Unit 15: Philosophy

Unit 15: Philosophy — What’s Your Teaching Philosophy?

Do you have a teaching philosophy yet? If not, it’s time to develop one. A well-rounded philosophy helps ground your teaching practice in your values, your goals, and your understanding of the complex cultural dynamics involved in language education. Teaching English abroad isn’t just about grammar drills or conversation practice; it’s about relationships, identity, culture, and power.

Exploring the Cultural Identity of Expatriate English Teachers

Susan Barduhn’s research invites us to reflect deeply on our role as English teachers abroad. One striking metaphor from her work: “If English were a drug, expatriate teachers would be the dealers.” This raises tough questions:

  • Are we exploiters, pushing a language that carries cultural imperialism?

  • Or are we healers, providing access to knowledge, opportunity, and connection?

  • What is the “drug” — English itself, language learning, or perhaps access to global information and power?

English is often framed as a “global lingua franca,” but many languages around the world are endangered or marginalized. What is the impact of English’s dominance on Korean language and culture? Is it a form of cultural erosion or a bridge to global cooperation? How do you, as a teacher, navigate these tensions in your classroom and life?

Teaching English: A Skill, a Tool, or an Identity?

When students ask how best to learn English, I often say: Think of it like learning to drive or using a computer — a practical skill, nothing more. Your identity is not defined by how fluent you are. Some pick it up quickly, others take their time. English is a tool, not the end goal.

But be honest: Are you teaching English as a tool for empowerment and communication? Or are you wrapped up in fantasies of travel and “saving the world” in ways that might unintentionally harm your students’ learning experience?

Bill Johnston’s The Expatriate Teacher as Postmodern Paladin challenges us to examine our role critically. Do you see yourself as a heroic outsider? Or as someone negotiating complex cultural spaces with humility and respect?

Negotiating Your Own Cultural Identity

Who are you in this cross-cultural space? Are you rooted in your home culture, or are you someone in-between cultures — a cultural marginal? In Korea, native English-speaking teachers often find themselves living at the edges of society. This “marginality” is a mixed experience: nondominant in a dominant culture, yet not necessarily oppressed.

  • How do you avow your identity? How do you see yourself?

  • How do others — Korean colleagues, students, fellow expats — ascribe identity to you?

  • How do these identities shape your teaching, your relationships, and your sense of belonging?

Reflect on these questions regularly. They matter deeply in how you engage with your students and community.

Confronting Racism and Microaggressions

Unfortunately, racial microaggressions remain a reality for many expatriate teachers. Researchers like Vivian Lu and David Zhou have begun to document these subtle, pervasive forms of discrimination and their impact on teacher well-being and professional identity.

Be aware, be vigilant, and build support networks that acknowledge these challenges openly.

Final Reflection

Teaching English abroad is a complex, layered journey. Your philosophy should evolve as you learn — from your students, your experiences, and the ongoing dialogue about language, culture, and power.

So, what is your teaching philosophy? Take time to write it down, revisit it, and let it guide your practice and your personal growth.

Find more chapters of Prof Dev 4 EFL here.

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