OutsideInKorea

I can count on one hand the number of English teachers I’ve met in the ten years since I first came to Korea who were actually certified teachers back in their home country. If the proportion topped 2%, I’d be shocked.

There is one reason for this, and one only, despite the acrimony and scattershot accusations that fly around in waves whenever the Korean media decides once again — something happening at the moment, but I’ve promised myself that I won’t let this site go topical and start talking about news ephemera, so I’ll leave the able chest-beating to others — that some more ad units can be sold if they haul out the dead horse ‘foreign teacher as parasite’ strawman to give it another few whacks. The root of the problems is obvious, and it’s fixable, but the gordian knot of money and politics and attitudes towards education in Korea continues to keep it from being fixed.

You see, almost anyone can legally come to Korea to teach. We can omit the word ‘almost’ if we choose from a pool of native speakers of English who have graduated from a university, in any faculty at all. We can omit both the words ‘legally’ and ‘almost’ if we choose from a pool of native speakers of English who are willing to falsify their documents.

This is, to speak plainly, ridiculous.

Now, like I said, of the hundreds (thousands?) of foreign teachers (so called because of the jobs they’ve held, rather than any consistent set of qualifications or experience) that I’ve met here over the years, more than 99% had received either no formal training, or perhaps had attended a two-week TESL training course (special sale this week only at Bob’s TESL Hut™!). Of those, there were some who actually were adequate teachers, despite the absence of formal training. Some combination of dedicated, enthusiastic, articulate, language-aware, empathetic, smart. Most, however, were not.

And that isn’t to say that each and every teacher I met who had the heavy qualifications and experience was a great educator. Most teachers, when it comes down to it, just aren’t that good. But most of the paperholders I’ve met were at least better than adequate. There just aren’t many of them on the ground here.

Why on earth would this be the case? Why would a nation so obsessed with education and the perceived status that scholastic achievement confers allow a situation to develop where the overwhelming majority of foreign language teachers were unqualified, inexperienced, and often utterly disinterested in the actual profession of teaching?

Well, because the government said it was OK. Proof of graduation from a four year university, in any field, along with a job offer (which is, thanks to the unscrupulousness of most recruiters and the cluelessness, to be blunt, of most hogwan (private institute) owners) is enough to get you an E-2 (English teacher) visa.

Now this is good news for the thousands upon thousands (latest figures put the total number of foreign English teachers in Korea at 15000) of young recent graduates desperate for a little travel and some money to pay off their student loans. Great news, in fact. Nothing could be easier than to pop over to Korea for a year or two and babysit some cute Korean kids.

But it’s absolutely heart-breakingly bad news for students of English, whether they be kids forced to study after hours by their parents, university students looking towards a global future, or adults studying for their work or personal improvement or retirement or whatever. If they’re savvy, or lucky, they may be able to find a school that hires actual teachers, or find one themselves, through word of mouth or connections. But if my experiences in the last decade have been any guide, they’ve got about 1 chance in 100 of finding someone who’s both capable and qualified.

Editorials in newspapers like The Korea Herald have been suggesting recently that parents actually ask teachers at the private institutes their children attend for proof of their qualifications. Well, sure, but that conveniently ignores the lack of filtering assumed to have been done upstream, not to mention the fact that even if the parents could speak English, they might reasonably be assumed to be less than qualified to evaluate the veracity of any documents produced (assuming the teacher in question was not so offended that they refused to produce said documents, digging themselves in turn a deeper hole of mistrust). It’s tacit acknowledgement that the system is so badly broken that there’s nothing to be done but arm yourself, stockpile textbooks and pencils, and get ready for the education apocalypse.

But there’s an smarter, less ad-hoctastic way to fix it, and it would be win-win-win for everyone involved, except of course for the cowboys, the forgers, the sex-tourists, and the ‘native speaker teachers’ who are incapable of properly forming the simple past tense, let alone teaching it.

Raise the standards for E-2 visas. Raise them high. Qualified teachers only, with experience. Nothing less than a CELTA/DELTA or equivalent if the candidate is not university-educated to be a teacher. Interviews for those candidates, performed by people who understand English, understand western mannerisms and culture, and who can (as few Koreans seem able) winnow out the scam artists and freaks (hell, hire native-speakers for the job!) Interviews that actually ask them to do a quick spontaneous demo lesson, if you can imagine that.

What happens under the new regime? The quality of language education rises. Happy government, happy students, happy parents. Demand continues to outstrip supply for teachers, and the imbalance increases, but the pool of vetted candidates are quality, and their cachet and remuneration increases to a level similar to those of full-time Korean professional employees. Happy teachers. The (perceived or actual) number of ‘freaks and refugees’ decreases, leading to a decrease in lurid tabloid exposés, which might make the media unhappy, but to hell with them. Private institutes close in droves, of course, but there are far too many of them, and far too many solely concerned with turning a profit, anyway. On the hagwon-owner upside, they can guarantee quality instruction, and can charge more for it. Quality over quantity permeates the education system. It’s a Brand New Day!

I’m being facetious, a bit, as is my wont, and I leave details of implementation to people more energetic than I, but I’m serious about this. There is one easy way to fix most of what is wrong with foreign language education in Korea, and English education in particular, and the filthy cloud of confrontation, mutual wariness, distrust and resentment and angst that hovers over the language landscape: raise the bar. Go upmarket, and do the right thing, rather than the short-term economically expedient thing.

Because attacking symptoms rather than causes is a fool’s game.

[Update : Welcome, Joongang Daily readers. Nice of you to drop by.]