China articles - China teaching

eaching in China can be tough. Classes are usually quite large, management can be unpredictable, and the pay (by western standards) is quite low.

Despite such detriments, the People’s Daily Online estimated in 2006 that an average of 100,000 native English speakers (mainly from Australia, Canada, England, New Zealand and the United States) come here every year to teach.

One reason for this is the ease in finding work. According to a document produced in 2002 by China’s Ministry of Education, it is estimated that there are roughly 50 million Chinese studying English at schools and language institutes nationwide, while an additional 800,000 or so are majoring in English at Chinese colleges and universities. In other words, English study programs are very big business here.

...despite the lower pay and often rugged conditions, life in China offers a sense of community sadly lacking in modern western life... Another big factor is quality of life: despite the lower pay and often rugged (by western standards) conditions, life in China offers a sense of community sadly lacking in modern western life. Students tend to be extremely gracious and will often go out of their way to see that their foreign teacher is well taken care of. Dating (for men, anyway) is extremely easy here. Mealtimes need never be spent alone. The list goes on and on, but in short, in China, you need never feel alone.

Check out this quote from Lewis Sandler, a teacher of the Institute of Continuing Education of Beijing Foreign Studies:

After all these years of working the same job I was starting to feel tired. I was no longer satisfied with my job. I had my friends, of course. But sometimes in life we need something more. Luckily I was single and could accomplish my dream about traveling to a faraway country—a dream I had since childhood.

Who comes to China to teach?

As mentioned earlier, the bulk of foreign teachers in China come from G8 countries. However, in recent years, a number of schools have been accepting teachers from the Philippines and India as well.

While teachers from developing countries often come to China intending to stay long-term, most from developing countries do not, likely because of the low pay and distinct culture gap. That said, here are the 4 groups that we suggest make up the majority of foreign teachers (from developed countries) here:

• Fresh graduates: for many not emotionally ready to make the switch from a leisurely student life to a stressful corporate one, a 'gap' year in China offers an intriguing respite.
• Pensioners: retired or semi-retired men in particular seem drawn to China for its 'second life' appeal. In other words, new home, new lover, new friends, in one single package.
• Career ESL teachers: for the past decade, Korea has been the 'promised land' for ESL teachers (easy to find work, easy to save). Many who decide to continue teaching but desire a change from the stress of Korea often make the jump to China, sacrificing higher wages for a more relaxing way of life.
• Qualified teachers: accredited western teachers often come over for lucrative gigs at international schools, while some others get into subject teaching at study abroad programs.

What are the minimum qualifications?

In theory, the minimum qualification to legally teach in China is a Bachelor’s Degree and two years of verifiable teaching experience. However, in practice, as long as you're a native English speaker with a pulse, finding work – and getting a legal visa – can indeed be done.

As one Australian recruiter based in Beijing told this writer: “You’d be amazed at how easy it is to get an authentic-looking diploma printed up on the sly.”

While TEFL, TOEFL, TESOL, and CELTA certifications cannot (technically) be used as a substitute for a bachelor’s degree, they can provide those with zero teaching experience familiarity with second language acquisition theories and methodologies.

Problems

Three of the biggest problems foreign teachers in China face are dishonest/ inept management, large class sizes, and apathetic students that make very little effort yet demand 'stimulation' from their foreign teachers (the 'dancing monkey' dilemma).

Regarding management, the Chinese EFL system is poorly regulated, and there are no minimum standards for private school and FAO (Foreign Administrative Official) Directors. When you consider the skills ideally needed for such positions (education administration, business management, cross-cultural relations, etc), it is no wonder there there are so many horror stories that occur when naiive foreign teachers fall into the clutches of unscrupulous business operators.

Conclusion

For non-accredited teachers, we suggest that you approach your teaching stint with low professional expectations and a willingness to be flexible.

There is no other way to say it: teaching in China is always a challenge and never a breeze. Despite this, the benefits (seeing a new part of the world, learning about the Chinese way of life, making new friends, and generally spicing up your life with all things novel) are – for some – definitely worth it!