Ghanaian EFL Teachers Working in Asia: Benefits and Implications for English Teachers Working Overseas

Mark Treve

doi:10.5539/elt.v13n8p1

Abstract

The present study explores teachers of English as a foreign language (EFL) in Asia, their attitudes toward teaching English, the roles of teaching the English language, motivations, benefits, implications, and the reason they are highly recognized in non-English speaking countries. The researcher applied the qualitative method through semi-structured interviews with (n=4) Ghanaian teachers working in three countries in Asia as EFL instructors; their strengths and weaknesses were investigated. The result of semi-structured interviews revealed that Ghanaian teachers&#39; primary role in Asia is to teach English and literacy skills. Moreover, the reasons they chose to work in Asia are higher salaries and better working conditions. Their inability to speak the local language and culture diversity were their weaknesses. Native and Non-native English teachers&#39; preferences, which directly/indirectly affect English teaching, are discussed.&nbsp; The respondents&#39; positive attitude toward English teaching overseas is also investigated and presented. This empirical study revealed the globalization of English in the 21st century.

Highlights

Introduction to the StudyIn the 21st century, the world is becoming more of a "global village," and the English language has become its primary language for communication
This study aims to examine what motivates Ghanaian English as a foreign language (EFL) teachers to work overseas, basically in Asia; to explore the reasons why native English speaking teachers are highly recognized in non-English speaking countries
This study aims to respond to the following questions: “What do some Ghanaian EFL teachers working overseas identify as their relative strengths and weaknesses compared to native English teachers?”

Summary

Introduction

Introduction to the StudyIn the 21st century, the world is becoming more of a "global village," and the English language has become its primary language for communication. English is perceived as the language of success linked to social mobility, status, and economic security; parents in non-English speaking countries throughout the world admitted that their children must learn English before any other language (ibid, 2002b). They spend time and money to find the best' representative' teachers of English for their children. We present articles and relevant previous studies used in this research It mentions why Ghanaians often possess excellent English language skills and why many Ghanaian teachers go overseas to work as English teachers. Most native English speaking teachers do not encounter grammar until they begin teaching, whereas non-native English speaking teachers are used to learning English with the help of grammar (Arva and Medgyes, 2000)

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