In this second part of our series on critical pedagogy, we cast a critical eye on perhaps one of the most familiar TESL contexts: Teaching English as a Second Language abroad, especially in developing countries. There is no question that for many teachers, TESL represents an enriching travel opportunity. Many teachers begin their careers on gap years teaching in Asian countries, where the demand for ESL teachers is extremely high, especially if you are a Caucasian Westerner who speaks English (preferably North American, British, or Australian varieties) as a mother tongue. Oftentimes, teacher training is not even a prerequisite for landing a job!

There is undeniably something off about this dynamic that is rarely spoken about openly, especially by Western teachers who have won the proverbial linguistic lottery. Why is it that a Western teacher (or non-teacher) who is usually unfamiliar with the culture and language of the host country, more qualified for an ESL position than a native who is trained and experienced? Why is there so much importance placed on having English as a mother tongue? Why are some varieties of English prioritized over others? What is the true value of the Western teacher?

In this episode of Talking TESL, we are joined by Nina Le, a graduate student who learned English at an Australian school in Vietnam. She discusses her experience of being taught by entirely Western teachers, and what messages were transmitted to her about the English language, and who it belongs to.

Music by Nomerodin1