In defense of private institute English teaching

Let me make this clear in the beginning: I'm playing devil's advocate here. I have a lot (no really, a lot) of criticisms of the private teaching market, which in Taiwan usually consist of cram schools/buxibans. I wouldn't call working for them a good work situation generally, and if you do so, you lose a lot of the perks of being a teacher. No one-month-salary annual bonuses, no paid summers off, no access to the pension program, few salaried positions available, and very little job security when most of us are on zero-hour contracts. It is possible to get a job as a nobody with no experience, qualification, training or even relevant volunteer experience, and be thrown into work without adequate training.

The work doesn't pay nearly as well as people seem to think it does - better than more traditional teaching in Taiwan (but not necessarily elsewhere) at both public schools and universities, and better than the average twentysomething office worker, but not nearly on par with credentialed mid-career professionals in other fields. Work hours tend to be long and scattered, and you teach a lot because you need to in order to earn enough money. That gives you much less time to put care into planning lessons, let alone doing research, action research, writing, reading, giving or attending workshops or doing all of the other things I associate with a professional teaching career. Everyone encourages their teachers to seek professional development and certification, but nobody is willing to sponsor it.

And, ethically, a lot of the cram schools here, and around the world, treat their teachers like migrant laborers or are just straight-up racist or the worst kind of neoliberal "we can take what we want from you and offer you as little as possible in return" employers.

I can't say I'm "happy" with the way this industry is run nor with what those who work in it get for their efforts.

However, after spending a month among other experienced English teachers from different contexts around the world, I do have a few things I can say in defense of working in a language institute.

One more caveat before I begin: these advantages only seem to accrue to those who have accumulated experience and often credentials, and in Taiwan are often easier to come by if you stay long enough to get permanent residency. They do not necessarily apply to all new teachers.

First of all, it's easier to get uninterrupted vacation time, although that time is almost always unpaid. Many of my classmates had to fly back (I suspect at their own expense) for work-related duties at their schools partway through the program and miss a week of classes - nobody would ever ask me to do that. If I say I need a block of time off, I get it as long as I request it reasonably far enough in advance, with no "but you have to come back for these specific three days to do this specific thing" in the middle of your six weeks off" nonsense. Other than being expected to show up for class, nobody calls me up and says "you must be here for this, this and that" or "you have to do these things". I essentially have no single boss or manager.

It also means I get as much vacation time as I want, which is very useful on a Master's program and was also useful in the aftermath of my mother's illness and passing, and my dad's heart surgery less than a year later. In late 2014 I told my employers and private students that my absence would be indefinite, and that was fine. I had work to return to five months later when my family issues were more stable. When I needed to take off again just a few months later for my dad's surgery, that was fine too. When I finished the Delta, I told them to hold off on all new classes until I was done, and they did. When I decided to do this Master's program, I said I'd need a few months off over the summer and that was fine. I had free reign to choose the dates and arrange things as I pleased. If I had the money and wanted to take a year off to just do whatever, I could, and I'd still have a good chance at having work offered to me when I was ready.

And unlike many teachers, this leave is not limited to school breaks. My mom's situation started getting really serious in late autumn 2014, long before any school break. You can't plan major family upheavals for summer vacation. They happen when they happen.

The fact that this time is unpaid actually works in my favor: when you have paid leave, of course the leave you get is limited. In Taiwan that could be as little as seven days (which I think is cruel, actually), in the US perhaps two weeks, in Europe five weeks. But ultimately, there is a limit. I have no limit, as long as I have the money to finance it.

On the other side, a lot of my classmates have paid leave and don't have to go in - they have months and months of free time with a salary coming in. Some of them are taking off to just hang out in Europe for awhile, which you can do when you're being paid an expat salary in the Middle East but your university is on break (although, again, you don't get to choose when that break is). It would be great to be able to afford that, but I ultimately can't. I could move to the Middle East - there would be work for me and the pay is stupendous - but I put up with the crappy parts of working in Taiwan like the low pay and scattered hours because I want to be in Taiwan.

A second advantage is the lack of administrative hassle. I have no real administrative duties - I don't have to show up for many meetings, I don't have to do reams of paperwork, I don't have to grade heaps of tests (my IELTS classes have tests, but class sizes are kept low so it's not an onerous task). I don't have to sit in on department meetings, nor do I have to spend time doing extra activities like running a drama club or English Corner (which I'd happily do if I were paid for the extra work, but of course we never are, so I won't do them). I may only get paid for the hours I teach - with the expectation that the pay for them covers lesson planning time, though I'm not convinced it does - but I don't have a lot I have to do outside of those hours beyond planning classes.

I also appreciate that, not working in a big institution, I am not pushed into a testing culture I don't support. I don't have to teach to a test - I help prepare some learners for IELTS, but that's not the same thing - and I don't have to teach towards a test that I think has deep validity issues. I don't need to test my private students at all, nor my business students: some form of direct test of the skills we work on (e.g. giving a presentation in a presentation skills class) serves as adequate assessment for final reports. Even my IELTS students' mock tests don't count for anything other than as a way to check their skills against the demands of the test they will ultimately take. It's just not an issue I have to contend with, so I am free to adopt other methods of assessment, and feedback comes not in the form of grades but real feedback in evaluation reports and conferences. It's actually a really lovely advantage to have and a low-stress, high-efficacy way to teach in a more holistic and meaningful way.

Of course, that's my situation - I'm sure at other cram schools there are tests, and the teachers may not care for those tests, trust the results or particularly care to give them.

Although this is not true in all private teaching contexts, I really appreciate that there's no administration breathing down my neck telling me I have to do certain things in class, not all of which I'd be likely to agree are necessary, nor telling me how I must teach. I have a classmate whose administration is insistent that there be no L1 in the classroom, even though current thinking is that limited use of L1 has a place there. This is despite inviting four-star names in the TEFL world to give workshops to teachers there, who reaffirm that L1 can be put to good use in the classroom. It's "not their policy" so teachers are instructed to ignore all of that.

Nobody would dare tell me how I must teach in a similar way. Back when I worked at a chain school in Taiwan they did to some extent, but as I've moved on to take classes at better schools, I am free to implement a teaching style that aligns with my principles as I see fit with nobody looking over my shoulder or breathing down my neck. I even have a good level of freedom over the coursebooks I use, and when they are assigned, total freedom over how I use them.

Another point worth mentioning is that, at least in Taiwan, I do make more money in the private system than I would in the formal education system (unless I were to work at an international school). The gap is not as big as you might imagine, as I don't get any of the perks - annual bonus, paid summers off, a pension program - but the take-home pay for my work is still somewhat higher. People associate cram schools with low pay, but honestly, the public schools and universities, while they offer stable pay, offer less than what I currently earn. The highest figures I've seen outside the international schools are in the NT$70,000/month range, and to be frank, I find that low. And compared to wages in other parts of the world (Japan, Korea, the Middle East) it is quite low indeed. Nobody stays in Taiwan for the great salaries.

And for that better pay, I also seem to always have more free time. I almost certainly teach more in-class hours, but the lack of administrative and other work required of me means that my peers in the formal education system seem to put in longer hours.

Of course, these advantages don't accrue to every teacher in the private language school game, and newer teachers especially are more likely to find themselves in schools that have a set curriculum and way of teaching, with all of the associated tests and administrative duties, and are likely to be trained to teach in that specific way (on the other hand. newer teachers are less likely to have teaching principles formed over a long period of experience and training that they are loathe to set aside).

It is worth noting, though, that not all cram schools are created equal. In Taiwan, not everyone is a third-rate chain school or one-off with a silly name like "Mickey Bear America Funtime English ABC School" or for adults, "Oxbridge Scholar's Engrish Acadamy". The two places I take classes with are both classified for business purposes as "buxibans", but they are run more professionally than one generally , as educational institutions that, while private, are managed by people who actually care about the education they are providing. There really are better places one can work for, it's not all chum.

In short, it's not all bad. People wonder why, after seeking out all of this training and development and being easily qualified to teach in a more formal setting, why I am still teaching for hourly pay. I am not entirely in the cram school system as I take classes where I please and have my own private students, but the structure of what I do isn't all that different.

I do it because of the freedom to teach how I like, the freedom from tests and administrative work, the freedom from limits on my time off, and freedom from a school bureaucracy telling me how to do things.

Perhaps someday I'll move on and work for a university or international school (I can't imagine working with learners younger than high-school age) or more formal educational institution, but if/when I do, along with the advantages (paid summers off! A more 'prestige' job description! Perhaps time to research and publish!), I'll also be acutely aware of what I'm losing.

The Delta vs. Masters Throwdown

I've only been at Exeter for a few weeks and haven't started the assignment writing part of my course yet, so I may come back and edit this at some point in the future. However, I do feel qualified to comment on what it's like doing a modular Cambridge Delta compared to doing a Master's degree in TESOL.

In the introductory section on the first day of my MEd program, I walked into the classroom remembering this completely preposterous exchange on Facebook: the admin of a CELTA-specific group grew inexplicably angry when I ventured that a Delta was likely just as challenging as a Master's, and a Delta holder will have learned just as much as a Master's graduate (although they may have learned some different things, and certainly in different ways).

"A Master's is a one-year or several-year high-level program. A Delta can be completed in 12 weeks. There is no way a Delta can compare to a Master's," the admin insisted.

Although I had not yet started a Master's then, I was basing this suggestion on anecdotes from friends and colleagues who have done both, many if not all of whom feel Delta was actually harder. I was also considering the Ofqual rankings, which award Delta the same level (7) as a Master's. Surely they wouldn't do so for no reason. I was also considering my Delta experience, which consisted of deep and intensive exposure to the academic and practical corpus of research into teaching and learning English, from the fairly unacademic, somewhat beginner 'How to...' series all the way up to dense analyses in Applied Linguistics. Most of our work was self-directed, with the expectation that we would, after Module 1, create thoughtful and worthwhile output rather than a regurgitation of our reading.

For this insolence, I was banned from the group, but whatever. I was mostly amused by the other person's complete certainty that the Delta was the cakewalk and the Master's was the rigorous training program. I am not certain the holder of this deep and anger-inducing opinion held either degree.

That's a part of why I'm writing this - there are a lot of opinions out there, mostly by people who have taken one course or the other (but not both), or who have done neither. I'm not sure I'm better qualified than those people quite yet, but I have some experience and an 'Edit' button for future thoughts, so I figure it's worth having a go. Don't take this as my final opinion on the matter: my thoughts on this are very much a work in progress.

I also want to take some time to discuss which one is the better choice if you want to teach English in Taiwan.

The short version of my opinion is that, in fact, those who compare the Delta unfavorably to a Master's: my original supposition that they are roughly equal in difficulty and content learned seems to be holding up. The Master's program feels easier now, but I suspect that will change. What will certainly remain constant is that the way of transmitting knowledge and its intended application is very different indeed between the two types of program.

The Delta is hard. It took me three years; it's not at all true that "it can be completed in just 12 weeks". First of all, for those who do take that option, that 12 weeks is more intensive than anything you'll encounter on a Master's with the possible exception of the final stretch of thesis writing. Spread out to create a workload more similar to that of a Master's - say, completing the modular courses in quick succession rather than taking one per year as I did - a Delta will take at least a year, and likely more given the breaks between when the modules are offered. If you take Module One in September and finish in December, the next module is likely to be starting in March of the next year, finishing in June. You may have to wait until September again to take the third one, finishing again in September. Your workload will be similar during those times as that of a Master's.

That sounds an awful lot like the amount of time it takes to complete a Master's in the UK (generally one year), and nearing the amount of time it takes to complete one in the US. There is no basis for dismissing Delta on those grounds. In fact, if you contrast that to my current program, it will take me three years (exactly the amount of time it took to do a Delta), with a much more spread-out workload and likely less crying into a pillow overall (though ask me about that again in 2019).

Even if one does take the 12-week course, you are not done in 12 weeks. In that time, you crash-study for the Module 1 exam, which you generally take when the intensive program ends. Your Module 2 is complete. You receive a crash course in how to do Module 3, but you don't actually do it: that is completed after the intensive course ends and can take up to another full semester. Two semesters' worth of work, one of which is highly intensive? Again, that sounds similar to a Master's program.

As for the content, so far it's much the same. If anything, I feel sympathy for my non-Delta-holding classmates who are currently taking Language Awareness. I remember having to learn that, and what I learned is not that different from what's being taught in the core module, although I tended to focus more on pure mechanics (e.g. the actual phonology system of English including use of the phonemic chart, manner of articulation and the like rather than ideas of what phonology is and how one might teach it). The basics of testing, approaches to teaching and issues in teaching  are also much the same, and it seems as though principles of teaching and syllabus design will be similar, as well. The same names - Richards, Nunan, Krashen, Thornbury, Kumaravadivelu, Kachru, Vygotsky, Tomlinson to name a few - pop up in both.

So far, I have found the content in both to be of about equivalent difficulty, although I'm interested to see what writing my Master's assignments will be like. I may well change my mind.

That said, the aim and application of the content is radically different. Delta is practical - any theory you learn (and you do learn quite a bit) is meant to bolster your classroom practice more or less immediately. Master's programs vary, but the Exeter MEd TESOL leans more toward the cerebral end - learning theory because it develops your knowledge base as a teacher. That's a compliment: it's exactly what I wanted after the relentless practicality of Delta. Or, as we discussed on the first day, programs like this are a part of teacher development. They are not teacher training. Teacher training is about making teachers more immediately effective in the classroom, whereas teacher development is about cultivating the knowledge that informs what one teaches in the classroom. I've had teacher training - I did a Delta. Although professional development - like learning a language - is never really over, I don't need another program like that. I needed, and found, a program focusing on the theoretical underpinnings of what I did in that program.

A few examples of what I mean when I say Delta was training, whereas the Master's is development:

On Delta, we did have to do background reading but what really mattered was how we executed our ideas in class, or how well we built a syllabus as a result. For Module Two, the written assignments mattered, but what really made or broke a candidate was their assessed teaching. You could know all the theory in the world and it wouldn't matter if enough of your classes sucked (ahem, were deemed substandard in execution), whereas you could pass the written assignment with an imperfect grounding in theory and still do well if your classes were amazing as rated against the course specifications.

On the Master's, there are no practicums. Nobody is going to assess my teaching - I'll mostly be assessed based on my written work. On one hand that's a shame, as I find observation and feedback to be the most efficient route to improved teaching. On the other, I'm relieved because I've been through it already, and what happens in a one-hour class as per Delta specifications cannot fully capture the depth and breadth of what goes on in a real class over time. In either case, having walked over that bed of coals, it will be good to immerse myself more deeply in theory without necessarily having to stop when I reach a point that a grounding in it is sufficient for me to teach a given one-hour class. It's not a benefit that is as immediately apparent, but over time I do feel it will grow to inform my work in valuable ways.

The assessed lessons were far and away the hardest - yet most practical - part of the Delta. There are ways in which I am sure a Master's will be more challenging, however. The closest you get to writing a thesis on Delta is your Module Three assignment. However, the main paper is capped at 4500 words, with everything else going in appendices. Although my final product easily topped 100 pages, the main paper only took up 17 of them. I can't imagine a passing Master's thesis with that ratio.

I also suspect - and I am usually right about these things - that our assignments will be judged to a very high standard. Once my blissful month in England is over and I hit the books in Taipei, I suspect what seems very interesting but basically easy now will become much harder extremely quickly. The British educational system, especially at the Master's level, places a high value on self-directed reading and output. It only makes sense that the input sessions, then, would be the breeziest part of the course, but are not at all indicative of what will be expected of us once we start producing. I have a suspicion that, academically speaking, much more will be expected of our written work in terms of depth and breadth of research covered as well as ideas birthed from that process than Delta ever expected. The trade-off is that we will not be expected to demonstrate our ability to actually write a lesson plan or teach a class (we do, however, have to demonstrate our ability to create materials, conceptualize a teacher development or training course and critique as well as write a test).

That said, I can't deny that these past two weeks have felt more like a lovely vacation with some interesting TESOL classes, in a way that Delta never did. Delta was pure - and purifying - pain. An intensive Delta (or even CELTA) is several weeks of all-day input with further work on the weekends. You don't get a day off, ever. "Intensive" summer input sessions for a Master's are four, maybe five days a week where only occasionally does one have more than three hours' of class to attend, with some reading that is not onerous. Yesterday we went to the seaside town of Beer. Today we'll go to Powderham Castle and have cream tea. It's so very intensive.

I'm still surprised I never descended into functional alcoholism on Delta, whereas here at Exeter, if I drink too much it will be because of all the pub-crawling students in Britain do, not because the course is particularly stressful. We'll see how I feel about that when I actually start writing, however.

I am learning a lot, though. For example, what I had thought the term 'construct validity' meant turns out to be not at all what it means when considered in depth. We'll be going more deeply into the concepts of validity and reliability than I ever had to on Delta. Delta Module One had one section on issues in ELT, whereas this course offers a whole module on it (and the issues - such as culture clash in the classroom, the native speaker myth and others are pertinent and worthwhile). Delta only touched on materials development in that you had to create or adapt materials, with no background reading on how to do so necessary, whereas I'm now taking an entire module on exactly that.

Another benefit of actually studying TESOL at a university is that I am an educator by profession. Training in how to execute my work better is important, but an educator who doesn't herself seek higher education feels like an oxymoron of sorts. It will also loop back to training in that eventually I am likely to find myself teaching EAP classes to non-native-speaking graduate students. How can I claim to be qualified in teaching a graduate student how to absorb content and then write and present it if I have not done a graduate program myself?

It is also important to repeat something I pointed out in my last post: I have learned more from my classmates, most of whom are non-native speakers, and had more productive discussions with them in two weeks than I have in ten years of interacting with mostly average, often unqualified teachers in Taiwan who were mostly hired on the basis of their being native speakers rather than their having any training (or in some cases ability) in teaching. It's cruel but true. If you only focus on the practical, you begin to treat education as a purely practical channel. It then becomes about market forces - students become clients, teachers are hired based on optics more than ability, and the goal is a happy customer, which is not necessarily an educated customer despite education being the ostensible goal. I've heard more justifications for this practical approach than I care to consider, including defenses a lack of qualifications on the part of both teachers and school owners (not principals, not head educators - owners), with little emphasis on what is actually learned if that is not necessary to create happy clients. I appreciate getting away from all that.

Delta never advocated such an approach, but the idea that learning should only ever be immediately practical (being specifically trained for some kind of job, without actually knowing much beyond that in any deeper way) eventually brings one to that logical conclusion.

I'm happy that I did Delta first, though. If I had done the MEd first, I'd be getting a lot of developmental input with not as much guidance as I'd like on how to actually use it. I might have started to question why I was doing it at all. What I needed when I did Delta was exactly what it provided: practical and efficient training to be better in the classroom. Having that, it's time to dive deeper - something Delta doesn't offer. If I'd never done the MEd, I'd be fighting a nagging feeling of hollowness, that there is so much more to how we teach that I never touched upon because it was not immediately necessary, regardless of whether it might be someday.

I have to say I also appreciate the access to academic journals that I get as a real live student, rather than a sort of in-limbo person in training. Delta was difficult, in part, because I needed academic references but didn't always have access to them. The Distance Delta attempts to remedy that, but ultimately the online library is insufficient.

A final note on Master's programs that is worth mentioning: more than one person I've talked to regarding more than one program has mentioned that many of them are full of a certain cohort. The students are mostly young women and mostly inexperienced - mostly candidates who might struggle doing a Delta, if they are accepted on a module at all. They mostly have to get the basics down of TESOL theory and practice. Yes, they are mostly from China, but that shouldn't be a point against them (I only bring it up because it's a recurring theme in conversations I've had with those familiar with MA TESOL programs in several institutions, including some quite prestigious ones).

This is not at all specific to Exeter - in fact, the person who first mentioned it to me did so in the context of a completely different university - and certainly does not apply to the summer intensive program I am currently doing. That is to say, if that's the common denominator you are teaching to, someone who comes in with a Delta and a wealth of experience might feel that the work is not sufficiently challenging. In fact, the person I talked to told me straight-up that I would be disappointed with the academic rigor such a program and it's a major reason why I applied to this program specifically.

I'll end with a short exploration of which path is right for someone who wants to make their career in Taiwan. I wish I had an easy answer, and could just shout "Master's!" or "Delta!" and have that be it, but as with most worthwhile issues, it's more complicated than that.

If your goal is to simply be an excellent teacher, and you have a good work situation in which teaching well is generously remunerated and which doesn't require a Master's, get a Delta (it should go without saying that I recommend you get a CELTA regardless). The Delta is training, and you will be well-trained. You'll have exactly the amount of theory you need to do your job effectively, but not much more. Get a Delta if you want to go into teacher training as well, if you don't have a teaching license of PGCE - you can train teachers without one, but you are not likely to be a great trainer.

Keep in mind, though, that the Delta is not recognized by the Taiwanese government because they have some who-knows-what-dunce in charge of foreign language education policy. You get Delta to better yourself, and it's a good filter for separating good employers from bad when interviewing (pro tip: a good employer will recognize the value of a Delta and reward you accordingly. A bad one will not know or care what a Delta is and why it matters - if you have a Delta, don't ever take a job with a school that doesn't care about it unless you're desperate).

If, however, your goal is to explore employment opportunities outside of the deeply exploitative cram school industry (although good cram schools do exist - I teach classes through two of them), get the Master's. That is your entree into university teaching, may help you get into international school work and should be sufficient for public school teaching if you have permanent residency or a marriage visa (for everyone else, a teaching license is specifically required). A Master's degree is recognized, and therefore matters more for this type of advancement. If you do, though, I'd recommend getting a CELTA or Trinity TESOL certification as well, simply for the practical component. I know Master's degree holders who have done that and said it was worthwhile, as their graduate programs never actually taught them how to teach in the way that a series of practicums with targeted input sessions can.

If you've had good training, with a solid teacher trainer who took the time to observe you and help you grow as a teacher as you gained experience, get the Master's. Do this especially if you are interested in the theories and ideas that inform your beliefs and priciples as a teacher.

Do not, however, mistake being trained in one school's specific - and potentially not-research based - 'house curriculum style' for actual training. If you have unbiased, outside feedback saying that you are already effective in the classroom - perhaps you have a CELTA or equivalent and did a lot with it, or received good but informal training - get the Master's.

If you think you might leave Taiwan someday, and you want to teach but are worried about how to get a good job doing it in another country, get the Master's, or a teaching license if you want to work with children. It's an unfair but true fact that outside of Europe - if you can get a teaching job there, which as an American is nearly impossible - and possibly the Middle East, the Delta just won't be widely recognized enough to help you.

If that's never happened and you'd be going from "online TEFL certification and being thrown in a classroom without guidance" to "Master's student", get the Delta (or at least get it first).

If you think you'd like to do both, get the Delta first. It will not only give you the practical framework  that helps make sense of the theory in real contexts, but many programs will give you credit for it which will reduce your overall workload and fees on the Master's.

If you need something you can start from Taiwan, and want to start as soon as possible, get the Delta. You might have trouble finding a Module Two tutor, but everything else can be done with minimal problems from Taiwan. That's not true for a Master's. Although some Taiwanese universities do offer graduate programs in TESOL, I am not convinced of the quality or international portability of any of them. It is similarly hard to put together the time and money to do a full-time program abroad and then come back, but options like the program I'm currently at at Exeter are available. 

If you not only want to expand your career horizons but dive into both training-by-fire and deep theory, get both.

After all, nobody except the twin devils of money or time ever said you had to choose.

My real beef with the new labor laws

I've been thinking a lot these days about what it is I don't like about the new labor regulations in Taiwan. I'm not sure why - they don't actually impact me as I don't have a single full-time job: I've been freelance since I got my APRC. Being generally interested in labor issues, however, might be a part of it. As is the fact that the new laws do impact many of my friends.

The most common complaints I hear from sources I care about are that work they want is being taken away from them, and that flexibility they want is being taken away (companies whining that now they have to compensate their employees more generously for the extremely long work hours expected of them do not draw my sympathy, I quite literally DGAF. You've been paying your people too little for crazy hours for awhile now, Taiwanese employers. Suck it.)

I'm not sure at all that these are the root problems that are causing me to view the new law with so much cynicism, though. That said, they're worth exploring.

I have a friend who poured a lot of passion and effort into a particular class, notably in developing a syllabus for that class within a larger curriculum. She had it taken away, because it was (apparently) the only way for her employer to ensure she did not work overtime that she'd have to be paid extra for (because goodness gracious, they couldn't just pay a valuable teacher more, could they? Oh no!). She genuinely wanted that work, and it was snatched from her. I have another friend who didn't necessarily want to work 6 days a week, but appreciated the financial boost she got from the longer hours. That was taken away, because the thought of just paying her more was apparently unconscionable? Or something? I have students who have subordinates who used to arrange their work schedules to work 6-day weeks for much of the month, but then take at least one extended weekend in that month so the hours worked out over a longer period, and they got a longer rest. That is no longer permissible under the new law. I'm not sure why not, but my students assure me it is not. I am not an expert.

I'm sympathetic to all of these complaints - especially the last one - but it seems increasingly obvious to me that they're symptoms of deeper problems the new labor law ignores rather than the root problems themselves.

What's being ignored here, and what the new law does nothing to fix, is the power imbalance between employer and employee. The "Boss Class" doesn't like the new law for obvious reasons: it's not so easy to squeeze their peons for more work for as little compensation as they can get away with giving. Good. But why don't labor activists like it? Because it does nothing to improve employee bargaining power or choice. It does nothing to address the basic truth of modern capitalism: the employee always, always - even in a labor-scarce market - has less power than a company. I could go into why I feel this is, but suffice it to say that labor does not gain sufficient power vis-a-vis employers in a world where shortages do not appear to be creating better remuneration and working conditions for teachers, or one in which jobs are not so interchangeable, and there might not be a similarly good job to jump to if the one you have (or the other one on offer) doesn't offer enough incentives to get you in the door, not because there is a job scarcity but because what you'd be doing would be somewhat unique. I mean, I'm a teacher, just ask me how teacher shortages in the US haven't led to better working conditions for American teachers. Even when the market favored labor in the years before the 2008 crash, lots of job openings didn't mean lots of offers in a world where one job opening would attract hundreds of applicants simply because the Internet made it easier to advertise jobs on massive websites and for applicants to send out heaps of resumes. A person can't necessarily live without a job, but a company can live with a position unfilled, and can get by with less-than-ideal employees until they find the right person, because the company will almost by definition have more resources than an individual.

As a result, I can't even think of a time in my adult life when the market has truly helped working conditions and pay improve. I'm not young anymore, that's actually quite a long time to see - in my observation at least, I don't claim to be an economist - essentially no progress.

In a better system, employer and employee would be on more even footing to negotiate not only pay and benefits, but preferred working hours and conditions. The employer could lay out their needs, and the employee could lay out what they hope to achieve, or get, out of the job. Employees who want to work longer hours and make more money could choose to do so, and those who wanted to work less, or be more flexible, but also potentially earn less, could choose that, too. Solutions might not be perfect, but they'd be workable for all involved because everyone was on a somewhat level playing field (and of course this is most obviously true in positions with hourly pay or clear paid overtime) when negotiating the terms of work. Of course, that's not how it works: your employer tells you if you're going to be working more or less, and how much money you want vis-a-vis free time is not considered. Often, keeping the laws relaxed so working hours can be quite variable don't necessarily lead to the employee getting more say - for every person who chooses longer hours, there are a few who are forced to work them. For every employee who chooses fewer, there are a few who are put on reduced schedules (but still told to be available for hours they will never work, so they can't even seek other employment) because that benefits the company.

So what you have are new laws that still allow the employer, without your input, to decide how much you work - those who want to work more can't if the company doesn't want to pay them the new overtime amounts, and those who want to work less might still be called in when they'd rather be off, or not get to choose when they are off. My friend who had a class she wanted taken from her was not given a choice to keep that class and lose another one. My friend who appreciates the money but not necessarily the exhaustion of a 6-day week wasn't given a choice as to whether she worked one or not - not before when she had to work 6 days, and not after when that was reduced to 5. In both cases her preference mattered little, and with any new job it would be the same. My students' subordinates were not given the choice to have a flexible schedule (it's mere circumstance that my particular students happen to be flexible and generous with their employees; not all employers are.)

It also does little to change the problem of every job essentially being a terrible deal - low pay, long hours, little in the way of additional benefits - in a world where you can't just not choose any job, you likely need to pick one. I have a student with this issue: she doesn't like her job, nor does she like any of the jobs on offer. But she has to take one, she can't just be unemployed. It's not possible to insist you deserve more than $22,000NT per month  (which I think everyone does - you can't live independently on $22k. It does not cover basic cost of living and therefore is inadequate) when there are no jobs offering more. English teachers can't insist on a job where they get paid Lunar New Year (which we ought to get under the law, but don't) if no job offers paid Lunar New Year (you might get compensation after you leave, if you complain, but that means little if what you actually want is a paid holiday without having to quit and threaten to call the government to eventually get that money). You can't change much where you actually work if speaking up means you could get "laid off", and the next job won't be any better.

The new laws really don't do anything to address that basic problem. I'm not sure what could, frankly, in a world where the company will always be bigger, and have more money and resources, than an employee or job seeker, no matter how "good" the market supposedly is.

Welcome To The Machine: Teaching Business English When You're Not A Fan Of Business

A few weeks ago, a friend came over. I was helping him out with something, we had a few beers, and at some point I offhandedly mentioned that the reason I never sat for the foreign service exam was because, over the course of my senior year, I came to realize that I didn't want to work for the State Department (perhaps my crippling fear of failure at the time also had something to do with it; fortunately, I handle that better now. In any case I did not include that part).

"US foreign policy - it's awful," I said. "It was awful then and it's awful now. I don't respect many of the foreign policy decisions America has made, and, y'know, I can't work for someone I don't respect."

I like to think that particular ideal has carried over into the later trajectory of my career. Not that I have never worked for anyone I didn't respect - we all have - but once I no longer needed to do so out of economic necessity, I moved on.

Eventually I ended up teaching Business English as one of my many various jobs, gigs and projects. For a time it was my full-time job. For awhile I worked for someone I not only did not respect, but actively disliked (that has changed). Yes, I considered the usual questions of a possibly overly moralistic English teacher: most notably, as someone who has grown progressively more socialist and anti-establishment was it not a bit hypocritical to be teaching, well, Business English? To be taking money from companies whose practices I did not always (or even usually) support, many of whom I had straight-up ethical concerns about - think oil companies, Big Pharma, some banks and finance companies - ostensibly to help them, but also to make money myself?

These questions had crossed my mind before, but I had never lingered on them that long before: I squared my job with my beliefs by repeating what another friend had said once: nobody can be perfectly morally consistent. It's impossible. In any case, as much as I might not want to be, I'm a part of the system and adult enough to own that. There is value in this: if you reject the system, you also give up your voice within it. For a time I didn’t think much about it, especially after I moved toward freelance work and took classes with a far better employer.

Then, I came across this article and found myself renewing that line of questioning.

The post itself is not particularly well-written, and I feel it delves too much into the academic end of the issue without much real-world meat. Yet, it resurrected some important questions for me, as someone who makes money providing services to companies whose practices I do not always support, who are the main beneficiaries and perpetrators of a system I find deeply troubling and am more likely to want to smash than buy into (but not like "watch the world burn" smash, more like "this is crap, let's fix it at a deep structural level even if it means smacking the rich and powerful until they are less of both, and even if it means fighting and conflict" smash).

Had I, without thinking, dug myself into a field where I'm doing work for companies I don't necessarily respect?

But, having that topic run again through my insomniac brain that will not shut up, I do have some thoughts on the matter.

You may hate an economic system, or be cynical of an industry, but you are in that system – own it

Seriously, it’s important to have a clear idea of yourself and where you fit in to the system. Nobody – no student, no trainee, no normal person – wants to talk about issues of any complexity with the living embodiment of “I Threw It On The Ground”. You are a part of the system. You’ll remain that way as long as you need to make money, and if you already have money, you got that money because either you or someone close to you is or was a part of the system. You might be able to distance yourself from it to some extent – for example, not having a real boss or a single employer frees me from a lot of the less savory parts of being someone’s employee – but it’s always there, and you are not a paragon of ethical purity. Neither am I, I mean, I’m typing this on a Macbook wearing a t-shirt I bought at Target.

Pop that ego balloon – you have to make money somehow, because you live in a society where it is exchanged for goods and services. I too would like to seize the means of production, Comrade, but in the meantime I need Internet and whiskey and things like that (actually, I want to keep those things and am not as interested in a Marxist commune as I may appear to be. I want to keep my Macbook but change the unethical ways in which it is produced and sold.)

So, if you make money by providing a useful service to a company, well, you’d be making that money some other way anyhow, and there aren’t many pure-of-soul ways to make money – and insisting on finding one is another expression of privilege. I don’t know about you but I like food, shelter and security, so...

Your work in corporate offices around the world is, weirdly enough, actually helping to right some wrongs

No, really! Half the damn problem is that the proverbial 1% is screwing it up for the rest of us, and that is not only on a personal or corporate level, but also on a national level. As long as wealthy countries care more about increasing their own wealth than increasing global wealth, anything you do to help citizens of a less wealthy or non-Western country do better is going to help fix the imbalance to some tiny degree.

Every non-native English speaking manager whose English gets better, netting them a promotion that might have otherwise gone to a Western expat, every academic or industry expert whose work you help polish who then goes to international conferences and addresses important issues, every doctor whose presentation and writing skills you help improve who then goes on to publish important research and be a voice in their field, every student you help to better understand IELTS and therefore – hopefully – get a better score who then goes on to get a good education, international experience and perhaps someday become a thought leader, every office worker who does a bit better and brings a bit more of that We Are All In The System money home to her family and country is a grain of sand on the scale, tipping it a little bit more towards a more global idea of fairness.

Every last one of them likely comes from a country less wealthy than a Western native English speaker does, and was born without the systematic advantage of being a native speaker. By living abroad and helping them with that, as much as they may seem like rich folks who don’t need your help, you are doing a net good on a global scale.

And yes, I want to seize the means of production and create a lovely Marxist utopia too, but for right now this is what we have, and it’s unfair to a lot of people. The best thing you can be doing, rather than ragging on about burning down the whole system (not gonna happen, and even if it did would hurt a lot more vulnerable people than privileged ones) is to help those that do not have a privileged place in the system do better.

This is especially important in a Taiwanese context. Taiwan is a developed country, but it is not a particularly well-known one. Even Taiwanese often fall into the trap of thinking Taiwan is insignificant and small (one of the US’s top trading partners with a population similar to that of Australia and people think they are tiny? Come on). It is easy to lump it in with China, if one even remembers it exists at all. Every little thing you do – even if you are teaching the upper class of society – to help raise Taiwan’s image by helping Taiwanese communicate better in English on an international level is a good thing.

You may not be a fan of corporatism, but you can always find something to be interested in regarding your trainees’ specific jobs

I had mentioned to that same friend referenced in the beginning of this article, in a different conversation, that in fact I did not always care very much about, say, some company’s sales increasing or business presentations on increased efficiency, productivity or profit. “Sales went up!” – okay, so what? I’m not a fan of capitalism so I’m not always sure that’s a good thing.

It’s not that I think these things are worthless – clearly, they aren’t – but that I just don’t personally care about them very much. Nobody has time to care about every worthwhile thing, and I choose to expend my energy on social and political issues, trusting that businesses can take care of themselves. I am deeply turned off by Business Speak, care little for team building, and am not that interested in ‘corporate culture’, ‘culture shifts’ or whatever hot new business theory is being circulated.

But, honestly, it is rare that I meet a trainee whose particular job I am not interested in. Even when it comes to “Sales went up!”, often the reason for that rise is worth knowing.  For example, knowing that whiskey sales are stable in Taiwan is not earth-shattering information, but knowing that the reason for that is that the Taiwanese are the second-largest whiskey market in the world – and it’s true, Taiwan loves whiskey and you can always get good stuff here – that interests me.

If you listen, you can learn all sorts of fascinating things about how the world works, including in industry (and if you hate that industry, well, to beat your enemy you must know them). I’m not a fan of Big Pharma, but clinical research is actually quite interesting to me. My issue is not the new drugs – in fact I’m a big fan of drugs and not a homoeopath or hippie type of person at all, if I’m in pain please give me lots of drugs – but price-jacking, papering over side effects, making certain drugs unavailable in different parts of the world, letting people die because they can’t afford the price you decided would make you the most money, that sort of thing. I am not into finance or investment, but I actually am quite interested in learning what goes into someone’s proposals for what funds to invest in and how global economics and international organizations play into that. I’ve learned why it matters that MSCI won’t  - and hasn’t as far as I know, unless my knowledge is out of date – change Taiwan’s classification from an emerging to a developed market. I don’t care much about technical specs, but I do care how they will affect technology in the months and years to come.

So perhaps I can hate the system, but be interested in the minutiae of my trainees’ jobs. It matters to them, it can be quite interesting, and it is important when helping them improve their skills. So, it matters to me. 

Most people are decent, no matter their industry

This has probably been my top life-saver when I start to feel icky about the whole Welcome To The Machine thing. The actual people you are teaching, however unsavory the system you are teaching them in may be, are almost certainly good people. They have families, they have jobs that they need because they too like whiskey and Internet and clothes and food and shelter. They are likely aware of the issues in their industry, but like you and everyone else, are aware it is not possible to be perfectly ethically consistent.

They likely just want a better life for themselves and their families, want to do well in their career and have all the things most of us want. As problematic as the industry and whole system may be, they are not the cause of it. They just want better English so they can do better in life. Perhaps they work for an international bank that's just made the news (and they are probably cringing about it, too, but just not while you're around), an oil company, a pharmaceutical company currently getting bad press, a major manufacturer known for polluting or worker exploitation. Okay - but your actual trainees are not the problem. They're not the reason why these things are happening, and to whatever extent they are aware of these issues (and they probably are), they are likely also aghast.

If you boil it down to working with people, and helping those people do better in life, rather than working for an industry you don’t care for in a system you relentlessly criticize, it’s really not so bad.

It is okay, at times, to talk about these issues

It may not always be appropriate but it may happen that industry issues that cast the sector in a light that may not be perfectly flattering come up in conversation. This is not always a bad thing, though I find it best to not allow the chance for it until you know your class well and they know and trust you. It gives everyone a chance to discuss these issues which is a form of business-related English training, perhaps gives you a chance to learn something from your class, and gives the trainees the chance to, if they are up to it, engage with problems facing their field that they may not have confronted in any language. If it happens, it can be a powerful tool to be something of an activist in class – without being an opinionated know-it-all, of course – by fostering conversations that can have real, if tiny, impact. That might be quite important to someone who wonders about the ethics of their place in the system – to be a small force for change within it.

And, honestly, a strong, open dialogue can beget real change, even if it is at a person-to-person level. If such a discussion does happen, and it’s important to be open to perspectives you don’t agree with (or at least to accept rather than attack them), never make it personal to a trainee or a company, take a nuanced view and not beat people over the head with your opinion – all very obvious things, but all worth saying.

In fact, I think I’ll devote an entire post to that some time in the future...

Why I Freelance

This post is as much for the ELT people as for the Taiwan folks (I'm betting the Taiwan readers, especially the other English teachers, will not need a lengthy blog post about this topic - they'll know immediately where I'm coming from).

I've been asked a few times why I freelance, when ostensibly I am a supporter of labor - not just that, but organized labor, labor that treats its own capital (that is, the work it can provide) the way corporations treat theirs - in an organized way to get the best benefit from it. I strongly support professional development and paid training, paid leave, parental leave benefits, and retirement benefits/pensions for workers as a part of a basic salary package. I also support national health insurance, but don't think that needs to be tied to employment. I am exactly the sort of person who wants the benefits working for an organization - being a formal employee - would bring. I'm the sort who would join a union and be active in it.

While I enjoy the benefits of freelancing - control over my schedule, no real "boss" per se, the confidence that comes with knowing I can create an income on my own without having an organization offer me employee status - I don't automatically gravitate to a lifestyle of billable-hour income and no benefits. A fixed salary and paid leave sure sound nice, especially on an academic calendar.

So why, then, have I chosen not to be employed by anybody? Why don't I pick a full-time job and stick with it? I've said several times on this blog that my two main employers are both pretty good - why not pick one and be their employee, rather than keeping both somewhat at arm's length?

And the reason is simple - my two employers (as in, not private students but organizations that give me group classes) are good, by industry standards. The industry as a whole, however, is not. I won't even qualify that with an "in Taiwan" because it's more of a global problem.

No job exists in Taiwan that is tempting enough for me to want to work it full-time. No job offers adequate pay along with the benefits I'd expect from a full-time employer. Why would I commit myself to one organization full-time when, honestly, here is a list of things I would not receive:

- Paid leave (although this is technically something we are legally entitled to, there is no realistic way to claim it and keep your job) if one is paid an hourly rate

- Additional job security including guaranteed hours

- Any sort of pension or retirement plan or benefit

- Better pay

- In many cases, a salary instead of hourly-rate work

- If salaried, a suitably high salary with reasonable hours. I'm not lazy, I work hard, but I want good money for that sort of commitment, and no amount of money will make me agree to work over 40 hours a week (and no salary I've seen on offer for English teachers adequately compensates 40 hours' worth of work)

- Paid professional development

So what is the benefit to becoming a full-time employee if it means committing myself, and getting nothing in return that I don't already give myself by freelancing?

What this boils down to is a problem of jobs not being good enough, which is an industry problem. I rather like both of my employers - they're the best I've found in the industry, to be frank. I have no complaint with them. They are generally staffed by good people. But, the story is the same: hourly pay, no paid vacation (which, again, is technically illegal in Taiwan but try getting them to give it to you and also keep your job, or good relations at your job), no guarantee of hours, no extra security or other benefits. Perhaps slight preference in hours offered, that's it. The salaried jobs that exist are for desk work, which I got into teaching partly to avoid. These are probably among the best jobs available in Taiwan, but what they offer still doesn't beat freelancing.

Pretty often, I hear "if people are taking the jobs, then that's all the employers need to offer" - okay, so what happens when experienced, qualified teachers stop taking the jobs, because they're unsatisfactory, and go it on their own? At that point, does it become clear that if you can't attract talent, the jobs on offer aren't good enough?

Yes, university work exists (one reason I'm planning to do a Master's program is to explore this option, potentially) but the salaries aren't high for what ends up being a very high workload and poorly-organized classes - e.g. "speaking and conversation" classes with 65 students, which of course is a non-starter. You tend not to get benefits you'd otherwise associate with them, such as good paid CPD or a research budget.

Public school work exists, but is not a great option for those of us who want to teach adults. The pay isn't that high in those jobs, either (it is much higher in international schools but that's not helpful if one wants to focus on adults). There are some salaried government teaching jobs, but salaries for them are subject to the whims of the Ministry of Education (which at one point revised salaries down when they needed to go up) and have their own drawbacks.

None of these options are better than freelancing, either.

And doesn't it say that something is wrong with the job market when taking work with a few people and building up private classes is a better option as an experienced, trained educator than taking a traditional job, however much you might want one?

In theory, this post is about teaching in Taiwan, but I feel like it could be about almost anywhere. In what country do (trained, professional) private language academy teachers earn very good wages (commensurate with their professional status), get paid CPD and job security - guaranteed pay or hours or other benefits? In what country are university ESL/EAP teachers not only well-paid but also have other professional opportunities and room for growth? Outside of Asia pay seems to be ridiculously low, and within Asia no country pays its truly professional English language educators well in the private sector. In universities, pay in Korea and Japan is better, but there doesn't seem to be much room for growth - you get the job you get and you may never be promoted the way a local teacher might.

Is anywhere better? Or am I going to be a freelancer forever?

A sunflower by another name doesn't get any attention...yet

If you read New Bloom, and I hope you do, you might be one of the only people in Taiwan who knew about the workers' hunger strike in front of the Legislative Yuan these past two days. The workers held the strike to protest the DPP government's intent to cut the number of public holidays from 19 to 12 and, for all intents and purposes, legislate away the 2-day weekend that Taiwanese workers fought hard for not that long ago. 

Considering that the DPP rose to power in part on a promise to be more considerate of labor interests rather than blindly sucking corporate dick like the KMT (is it too early to say I miss the unholy triad of gangsters, property developers/big business and politicians that defined pretty much every stretch of KMT rule the country has known? Do the DPP have their own gangster-businessman handjobs to give?), this is basically a slap in the face of workers. I cannot imagine the DPP will be treated kindly at the polls if this legislation passes as-is. It also has me taking seriously the idea that the DPP is a far more conservative government than we'd thought they'd be, mirroring the KMT in ways that society never wanted them to.

What's more, despite the NPP vowing to fight for labor rights, they didn't seem to take much of an interest in the hunger strike either. I have my own issues with the NPP not caring about all labor in Taiwan (they certainly don't care about foreign labor, and no I will not shut up about it as that affects people I know directly and keeps me from fully supporting the NPP), and this is additionally worrying. What are they fighting for if not this?

Well, anyway, the strike ended with nothing achieved. While some labor protests gain social support (see the China Airlines strike just recently), this one lay flaccid and ignored. As New Bloom noted, activists largely did not seem to notice, and those who did seemed supportive but didn't necessarily show up in big enough numbers.

My theory as to why: China Airlines' staff striking meant major inconvenience for travelers and business alike (and not just the airlines' own business). They not only blocked up Nanjing Road, but managed to shut down a fair amount of air traffic. Of course that was going to be more electrifying. Sitting outside the Legislative Yuan, where you affect precisely no one who isn't used to this sort of thing, is simply not going to be as effective. Smarter would be to organize and threaten nationwide strikes on the holidays this new legislation would cut were it to go into effect.

But here's the thing: the government still ignores this at its own peril. The students and associated supporting activists do too. Also, the media. And possibly you.

If you don't remember how the Sunflower movement gained momentum, go ahead and read J. Michael Cole's Black Island: from the Next Media acquisition to anti-nuclear protests to Yuanli to Dapu to Huaguang to Losheng to the Wang residence, the Sunflowers didn't just appear on the scene, suddenly inspired as they never had been before to shut down the legislature. (Note: a lot of what I'm going to say about them is partly from my own experience and partly from re-reading about that time in recent Taiwanese history through that book. Credit where credit is due).

They fought many small, often unnoticed battles and usually lost. The Dapu homes are gone. Huaguang is gone. People didn't pay attention to them as the DPP held opposition rallies that attracted lots of people and achieved nothing, and then one day the momentum everyone had been ignoring on the sidelines (or calling "naive" and "irrational" though it was anything but) exploded in a wildly successful social movement that has quite possibly changed the future of the country.

Side note: notice how I call Taiwan a "country" and aggressively do not call it an "island" although it is one. "Island" is very common in English-language media reporting on Taiwan, but it's a cop-out, a way of being technically correct without having any nuts whatsoever. Taiwan is a country. CALL IT ONE, for chrissakes. Or are my nuts bigger than yours?

This image is "extra large", LIKE MY NUTS.
Anyway, image stolen (sorry, but my nuts need to be seen) from here
Also, I do not recommend you Google "my nuts" to find this image. 

Anyway, those who were surprised were not paying attention. That's on them.

As I see it, it's starting again, but this time with workers. They might lose this fight, and the next one, and the one after that. Their hunger strikes may go unremarked-upon, and the parties that came to power promising to work with them may betray them. But, like the students, they have all of the markers of becoming the next thing that shakes the country.

First, they are right. No question. Fuck the Man. Seize the means of production. All that great stuff. Taiwanese workers are overworked and they are underpaid, and business assholes have been exploiting them for far too long. This has to change.

They are not afraid to strike, and have been inspired recently by the China Airlines strike and the successes it brought. Hopefully, they'll learn from that and conduct more successful strikes in the future.

Worker strikes, if done well, have the potential to really inconvenience a lot of people - rather like occupying the Legislative Yuan but being so peaceful and reasonable that the police don't dare to use force (which they shouldn't). Remember, you need workers to do things. All things. Like literally all of the things. If you like things getting done, you need workers. If workers refuse to work on a large scale, or in very targeted ways at very targeted times, that is going to suck for everyone. This is a good thing. It's actually an advantage the students did not have.

Though this particular protest went unnoticed, like the early student activist protests that predated the Sunflowers, there is a lot of potential there for broad public support, especially against the well-defined demon of Business Assholes. It's true that they have a lot of Business Asshole enemies and some Stockholm Syndrome types (I wonder if my good buddy who is heretofore banned from commenting will pop up and be one of these! You won't see his comments because I won't publish them, but hey buddy! Stay angry. It's fun. Never change) will complain about the inconvenience rather than consider the reasons for such drastic action, but that we know who the enemy is and most Taiwanese suffer under the current worker-business status quo means the potential is there to get the country mobilized behind them (and vote for...who? I don't know. When the KMT and DPP both fail you and the NPP is not doing as well as you'd like, who do you vote for?).

This looks like it's going to be one of those long fights - Business Assholes don't give up easily. What this means is lots and lots of protests that end up training the workers who want better conditions to engage in civil revolt more effectively, much as the activists who became the Sunflowers learned a lot from the protests that helped the movement coalesce. You are going to see workers going after what they want far more effectively - I'd put money on it. If I had a lot of money, which I don't, because teaching English at a professional level in Taiwan does not pay well.  (Again a note: that's not a complaint about my various current employers. It's a complaint about the state of ESL education in Taiwan and the world in general).

Regarding that last point, the workers also have the benefit of coalescing, clarifying their message and engaging in more effective civil disobedience while the rest of the country is mostly ignoring them. Their mistakes won't be particularly public. I noticed that the student leaders were incredibly well-versed in the history of effective nonviolent civil disobedience. Someone for sure has read up on their King and their Gandhi. I can only hope the workers have leaders who are well-read in the history of labor movements and what has worked.

Finally and perhaps most importantly, they are persistent, because they really believe in what they are fighting for, and the conditions they are fighting against are truly untenable and have been going on for far too long. It is reaching a tipping point. Taiwanese actually drop dead from overwork on a startling basis, and almost everyone - even if they pretend otherwise - know that the work is far too grueling hours-wise and far too low-paid to be something Taiwanese give up and settle for. The idea that this is just going to go away is nonsense. It's not, because there is no option to give up. The consolation prize - a continued shitty work life and not even earning good money for it - is not acceptable. So they are not going to stop pushing.

And when you won't stop pushing because losing is not an option, you tend to break through and succeed, jumping over so many proverbial fences and storming so many proverbial legislatures eventually.

I do hope people start to pay attention. The youth movement needs to pay attention, certainly - even those who are still in school are going to be entering the Taiwanese working world soon. Anyway, they care about the future of the country - so not only will these workers be them soon enough, it would be a very unfortunate thing indeed if they missed where the next big movement was coming from and did not contribute their own experience, followers and support to this very important issue.

Business Assholes need to pay attention because otherwise they are going to be shocked when they wake up one day and find they can't grind Taiwanese down to nubs day after day for circus peanut pay.

Foreigners need to pay attention, because we need to fight for better labor rights, protections and immigration rights too. Foreigners not in Taiwan need to pay attention, because all your semiconductors are belong to us. 

Everyday people need to pay attention, because life is eventually going to start to get difficult for them.

And the media needs to pay attention, or they are going to be as caught off-guard as they were by the Sunflowers. Something tells me that this is exactly what is going to happen, though, because the Taiwanese media.

I don't know what they will be called - which flower or berry or something entirely new - perhaps the White Orchids, because as much as you mistreat an orchid it stubbornly blooms? - but they are coming, and you'd best wake up.

Teaching English in Taiwan isn't "well-paid", even compared to local salaries

I have the feeling this is going to be one of those posts I write once, and then link to from here on out every time the topic comes up in some stupid online debate. But I'm sick of writing it, so I'll write it one last time here and then can copy+paste forevermore.

First, a few things to make clear: yes, I acknowledge that the take-home pay of English teachers is considerably higher than that of many locals when you take hours worked into account, especially at the lower end of the qualifications-and-experience pool.  The same is true if you compare a foreign teacher to a local one, especially a local English teacher - which is, of course, unfair and native-speakerist. I'm not denying that.

Second, I'm coming at this as a professional, so that is of course going to color how I see wages in the TEFL field (I've started refusing to call it an "industry" because it is a field of education. Some private English schools do good work, some are parasites, but I won't descend to the lowest common denominator).

Finally, I realize that these factors are vary widely by country and region. I'm coming at this from the standpoint of a professional who expects a salary floor, a fundamental base idea of what pay should be, no matter where I go - just as any professional would.

And, finally, of course, I do realize we are much better off than your average Southeast Asian worker in Taiwan. That goes without saying, and their fight for a better life should not be ignored, either.

All that aside, English teaching in Taiwan really, truly doesn't pay that well, even compared to local salaries, and I'd like to explore the reasons why:


We don't get the benefits Taiwanese workers (often) do, including labor protections or even employers who follow the law

Here are some things I don't get that most Taiwanese workers do (and I'm a professional, I can only imagine it is worse for others):

- Paid Chinese New Year vacation - which is actually a legal requirement, even for hourly workers, but good freakin' luck getting it. Not even my comparatively good employers offer that.

- An annual bonus that is at or near 1-2 months' salary - I do get a bonus from one of my employers and it's appreciated. Truly. But your average Taiwanese can expect an extra month, or two, of salary. I haven't known many English teachers who got that outside of the universities and perhaps the public schools. 

- Paid leave - I'm willing to make this trade-off because I get more leave than your average worker, but still less than your average public school or university teacher. That said, it would be nice to have leave factored into a salary package.

- A stable income - one thing I do want is a fair salary with acceptable working conditions ("we own you" cannot be a prerequisite for mediocre pay). In Taiwan either you can earn more in take-home pay by the hour but get no benefits, or you can earn a crap salary and be your supervisor's butt monkey. Neither is appealing. I realize Taiwanese also have this problem, but compared to most of our home countries, this is a problem.


Plus two more that I do get, but most English teachers don't:

- Labor insurance - I had to fight for this, but I got it. I have heard varying reports on the legality of schools not offering lao bao, from "that's illegal, they MUST offer it" to "the employee can choose not to enroll but the school cannot refuse to enroll them". Either way, you should be getting lao bao, and you probably aren't. 

- The ability to change fields/industries - if they can get hired, a local can switch to another job in another field. Without 2 years' experience in that field or a Master's, a foreigner can't. Either we teach English until we get permanent residence, or we come in with those credentials already, or we teach whether we want to or not unless a loophole can be found. This doesn't seem directly related to pay, but it is: it's hard to find ways to increase your earnings if you are stuck in a field you may not want to be in, which doesn't actually pay all that well.


For professionals, the comparison is jarring

A lot of people who say "but we are paid so much better" are comparing those 22-year-olds above (and ignoring all the benefits their young Taiwanese counterpart enjoys that they don't). That's fine, if you are also someone who in any other circumstance would be earning an entry-level salary.

I, however, am not comparing myself to a twentysomething local who hasn't risen very high at work yet, because I'm not a twentysomething and I have risen. Looking at what I earn in relation to an entry-level Taiwanese worker is not a valid comparison.

I'm comparing myself to the thirty- and forty-something professionals I know in Taiwan - and I know quite a few as I've taught Business English for many years - and I have to say, my salary does not stack up. They can afford to buy apartments and drive nice cars as well as take good vacations. I could perhaps afford one of those (the car would not be my choice, of course). Right now, because foreigners can't easily get mortgages unless they are married to locals, I choose the nice vacations. But compared to the people I actually spend time with, I am not that well paid and have very little salary security. My engineer, finance/fund manager, sales rep, accountant and doctor friends and students do better than I do - not that I've asked my students their salaries, but because it's not that hard to figure out when they tell me about their lives.

Once you make that comparison, things don't look so great. 


Something like 90% of the teaching jobs in Taiwan are a joke

For someone looking to make real money and live a proper thirtysomething life - and I'm no materialist, I just mean you can eat real food and be confident that you can pay your rent without living in a crap-box - only the thinnest sliver of the TEFL pie in Taiwan is worth looking at. I've unsubscribed from most job boards with Taiwan jobs, not only because I'm not looking but also because, in the years I've been on them, I've seen exactly one job I would apply for. Maybe two or three if I were looking and needed to land something decent. Those are not good odds.

Better jobs do exist, but they don't come along frequently and they tend not to advertise much, because they don't have to. ITI-TAITRA (at least before the Ministry of Education lowered their pay scale), CES Taipei and its sister school UKEAS, LADO Management Consultants, Cambridge Taipei (I have heard), British Council and maybe a few other places (not sure about LTTC, for example - anyone?) pay pretty well, all things considered. Then there are the public school, university and (very good) international school jobs if you are qualified. Every once in awhile a more typical buxiban will pay above the standard rate, but they don't seem - from my outside perspective - like great places to work. My former "management consulting" firm, in scare quotes for a reason, also pays above the standard rate but I would never, ever recommend them to anyone with a shred of sense.

At these better jobs you are more likely to start at around $750-$800/hour (but you'll need the qualifications to get the higher rate) and go up from there - $1000 or even $1500 isn't unheard-of. Salaried positions are all over the place in terms of pay, but $70,000/month with perhaps a housing allowance isn't unheard-of either, though it could be lower.

That is a very, very tiny sliver of the market to choose from.

The rest, honestly? My first impulse was to call them "trash" but I'm sure someone will get mad, and I can see why people wouldn't want their job to be called "trash", but honestly...

Not great.


University pay? Also a joke (depending on the hours you are expected to put in)

Sure, you get an annual bonus and paid vacations, but your average university job seems to pay between NT$50-$70,000/month. That's...not good. Back when it was easy to get such jobs for a few hours a week it was a pretty sweet deal, and I think fair considering how much extra prep work one has to put into a good university course. Now that they pay those rates but expect full-time work, including meetings and all manner of extra work like judging those stupid speech contests, it's just not a great option.


There are no local opportunities for good professional development

Want a CELTA? In Taiwan? You're in luck - you get to pay for airfare, accommodation and food, the course itself and miss out on four weeks of pay because it isn't offered in Taiwan (yet). Lucky ducky you!!!!

You get to pay that yourself, because no school, not even the good ones, will sponsor you. Fun times!! Woo!!

Want a Delta? You can either do the same damn thing but for even more money and time, or you can do it online. Good luck finding a tutor for Module 2. I know like 10 people who could do it. Most are busy and one is leaving the country soon. 

Have fun parting with all of your hard-earned cash and then some!

(It's worth it, but still, have fun paying all that money out of pocket on your joke wages)


So much depends on your skin color

A lot of the estimates of teacher pay in Taiwan are based on the idea of a white native speaker teacher. However, I have friends who are Indian, Black or of Asian heritage who are quite clear that they are consistently offered lower salaries and fewer raises. Many are made to feel lucky to have a job at all, and many get completely inappropriate complaints that clearly stem from racism, which hurts their performance reviews and results in lower pay overall. It is important to take this into account and not just estimate the salary for Jimbo McBlueeyes.


Estimates of pay are all over the place, but I'd gather the lower ones are more accurate

I've heard "NT$65-100,000/month", I've had someone tell me they made about $51,000/month and someone say they had trouble cracking $45,000. The starting pay for 22-year-old Jimbo McBlueeyes is usually NT$600/hour, but I've seen lower. (I make more - a lot more - but I'm the exception. If you are good at what you do and get a Delta you too can fight with me for that tiny little sliver of the market. Fun times for all.)

If you make $600/hour and work 20 hours/week, you'll make about $48,000 before taxes depending on the month - remember how many hours you work in a week may not be up to you, and does not include all of the work you actually do. If you work 25 hours a week you'll make about $60,000 before taxes. Get a tiny raise (I've seen 5 and 10 NT raises! I almost quit over one!), make a tiny bit more. Five years later maybe after 5 10 NT raises you're making $650 - whoopty freakin' doo - and you get $52-65,000 before taxes, unless you get some certifications and go after that thin sliver of job market mentioned above, or get lucky with a better offer (it happens - I know someone at American Eagle who makes $750/hour).

All that is to say, it sure seems to me that for the vast majority of teachers, the lower end of the pay estimates are more accurate and you have to fall into some good luck to earn more. Those estimates are, to be frank, not that great. And remember, once you do hit a more professional level, your Taiwanese counterparts are often now making well over $100,000/month depending on the profession. You go from making more than your local peers to making far less.

I'll finish this section up with an anecdote: when I applied for permanent residence, the immigration officer who looked at my paperwork actually commented that I make very good money, and most foreigners' income tax documents she sees show much lower pay. That could be due to the buxibans cheating, but it's probably also in part due to pay being lower than people would generally like to admit. 


I'm not sure estimates of Taiwanese pay are that accurate either

Everyone says the average wage in Taiwan is around NT$30,000/month, and I do know people who are offered that joke of a salary or less. But, if so many people are making that, and logically speaking so many are then making less, how is it that people can buy apartments and cars, take vacations to Japan etc.? I realize part of it is generational wealth, part of it is being able to save everything if you live with your parents. But some of it, at least some, is almost certainly due to the rampant cheating on taxes that most Taiwanese companies do. If your employer cooks the books, your salary is likely reported as lower than it is - or maybe you have your own thing going and you under-report or don't report certain incomes - which makes the national average seem lower than it is.


Cost of Living, Moving and Traveling

The first one affects Taiwanese too: the cost of living has gone up, but pay hasn't in the last decade. I came here a decade ago (almost exactly). The pay then for English teachers was more or less exactly what it is now, but it does cost more to live (don't believe the government line about inflation being stable or even negative - they lumped in a huge decrease in fuel costs along with rises in everything else and called it even. If you are wondering why the official line is that inflation is not a problem when your rent, food, sundry and transport costs have gone up, that's why).

The second is that, honestly, teaching English here especially in the most common jobs pays better, especially compared to cost of living, than waitressing or what have you back home. Sure. But you are still basically spending thousands of dollars to uproot your life, move to a new place, settle in, get an apartment etc. all for what amounts to a wage that isn't that much higher than if you'd just stayed in your own country with your inexperienced self. People say you can make good money - no, if you do it, you do it because you want to go abroad, not for the money. The money, as I've shown, is not great.

Finally, as much as schools would like to crow that your visits home are not their problem - which is to a certain extent true - it would be smart to ruminate on the fact that if you want foreign English teachers, you've really got to understand that they have ties in their home countries and like any normal human being they want to maintain those ties. It would be wise to factor in the idea that people might want to see their parents every couple of years or be able to be there for grandparents in their old age. For older professionals, being their for your parents' old age is also a key factor. Schools are not obligated to consider this, but if they want to attract more talented people, it would be wise to consider it when putting together their salary offers. Visits home cost money, and if you have good reason to visit home every year or every two years, that can eat a huge chunk out of your savings.

It's yet another iteration of the universal truth that if you pay peanuts, you get monkeys. If you happen to get someone better, they won't stay long because they want more than peanuts. It goes for Taiwanese workers as well as foreign teachers.

Considering these costs in light of what teaching jobs actually pay, from a financial perspective teaching is not actually a great choice. You do it because you want to.

That doesn't mean, however, that you don't deserve to earn a good wage for doing something you want to do.