By Kang Shin-who
Staff Reporter
Many foreign teachers in Korea want to form either an association or union to promote awareness and to protect themselves against unfair work practices. Their move could soon take shape as the Lee Myung-bak administration has big plans for native English speakers.
The Education Ministry and the Korea Federation of Teachers’ Association also want foreign teachers to organize their own union as they have a limited budget and manpower to represent their interests. Foreign English teachers also want to clean up their distorted image here as criminal, drug using pedophiles.
In early February, a female Canadian teacher was fired in Gangwon Province. She felt unfairly treated, but didn't know how to fight the sudden termination.
For its part, the Gangwondo Office of Education said that the teacher, hired as an assistant teacher for English classes, was not good in teaching and received poor feedback from students. School officials referred to mental instability, according to the education office.
However, the teacher, asking not to be named, said she was a victim of mistreatment. ``I was very shocked with the dismissal notice. It is discrimination, they didn’t even tell me what they expected from me and they just tried to push me out with survey result (which was conducted) without my knowledge,’’ she told The Korea Times over the phone.
She worked for about six months. Under the original contract, the one-year term ends in August 31. Born to Korean parents in Canada, she barely speaks Korean.
It is very rare, if any, for native English-speaking teachers to be fired under the state-administered ``English Program in Korea (EPIK),’’ which started in 1996, according to the education authorities. According to EPIK officials, it is the first sacking of a foreign teacher hired through the program.
``Under the contract, we can terminate employment `If an employee fails to perform or unsatisfactorily performs any of the duties stipulated in the contract,''' said Kwon Moon-chul, a supervisor in charge of recruiting native English teachers for Gangwon schools.
Although the education office rated the Canadian teacher as ``unqualified,'' the supervisor said the office will help her land a new teaching job at other schools out of the province by providing a ``release letter,'' (which means she is free to seek further employment).
Once fired, she said she didn't know with whom she should consult. Neither did she know about any administrative procedure for filing a complaint.
She had to ask around for days to seek help and get some advice but found few people she could rely on. Under the immigration law, E-2 visa holders have to leave within two weeks after their visas expire.
This is a case demonstrating the hardship foreign teachers face here. Mostly they don't know how to cope with overdue contract bonuses, unclear working hours and other work-related issues. Their co-teachers are supposed to help them, but are not much helpful in most cases.
In South Korea, about 4,000 foreign English teachers are working at public schools as of last September. But they have no association or any group that can represent their interests and help them solve the various problems they encounter.
The only place foreign teachers can get consultations is the EPIK at the education ministry, which manages native-English speaking teachers at public schools and also recruiting in cooperation with public offices overseas. The two EPIK consultants are available for counseling. But this is insufficient to help foreign teachers tackle all kinds of problems.
Foreign teachers say they also feel a greater need for such an association.
``When you go for orientation, they tell you about traditions and laws, but not how to solve problems. You must adapt, but your problems are ignored.’’ said Tjaart Coetzee who has been teaching English here for 20 years.
Most schools don’t extend the one-year hiring contract and just terminate it on expiration. Foreign teachers believe that’s because they are reluctant to give pay raises. Many foreign teachers do not want to extend their contracts, but there are also teachers who want to stay beyond one year.
``Why do they change teachers every year? It is not good for the students, and they don’t want to give you a salary increase. Schools use the money for themselves and don’t care about education,’’ Coetzee said.
That is why a growing number of foreign teachers feel it is necessary to form an association to deal with such issues.
``Actually I was very surprised to hear that there is no association for foreign teachers. I have many problems with teaching students with Korean co-teachers. But I have no way to discuss my problems with others who are in same position as me,’’ said David Han, an American teacher in Gyonggi Province.
``I really think that we even need a union which can influence Korean strict visa rules. But the council members (of the union) need to put their energy and devotion into it as they will have a responsibility to the group members. Who is going to take the responsibility?’’ said Michael Namowicz, who previously taught at Cheongshim International Academy in Gyeonggi Province.
``I doubt whether the Korean immigration office will issue a visa for the president of a union if the president has to work for the union as a full-time worker,’’ he added. Mr. Namowicz has been teaching English here for five years.
Foreign teachers are often portrayed here as drug smugglers or some sort of criminal. Most are misrepresented and their crimes are exaggerated in most cases. These foreign teachers want an organization to hear their collective voice and help defend and protect their rights.
``I'm frankly quite tired of seeing us portrayed as criminal, drug using pedophiles. The Korean media and indeed the Korean people in general seem to get some sort of perverse pleasure from seeing, and writing stories demonizing `foreigners,''' said Daniel Lalonde, an English teacher in Pohang, a southern port city.
The need to form a foreign teachers' group is not only coming from the foreigners but also from Korean educators. ``Teachers should be guaranteed stable working conditions so that they can concentrate on teaching students,’’ said Kim Dong-seok, a spokesman of the Korea Federation of Teachers' Association.
``Frankly speaking, we have treated them as outsiders and it is true that we have neglected their human rights and welfare issues,'' he added.
A progressive teachers' group, the Korean Teachers & Education Worker’s Union (KTU), also agreed on the need for foreign teachers' representation. ``It is a little hard for our union to deal with teachers who are foreign nationals. But we expect that the foreign teachers at public schools will naturally form a group to take care of their welfare and working conditions in the near future,'' said Hyun In-cheol, the KTU spokesman.
However, the Ministry of Education and Human Resources Development, a nominal manager of foreign teachers at public schools, faces difficulties in helping foreign teachers establish a channel for their voice.
``It would be good to create an official community for foreign teachers to share difficulties and discuss for better English education. I even think that we need to have an alumni association so that they can promote Korea to other possible teachers overseas.’’ said the ministry official Kim Han-joo. ``But the problem is that there is no budget and manpower for supporting that kind of organization. There are only three or four staff to take care of foreigners here.''
Other officials cited the low rate of contract extension is also one factor making it difficult for the establishment of such an interest group.
``Many foreign teachers leave Korea after one or two years of teaching, so it seems not easy for them to take steps to organize an association,’’ said Choi Chun-ok, a supervisor at the Seoul Metropolitan Office of Education.
Combined with the number of native English teachers also employed in private institutes, the total number of E2 visa holders is over 17,000.
kswho@koreatimes.co.kr
