Present Imperfect; A Black Male, EFL Odyssey describes what teaching EFL has been like from a black, male perspective. The book discusses why I chose to teach EFL, my T.E.S.L. qualification, my experience teaching EFL in various settings in Korea and especially in Japan, my M.A. in Applied Linguistics, my thoughts regarding improving teacher quality/training, current employment trends and conditions and discrimination/racism as it pertains to teaching EFL in Japan. The book covers a roughly 20 year period and includes anecdotal/autobiographical evidence, academic essays and op-ed articles in various tones. Many assertions in the book are common knowledge and easily corroborated. Unlike the Odyssey the book is not a work of fiction. But, like the Odyssey, it does include accounts of trials, adventure and hardship. The book would be of interest to any ESL/EFL professional (or student). Especially, if they happen to be black or brown skinned.
Table of Contents
- Part 1 - 1996 - 1999
- Chapter 1 - Introduction - Why Teach EFL?
- Chapter 2 - In the Beginning
- 2.1 T.E.S.L. Certification
- 2.2 The Communicative Approach to L2 Instruction
- 2.3 Korea - Part I - Anxious in Anyang
- Chapter 3 - Japan - Part I
- 3.1 Language schools
- 3.2 Public education system
- Part 2 - 2000 - 2010
- Chapter 1 - Korea - Part II - Silenced in Seoul...
- Chapter 2 - Japan - Part II
- 2.1 Public School – Misunderstood and Mistreated in Miyagi…
- 2.2 Dispatch Company Dangers
- 2.3 Private School - Confounded in Kamakura..
- Chapter 3 - Masters - Essays on Language, Culture and Identity
- 3.1 English as a Global Language; An Overview
- 3.2 Culture, Identity and Second Language Acquisition: An Article Review in an Eastern Canadian Context
- 3.3 Language Learning and Identity
- 3.4 Language Autobiography
- 3.5 The Importance of Language and Culture in the L2 Classroom
- 3.6 Mr. Takayama: A Case Study of Factors Affecting L2 Acquisition in the EFL Context of Japan
- 3.7 Maintaining/Increasing Student and Teacher Motivation in the L2 context of Japan
- 3.8 Is Mori Ogai's The Wild Geese a hybrid literary artifact?
- Chapter 4 - Vocational college/University Incidents
- 4.1 Vocational College - Sabotaged in Shibuya
- 4.2 University – Shafted in Shin-Urayasu
- Chapter 5 – University Teaching Op-ed Articles
- 5.1 Japanese University English Language Administration
- 5.2 How Japanese University Classes are Allocated
- 5.3 Japanese Universities and Diversity
- 5.4 How foreign University English instructors are Hired
- 5.5 Possible Solutions
- Chapter 6 – Improving Classroom Management and Teacher Quality/Training..
- 6.1 Objective
- 6.2 Material
- 6.3 Level/Time
- 6.4 Set-up
- 6.5 Activity
- 6.6 Follow-up
- 6.7 Teacher Training
- Part 3 2013 - 2017
- Chapter 1 - Japan - Part III - Current Trends and Conditions in EFL..
- 1.1 Visa Sponsorship/ Benefits
- 1.2 Wages/ Compensation
- 1.3 Contracts
- 1.4 Academic Publication
- 1.5 PhDs
- 1.6 Language Requirements
- Chapter 2 – Private School - Misinformed and Maligned in Moto-Yawata
- Chapter 3 - Discrimination/Racism in EFL in Japan.......
Objectives and Key Themes
The book aims to recount the author's experiences as a Black male EFL teacher in Korea and Japan, highlighting the challenges and successes encountered. It seeks to provide a firsthand account of the realities faced by minority instructors in these contexts, offering both a personal narrative and a commentary on systemic issues.
- The challenges and realities of working as a Black male EFL teacher in Asia.
- The impact of race and cultural differences on professional experiences.
- Systemic inequalities and discrimination within the EFL industry.
- Personal and professional growth within a challenging environment.
- The author's reflections on language, culture, and identity.
Chapter Summaries
Chapter 1 - Introduction - Why Teach EFL?: This introductory chapter lays the groundwork for the author's narrative, explaining his motivations for choosing a career in EFL teaching. It establishes the context of his experiences, setting the stage for the challenges and triumphs he will subsequently detail. The author’s decision is framed within a broader discussion of the experiences of Black men in the workforce, setting the stage for the discussion of systemic racism within the EFL industry to follow.
Chapter 2 - In the Beginning: This chapter details the author's initial steps into the world of EFL, covering his TESL certification, his approach to language instruction, and his early experiences in Korea. It provides a foundational understanding of his teaching philosophy and sets the scene for his later experiences in Japan. This provides a baseline for understanding his successes and later frustrations within the EFL context.
Chapter 3 - Japan - Part I: This chapter describes the author's initial experiences in Japan, focusing on his work in language schools and the public education system. It provides a contrast to his experiences in Korea, highlighting both the similarities and differences in the working conditions and cultural contexts of the two countries. The initial experiences here set the stage for the later chapters, which cover more challenging times.
Chapter 1 - Korea - Part II - Silenced in Seoul...: This chapter focuses on the author’s later experiences in Korea, illustrating the challenges he faced within the Korean EFL system as a Black man. It explores the systemic barriers he encountered and the personal toll these challenges took. The title hints at the difficulties in speaking out against the injustices he encountered, indicating a pervasive silence.
Chapter 2 - Japan - Part II: This chapter delves deeper into the author’s experiences in Japan, focusing on his work in public and private schools and within dispatch companies. It examines a wider range of working conditions, highlighting the precarious nature of employment in the EFL sector and the dangers associated with dispatch work. The author's experiences in different sectors allow for a broader view of systemic issues within the EFL environment.
Chapter 3 - Masters - Essays on Language, Culture and Identity: This chapter showcases the author’s academic work during his Masters studies, weaving together various essays on language, culture, and identity. These academic papers provide deeper insight into the author’s perspective on the intersection of personal experiences and academic study. This showcases his ability to integrate theoretical studies with practical experiences within the EFL industry.
Chapter 4 - Vocational college/University Incidents: This chapter narrates the author’s experiences teaching at vocational colleges and universities in Japan. It details specific incidents that highlight the discrimination and obstacles he encountered in these higher education settings. The use of the word “incidents” suggests that the events described were not isolated occurrences, rather they were part of an ongoing pattern.
Chapter 5 – University Teaching Op-ed Articles: This chapter presents the author’s reflections on university teaching in Japan through a series of op-ed articles. These articles address administrative practices, class allocation, diversity issues, and hiring practices within Japanese universities. This provides a critical analysis of the higher education landscape in Japan.
Chapter 6 – Improving Classroom Management and Teacher Quality/Training..: This chapter focuses on practical strategies for improving classroom management and teacher training in the EFL context. This illustrates the author’s commitment to improving the teaching environment, even within a system that presents numerous challenges. The discussion moves beyond personal narrative to provide practical solutions.
Chapter 1 - Japan - Part III - Current Trends and Conditions in EFL..: This chapter examines current trends and conditions within the Japanese EFL sector. It addresses issues like visa sponsorship, wages, contracts, academic publication, PhDs, and language requirements. The chapter offers an up-to-date perspective on the realities of working in the Japanese EFL system.
Chapter 2 – Private School - Misinformed and Maligned in Moto-Yawata: This chapter details the author's experiences at a private school in Moto-Yawata, highlighting the challenges and frustrations he encountered. The inclusion of the school’s name lends weight to the author’s account and provides a more specific context for his claims.
Chapter 3 - Discrimination/Racism in EFL in Japan.......: This chapter focuses specifically on the issue of discrimination and racism in the Japanese EFL industry. It builds upon previous chapters by providing a focused exploration of this important theme. This addresses a critical concern for the author and many others in the same situation.
Keywords
Black male, EFL, teaching, Japan, Korea, discrimination, racism, cultural differences, language acquisition, higher education, systemic inequalities, personal narrative, academic publishing, teacher training, employment conditions.
Frequently Asked Questions: Experiences of a Black Male EFL Teacher in Korea and Japan
What is this book about?
This book recounts the author's experiences as a Black male EFL (English as a Foreign Language) teacher in Korea and Japan. It details the challenges and successes he encountered, providing a firsthand account of the realities faced by minority instructors in these contexts. The book combines personal narrative with commentary on systemic issues within the EFL industry.
What are the key themes explored in the book?
The book explores several key themes, including: the challenges and realities of working as a Black male EFL teacher in Asia; the impact of race and cultural differences on professional experiences; systemic inequalities and discrimination within the EFL industry; personal and professional growth within a challenging environment; and the author's reflections on language, culture, and identity.
What time period does the book cover?
The book covers the author's experiences from 1996 to 2017, divided into three parts: 1996-1999, 2000-2010, and 2013-2017. Each part focuses on different stages of his career and experiences in Korea and Japan.
What locations are discussed in the book?
The book primarily focuses on the author's experiences in Korea (Anyang, Seoul) and Japan (Miyagi, Kamakura, Shibuya, Shin-Urayasu, Moto-Yawata). It offers comparisons and contrasts between the two countries' EFL contexts.
What types of teaching positions did the author hold?
The author held various positions, including roles in language schools, public and private schools, vocational colleges, and universities in both Korea and Japan. He also discusses the precarious nature of working through dispatch companies.
What are some of the specific challenges the author faced?
The author faced numerous challenges, including discrimination and racism, systemic inequalities within the EFL industry, precarious employment conditions, and difficulties navigating cultural differences. He also encountered issues with visa sponsorship, wages, contracts, and academic publishing.
What is the structure of the book?
The book is structured into three parts, each containing several chapters. It includes an introduction, a table of contents, objectives and key themes, chapter summaries, and a list of keywords. The chapters detail specific experiences, academic reflections (from his Master's program), and op-ed articles on issues within Japanese universities.
What academic work is included in the book?
The book includes a selection of essays from the author's Master's program, focusing on language, culture, and identity. These essays offer a deeper analysis of the theoretical underpinnings of his experiences.
What solutions or suggestions does the author offer?
The author offers practical strategies for improving classroom management and teacher training in the EFL context, along with critical analyses of administrative practices, class allocation, diversity issues, and hiring practices within Japanese universities. He also addresses the need for change within the broader EFL industry.
Who is the intended audience for this book?
The book is intended for academics, EFL professionals, and anyone interested in the experiences of minority instructors in the EFL industry in Asia. It offers valuable insights into systemic issues and cultural challenges within the field.
- Citar trabajo
- M.A. Ian Akbar (Autor), 2017, Present Imperfect, Múnich, GRIN Verlag, https://www.grin.com/document/384333
