In my English teaching career, I have furthered my interest the recruitment and employment of English language teachers. I am currently responsible for the recruitment and employment of young learner teachers and have employed teachers from UK, USA as well as from Europe. Our school has zero tolerance against the discrimination of English teachers and we attempt to lead by example. We have employed teachers from Poland and Italy, and they are not seen any different in our school. This was great development where I had to work against deep-rooted discrimination in South Korea against native and non-native English speakers, as well as between the recruitment of English teachers from either America, Canada or the United Kingdom.
In a recent blog post on my website, I uncovered an advertisement by a language school in China seeking a professional with one catch: “no Asian face”.
I was flabbergasted that recruiter would authorise such an advertisement with the requirement that those who are considered ‘Asian’ (whatever that means) should not apply for this position. One has to wonder whether there are still organisations in the world which need to learn that such discrimination in any language can be detrimental to both recruiters as well as the school seeking the teacher. This is the reason why I have developed a recruitment area on my website: to ensure that all English teachers, irrespective of their ethnicity or their country of origin, have equal opportunities.
Before a job post is accepted on my website, I personally review the post and then amend anything if required before it is agreed. However, from the limited success so far, I have not had to amend much and I was very surprised that a recent job post contained the clause: “English native speakers or Candidates from Europe, Latin America with clean accent”.
Although it is not ideal to maintain teachers of English only have a ‘clean accent’ or to only focus on particular regions of the world, it is definitely a step in the right direction. Ideally, the advert would focus on all teachers of English around the world irrespective of nationality or ethnicity. However, this is a small success as Chinese recruiters are finally noticing that professional English teachers can be sourced from countries besides those that officially have English as their first language.
Furthermore, the many potential candidates that have registered on my website are speakers whose first language is not English. This is incredibly rewarding for me as I would really like to see more ‘non-native teachers’, some of whom I have had the pleasure of working with, have the same opportunities as native English teachers and if my website advocates equal opportunities in English language teaching, so much the better.
As Marek has mentioned in a previous blog post, non-native English teachers are just as suitable for employment opportunities as native English teachers and with 70% of online advertisements seeking for native English teachers, it tacitly disregards all suitable non-native English teachers for the post.
In fact, I received wonderful feedback (see screenshot below) about one particular job advertisement on my website from a person called Andy Barbeiro who said it was “the best job advert for an ELT position I have ever seen! Transparent, detailed and non-discriminatory (mother-tongue never mentioned once!) The proof that these kinds of job posts are so rare is in Hussein F. Allam ‘s previous comment. It’s clear from the post that all qualified teachers can apply. If I was still teaching, I’d jump at this opportunity.”
I’m so pleased to see that my hard-work is now being recognised and that it is gaining popularity among teachers no matter their nationality.
I do hope that teachers irrespective of their ethnicity or their nationality register and apply for employment opportunities as well as employers post teaching opportunities for applicants no matter their physical location on my website. It would be a great achievement to assist in the battle against negative stereotypes for non-native English teachers and ensure that the entire ELT profession is more highly respected by all: employers and recruiters.
Martin Sketchley has been an English language teacher for over eleven years now, with teaching experience in South Korea, Romania as well as the UK. He is Young Learner Co-ordinator at LTC Eastbourne and teaches students from around the world. He is responsible for curriculum development, teacher training as well as organising formal and informal observations for teaching staff. Martin also is an Assistant Examiner for Cambridge ESOL Examinations and marks writing for the Cambridge exams (PET, FCE, etc.). He holds an MA in English Language Teaching from the University of Sussex, a Diploma, Trinity Young Learners Extension Certificate (TYLEC) as well as a CELTA. Finally, Martin runs a website (ELT Experiences) which focuses on teaching, lesson observations and recruitment and he also uploads videos to his YouTube Channel.