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Native Speaker…ism
A couple of weeks ago, I was at our university’s English lounge when a colleague from a native-speaking country, who was chatting with one of our Korean students, suddenly called my attention. He said he just wanted to confirm that I was from a country where English is not the native language. I responded in the affirmative, and he went on to mention some of my countrymen who are also part of our university’s foreign faculty. He then reiterated to the student that English is only a second language to us Filipinos.
At that moment, I felt uncomfortable. Was this another case of native speakerism? Was this yet another instance where someone implied that the native variety of English is inherently superior, while the English spoken by non-native speakers is somehow lesser? Was he indirectly suggesting that he was a better English teacher than I am, simply because he happens to be a native speaker?
I was tempted to approach the table where they were conversing, but I held my horses. I inhaled, then exhaled—flooding my brain with the oxygen that, according to positive psychology experts, is often lacking in the gray matter between one’s ears when negative emotions, such as anger informed by patriotism, begin to rise. I did it one more time: I inhaled (counting one, two, three, four) and exhaled (counting one, two, three, four) again.
But it wasn’t working. While my arteries were busy transporting oxygen to my skull, the floodgates of my hippocampus seemed to open, reminding me of an unfortunate experience last summer. The Immigration officers had denied my request to teach at an English camp simply because I was not from any of the seven native English-speaking countries. Despite my explaining that I was already teaching English at a university in South Korea—and that my university had authorized me to teach at that camp—they stood firm on their decision. Their reasoning was that only native speakers could teach there. I wanted to ask why Immigration would allow me to teach English at a university but not at a small English camp. It seemed illogical and unreasonable. However, I decided to move on, considering it a learning experience and choosing not to jeopardize my future interactions with the officers I would eventually encounter again for my contract renewal.
I took another deep breath, this time with my eyes closed. In the darkness, I imagined two figures whispering into my ears—one with horns and a pitchfork, urging me to confront my colleague and demand why he needed to stress that English is merely a second language to Filipinos; and the other with beautiful wings and a gleaming sword, gently reminding me that I didn’t know the full context of their conversation and that perhaps he meant no harm.
I suppose I had taken in just enough oxygen for the “Andres Bonifacio” in me to yield to the “Jose Rizal.” I heeded the whisper of the one with the sword.
I slipped on my earphones, shutting myself off from the rest of their conversation. I would rather not have anything more to do with it.
Since then, every time I see that colleague, the memory of that encounter still crosses my mind, but I shrug it off, knowing that one day I’ll forget it altogether.
Then, two days ago, I received a text message while working out at the gym. A reliable source informed me that our university has released the results of this year’s faculty evaluation for foreign faculty members. Three Filipinos landed the top spots—first, second, and third. I recalled that last year (and almost every year I can remember), Filipinos were consistently among the top-performing foreign English teachers at our university.
Now, I’ll leave it to you to draw the moral of this story.
“Please Teach Me English!” (2)
(Second of Three Parts)
I’ve realized that getting into K-pop and K-drama has been beneficial for me. It has provided me with valuable insights into the nature and culture of my Korean students even before I taught my first class in their country. Watching the movie “Please Teach Me English” has also been helpful.
The Young-jus and Jang-hyuks
The students in the movie are not regular enrollees in basic education institutions or universities. They are professionals enrolled in what looks like a hagwon (or it could be an adult education center of a university). In reality, classes in hagwons could be a mixture of students and working people.
Through the characters in the romantic-comedy film, I learned in advance about the different types of Korean students and their reasons for learning the language. The students in the movie had to choose English names, like Candy for Young-ju and Elvis for Jang-hyuk. Other students in Catherine’s class had English names like Betty, Julie, Tyson, and Richard, but their real Korean names were not revealed in the movie. I followed Catherine’s example in my classes. I also had my students adopt English names. Most embraced the idea, but some, like Young-ju, were hesitant. When I asked them to adopt an English name in one of my classes, a student suggested I should also have a Korean name. That student named me Hyeong. When I asked why he chose that name for me, he said the word means “big brother” in English, and that’s how he considered me.
The film emphasizes the reasons why Korean students take English classes. Young-ju was chosen to take the class because the head of the government office where she works made it mandatory. Someone in their office must learn English to effectively deal with foreigners.
Around the time the movie was released, the Korean government began to acknowledge the growing interconnectedness of global economies and cultures. South Koreans are actively engaged in international trade, exporting products as well as pop culture, entertainment, music, TV dramas, and movies. They recognize that success in business and international relations relies on establishing connections with the outside world, which necessitates the ability to communicate in English.
Language experts have identified two types of motivation for learning a language: instrumental and integrative. As contextualized in the movie, instrumental motivation is learning for practical reasons, while integrative motivation is learning to connect with others.
Those who are instrumentally motivated to learn a language, like Young-ju, do so to obtain essential qualifications and to improve career prospects. On the other hand, Jang-hyuk is integratively motivated to learn English. He wants to learn the language because his long-lost English-speaking sister, who cannot speak Korean, is visiting South Korea to meet him and their mother. His intention is to be able to “socialize” with somebody who does not speak his native tongue.
Many of my Korean students, like Young-ju, are instrumentally motivated. They aim to obtain the required scores for their English course or to meet specific academic or job requirements rather than to effectively communicate and engage with people from different cultures who speak a different language.
Like Young-ju, Richard is instrumentally motivated. His new boss is a foreigner who conducts his meetings in English. Thus, he must learn the language, even if it’s difficult given his old age. Julie’s reason is akin to Jang-hyuk’s. She is going to migrate to the US soon. The film does not have enough information to help determine Betty and Tyson’s motivation for taking the language course. But Betty seems to enjoy attending English classes, for where Catherine teaches is already her nineteenth school.
The movie also reveals specific characteristics of Korean learners when it comes to language learning. There was one instance when Julie and Betty disagreed with Catherine’s teaching style. They demanded that their teacher do away with preliminary activities or introductions and focus on the primary language skills they wanted to acquire. It is hard to determine if this indicates their impatience or desire to learn only the primary language skills they signed up for. This incident may be unfortunate, as it goes against a trait Koreans are known for – respect for elders and persons in authority. However, it reminds me of what every teacher must bear in mind – that students have expectations that must be met.
What The Students Expect
Before embarking on my journey as an English teacher in South Korea, I read a lot about the country’s culture and people. As an English teacher who would soon teach Korean students, I felt it incumbent upon me to study their culture because of some cultural nuances that may affect or influence my communication with them.
I have watched several K-dramas such as Jewel in the Palace, Stairway to Heaven, Lovers in Paris, Winter Sonata, and Baker King. These shows have taught me a great deal about the people of South Korea. The movie “Please Teach Me English” also gave me insights into Korean students. Furthermore, our TESOL supervisor shared tips on effectively working with ESL/EFL students.
It’s not enough to be guided by the apparent truth that students want to learn and expect their teachers to guide them in their learning journey. Yes, I had been a teacher in the Philippines for over two decades before I came to South Korea. However, students in those countries are of a different breed of learners.
The information the film provided about the characteristics of Korean learners is obviously not enough. So, as I taught during the first weeks of my classes, I took the opportunity to observe my students and determine their tendencies and habits, strengths, and weaknesses.
Korean students have a strong foundation in grammar. They pay more attention to the discussion of grammar points than other topics. They expect their teachers to give them grammatical rules, structures, and many grammar exercises. They tend to understand what they are being taught when presented to them in structural form. This group of learners pays close attention to details and can quickly determine grammar and spelling mistakes. However, they struggle with spoken fluency. As much as they prioritize grammatical accuracy, their speaking proficiency was paid less attention. This makes them feel less confident (or unconfident) in speaking English. My students are aware of this and want me to help them develop confidence in speaking.
Considering that they are from a technologically advanced country, Korean students are highly skilled in using digital tools and accessing online resources for learning. Being so, they expect their teachers to incorporate technology in the classroom; without it, they tend to lose interest. Therefore, I have had to adapt and stay current with the latest educational technologies. For instance, I have transitioned to using Google Forms for assessments instead of traditional paper-based exams. Additionally, I have set up individual Google folders for each student to submit their assignments and other requirements. My presentations need to be visually stimulating as well.
Many of them are highly motivated to excel in English because, as mentioned earlier, they understand its significance in business and international relations. As a result, they persist in their efforts to learn the language and expect to succeed at any cost. Their desire to learn the language sometimes borders on desperation. This is illustrated in a scene in the movie where Young-ju (and another character on a bus) is seen chewing and swallowing pages of a dictionary. It is hard to determine whether that is just a symbolic illustration of their fervent desire to learn the language or if it happened.
I found out that it is true that Korean students, like the rest of their compatriots, demonstrate politeness and respect. In the movie, it may have seemed that Betty and Julie were not polite when arguing with their English teacher. However, Catherine was at fault for repeatedly committing a faux pas by forgetting to include politeness when she talked to her students in Korean. Yes, Catherine is the teacher, but most of her students are adults, and some are even older than she is. This part of the movie may remind foreign teachers that cultural norms regarding social etiquette and English-speaking cultures’ formality levels are different from theirs. Tyson, the most sensible among Catherine’s students, tried to find a way to point this out to their teacher nicely. He advised Catherine to include honorifics if she insists on using Korean when talking to them.
Catherine followed Tyson’s advice. She started including honorifics whenever she used the Korean language, much to the delight of her students. What she did improved communication between her and the students. Their rapport resulted in Catherine enjoying teaching and the students having fun learning.
Establishing A Good Rapport
The film “Please Teach Me English” underscored the importance of rapport. Establishing a harmonious relationship with students is essential in Korean ESL/EFL classrooms. Creating a good rapport between me and my students is something I learned as a teacher a long time ago. I have also read many studies that found that students tend to perform better academically when their teachers establish a good rapport with them. It is one of the foundations of effective learning in any subject area, including English.
I always prioritize building a positive relationship with my students regardless of where I teach. As a foreigner in South Korea, this can be more challenging, so I make a conscious effort to earn the trust of my Korean students. I take special care in planning the class orientation to establish a strong partnership with my students. It’s not just a simple introduction to the course but a foundation for a constructive relationship.
In addition to introducing myself and going over the course content and requirements, I need to establish a good rapport with my students, clarify any misconceptions about the classroom and the teacher, debunk any myths about ESL/EFL teaching, and deliver an encouraging speech to motivate them for the upcoming semester. Together, these elements constitute the script I use religiously when meeting my classes for the first time in a semester.
During the initial meeting, my goal would be to achieve one of the most challenging educational tasks: to change the students’ perception of the classroom as a prison cell, with them as inmates and the teachers as harsh prison guards. Traditionally, Korean students hold a high level of respect for teachers, often seeing them as authoritative figures in the classroom. While this is good for maintaining order and discipline in the class, it can have adverse effects as it affects the development of critical thinking and creativity. My students are reluctant to ask questions, thinking that doing so is disrespectful. Rarely did they participate in discussions, even if they knew the answer to my questions. They would not volunteer to answer, so I had to call on them.
Students deferring too much to their teachers kills their creativity and makes instruction teacher-centered instead of student-centered, which reduces their engagement and motivation. They become overly dependent on their teachers.
I ensured the students felt comfortable in my presence at our first meeting. I emphasized that I am not a “sage on the stage” but rather a “guide on the side,” always ready to assist them. I encouraged them to ask questions, seek clarification, and actively participate in discussions.
Like Catherine, the teacher in the movie, I consciously try to build a positive connection with my Korean students. The first day of class is the perfect opportunity to establish this connection, especially as an expat teacher working with students for whom English is a second or foreign language. Through my research, I discovered that students’ speaking ability is influenced by their attitude towards foreign English teachers. This reinforced my belief that students are more motivated to learn when they perceive their teachers as approachable, friendly, and caring. It solidified my determination to deliver course content and prioritize building a rapport with my students. Just like a farmer must prepare the soil before planting seeds, I understand that gaining the trust and confidence of my students is crucial. Teaching students without establishing a positive relationship with them is akin to sowing seeds on unprepared soil.
Like Catherine, ESL/EFL teachers need to be adaptable and open-minded. When she followed Tyson’s advice to behave and speak in a way acceptable to Koreans, her students began to enjoy her class and became more engaged and interactive. This illustrates that foreign teachers, like myself, must consider cultural nuances when interacting with Korean students. We must learn quickly and try to understand their specific communication styles and social norms.
The whole semester is a marathon, and I believe that by first winning my students’ hearts, our journey together in language learning will be as enjoyable and productive as possible. Gaining their trust means that half of the battle is already won.
Establishing rapport with my students is more complicated due to our cultural barrier. Before I can start teaching, I need to put in more effort than my local counterparts. The cultural barrier immediately arose when I entered the classroom during our first meeting. This barrier makes the students anxious, as they don’t know what to expect from me as their English teacher from a foreign land. The student’s level of English proficiency could add to their anxiety. The lower their language ability, the more uncomfortable they would feel dealing with me. Therefore, I must set the right tone during my class orientation, ensuring my students feel comfortable and confident when interacting with me. Achieving this depends on how I present myself to them the first time we meet. Thus, I must make a good account of myself.
I always strive to make the first day of class memorable wherever I teach, and that’s no different here in South Korea. But here, I have added a new task to my routine during class orientations – to destroy a fallacy, which I will explain in the next section. The rest of my introduction is the same as usual; I present the course contents and requirements. The only difference is that I incorporate humor into my presentation. Those who know me say I have a strong sense of humor and a knack for making people laugh. I use humor as a tool in my teaching because I know it effectively captures students’ attention and makes the learning experience more enjoyable.
I create a relaxed and enjoyable atmosphere when introducing myself to my students during our first meeting. As I previously mentioned, one of my immediate objectives as a teacher is to help the students not feel that the classroom is a prison cell and I am a jail guard. Thus, I would never miss presenting and explaining my educational philosophy to them – “The classroom is my playground. The students are my playmates, and the subject I teach is our toy.” I know it’s unconventional, but I find it to be practical. My students here in South Korea seem to enjoy this approach to teaching as much as my students in the Philippines do.
My self-introduction would always include telling my students the nickname I adopted to elicit laughter whenever I deliver a talk. It’s Tony-Tony-Bo-Bony- Banana-Fanna-Fo-Fony-Fee-Fi-Mo-Mony-Tony. Yes, that’s taken from the song “Name Game” by Laura Branigan. I say that with the exact tune from the song – twice, sometimes thrice. Some students would smile. A few would laugh. I am not sure if that is because of the way I introduce myself or the way I sing.
It is incredible how when I tell my students my long nickname and jokingly threaten them to memorize it, or they will fail in my subject, they try very hard to repeat it after me. If they can’t say it, they laugh at themselves. I always add, “Whoever can say my nickname correctly will get an A+.” Of course, I don’t mean it. Luckily, no one has succeeded in saying it correctly so far. It’s always me who succeeds – in getting their attention.
When I have their attention, that’s the time I would try to debunk a myth.
“Please Teach Me English!” (1)
(First of Three Parts)
“I don’t speak English well… please teach me.” One or two of my Korean students would tell me this (or a similar statement) in broken English at the end of our first meeting or any class as the semester progressed. Their voice and how they said it straddled between surrender and supplication. I cannot recall a semester where I did not hear something similar to that sentence. It reminds me of the first Korean movie I watched, “Please Teach Me English,” a romantic comedy film. It was recommended by the instructor who supervised the Teaching English to Speakers of Other Languages (TESOL) short course that I took when I decided to include teaching English overseas as one of my career options. Each enrollee in that program was given a VCD copy of the movie. Well, I watched the film not because of TESOL-related intentions but because of the increasing popularity of K-Drama and K-Pop, with which I got hooked. Little did I know that watching that movie would later influence my career path.
There is no shame in admitting that I am one of the millions who became obsessed with Korean cultural content. In short, I got drowned by the Korean Wave (Hallyu) that reached the shores of the Philippines at the turn of the 21st century. Like many of my compatriots (and people from other parts of the world), I became enamored with K-pop and K-drama. Therefore, even if our TESOL supervisor did not mention that the movie provides plenty of tips for foreign English teachers, I would watch the movie. I even revisited the film before completing the program. However, the movie only came back to my mind during my first semester of teaching here in South Korea when my students started approaching me and saying sentences similar to the movie’s title. It prompted me to vividly recall the scenes between the English teacher and her students and made me rewatch the film.
Since then, when students confide in me about their difficulties in learning English, I am reminded of the main characters, Young-ju and Jang-hyuk, in the movie. These characters embody the excitement and struggles many Koreans face while learning English. One scene that particularly stands out is when Young-ju is seen eating pages from a dictionary in hopes of improving her vocabulary. This desperation is a testament to the lengths that some Koreans will go to master the English language.
The English teacher in the story is named Catherine, a native speaker of English from Australia. After watching the movie again, her interactions with students came to mind when I held my classes. Catherine tried to speak Korean to communicate better with her students, which is something I struggle with.
The movie provides insight into the English education system in South Korea. It sheds light on how Koreans perceive English learning and interact with English-speaking foreigners. The film also reveals the differing opinions on the necessity of learning the language. Despite being released in 2003, it still accurately portrays the current realities of English education in South Korea and their belief that English is essential for upward social and economic mobility. It also gave me a deeper understanding of life in Korea and the Korean psyche. The movie succeeded in reconfiguring my “Korean Dream.”
My “Korean Dream”
The constant influx of Korean content in my country’s print and broadcast media sparked a deep interest in the history and culture of South Korea within me. In addition to watching K-dramas on TV, I actively sought out Korean-related materials on the internet and read encyclopedia entries about the country south of the 38th parallel line. Gradually, I found myself becoming more and more immersed in Korean culture. Instead of using traditional greetings like “hello” and “thank you,” I began using “annyeonghaseyo” and “gamsahamnida.” When expressing deep affection, I started saying “saranghaeyo” instead of “I love you.” I even began singing Korean songs and desired to try their food, particularly the legendary Kimchi. Over time, my interest in everything related to Korea grew.
The cultural influences of South Korea on my homeland have ignited a strong desire within me to visit the country and explore the locations featured in TV shows and movies. I have always wanted to come here to fulfill that desire. I had many plans for my trip, such as riding the subway system in Seoul, strolling through Myeongdong at night and trying street food, spending my summer vacation on the beautiful island of Jeju, tasting soju and maekju, and trying the unique combination of the two, known as somaek. I also looked forward to savoring Korean dishes prepared by local chefs, wearing traditional hanbok outfits, and immersing myself in the culture by interacting with native Korean people. This is how my dream of experiencing Korea began and has become deeply rooted in my mind.
After watching the movie “Please Teach Me English,” I dreamt of teaching English in South Korea. Initially, I wanted to teach English at a university in the Middle East, but then I started thinking, why not teach in the country I have been fascinated with for so long? My dream of visiting South Korea as a tourist turned into a desire to live and work here.
When I was training for TESOL, I was then experiencing severe burnout from years of work as a school administrator. It did not help that I was confronted by personal demons at the same time. That personal circumstance required that I make not only a change in my career but also in my environment. That’s when I decided to apply for a position as an English teacher here in South Korea. This country is a popular destination for English teachers due to the attractive salaries and excellent benefits. However, there is intense competition among native English speakers for teaching positions in schools and hagwons (private academies). Non-native English speakers encounter even more tremendous obstacles in securing these positions, and their prospects of landing a teaching role in the language department of a South Korean university are slim. It’s like trying to find a needle in a haystack. If you’re not a citizen of a country that belongs to the inner circle of the concentric circles model of the English language, it’s nearly impossible to get hired.
I couldn’t believe it when, for the first time, I read in an advertisement for ESL/EFL teachers the lines “Only native speakers of English may apply!”. I thought it was a prank. But it wasn’t. Why native speakers of English are accorded that preference or almost an exclusive right to teach Korean students is unfathomable. Fortunate and privileged are the “Catherines” of the world.
Blessed “Catherines”
When I began searching for teaching positions abroad, I noticed numerous job openings for English teachers in South Korea. However, I was disappointed to find very few opportunities for non-native English speakers like myself, while there were many for native speakers like the character named Catherine in the movie. I couldn’t help but grudgingly think that being a “Catherine” in this world is a privilege. I was surprised to learn that many universities in Asian countries such as South Korea, China, Japan, Vietnam, and the Middle East only preferred to hire native English speakers to teach the language. I realized this policy existed when I started looking for teaching positions abroad. I never thought that native-speakerism was a real thing. In a world as diverse as ours, it seems unfair that only native English speakers can teach the language.
Is the “only native speakers of English may apply” policy fair, just, and acceptable? If I get to respond to the question, the answer is already apparent. So, I decided to seek the opinion not of a non-native English speaker or a native speaker of the language but of a neutral entity – ChatGPT.
ChatGPT explains that “being a native speaker does not necessarily equate to being a skilled language teacher. Teaching requires specific training and expertise in pedagogy and language instruction, which native speakers may not possess. Additionally, non-native speakers who have learned English as a second language often have firsthand experience with the challenges that learners face, making them empathetic and effective teachers.” It added that “the effectiveness of language teaching depends on various factors, including the qualifications, experience, and teaching approach of the instructor, rather than solely on their native speaker status. Therefore, a more inclusive approach that values expertise and diversity in language education may be a wiser policy in promoting effective language learning for all students.”
I have worked with English teachers from specific countries over the years and observed their personalities and levels of professionalism. Additionally, as a member of the hiring team at the university where I currently teach, I have gained insight into job applicants’ educational qualifications and training. As shown in their CVs, some who tried to apply for a teaching position in our university are legitimate and qualified ESL/EFL teachers, but some were hired mainly because of their country of origin. They have been teaching in South Korea for a long time but are not English majors and have not graduated from courses aligned with education and language teaching. If only I could take the liberty to spill (all of) the beans.
It’s puzzling why most universities in South Korea and other Asian countries prefer to hire only native English speakers to teach the language. This practice is a form of discrimination, and, ironically, Asians themselves deny their fellow Asians equal job opportunities. However, I didn’t give up my dream of living and working as an English teacher in South Korea. Some universities here understand that accent and country of origin should not be the criteria for hiring ESL/EFL teachers. I hoped that some universities would prioritize qualifications, training, language proficiency, and pedagogical skills over accent and country of origin when hiring English teachers.
I was right! Although few and far between, some universities in South Korea do not discriminate against non-native English speakers. I sent an application to all of them. After a challenging application process, a university offered me a teaching contract, even though I am not a “Catherine.” My dream of living and working in this country became a reality. I have been plying my trade here as an English teacher for over ten years.
If there is something else significant that the movie “Please Teach Me English” taught me, it is understanding more about the Young-jus and Jang-hyuks and how to deal with them.
M.A.D. LIGAYA
M.A.D. L I G A Y A 