Useful Tips for Teachers of English as a Foreign Language

Working abroad might be a challenge with some teachers; especially with teachers who have never worked abroad before. Here are some tips to help you avoid a classroom culture clash in those heady first months of teaching abroad:

Are you mentally prepared for teaching overseas?

Too often, teachers who go to another country soon return home disenchanted because things did not turn out the way they expected. While the employer bears some of the responsibility for preparing the new recruit, this does not exempt the employee from gathering as much information as possible about the host country and the place where they will work. Preparation is the key!.

Go with a purpose in mind.

Teachers who have clear professional goals and can sustain themselves by nurturing their professionalism through outside activities and (and don't blame the foreign culture for personal misfortunes) have the best chance of a successful teaching experience.

Study the language and culture of the host country.

Although many training programs focus on the linguistic elements of the profession, an equally compelling reason should lead us to focus attention on diversity training to help teachers in the acculturation process they will need to undergo in a foreign land. Teachers themselves should make an earnest attempt to learn something about cultural adjustment and training that will lead to successful experiences abroad. Learning the language is a key step to adjustment, so you are able to become an active participant in everyday life. Tapping into what is "hot" and "what's not" with our students shows them we are not removed spectators.

Dress right.

Jeans, sneakers, and just-out-of-bed hair may be okay for teachers in the U.S., but in many parts of the world, a neat appearance counts far more than credentials. In Korea dark clothes lend an air of authority. Red is to be avoided at all costs. In Morocco female teachers don't wear pants, sleeveless blouses, or short skirts.

Behave appropriately.

When Judith Johnson asked 250 students at the Sichuan Institute of Foreign Languages in China what they liked and disliked about native speaker English teachers, the students' main gripe was the informality of foreign teachers, who often seem to undermine their own authority by acting in undignified ways.

Choose topics carefully.

Certain topics may be taboo for cultural reasons: Most Americans don't want to discuss their salaries or religious beliefs; Japanese may be disinclined to talk about their inner feelings; and the French think questions about their family life are rude.

Don't ask, "Do you understand?" In China and Japan, students will nod yes, even if they're totally lost, in an attempt to save face for the teacher. Even in a country as far west as Turkey, yes often means no.

Be aware of cross-cultural communication styles.

French students appreciate wit. Venezuelan students like boisterous rapid-fire exchanges. In Japan, where debate is not as valued as in the U.S., students appreciate long pauses in discussions and silent "think time" after you ask a question. "Hollow drums make the most noise" says a Japanese proverb, and Japanese students are uncomfortable blurting out the first thing that comes to mind. American teachers, who are uncomfortable with silence, tend to anticipate the student's words or repeat their original question—both irritating interruptions for the Japanese student.

Present a rationale for what you do in class.

Your pedagogy is going to be very different from what students are used to. They'll conform much more eagerly to new classroom content and procedures if they understand the benefits.

Relax and enjoy yourself.

Happiness in the classroom is contagious.