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The English Language Teaching in Thailand: A
Filipino’s Viewpoint and Inspiration
Seven years of teaching English as a Second Language in Thailand: a few months
in a Christian secondary school; a year in teaching college students; two years
at a big university; and currently working at a public secondary school and in
the graduate school…
Rightfully earned a Master’s degree in ESL and now coping with the challenges of
achieving the highest academic excellence…
Five feet and seven inches…straight black hair…brown eyes…brown skin…and yes, a
Filipino!
I would like to share an inspiration that I have with me for the past years as
one of the Filipino teachers who came to Thailand not just as a breadwinner but
as a dedicated educator as well. The inspiration starts with questions intended
to bring hope to an ordinary Filipino teacher in Thailand who is regarded as a
very important force yet treated as a second-rate surrogate educator… an
eye-opener to those who doubt the sincerity and dedication of a Filipino
teacher.
How does a Filipino view the English language education in Thailand? How does a
Filipino truly feel towards language teaching in a neighboring country whose
culture is closely similar to his amidst the threat of stereotyping in the field
of English language education?
There are certain adjustments needed to be made which require flexibility and
open-mindedness like polishing up your social, physical and cultural state in
congruence to what is acceptable in a foreign country. Among these changes,
working in another country is the most intriguing.
A language teacher, no matter how experienced and brilliant he is, goes back to
the state of being a neophyte when confronted with a new teaching environment
and a different culture. However, an experienced language teacher may easily
make the necessary pedagogical adjustments. It took me at least a year to truly
understand how Thai people regard the English language and education as a whole.
And it took me two years to gradually change my teaching and working style. I
believe I am still in the process of mastering the art and craft of teaching
Thai students without compromising what I think is relatively standard. As a
full-fledged language teacher, I regard education as a long-time humble career,
a means of inspiration and an arduous yet heartwarming community work.
I view the English language education in Thailand as fast-growing but lacks
coherence and independence. There are more than 3,000 Filipino teachers added to
the rest of thousands of other nationalities who take advantage of the boom in
the English language teaching industry. Almost every school in big cities and
provinces has foreign teachers helping their Thai counterparts in teaching
English and other content subjects. The sudden increase of private language
institutes all over the country signifies the eagerness of Thai societies to
make their workforce and businesses globally competitive. Parents oblige their
children to learn English for their future career. Meanwhile, the big number of
foreign tourists and high-confidence of foreign investors even pushes the need
to bring the status of English in Thailand in the next echelon. With this
revelation, English is steadily used not just as a foreign language but now as a
second language.
In the future, Thailand’s use of the English language will soon become a new
well-developed variety…an addition to the many and different varieties of the
English language. And it is evident that Thai people are using the English
language distinctively. The issue whether it is native or not is no longer
significant. I believe this supports the claim that the “nationality” of a
foreign teacher teaching English as a second language bears minimal effect on
Thai English. Instead, a more positive view should be generalized that Thai
students are being prepared in dealing with language barriers as they are
exposed with different varieties of English, native English included. The
Filipinos complement the strengths and weaknesses of other foreign and Thai
teachers by effectively integrating music, arts and literary appreciation
techniques in language instruction. Indeed, English language teaching in
Thailand has a lot to offer not only to its students but to the language
teachers as well. With the different “nationalities” of foreign teachers, they
bring a piece of globalization realities in the school.
Unfortunately, the English language instruction needed more special attention.
In comparison, the Philippines is faced with the issues on maintaining its
English literacy among the youths. Thailand, however, has not yet reached such
level but is still coping with many concerns affecting the English language
education which include teacher-training, comprehensive and effective framework,
classroom instruction, material preparation, school policies and even the more
complicated social acceptance of the target language.
I have to say that most of the Filipinos teaching in Thailand are equally
equipped in ensuring positive transfer of learning compared to other foreign and
Thai teachers. This is where the point of reality that many schools have
overlooked. Unless the “commercial” attitude of many schools is brought to an
end, English language education will remain a business hub and an illusion
especially in small provinces. Unless school administrators and even the
Ministry of Education take all confidence in making decisions without the fear
of disapproval from the parents and students, English language teaching will
remain a form of discrimination in the employment arena. Qualifications based on
academic achievement, trainings and experiences, skill and most importantly a
genuine heart of intention in truly educating should be highlighted in hiring
teachers rather than be fascinated with the color of their skin or their amusing
accents.
As a result, the quality of English language education is compromised because of
the parents’ misconception towards language education, the schools’ love of
money, the heartless, unskilled and uneducated foreign individuals who enjoy
being the schools’ façade and bait, the inconsistency of school’s language
education framework and policies to actual classroom instruction and evaluation,
and those Thai teachers who allow themselves in becoming more inferior to their
foreign counterparts and those who stubbornly stay stagnant with what is
traditional in English language teaching.
Moreover, many schools are becoming dependent to foreign teachers. Many Thai
teachers are also ignored and that they too depend on what these foreign
teachers do in the classroom. Most Thai schools are enslaved by commercial
textbooks and workbooks. Hundred of thousands of funds is wasted on the constant
replacement of English textbooks. In addition, without overhauling Thai
universities’ training and curriculum in the college of teacher education, the
Thai teaching force in the language education will remain helplessly dependent
to the business world.
Many Filipino teachers realized these threats to education. To a Filipino,
teaching English as a second language is not all about accent or mastery of
pronunciation, idiom and colloquial…it is all about the ability of a student to
express what he feels and use his knowledge to appreciate the humanities and
most importantly to use the language to further educate himself. To a Filipino,
there is something happening more than teaching English to students, it is the
desire to give them encouragement no matter how difficult it may be. Although
some are not well compensated; overloaded with many teaching hours;
discriminated in getting employed; and ridiculed as inferiors in using the
English language non-native, they will remain to be trusted of having the best
intention of developing not only the language skills of their students but
inspiring them to be productive and creative citizens in the future.
The Philippines, known to be one of the primary exporters of professionals and
skilled workers worldwide, is grateful to the Kingdom of Thailand for
recognizing the Filipino teachers as a strong backbone on its educational
program.
As one of the Filipino ESL teachers who is looking forward for professional
growth, it would be more inspiring to see a network of Filipino teachers come
together for a nationwide conference to share testimonials, resources, plans and
suggestions in order to make our presence in Thailand stronger.
Together we can make a difference! After all, we are no “farangs”…we are
Filipinos!
Abel Morales Cadias
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