You've posted a very long list of the shortcomings of bad FT's in China.But you haven't done so for ropey educational establishments.That's the balance I was seeking.But now that you've acknowledged the problems that said establishments tend to have in China,you've redressed the balance - fair enough!

Nope, not Chinese, I'm about as Caucasian as one can get with all my ancestors having come from England, Ireland, Wales and Scotland; nevertheless, I wouldn't mind being Chinese or any other nationality; it really makes not the slightest bit of difference to me except that in this case it shows how quickly you grasp at straws and how you would rather not focus on the essence of certain posts - especially when they seem contrary to your own opinions. Blinkered, indeed.................

By the way, I once watched a very informative show on American TV about DNA. The host, who is what we consider a WASP (White Anglo Saxon Protestant), had his DNA tested and at the end of the program it was revealed that he had 15% of what would is seen as Chinese genetic material. Maybe we're all Chinese in some way. Maybe we're all Africans. Kind of makes ethnocentrism rather ridiculous, wouldn't you say? Okay, just a digression with no actual importance - not that it's the first or last we're likely to find here.

There is no excuse whatsoever in failing to do exactly that.
Turnoi

Then there should be no excuse whatsoever in failing to point out that a great many foreign "teachers" are adding to the problem. So, although I am somewhat loathe to do so, I think this avoidance of focusing on how they add to the problem will have to be suspended for the time being. Thus:

Many FTs frustrate their students by never knowing when to shut up.

Many FTs confuse their students by pretending to know what they're talking about when they really don't.

Many FTs flirt with their female students and it is known that many try to date their students.

Many FTs help their students cheat on exams in order to make themselves look better.

Many FTs refuse to accept advice.

Many FTs aren't interested in self improvement in terms of becoming better LTs.

Many FTs speak on a variety of inappropriate subjects in the classroom.

Many FTs falsify documents which enable them to pull down max salaries at universities and by doing so generate mistrust and envy.

Many FTs accept less than equitable salaries which either drives down wages or keeps them from rising and puts qualified teachers in the position of having to accept low wages.

Many FTs have no training whatsoever in second or foreign language acquisition and believe that there is no notable difference in teaching either compared to teaching regular subjects.

Many FTs know nothing about proper and ongoing evaluation.

Many FTs are argumentative and abusive to their colleagues who they know are more qualified than they are.

Many FTs wouldn't know cultural sensitivity if it jumped up and bit them in the face.

Many FTs are disdainful of their Chinese colleagues.

Many FTs don't understand grammar, don't bother to learn it and still condemn the Chinese teachers who know it and teach it.

Many FTs create a hostile learning environment.

Many FTs come to school with alcohol on their breath, or unshaven and disheveled and care little about their own attire.

Many FTs are hung up on the old "talk and chalk" method of teaching.

Many FTs don't have a clue about lesson planning or materials selection.

Many FTs don't know how to spell.

Many FTs don't know how to personalize their language training in the classroom.

Many FTs don't know what CLT is.

Many FTs have never studied another language and therefore have no understanding of the difficulties associated with doing so.

Many FTs think ESL and EFL are the same.

Many FTs act as if they could run a school better than those in charge.

Many FTs are accusative rather than inquisitive.

Many FTs are intolerant and impatient.

Many FTs don't bother to find means of motivating their students but are quick to point out their lack of motivation.

Many FTs are not committed to excellence.

Many FTs whine about the need for change but offer no suggestions for how to do initiate such change.

Many FTs browbeat their students.

Many FTs are arrogant, self serving, ethnocentric, small minded, chauvinistic, uncaring, nasty, undiplomatic, non communicative, intrusive and obnoxious and should stay home rather than give a false impression of their home countries and countrymen. In addition, many of them are fully aware of their own incompetence as teachers and fully aware that they are participants in a scam of epic proportions as students and their parents are extorted for huge sums of money because of all the "highly qualified foreign teachers" that will instruct them. Ironically, many of those same teachers will then complain about their evil bosses.

The list could go on, and we could spend a lot of time on the subject of how some FTs do more harm than good. However, I'm not interested in establishing a vendetta against foreign teachers, be they real teachers or not. But, again, I would like to see a more balanced presentation of the ills associated with EFL in China and elsewhere rather than the restating of the obvious, which is that many schools in China are devilishly and mainly involved with the dollar as the bottom line rather than the interests of their students.