Guess what, Folks? I actually had the effrontery to up and change my coffee clutch locale from Starbucks to Pete’s, just across the street! I assure you I didn’t do this merely to be my usual contrary self (ask my first wife about that one!), but to experience a new brew as well as a new view of the street from a window seat where I prefer to sit and write my initial drafts by hand. No, the scenery is not exactly the same as before, nor is my spirit as I lift my giant-size coffee mug. Can you believe that with the change of view, I find I am overcome by a much brighter emotional reaction? Suddenly, people look friendlier, birds sound more melodic, traffic seems more serene, and my determination becomes more focalized. What a mammoth difference a mere 50 yards makes! And, likewise, I get to thinking what wonders a slight alteration in some of our fixed attitudes would accomplish, not only in our outlook but in our overall performance and relations with others. It is without doubt that a new slant on a familiar vista could act as a greater stimulus for our creativity. This, I truly believe, is one of the most important characteristics of any teacher, no matter the subject or the locale. Let’s assume there are tried and proven methods of teaching – many which we all desire to employ in our own classrooms – it is, nonetheless, the method of delivery of such knowledge that is, in the final analysis, what spells the difference between the success or failure of the pedagogue, especially in a class of foreign students who are asked to concentrate for at least a couple of hours on subject matter which, in most cases, is entirely alien to them.

Following dangerously close to a score of years in the ESL biz, I have reached the incontrovertible conclusion that this field can be just as creative as any other. Granted, in most locales the monthly remuneration has not been on a par with the degree of qualification demanded by most employers in the field. Nonetheless, it is the willing genius of many a craftsman in the field that has greatly inspired the ambitious student to succeed in his/her English language objective. Granted, many serious-minded pros have found that such financial insecurity has prevented them from rendering a 100% serious attitude and, likewise, an equal degree of their effort. But, theoretically, it’s the perfect setup: the native-speaking English teacher accepting the invitation of a foreign learning center to impart his/her knowledge, skill, and enthusiasm to a host of anxious English language learners. Theoretically, that’s the way it should be, and it’s the way it is in many locales. YET, there are reports of far too much dishonesty present in the contemporary marketplace. On the one hand, there are those who pretend to possess the required training, experience, and credentials; on the other hand is the agency out to make a fast buck by accepting virtually ANYBODY to fill available faculty slots. With such skulduggery afoot, no wonder it is difficult for schools to reach any definable academic standard and applicable pay schedule amongst their imported language specialists. Furthermore, it is this lack of a professional system of hiring, evaluation, and problem solving that maintains confusion in the minds of school officials in drawing the difference between the real and imaginary teachers or what is or isn’t beneficial for their students. With a school’s major concern primarily lying in the area of profit and loss, many often tend to too heavily rely upon their hired agencies to guarantee them the qualified talent, and in many cases the instructors to have sole responsibility for dispensing oft-times non-existent academic principles in the attempted maintenance of a smooth flow in a veritable sea of English learners. Most ESL teachers I know wouldn’t pass up any opportunity to show their stuff, but once again enters the question of qualification. When things go badly, heads roll, and before you know it, another ESL instructor is on his/her way home … often without a previously guaranteed return ticket.

My point is that most problems could be more easily prevented by a more thorough method of discerning the capable instructors from the slobs … and once hired, how to tender the needs of such staff – both financially and socially – in such a way as to promote longevity. In this regard, as teaching is the main objective, it is important for the employer to recognize the talent, consistency, and loyalty there is to be gained from instructors over 60 years of age. Not so much because I am myself a sexagenarian, over the years of participation in ESL activities, I have been in a position to closely observe what can work in the field. One noticeable fact is that the older instructors whom I have known generally exert a little extra enthusiasm on the job. I can’t say whether it’s because they love the work any better than younger folks or whether, at their advanced age, they feel fortunate in having ANY kind of job. I do know, however, they put in a bit more effort, almost always show up for lessons on time, and take off less sick leave and vacation time than other teachers. In short, older veterans of ESL have been long proven as dependable as well as skilled and experienced. But, as we have far too often read on this board, the international ESL scenario appears to be besieged by those employers who demonstrate bigotry in the areas of ageism and racism. But even in the light of such injustice, one must also draw a line between those who are and are not capable of fulfilling the requisites of an instructor. Regrettably some would even use their
“handicap” to avoid having to demonstrate proof of their qualification for entry into a field as responsible as educator. Verily, when it comes down to this, we are ALL equal and should likewise be afforded an equal opportunity. As for the Asian ESL marketplace, we have all noticed far too many inequities associated with the hiring and retention of native-speaking instructors. It would seem there are scads of charlatans who have learned a few tricks about staying alive. These, I’ve found, are usually the comedians – the entertainers – whose main goal is to make ‘em laugh and keep full the coffers of grateful money-minded school owners. Naturally, in such an atmosphere, no one really gives a s—t about what’s being taught or what’s being learned. This being the case, the more inventive and educationally-minded of us must converge to finally resolve the sour issues and forever rid ourselves of the instability of the current Asian ESL marketplace. Moreover, those of us who are dedicated teachers will never lose our enthusiasm, albeit we’ve perhaps come damned close to it on a few occasions. It’s high time to rid ourselves of the fakers within our select community of educators. Let’s DO unite in a common goal: to improve the marketplace via a recognition of only that which will lend to the overall realization of our goals on both a
professional and a personal level. Amen.