Filipinos and Indians as English Language Teachers in the Emirates: A Phenomenology

Abstract

Non-native English speakers, venturing abroad to work as English teachers, have drastically grown in number. In the United Arab Emirates, a country that regards English as a vital aspect of progress and sustainability and a home to more than 200 nationalities, Filipino and Indian teachers have found their platform to practice their profession, while facing the reality that such a country openly prefers to hire native speakers over non-native ones. Hence, this study was conducted to explore the lived experiences of 12 non-native English speakers (six Filipinos and six Indians) in the context of working as English language teachers in the UAE. Responses, collected through in-depth interviews, were analyzed to shed light on the overarching question. Findings revealed that informants came to the UAE to earn a bigger salary, grow personally and professionally, and enhance their communication skills. Furthermore, issues and challenges experienced by these teachers were clustered into personal matters (homesickness, new environment adjustments, and language barriers) and professional matters (preference for native speakers, curriculum adjustment, classroom environment, and teacher-parent connection). Data also unraveled the coping mechanisms of the informants: recalling motivations, building connections, utilizing various teaching approaches, and practicing cultural sensitivity. Finally, this study reflected the insights of the teachers, categorized in themes of unlimited learning, native vs. non-native speakers’ salary difference, uninterested learners, and the importance of understanding the work contract. Based on the findings, implications on administrative and pedagogical practices were explicated, leading to recommendations for future research on the phenomenon of teacher migration.

Surviving in a Provisional Workplace: Foreign Lecturers’ Practices in an Asian HEI

“…As the study shows, the view on temporary appointments has signi cantly in uenced the teaching practices of the participants in the classroom, leading them to adopt various teaching practices. Existing literature (Amin & Rahimi, 2018Lemana, 2022lla, 2018 highlights the challenges EFL teachers often face when adapting to different teaching methodologies and educational systems in foreign countries. As cited y Luis Fernando lvarez (2020) and ita Maharaja (2018), teachers' intercultural experiences have enriched their understanding and fostered mutual appreciation etween cultures, enhancing their adapta ility, cultural sensitivity, and glo al perspectives.…”

“…However, little attention has een given to delving into this matter in a qualitative sense that could more deeply capture professionals' perspectives and the implications of such on their professional practice and performance. Moreover, the existing literature offers many studies examining the lived experiences of foreign EFL teachers and lecturers working a road (e.g., Hidayati, 2018Lemana, 2022Rose & Montakantiwong, 2018lla, 2018. These studies have explored various aspects, such as the motivators that attract them to work overseas, the personal and professional challenges they encounter, their coping strategies, and their perceptions of the advantages and disadvantages of working in a foreign context.…”

Anatomizing Pope Francis’ pandemic homilies: Discourse parts and types in focus

“…During liturgies (i.e., the public rites of the Catholic church), priests (e.g., the pope) often give sermons called homilies that have a religious, spiritual, or moral theme (Powell, 2017) which is "a vivid and joyful experience of the spirit, a consoling holy discourse with God's word, and a continual source of renewal and advancement," as stated in the Catechism of the Catholic Church (Fernandes, 2015). Rooted in centuries-old tradition, homilies serve as a means of imparting divine teachings and inspiring believers to lead virtuous lives (Broadus, 2014;Buchiu, 2022;Lemana, 2023).…”

Crossing the Borders in Utilizing English Varieties: Filipino Teachers' Experiences and Perceptions

“…Several studies confirm Filipino teachers' diverse experiences in teaching English in ENL/ESL/EFL contexts. They range from investigations of the Filipino teachers' experiences in handling various language education programs in diverse cultural and linguistic settings (Cabiladas, 2023;Reyes et al, 2020;Bautista, 2020;Pontillas, 2021;Lemana, 2022) to lived experiences focusing on the benefits and challenges or pitfalls in language teaching (Ulla, 2019), and students' perceived competence of the Filipino teachers' performance (Ozaki, 2022). Although the studies showcased the Filipino teachers' experiences in teaching across the three linguistic contexts identified by Kachru (1992), the question of how Filipino teachers utilize the English varieties in teaching across the three linguistic contexts still needs to be solved.…”