Present Imperfect; A Black Male, EFL Odyssey describes what teaching EFL has been like from a black, male perspective. The book discusses why I chose to teach EFL, my T.E.S.L. qualification, my experience teaching EFL in various settings in Korea and especially in Japan, my M.A. in Applied Linguistics, my thoughts regarding improving teacher quality/training, current employment trends and conditions and discrimination/racism as it pertains to teaching EFL in Japan. The book covers a roughly 20 year period and includes anecdotal/autobiographical evidence, academic essays and op-ed articles in various tones. Many assertions in the book are common knowledge and easily corroborated. Unlike the Odyssey the book is not a work of fiction. But, like the Odyssey, it does include accounts of trials, adventure and hardship. The book would be of interest to any ESL/EFL professional (or student). Especially, if they happen to be black or brown skinned.
Table of Contents
1. Part 1 – 1996 - 1999
Chapter 1 - Introduction – Why Teach EFL?
Chapter 2 – In the Beginning
2.1 T.E.S.L. Certification
2.2 The Communicative Approach to L2 Instruction
2.3 Korea – Part I – Anxious in Anyang
Chapter 3 – Japan – Part I
3.1 Language schools
3.2 Public education system
2. Part 2 – 2000 - 2010
Chapter 1 – Korea – Part II – Silenced in Seoul
Chapter 2 – Japan – Part II
2.1 Public School – Misunderstood and Mistreated in Miyagi
2.2 Dispatch Company Dangers
2.3 Private School – Confounded in Kamakura
Chapter 3 – Masters – Essays on Language, Culture and Identity
3.1 English as a Global Language; An Overview
3.2 Culture, Identity and Second Language Acquisition: An Article Review in an Eastern Canadian Context
3.3 Language Learning and Identity
3.4 Language Autobiography
3.5 The Importance of Language and Culture in the L2 Classroom
3.6 Mr. Takayama: A Case Study of Factors Affecting L2 Acquisition in the EFL Context of Japan
3.7 Maintaining/Increasing Student and Teacher Motivation in the L2 context of Japan
3.8 Is Mori Ogai’s The Wild Geese a hybrid literary artifact?
Chapter 4 - Vocational college/University Incidents
4.1 Vocational College – Sabotaged in Shibuya
4.2 University – Shafted in Shin-Urayasu
Chapter 5 – University Teaching Op-ed Articles
5.1 Japanese University English Language Administration
5.2 How Japanese University Classes are Allocated
5.3 Japanese Universities and Diversity
5.4 How foreign University English instructors are Hired
5.5 Possible Solutions
Chapter 6 – Improving Classroom Management and Teacher Quality/Training
6.1 Objective
6.2 Material
6.3 Level/Time
6.4 Set-up
6.5 Activity
6.6 Follow-up
6.7 Teacher Training
3. Part 3 – 2013 – 2017
Chapter 1 – Japan – Part III - Current Trends and Conditions in EFL
1.1 Visa Sponsorship/ Benefits
1.2 Wages/ Compensation
1.3 Contracts
1.4 Academic Publication
1.5 PhDs
1.6 Language Requirements
Chapter 2 – Private School – Misinformed and Maligned in Moto-Yawata
Chapter 3 – Discrimination/Racism in EFL in Japan
Chapter 4 – Conclusion
Objective and Thematic Focus
This work provides an autobiographical and analytical account of the author's approximately 20-year career as a Black male EFL instructor in Korea and Japan. The primary goal is to examine the intersections of language teaching, cultural identity, and systemic discrimination/racism within the educational systems of East Asia.
- Personal and professional experiences as a minority EFL teacher in Korea and Japan.
- Critique of the communicative approach and classroom management strategies.
- Analysis of institutional bias, racism, and unfair labor practices against foreign instructors.
- Examination of language acquisition theories and the impact of teacher-student power dynamics.
- Insights into the role of culture, identity, and "Global English" in the classroom.
Excerpt from the Book
2.3 Korea – Part I – Anxious in Anyang
Throughout my career as an EFL instructor, I have only met a handful of coloured EFL instructors. I have often been the first teacher the school has ever had or the only person of color in the school; sometimes the only person of color for miles. This was the case in Korea. But, for most students my skin colour has never been an issue. For me, Korean students were great. They were forthright, earnest, interrogative and not afraid to make mistakes or admit when they didn't understand. I worked for a hogwon (i.e., a language school) and was the only native English teacher there. I got the impression that they weren't exactly prepared to have me there.
I was housed in the Korean version of a love hotel for 2 weeks. The first week they brought water and changed the sheets; the second week, I was on my own. For those of you not familiar with the term, “love hotels” are basically a place for romantic assignations; usually by the hour, sometimes by the night. Love hotels come in a variety of styles and qualities. The one I was in was on the low end of the scale.
The third week, I was lead to a hole in the wall located on a dirt road (Surprise!). I was working from 6 a.m. to 10 p.m., with a 2 hour break in the afternoon, 45 minutes from Seoul (felt like I was one of those indentured servants working in Singapore, Hong Kong or the Middle East). On top of all this, as I came to realize, in Korea working visas tie an individual to a particular company. Therefore, if you’re unhappy with working conditions you have to find another company and start the visa process from step 1. Needless to say, it wasn't ideal. I got out of there, fast. I contacted a couple of Japanese people who I’d met in Toronto and they encouraged me to come to Japan.
Summary of Chapters
Chapter 1 - Introduction – Why Teach EFL?: The author reflects on his motivation for becoming an EFL instructor, noting how the pursuit of gainful employment in Canada led him to teach abroad.
Chapter 2 – In the Beginning: Discusses the author's early teaching experiences in Vancouver with Japanese students and his subsequent transition to working in Korea.
Chapter 3 – Japan – Part I: Details the author's initial years in Japan, highlighting the "honeymoon period" and the realization that language schools were profit-driven businesses rather than educational institutions.
Chapter 1 – Korea – Part II – Silenced in Seoul: Covers a brief return to Korea where the author faced unfavorable working conditions and blatant racial bias within an international company.
Chapter 2 – Japan – Part II: An account of the author's time in the public school system in Miyagi, where he encountered isolation and professional disregard.
Chapter 3 – Masters – Essays on Language, Culture and Identity: A compilation of academic essays examining topics such as Global English, second language acquisition, and cultural identity.
Chapter 4 - Vocational college/University Incidents: Documents incidents of discrimination, wrongful termination, and legal battles faced by the author in Japanese educational settings.
Chapter 5 – University Teaching Op-ed Articles: A collection of articles detailing the author's critiques of Japanese university administration and the hiring practices for foreign faculty.
Chapter 6 – Improving Classroom Management and Teacher Quality/Training: Provides practical guidance and pedagogical advice for maintaining effective classroom environments and improving teacher quality.
Chapter 1 – Japan – Part III - Current Trends and Conditions in EFL: Examines the evolving landscape for foreign teachers, focusing on visa issues, wages, and changing professional demands.
Chapter 2 – Private School – Misinformed and Maligned in Moto-Yawata: A personal account of the author's dismissal from a private school based on student-driven complaints and administrative incompetence.
Chapter 3 – Discrimination/Racism in EFL in Japan: A synthesis of the author's experiences with systemic racism and the challenges faced by non-white instructors in Japan.
Chapter 4 – Conclusion: A reflective summary of the author's odyssey, emphasizing the need for fair treatment of all educators regardless of skin color or background.
Keywords
EFL, ESL, Japan, Korea, language acquisition, racism, discrimination, communicative approach, teacher training, classroom management, Global English, identity, second language acquisition, minority instructors, professional development.
Frequently Asked Questions
What is the core subject of this book?
The book documents the experiences of the author, a Black male educator, teaching English as a Foreign Language (EFL) in Korea and Japan over a 20-year period.
What are the primary thematic areas explored?
The work covers systemic racism, the reality of the EFL industry, pedagogical methods, cultural identity, and the challenges of being a minority instructor in Asia.
What is the ultimate objective of the author?
The author aims to provide an honest, unfiltered account of his experiences to inform others about the realities of teaching abroad and to advocate for fair treatment and professional standards for all teachers.
Which scientific methods are utilized?
The book utilizes a combination of autobiographical narrative, personal documentation (emails, contracts, letters), and qualitative action research to analyze pedagogical practices and institutional behavior.
What is covered in the book's main body?
The main body chronicles the author's career chronologically, moving from early experiences in Korea to extensive time in Japan's public, private, and university sectors, interspersed with academic essays on language and identity.
Which keywords best characterize the work?
EFL, Japan, racism, communicative approach, teacher training, minority instructor, Global English, and workplace discrimination are central themes.
How did the 9/11 attacks affect the author's teaching experience in Japan?
The author recounts how 9/11 and subsequent global tensions led to increased ignorance, fear, and racial profiling, resulting in dismissive and disrespectful treatment by some colleagues.
What does the author mean by the "black tax"?
The "black tax" refers to the extra effort required by individuals of color to achieve the same opportunities as their white counterparts, including having to work harder to get ahead and facing higher levels of scrutiny.
What advice does the author offer regarding classroom management?
He advocates for the communicative approach, emphasizing the importance of a student-centered environment, flexibility, positive reinforcement, and clear communication of expectations.
Why does the author advocate for teaching culture alongside language?
He argues that language and culture are inseparable; understanding cultural norms is essential for effective communication and helps students navigate the complexities of the language they are learning.
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- M.A. Ian Akbar (Autor:in), 2017, Present Imperfect, München, GRIN Verlag, https://www.hausarbeiten.de/document/384333
