Summary of 30 ESL Teachers share their challenges teaching English abroad (in East Asia)

Summary of Main Ideas and Challenges Faced by ESL teachers Teaching English Abroad in East Asia

This video features 30 ESL teachers sharing their biggest challenges teaching English abroad, primarily in East Asian countries such as Japan, Korea, China, and Taiwan. The main themes revolve around language barriers, cultural differences, classroom management, and personal adjustments.

Key Challenges and Lessons Conveyed

1. Language Barrier

Not knowing the local language is the most frequently cited challenge.
Teachers rely heavily on gestures, pictures, and non-verbal communication.
Learning the local language intensively (e.g., committing to an hour a day for a year) is recommended to improve communication and daily life.
Language barriers affect classroom management and social integration.
Some teachers feel frustrated by students’ reluctance or inability to honestly communicate understanding.

2. Classroom Management and Student Behavior

Managing large classes (up to 40 students) and maintaining quiet and focus is difficult.
Students often pretend to understand lessons, leading to misunderstandings and blame on teachers.
Keeping students motivated and engaged, especially for long-term learning, is challenging.
Cultural differences in discipline and teaching styles, particularly in religious or private schools, affect classroom dynamics.
Teachers must develop patience to handle energetic children and different cultural norms around manners and hygiene.

3. Cultural Differences and Adaptation

Significant cultural differences impact communication, expectations, and social interactions.
Teachers face challenges in understanding and respecting local customs, manners, and social etiquette.
Some experience discrimination based on appearance or ethnicity.
Adjusting to local food, lifestyle, and social norms requires time and openness.
Teachers advise maintaining an open mind and a liberal attitude toward different cultures to ease adaptation.
Learning not to unintentionally cross cultural boundaries is essential.

4. Workplace Issues

Some teachers experience unfair treatment, such as extra workload, contract violations, or favoritism toward local staff.
Co-teacher communication and expectations can be a source of stress.
New schools may have unclear expectations that improve over time through mutual understanding.

5. Personal and Emotional Challenges

Homesickness and missing native food or language are common.
Loneliness, especially when working alone or with limited social life, is a challenge.
Teachers often form attachments to students and colleagues, making eventual departures difficult.
Adjusting to new living situations and transportation systems can be initially hard.

Practical Advice and Methodologies Suggested

Language Learning Commitment:
Dedicate consistent time daily or weekly to learn the local language intensively for at least one year.
This effort improves survival skills, social integration, and teaching effectiveness.
Classroom Strategies:
Use visual aids, gestures, and simple language to overcome communication gaps.
Develop creative teaching materials to maintain student interest.
Exercise patience and flexibility with students’ behavior and cultural norms.
Cultural Sensitivity:
Observe and respect local customs and social etiquette.
Avoid imposing one’s own cultural standards on students.
Learn from local colleagues and students to better understand cultural nuances.
Workplace Communication:
Clarify job expectations early and maintain open communication with school management.
Build relationships with co-teachers to navigate cultural and professional differences.
Self-Care and Social Integration:
Find ways to connect with other expats or locals to reduce loneliness.
Explore local and international foods to maintain comfort.
Keep an open mind and positive attitude toward challenges.

Speakers/Sources Featured

Multiple anonymous ESL teachers with experience teaching in East Asia (Japan, Korea, China, Taiwan).
Teachers include those working in public schools, private schools, Christian schools, universities, and hagwons (private academies).
Some speakers identify as Korean American or have prior teaching experience in other countries (e.g., Spain).

This collection of insights provides a comprehensive overview of the common hurdles ESL teachers face abroad and offers practical advice for those considering or currently engaged in teaching English in East Asia.