Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

Abstract

In response to the increase in demand for teachers of English in Thailand, many Filipino teachers are now working as English as a Foreign Language (EFL) teachers in Bangkok. This study explores the perceptions of 56 Filipino teachers about the conditions and challenges of being EFL teachers in Bangkok, Thailand. A modified questionnaire and an individual follow-up interview were used to collect the data. Likewise, a qualitative content analysis was performed on the data in the study. Findings revealed that teacher-participants held a positive view with regards to being EFL teachers in Bangkok. Some reasons why they came to teach in Bangkok include good salary rates, a chance to provide for their families’ financial needs, an opportunity to widen their teaching experience, and a chance to work with people from different cultural backgrounds. However, some professional and personal issues like the perceived lack of teachers’ professional development programmes, cultural differences, language barriers, and absence from family celebrations and other important occasions were also noted. The findings suggest that although the experience was generally positive, Filipino teachers encountered some personal and professional issues, including those which stemmed from their status as so-called ‘non-native speaker teachers’ (NNEST) of English.

Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand

“…The success of English language teaching (ELT) depends not on whether the teacher is a native speaker of English or not, but on the particular teaching context (Ulla, 2019). This statement is in line with (Brown & Lee, 2015), who states that native English-speaking teachers (NESTs) are not better than non-native English-speaking teachers (NNESTs) by virtue of their native language background.…”

“…In order to collect the data about the challenges and experiences faced by Indonesian EFL teachers in Thailand, the present study employed a questionnaire and interviews. The questionnaire items were modified and adapted from Ulla (2019) and aimed at discovering the demographic data of the participants and exploring their experiences and challenges during a teaching in Thailand. However, the dimensions of the questionnaire employed in the present study have been adjusted with the relevant contexts of the participants of the present study.…”

“…Studies on the experiences, issues, and challenges of the non-native English speaker teachers (NNESTs) have been conducted mostly in the contexts of Thailand and Hong Kong. Those studies revealed that there was a dichotomy between NESTs and NNESTs in terms of salaries and workplace discriminations (Hickey, 2014;Ulla, 2019). The study conducted by Ulla (2019) presented the Filipino EFL teachers' perceptions of issues and challenges as NNESTs in Bangkok.…”

“…Those studies revealed that there was a dichotomy between NESTs and NNESTs in terms of salaries and workplace discriminations (Hickey, 2014;Ulla, 2019). The study conducted by Ulla (2019) presented the Filipino EFL teachers' perceptions of issues and challenges as NNESTs in Bangkok. The study revealed that the participants held a positive view of being NNESTs, teaching EFL students in Bangkok.…”

Examining the influence of native and non-native English-speaking teachers on Korean EFL writing

“…Programs like the English Program in Korea (EPIK) also perpetuate this bias through recruiting teachers only from "inner circle" countries like the United States, England, Australia and New Zealand (Copland, Davis, Garton, & Mann, 2016). Not only is the problem of native speakerism present in South Korea, it is found in other countries like Thailand, where professional status of Filipino NNESTs is eroded by the misconception that native English skill is necessary for teaching (Ulla, 2019). Like non-native counterparts, NESTs often suffer from prejudice and discrimination, which is fueled by the view that inexperience or lack of teacher training makes them ineffective (Copland et al, 2016).…”