The Quality Of Foreign ESL Teachers Teaching In Chinese Private Training Institutions:A Case Study In Jinhua

English language teaching is now an entrenched part of the global education system.The application of English is ubiquitous.Hence,English has become the lingua franca,compelling many non-English speaking countries to mandate the introduction of English as a Second Language(ESL)as imperative.The complexity of ESL training requires extraordinary determination on the part of the learners and educators to comprehensively grasp the language and apply it in its fullest form.Classroom management,content knowledge,constructing learning activities and content development are some of the most important components of teaching that aids the learning process.To apply this complex and multi-dimensional skillset,it requires the right degree in education and the rigorous testing and training of ESL teachers.Nevertheless,the longstanding practice of recruiting unqualified and poorly trained foreign ESL teachers has consistently generated great controversy in China.This study investigates and outlines the drivers of this phenomenon and introduces a framework that can assist in recruiting quality and qualified foreign ESL teachers.The research is based on two factors:firstly,the improper recruitment process;and second,the quality of teachers that are being recruited.For this study,these two stated factors are the main focus as this is the initial gateway to the negative impacts of employing low quality/unqualified foreign ESL teachersThus,using the ESL training institutions in Jinhua,China,as examples,this research illustrates the quality of teachers who are recruited and employed with such training institutions.To that end,the study provides detailed accounts of their teaching practices,the responses of institutions-in-charge,along with the role of recruiters/agents and owners that comes into play during the initial phase of recruitment.The aim is to demonstrate that a significant number of foreign ESL teachers are neither required to meet the minimum qualifications for ESL teaching nor is there any oversight to test and monitor the entrance of such candidates.This is in stark contrast to the rigorous testing and evaluation that are required for public school teachers both in China and overseas.This data is derived from training centers where foreign teachers were interviewed for this research.The study’s objective is to illuminate how these factors play a role in the continuing influx of foreign ESL teachers who enter China without the requisite teaching skills and employed by ESL training institutionsLastly,this thesis uses these analytical platforms to provide recommendations for setting the standard in identifying low-quality teachers and setting in place standards and procedures to recruit future foreign ESL teacher candidates who possess the quality to teach and make a positive impact in the outcome of the subject matter.These recommendations outline clear pathways for recruiters/agents of teachers and owners of ESL training institutions to choose the best-suited candidates to teach ESL,enabling a more desirable and effective outcome for both service providers and students in the long-term.