RSS Feed

IATEFL Plenary – Susan Barduhn

Prof. Barduhn, who gave a talk about expatriate teachers, once said, ‘If English were a drug, expatriate teachers would be the dealers…’ In her talk entitled Language Dealing, she starts by looking into the definition of ‘the drug’. Are dealers necessarily drug takers themselves? Drugs can serve to imprison but are drugs necessarily bad? Could they not be medicine, which could serve as an anti-exploitation tool?

 

In Hawkins (1974) ‘I-thou’it’ triangle as spreaders of this drug, Prof Barduhn states that ‘I’ refers to the expatriate teacher, the ‘thou’ the students and other expat teachers, and explaining the ‘it’ as the fishing rod in the metaphor ‘Give a man a fish and you feed him for a day. Teach a man to fish and he can fish and you feed him for a lifetime’.

 

Quoting Johnston (1999) talking about the Expatriate Teacher as Postmodern Paladin, these teachers are fighters of a noble cause, not unlike the errant of the medieval knights. He suggest that ELT as a whole is a marginal occupation, expanding on the idea of postmodernity.

 

The original Paladins crossed the seas for adventures with spiritual (self-realisation) and earthly (material gain and acquisition of a good reputation) goals.

The knight errant are those who choose to work outside their own country and the wish to educate, to share knowledge, expertise and skils. It’s also characterised by the ‘restless traveller’, wandering the earth and never settling.

The knights knew what they believed in and why they were venturing forward, and knew that eventually they would go home.

 

So why do ELT teachers keep going to other countries and new ones too?

Are we cultural marginals and do we have an identity group?

Differentially perceptual groups and identity group, Prof Barduhn talks about perceptual groups as how others see you versus the identities given to you, before explaining cultural marginality and highlighting the fact that ELT teachers are often the non-dominant community in a dominant community.

The definition of an encapsulated marginal is one where there is no revognised reference group, conscious of self, troubled by ambiguity and never ‘at home’. The definition of a constructive marginal is one of a marginal reference group, conscious of choice, intrigued by complexity and never not ‘at home’.

Stated by respondent teachers in her research as reasons and motivation for going to live in each country, ‘travel’ , ‘love of teaching’ and ‘career advancement’ occurred frequently, but professional development was highlighted as one of the more common answers.

This challenges the theory that most ELT teachers living overseas are of the back packer variety.

Family was stated at the number one reason why people move back to their own country.

 

When examining the changes in attitude amongst the teachers living overseas, it was clear that most became most tolerant and understanding of their country of origin (and its culture), got involved in more teaching fields e.g. ESP, saw themselves as ambassadors for their own country, thought of the new culture as gradually becoming part of them, and saw their job as important (‘We teach future leaders, We make English more attainable for the masses’) and are happy living abroad.

 

But as Chinese becomes more in the globalising world, would those involved in teaching of Mandarin have the same attitudes and motivation? Are they also on medieval knights’ errants?

Going through her results, here are some findings regarding Chinese expat teachers:

‘I’m more critical of my country but love it more’

‘I have no power to change methodologies’, ‘I’ve become more student-centred, teacher as a guide instead of dictator, to guide learners to see the fun in Chinese and understand the similarities between English and Chinese.’

Growing towards an acceptance of Western values like tolerance, quality orientation, etc.

‘As long as China’s economy keeps growing, it’ll become important as a world language’

Very few non-native Chinese teach Chinese in the UK.

Expat teachers are the only way people can access Chinese culture.

Expat teachers might not have an influence on trends in teacher training but conversely teacher training trends would have an influence on expat teachers.

Belonging to teaching associations and getting conference updates were a common path towards professional development.

 

So what is the drug?

Could the phenomenon of expat teachers be considered a historical and cultural movement?

TESOl culture is seen to equate ‘diversity’, ‘cooperation’ and ‘respect’.

Could these also stand for Chinese language teaching culture?

 

So what are we dealing?

The answer might not be the same for everyone but teacher training needs to delve further in social and economic theory so that we are doing it with more awareness.

About these ads

About chiasuanchong

I am a teacher and teacher trainer in the EFL industry, and have been teaching General English, Business English and exam classes for the last 9 years. I am interested in teaching approaches and methodologies, especially in Dogme and coursebook-less classrooms, and Sociolinguistics, and am fascinated with the interplay between culture, communication, language and thought.

7 responses »

  1. Wow thanks for the quick post. I missed a bit at the beginning so thanks for putting the pieces together for me!

    Reply
  2. Thank you for a very good and concise summary! I was following the speech online today and found the research and the results really interesting! Though I am not sure that the PD matters as much for all the native teachers from my school as it was shown in the research..

    Reply
    • Thanks for taking time to comment, Svetlana.
      I am surprised to hear that the NS teachers in your context don’t seem as keen on PD. Are the NNS teachers more inclined to invest in their own CPD then?

      PD can of course take place in so many forms. While some might not be as keen to read a book about teaching cover to cover, they might not object to a monthly teacher development session at their school or a webinar that gives them new ideas for their classroom? Especially when there is an incentive involved? : )

      Yours,
      Chia

      Reply
      • thanks for answering!
        well, unfortunately from what I see in my school, the NS teachers are quite reluctant to come to any developing events, either formal or informal. So typically, if we arrange any kind of experience-sharing event or a training, we would see 1 or 2 native speaker (which is already good!) and 15 Russian teachers. Even cakes or pizzas as a bonus don’t work!;-)
        though I still have to admit that there is a category of Russian teachers we never see at developing events either.
        I would really like to know why many of the teachers (both Russian and foreign) lack this motivation to develop..But on the other hand, that’s good to know there are a lot of people who try to use all the development opportunities they can find..

        Reply
  3. Pingback: Susan Barduhn IATEFL 2013: exploring what moves expat language teachers | Throwing Back Tokens

  4. Hi Chia,

    Just to let you know that the TeachingEnglish team really enjoyed your IATEFL posts and short listed your blog for our special TeachingEnglish best blog coverage of the IATEFL conference award.

    The winners were Damian Williams & Stephen Greene. Here’s the announcement on the TeachingEnglish
    site
    and Facebook page

    Best,
    Ann

    Reply

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Follow

Get every new post delivered to your Inbox.

Join 321 other followers

%d bloggers like this: