Adaptation to Foreign Schools in Southeast Asia of Filipino ESL Teachers

Albert Cadiz Bulawat¹

Section:Research Paper, Product Type: Journal-Paper
Vol.7 , Issue.11 , pp.19-23, Nov-2021

Online published on Nov 30, 2021

Copyright © Albert Cadiz Bulawat . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

View this paper at   Google Scholar | DPI Digital Library

XML View     PDF Download

How to Cite this Paper

Abstract :
English language teaching and learning are critical for the development of the country and its people. English language teaching has grown in popularity throughout Southeast Asia, both among native and non-native English speaker-teachers. However, only a few studies have been conducted to define and characterize English language education. This study examined the experiences and adaptations of ten Filipino English teachers and their perspectives on teaching English as a foreign language in Southeast Asia. The technique used was Questionnaires were distributed via Google forms and shared on various Facebook groups for Filipino ESL teachers working in Southeast Asian schools. While Filipino teachers are enthusiastic about teaching English to international students, the findings indicate that they encountered challenges with students` attitudes and behavior and social, cultural, environmental, and language barriers, which harmed their teaching efficiency. Language barriers frequently hampered the teaching process, as students` native tongues are frequently dissimilar to teachers`, resulting in miscommunication. Parental involvement and social contact in a foreign environment were two of the most frequent difficulties encountered by Filipino ESL teachers. They devised a variety of strategies to meet these demands in response to these obstacles. The implications are discussed, and future research is recommended.

Key-Words / Index Term :
Cultural Challenges, Coping Mechanisms, ESL Teachers, Language Barriers, Second Language Learning

References :
[1] S. Kang, & H. Pashler, "Learning Painting Styles: Spacing is Advantageous when it Promotes Discriminative Contrast," Applied Cognitive Psychology, Vol 26, pp. 97-103, 2012.
[2] P.T., Vu, "English in Southeast Asian countries. Literature," ffdumas-00931949f, 2012
[3] M.B., Ulla, "Teacher training in Myanmar: teachers` perceptions and implications," International Journal of Instruction, Vol. 10, No. 2, pp. 103–18, 2017.
[4] L.K., Kiramba, JA, Oloo, “It’s OK. She Doesn`t Even Speak English": Narratives of Language, Culture, and Identity Negotiation by Immigrant High School Students. "Urban Education," 2019.
[5] J.V., Victoria, S.O., Fernandez, S. O., M.L., Lucas-Go, X.N., Wei, & E. L. E. N. A. D. CUVIN, "Filipino teachers` experiences in embracing vision, mission, and objectives of Foreign Schools," International Journal for Innovation Education and Research, Vol. 6, No. 10, pp. 41–52, 2018.
[6] C.P., Frederiksen, "Filipino EFL teachers working abroad: some benefits and downsides for English teachers working abroad," 2014.