Teaching Village Rotating Header Image


TEFL teaching — slavery or career path? by Leonie Overbeek


Image courtesy of Stuart Miles / FreeDigitalPhotos.net

In the article ‘The Slavery of Teaching English.’ Sebastian Creswell-Turner wrote that ‘the job is tedious, the salary appalling and the prospects nil.’ The article was written in 2004 and recently published in the Telegraph of the 24th of May 2014. The article is set in Europe, and talks about the ‘hell’ that teachers are put through by the owners of private academies.

After reading it, I commented on Facebook that it made me wonder whether TEFL teaching is a career path or simply a way of avoiding responsibilities. This remark prompted quite a few responses from my friends, some of them, to my surprise (although I should perhaps have expected it) very vehement. They ranged from agreeing with me that for some it was a way to avoid the responsibilities of mortgages and career commitments, while others felt that it is a career path.

My friend Chuck Sandy, for example, felt that TEFL is something that he is responsible for and in, and which he, as he put it ‘fell in love with’. And that anyone could follow his career path if they loved what they are doing. His advice about ‘getting out’ if you hate what you are doing is wise and should be considered by all who feel themselves trapped by economic or other circumstances. Getting out may come at a cost, but not as much as staying unhappy does.

I made my remark, originally, as a result of the article, but also as a result of what I’ve observed during almost eight years of being in South Korea, teaching in a public school, and coming into contact with many others either in public schools or private academies.

I have to say that many of the teachers I came into contact with, especially during the early years in South Korea, were here for the party. In fact, I remember one recruiter in South Africa who showed some slides to prospective teachers of a young man wearing a belt stuffed with the green bottles in which soju (the most popular drink here) is served. And told them how the weekends are a nonstop party. And how much money they’d earn to spend on the party. Oh, and how they’d be able to save enough to return to their home country with a substantial nest egg. But that’s not what got me in the industry.

I came to TEFL teaching rather late in life. My initial entry into the world of TEFL came about after spending almost two months in hospital following a pulmonary embolism (actually, several dozens of clots in both lungs). Survival is generally only 30% of those who get it, so during the time that followed I got to thinking about my life up to that point and what I’d like to do with the rest of it. I was always torn between science and language at school, and up to then science had won, and so I decided to pursue the language side. And here I must admit there was an element of going into TEFL as an escape from the high pressure of responsibility (I was the administrator and buyer for a large department of a university, the chair of one of its managing bodies and sat on the committee that ran the pension fund), because at that time it was being advertised as something you could anywhere in the world, for good money, and while being a tourist in that country.

However, once I started my innate professionalism took over, and I worked hard at the TEFL certificate course I took, so much so that they asked me to teach it following the resignation of their regular lecturer. I made a point of using the resources of the language college so that TEFL trainees taught actual language classes as part of their training, as I felt that this was an essential part of preparing a professional teacher. I had full classes and glowing reports from the employers who took on the graduates I helped train. This happy state of affairs continued for two years, and then a big chain bought the college, and almost immediately we had problems. I could no longer use the practical approach I had developed (they felt that the paying language learners could not be exposed to ‘untrained’ teachers), they had a specific methodology they adhered to that everyone had to use, and the manager with her fancy car and with enough money to buy a house in one the best areas of Cape Town cut teaching hours and compensation with a liberal hand.

Severing ties with them brought me and my daughter to contracts in South Korea at the height of the TEFL boom, with promises that by 2010 (this was in 2007) there would be an English speaker in every English class in the public schools. I started at a middle school and she at an elementary school.

Since then we’ve witnessed the virtual collapse of GEPIK (at one time employing over a thousand teachers just in Gyeonggi-do, now with barely three hundred on the books and news that further cuts are imminent), the shut-down of having any native speaker teachers in high schools, and calls for Korean English teachers to ‘Teach English in English’.

Many foreigners who came as public school teachers then found employment at the hakwons (private cram schools), and for some, the hell-like conditions talked about in the article became reality (among them my daughter). To avoid paying the severance packages written into most contracts, hakwon owners resort to fair means and foul (ask my friend John Wurth for some of his stories of helping people to access legal recourse). At some places teachers are expected to work long hours, not permitted to take a break even for lunch, and live two or three in a studio apartment. They are threatened with being fired if their classes are not ‘fun’ for the students (and my daughter actually was fired for that!).

There are also people who found work at places that supports and nurtures them, such as was the case with my late friend, Peter J Venter, whose employer kept him on the books, helped fund medical costs and remained a firm friend to him during his last year of struggle with cancer.

In the public school system, I have had a wonderful time, being lucky enough to be placed among people who appreciated me and made me feel welcome. I have had opportunities via KOTESOL to grow professionally and personally, and after seven years in the profession, I am very committed to it. However, even I have my frustrations, when I am scolded like a child by someone for correcting a student (not your job, Korean teacher job), or expected to suddenly rehearse endlessly for the ‘open class’, or told that a student who cannot understand anything I say, and cannot answer any questions during an oral exam, has to be given a base grade of 50%.

I do feel we need a way forward. We need to somehow have all TEFL teachers themselves become professionals – in engineering that’s done by writing an exam for the governing body and getting letters to put after your name, in law you pass the bar – and then to be treated as such. The ‘one-year contract’ needs to be revised and people should be offered a choice of length of stay and compensation. I realize that will also mean a revision of visa regulations since most working visas are only for a year, but maybe something like the USA’s green card could be developed?

And articles like the one we are talking about need to be balanced by articles from people like Chuck Sandy, Josette LeBlanc, Malu Sciamarelli, Barbara Hoskins Sakamoto – all talking about how it became their career choice and why.

This is because, sad fact, many of us feel like my friend Mandy Sands who taught in South Korea for many years. A true professional down to the tips of her toes, she recently moved to Hong Kong and is now a TEFL teacher there. In her own words: ’5 years in Korea blessed me in many ways but, sadly, made me so insecure as a teacher. Here in HK, I have had to learn to hide my surprise at trust and respect received, and rediscover that I am actually darn good at my job. I watch my colleagues in wide-eyed shock – they take personal days! last month, for the first time in 6 years, I stayed home for 2 days with flu!! – and no-one treated me as a leper!’

While I think it is true that if you behave with dignity and respect towards your bosses, you get it in return, as a native speaker teacher in the TEFL industry, in many cases, you are the foreigner, the other, the alien, and you are never completely a part of the culture. You always are a little apart, a little bit of an outsider, and in Korea this is perhaps exacerbated by their history of invasion after invasion. But we are none of us asking to be totally integrated, just to be treated with dignity and respect, without having to fight for it. We should be able to do what we love without having to fight the conditions in which we do it.

The Korean culture where the principal is the absolute boss, no questions asked, and no reasoning or debate allowed, places not just the foreigner, but also the Korean staff in a frustrating position. When arbitrary decisions are made and you are treated like a child, and your sense of what to do in a teaching situation is constantly questioned or denigrated, it is difficult to remain positive.

However, you may end up seeing the difference you’ve made to one person, one life, one student, and that’s worth it all. It has been for me.


Leonie OverbeekLeonie Overbeek was born in South Africa when it was still a British Proctorate, saw it become a republic, lived through apartheid and voted to abolish it, saw Mandela freed and democratic elections come to pass. She blames all of this for her passionate defence of human rights, fighting for the underdog and lack of sympathy with plutocrats. She has qualifications from Johannesburg University in Analytical Chemistry and Chemical Engineering, and holds a Masters in Value and Policy Studies from Stellenbosch University. She loves writing, singing and acting, and uses them when teaching. She wants to see reforms in the education system and in teaching, and constantly strives to be the change she wants to see. She can be found on Facebook (Africawhitelion), Linked In and Twitter (@LeonieOverbeek).

What Every Teacher Should Know About St. Patrick (by Patrick Jackson)

Note from Barb: Patrick first wrote this for Teaching Village in 2011, but it’s such a great post for St. Patrick’s Day that I decided it was worth sharing again :)

The real St. Patrick is shrouded in a deep mist (like many of his followers). Legend has it that he brought Christianity to the Emerald Isle while simultaneously banishing snakes.  Both these are clearly true. We still have some Christians and no snakes in Ireland. But what can language teachers learn from this Fifth Century Zero to Hero?


Because We All Love a Good Story (by Kevin Stein)

Some ideas on why and how to use short stories in the language classroom

This morning, while I was greeting students at the front door of my high school, Miki-Chan, a second year student in the International Course, came up to me with a book in hand. She slapped her palm against the cover and said, “This is a horrible story to read in the morning. It says, ‘people were cut up like meat.’” I’m not sure exactly how she wanted me to respond. She was reading a Sherlock Holmes story from a collection in a lower-intermediate level graded reader. We had read the first half in class and students had to finish the story as homework. While I was thinking of an appropriate reply, she huffed off. (more…)

Teaching Songs and Chants in the Classroom (by Marsha Goren)

I am an American who has been teaching English in Israel for 32 years. I have found my work very challenging and rewarding as most children in Israel really strive to know English. I recently retired from the formal school system and am still working in an afternoon school program called “America English School.”

Normally, according to the ministry of education, regular classes start to acquire English as a second language in the fourth grade. However, many schools in Israel allow teachers to begin English in the second and third grade. Teachers usually teach the oral skills through games, drama, songs and visual aids. The written skills are usually taught at a later stage after the reading stages. (more…)

“Excuse me. Could you tell me the way to the post office?” (by Kate Cory-Wright)

Last night, as I browsed through the latest “status updates” from my Facebook friends, I was struck by the fact that over 60% of my friends are non-native speakers of English (NNS). Their mother tongues range from Arabic to Zulu, yet almost all of them regularly communicate with me in English. Additionally, many write blogs in English, attend webinars, use Twitter, run PLNs, and carry out other activities in English.

This set me thinking… How are NNS using English these days? Who are they communicating with? For what purposes? (more…)

Female Pirates Weren’t Sexy (by Lesley Ito)

Wacky facts I’ve Learned from teaching cross-curricular lessons.
Female pirate Anne Bonny

(The information contained in this article was originally presented as a Pecha Kucha at the JALT National Conference in Tokyo, Japan in November 2011.) (more…)

Learning Lessons in Thailand (by Rob Newberry)

I teach in an International School in Bangkok. The “internationality” of the school is an interesting term, as there really are two languages spoken here — English and Thai — and not necessarily in that order.

There used to be signs posted around the school saying, “Proud to be an English-speaking only school,” but when I went to find one today, hoping to include a photo of it in this blog post — I couldn’t find any around anymore. Curious. (more…)

A 1.5 Million Yen Secret (by Steven Herder)

If you read Stories from the Front Lines of EFL, and thought, “I’d really like to be part of this project, but I’m not sure anyone would be interested in my story” then this post is for you.

Answering just a few important questions can give you the confidence to share your thoughts and ideas about teaching. It may take a bit of time, some reading and some effort, but anyone can do it. You can benefit yourself and all of us by taking this step in your own development as a teacher. Everyone has some great successes from the classroom to share, and all of us really do want to learn from you. (more…)

Teaching English at a Japanese Academic High School (by Tomo Wakui)

 My teaching History

Hello. My name is Tomoe Wakui. Please call me Tomo. I am a high school English teacher in Niigata, Japan. I am very happy to have this opportunity to introduce myself here in Teaching Village.

Tomo Wakui 1Let me explain my teaching history briefly. I became an English teacher in 1989. I worked at a Girls High School. Except for only having female students, it was just a normal high school. (more…)

Teaching in a Small Village in Poland (by Anita Kwiatkowska)

anita 4

In September 2003 I got a phone call from my former primary school teacher offering me a part time job in the old primary school I started my education in. I felt extremely excited!

It was my first real job offer and I was supposed to work with teachers who had taught me the alphabet as colleagues! At that time, I was still a student at a university but as I had already completed my pedagogy and methodology courses, I was more than welcome in Szkola Podstawowa in Tuchom, Poland. (more…)