one initial certification is now available face-to-face in Taiwan; these are discussed below. 


Reading

Again, there's a whole world of reading out there, so I'm just going to provide a short list of books I've found useful in my own development.

About Language - Scott Thornbury: crucial language awareness for English teachers, especially native speaker teachers who don't know how their own language works

Teaching English Grammar - Jim Scrivener: a resource breaking down how to teach key grammar concepts, including common issues and points to remember

Learning About Language Assessment - Kathleen Bailey: if you're interested in knowing about what makes a language assessment worthwhile and useful

Teaching Collocation - Michael Lewis: this changed my whole approach to lexis as a system, and how I approach it in the classroom. Lewis' other work such as "The English Verb" are also highly recommended

How Languages Are Learned - Patsy Lightbown and Nina Spada: a short and engaging introduction to the field of SLA (Second Language Acquisition)

Grammar For English Language Teachers - Martin Parrott: this is not something to read so much as a resource every serious English teacher should have (Swan's book is fine too but I prefer Parrott)

A good learner's dictionary (any publisher, whichever level suits your learners): this will help you develop  your ability to clarify language and concept-check. Big Bad Wolf's 7-day sales often include them at steep discounts. 

The Cultural Politics of English as an International Language - Alastair Pennycook: If you don't have time to read Orientalism (Said), Pedagogy of the Oppressed (Friere) and Teaching English as an International Language (McKay), this book provides a useful introduction to all of those ideas, and takes them further. A word of warning: it was written in the '90s and needs an update, and takes a postcolonial perspective that doesn't always fit Taiwan's situation (colonized more by China than any Western nation).

The "How To" series (various authors)

This is a whole series of books - they are not very long and not particularly academic, making them perfect for new teachers finding their way. Each book is clearly titled (e.g. How To Teach Speaking, How To Teach Business English, How To Teach Reading, How To Teach Grammar) and easy to read. Other than How To Teach With Technology (not recommended), these are useful introductions to whatever area you feel you might need to improve. They aren't cheap so choose judiciously.

If you are really new to teaching and need a grounding in the basics, How To Teach English from this series is a good start. 


Everything above is a targeted online course, or a self-access resource. Let's leave those for now, and talk about coursework and general teaching certifications that can be done in or from Taiwan.


The first two on the list - the TKT and local TESOL certification - are more directly aimed at local teachers and other non-native speakers. However, every course after that (the CertTESOL, TYLEC and DipTESOL, etc.) are also open to all teachers, and I specifically encourage non-native speaker teachers who think they would be valuable to look into them. A community of talented local teachers is a powerful weapon in fighting for equity in the field.


TKT (Teaching Knowledge Test)

This is the least expensive option among all of the non-free choices, though it's not a course. It's a three-module test aimed more at local (non-native speaker) teachers, though native speakers can take it as well. It's a good way to put an internationally-recognized teaching qualification on a resume and the knowledge that is tested is all worthwhile. With no practical element (that is, no real teaching), however, consider this to be mostly a way to gain some formal recognition of your teaching knowledge, though not necessarily your ability in the classroom.

It's possible to self-study for this test if you have experience and were trained on the job, so a study book (The TKT Course: Modules 1, 2 and 3 by Mary Spratt is a good choice) and the cost of the exams are the only financial layout. 


TESOL Taiwan teaching certification

Of the certification courses that require practicums, this is the most affordable. It's a 35-hour course with one teaching demo at the end and covers all of the basics, and is open to people with no teaching experience. The cohort is mostly local, but foreign teachers do take it, and more than one has said that their school specifically recommended it. 

The curriculum includes a basic knowledge of methodology, foundational knowledge for teaching various skills (speaking, writing, reading and listening) and systems (grammar, lexis and pronunciation) including demonstrations, and incorporates classroom management, lesson planning, assessing learner needs and more. Assessed content includes a short lesson taught by the trainee as well as several written assignments, two observations and an online component. 

This course is taught in English but specifically designed to be accessible to both foreign and local English teachers, non-native and native speakers alike.

The course is offered mornings over 2 weeks (occasionally two weeks plus one Monday), or all day Saturday or Sunday for 6 weeks, all in Taipei. Once a year or so, the Sunday course is offered in Taichung.


Trinity CertTESOL and CELTA

For many years, it was impossible to take this course - or the equivalent CELTA - in Taiwan. That was a major gap in development opportunities for teachers here, as these are internationally-recognized certifications that are required for many teaching jobs outside Taiwan. I had to go abroad to get mine. That has finally changed - the CertTESOL is here!

It's a longer course - Monday-Friday mornings over a semester - with more teaching practicums, which does mean it's more expensive (though divided by input hours, it is technically better value for money). There are other assessed areas too, including exams.

The CertTESOL is a more challenging course. Having done the equivalent CELTA was so beneficial for my teaching practice that my only regret is that I didn't do it sooner, and I can usually tell the difference between a teacher who's taken a course like this and one who hasn't.

CELTA is not offered in Taiwan, but can be done online or through blended learning through various providers. I did mine in-person at ITI Istanbul and can vouch for the quality of the face-to-face course.


TYLEC (Teaching Young Learners Extension Certificate) and other Young Learner Courses

I know less about this program, as I don't train on it and don't teach children, but if you do teach children and want to become amazing at it, this is the course for you. It costs the same as a Trinity CertTESOL - that is, expensive, but cheaper than doing a whole teaching license. It's offered based on demand. It involves input sessions, a written assignment on materials and five hours of assessed teaching practice (I'm not sure how the assessed practice is organized). 

Theoretically, other similar courses are also possible to take in Taiwan, specifically the CELT-P (for teachers of primary school students) and CELT-S (secondary school). I'm not sure what stage of development/availability they are at yet, but check this space for updates, or join the Teacher Training in Taiwan Facebook groups above to hear about the latest developments.

You can do the CertTESOL, TYLEC and DipTESOL in Taiwan at InspiredCPD.



Trinity DipTESOL and Cambridge Delta

This is the next level up from the CertTESOL, and is also finally available in Taiwan starting this year. It is a higher-level certification, meaning you need to meet certain educational and experience requirements. A basic TEFL certification is also highly recommended.

It is equivalent to the Cambridge Delta, meaning that in Europe it's recognized at the same level as a Master's degree (though it isn't one). The DipTESOL is organized into four units and in Taiwan, I believe that three of those four are taught intensively over a number of weeks - ask directly for more information. The first unit - an exam - can be taken after the course. The DipTESOL includes four practicum hours and several written assignments and a research project.

A good reason to do the DipTESOL in Taiwan is that you won't have to find a local tutor for the teaching practicums - it's all handled here, so there's no need to go around asking qualified teachers if they'll take on that role for you. I was lucky in that someone offered. I'm not sure how the teaching practicums are organized (whether they are your own classes or organized by the course).

I have a Cambridge Delta, obtained in Taiwan via distance learning. This can be done entirely through Nile, (yes - the Nile Delta) Bell or The Distance Delta. ITI Istanbul also offers Modules 1 and 3 online.

Module 1 is an exam - you can study for this on your own, but I recommend taking an online course for a few hundred pounds.

Module 2 is teaching practice and written assignments: four hours of assessed teaching practice plus one diagnostic lesson and one experimental lesson (not assessed). The papers for these are killer as the word limits are tight, but you'll learn a lot doing them. There's also a professional development assignment and observation requirements. You can do this in Taiwan through a local tutor, whom you have to find yourself. The fourth assessed lesson is done externally, which may involve flying someone in, which you pay for. They do try to keep costs down, often sending one external assessor across Asia, so you only have to pay for a regional flight and a night in a hotel.

Module 3 is an extended written assignment based on real learners - meaning you need a group of real learners to work with. You write about a sub-field of TESOL, assess their needs and create a course based on the fundamental principles of syllabus design and assessment.


Various teaching license programs

I won't say much about these, as the level of recognition given by Taiwan's Ministry of Education is variable. Online searches bring up a few options, but I've only found one that seems to still be available in Taiwan and comes recommended by people I know: the global teacher certification and Master's program offered by the College of New Jersey in Hsinchu, with courses (and coursework) happening every few weeks. This is a real program through a legitimate university in the United States, and can land you some better jobs. It 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.

If your goal is an international school job, you might also consider doing a British PGCE online. Here's just one way to do that (there are surely multiple providers). This won't qualify you for public school work but will still be a step up and is likely to be accepted at some international schools.


Master's programs

Most people don't realize that relevant Master's programs can be done in Taiwan. English language programs are held at various universities, including NTNU (National Taiwan Normal University), NCCU (National Cheng-chi University) and NTUST. Others exist - including those at Wenzao Ursuline College of Languages and National Tsinghua University - but I am not sure of the proportion of classes taught in English.

Framingham State University is also looking into (once again) offering courses in Taiwan, though these are not set yet. The course would lead to a Master's in Education with a focus on international education, but does not include a teaching license. You can get on the mailing list here, if you are interested in future courses.

Nile also offers a modular face-to-face MATESOL accredited through the University of Chichester. As you would not actually reside abroad, but rather take courses over a 2-3 week intensive period, I am not sure how or whether this would be recognized in Taiwan.

There used to be other ways to get a face-to-face Master's in TESOL while living in Taiwan - such as the summer intensive program I am wrapping up at the University of Exeter, but most of them seem to have ceased operations (Exeter is closing its MEd summer program, for example).

Online options exist, but can be expensive. These aren't generally recognized in Taiwan, though any exams you take in person might be. It's worth checking with your current or potential employer - I can't provide any guarantees. 


PhD and EdD (Doctorate of Education) degrees

If you've come this far, you might be wondering about PhD and EdD degrees. Here's the thing, though: if you've gotten through a Master's, you probably have a clear idea of where you want to go in terms of a doctorate and there's not much I can tell you. Several options do exist that would let you live in Taiwan while doing some coursework abroad, but I can't specifically recommend one, and I doubt any are widely recognized in Taiwan.

All I can say is that PhDs are more widely recognized than EdDs, and as with Master's programs, official recognition generally requires full-time residency and in-person classes.

I'd also say that if you really want to do a PhD, you should not be paying for it. This might not be a big deal if you go to a public university in Taiwan where tuition is low (NCCU offers a PhD in TESOL - same link as above), but I wouldn't plop down the tens of thousands of US dollars that programs abroad charge.

Honestly, either get funded or don't go. I mean it.


Still have questions? Leave a comment, or e-mail me. I can also refer you to good people, including some of the people in charge of some of these courses. I won't put my personal/main e-mail here, but I can be reached at jennalynk (at) yahoo (dot) com. Or join the Facebook groups above. 

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. 

Humiliation

I just think this picture works with what I am trying to express here, though I couldn't tell you why.

A few years ago, I wrote a long, rambling post that nobody read about a short trip to Athens. One of the central plot threads of that post - which was more of a story that jumped across generations - was the nature of an attempted betrayal of my great-grandfather. As I understand the story, before the 1915 genocide, Armenian children in Turkey were already being taken from their homes and sold as 'adopted' children to Turkish families. The people spearheading the abduction campaign were not Turks hell-bent on persecuting Armenians, although some were surely involved. Rather, it was an Armenian family harming their own.

They attempted to have the Turkish authorities detain my great-grandfather (a fellow Armenian) for stopping the child trade, but it was a Turk who saved him: the captain of the law enforcement unit that tracked him down had served in the military with my great-grandfather and respected him immensely. 

That story wedged itself into my brain last night - my last night in China - built a little nest there and simply will not leave.

The night before that, I was invited to a fancy dinner and drinking with two of the "big bosses" of the company I was contracting for. One was Taiwanese, the other Chinese, and others were present, including another Taiwanese employee of this Chinese company. I was there to deliver a training session; I'm not an employee. I'm not a big fan of the 'company culture' there - I don't like enforced patriotism - but I keep my mouth shut because I'm not an employee and I don't live in China. My opinion is irrelevant.

After several beers, and speaking Mandarin exclusively, the Taiwanese boss asked me if I would stay in Taiwan forever, and I affirmed that I would. In fact, my dream would be to retire to Tainan. He scowled and called it a "DPP city". I indicated that I didn't mind and warned him not to ask me my opinion on the matter. I could tell he was deep blue and pro-unification - he'd made a joke that "we're already unified, at this dinner!" with his Chinese colleague - and was prepared to just let it be.

I know that seems odd for me, but I was in a foreign country, working as an outside contractor. I just didn't think the conversation would be necessary or helpful. Eventually, however, enough beer was drunk that I did affirm my support for Taiwanese independence and general pro-Taiwan leanings, while diplomatically saying "it's not about green or blue, I just love Taiwan." (I don't believe that - it is about green and blue: mostly that green may be imperfect, but blue is made up of China sellouts and former mass murderers, but I wanted to keep the banter friendly.)

I added that while I am not Taiwanese - I don't have citizenship or ancestry tying me to Taiwan - that in my heart, this was my home. He joked that my colleague and I had lived in Taiwan so long that we were in fact Taiwanese.

The Taiwanese boss indicated that he was fine with my views, and I further joked that I couldn't vote anyway, and I would never mention my views to the trainees in China - what would be the point? We ended the night amicably, and I thought that while we would never agree politically and didn't have to be friends, that we could work together. I even kind of liked him as a person, and thought I wouldn't mind drinking with him and others again.

The next day was the closing ceremony for the training session. The Taiwanese employee - not the boss - recounted my description of these classes in Taiwan being 'more relaxed'. Trainees show up with coffee, we chat a bit before the class starts, nobody wears matching shirts, we sit around a table as equals. It's laid-back, democratic and fun. He spun it into a story about how the Chinese trainees were harder working and more organized (which is true, but they all work for the same company, and that company has an authoritarian bent to their working culture, so of course they would be). I was slightly annoyed, because I hadn't meant it that way: I don't think either approach is 'better', just different, though my personal preference is for the more relaxed Taiwanese classes.

I decided, however, to let it go. Again, this may not sound like me, but I don't feel 'at home' in China the way I do in Taiwan. I'm a visitor and I act accordingly.

Then the Taiwanese boss took the stage. After some general motivational talk, he also told the story of our night of drinking, and said:

"Jenna says her heart is Taiwanese. And she and [her colleague] have both lived in Taiwan for a long time, they're Taiwanese! [Our employee] is Taiwanese, and so am I. You are all Mainlanders. So together we are all..."

...and in unison he, the rest of the staff and the trainees all shouted: "Chinese!"

The word they used was 中國人, of course - with the implication that we're all residents of the same country.

Everyone applauded but me. I sat there, not clapping, shooting daggers at the stage. In Taiwanese they call that look a "shit face" (賽面) and that's exactly what it was.

Honestly, I felt stabbed in the back. Betrayed. I may not be Taiwanese, but this is my home, and to have a Taiwanese person say that - and sell me out like that, by throwing my words back at me in a way that I couldn't possibly counteract.

All the while, the Chinese staff of the company have been nothing short of amazing. I genuinely like them all, and they do their best to make sure we are comfortable and have what we need to do our jobs. My students have been wonderful, and they are truly hard-working. The other boss - the Chinese one - never said a single impolite thing. Obviously, my beef is not with the general concept of 'being Chinese', if you have the ancestry and identify that way. (I shouldn't have to say that, but you'd be surprised the way some people interpret what they read.) It's with deliberately twisting my words into a narrative I do not endorse in a way that makes me seem complicit, and forcing an identity on the majority of Taiwanese who do not accept it. And it's harder to swallow coming not from a Chinese person whose entire worldview has been shaped to believe in that perspective, but a Taiwanese person quite literally selling out his own people.

Doubly so, as I'd never say something like that publicly to them. Speaking frankly after several beers in a private room is one thing, going on stage and doing it is quite another. I do believe that if I extend the courtesy of not publicly discussing my pro-Taiwan views, that they can sing their anthem and do patriotic chants all they like, but I also deserve the courtesy of not being forced against my will into being woven into a pro-China speech as though I endorse it. Yes, even when I am in China. I doubt many Taiwanese would do that to Chinese in Taiwan, and it should go both ways.

Honestly, it felt like a form of harassment. A bullying tactic. Sure, he's playing a role and knew the trainees would enjoy it, but it wasn't compulsory, like singing the national anthem or doing group chants (which they have to do, Taiwanese employees included, and I make no comment on. Not my company, not my country, not my issue.) He chose to say that. He did it intentionally, knowing it would anger, or at least bother, me. He did it knowing I would have no tools whatsoever with which to fight back. I would have to sit there and take it, because I'm a freelancer and he's the boss, even though I am also a trainer and that commands respect. Because I'm in the audience and he's on stage. Because everyone in the room agrees with him, not me. Because it's a formal ceremony and the 'face' was thick in that room. Simply not clapping and twisting my face into a look of disgust was already quite bold.

He knew all that and did it anyway. I wouldn't say it was an intentionally personal attack - he probably didn't think too much about it, assuming I'd just take it and it didn't matter, and was more using me as a setup for his own political gain. But I don't forgive that sort of sideswipe easily, and do feel it's part of his job to make the trainers they hire feel comfortable, and instead I felt sold out. I'm not even trying to describe my fury, because I simply cannot.

I know this sort of thing happens to Taiwanese in China all the time, and they have even fewer resources to fight back with than I do. I have read - and friends have told be - about being forced to publicly agree with "One China" while in China or dealing with Chinese counterparts - and not even being able to refuse to comment, look disgusted or metaphorically "not clap". And all that while being truly Taiwanese - I'm a foreigner who calls this place home, nothing more. Because of my relative privilege, I don't think I can ever know on a deeper level what that feels like to be in their position, but I've now had a brush with it and even that was unbearable. I'm still incensed. I can only imagine the gut-wrenching torture and lingering ache of being forced to vocally affirm an identity you don't believe in just to collect a paycheck that you might truly need.

It also happens in international organizations. I'll write more about this later, but even when Taiwan does something that earns international recognition, there are people who give the credit to China. Again, there are few tools available to Taiwan to fight this, though I am happy to see that as time goes on, everyday Taiwanese less willing to just bear it.

So, I meant two things by the title "Humiliation" - how I was made to feel in that moment, but also how pro-China people frequently seek to humiliate those who support Taiwan. The humiliation of a nation and identity, with few channels to stand up for ourselves.

I left the ceremony at the earliest possible opportunity, declined a second drinking session that he personally invited me to, skipped breakfast the next morning and was quiet on the way to the airport (he drove). I cited being 'tired' and 'having a migraine'. Those excuses were true, but caused by the situation. In other words, I was passive-aggressive about it. Those were the tools at my disposal.
What reads to me as 'passive aggression', however, reads in this part of the world as 'making your thoughts known without causing trouble'. What I consider professional - to bring up the matter at a later date - would be seen as overly aggressive here. My reaction that night and signaling in the hours following the incident probably made my feelings clear enough. Nobody commented, but nobody asked me why I'd suddenly become so withdrawn - and even declined free alcohol! - implying that they knew.

Of course, there's also this blog. I'm aware that there might be professional repercussions to writing this, but feel the need to say something anyway. I deserved better in that moment, and Taiwan deserves better in general.

It still bothers me, however, that I have no professional channels through which to ensure it doesn't happen again. I could tell the company in Taiwan that sent me, but I truly don't think they'd care. They'd just expect me to suck it up. Or perhaps they would care, but wouldn't say anything about the actions of a high-level boss at a company they have a highly profitable relationship with, even to ask that Taiwan-China issues please not be brought up publicly as it makes the foreign trainers uncomfortable. I'm not even convinced they'd understand why I was so upset - to them, what he said was just an obvious truth, so what could my problem with it possibly be?

Will I return to China? I don't know. The money is nice but I'd be fine without it - it's not about the cash. On one hand, I feel deeply upset at the notion of returning to a place where my words were twisted and mocked in that way. On the other, he's one person in a company of people who have been otherwise wonderful hosts. As I can't even publicly acknowledge (to them) how I feel about what happened, those who are less aware of my perspective on Taiwan and China might privately wonder if they had somehow upset me, when that simply wasn't the case. I'm not even sure how I'd tell my company in Taiwan that I won't go back, if I know that telling them about the incident at all would lead nowhere and might get be labeled as overly demanding.

It just still kills me, two days later, that it was the Taiwanese person's words that denied the existence of a unique Taiwanese identity and history and caught me in the gut like a well-fired arrow. I hear a lot of complaints in Taiwan that "Chinese" are rude, or bullies regarding Taiwan and Hong Kong. While I am aware that happens, it's just not been my experience. It's the deep blue Taiwanese who are the worst. They have freedom and access to better information, and yet they still choose a path that takes freedom away from their own country.

A good reminder, I suppose, that being respectful and doing the right thing have nothing at all to do with national boundaries. 

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.