Hello everyone, I teach English to children from the age of 3 years old to 13 years old. I found your forum today while researching for a course I'm doing, Specializing in teaching young learners. I have to list unique problems experienced while teaching young learners in the following countries.

China, South Korea, Vietnam, Kuwait, Thailand and Bulgaria.

Any help any of you can give me will be much appreciated.

Thank you Ann
I am a teacher trainee and here they teach us some things which they think may work. If you tell me your problem, I will try to shed some light.
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I'm sorry I haven't explained myself very well. I am researching for a piece I'm writting for my course work. I have to list the problems encountered when teaching specifically in the countries I have listed. i.e. Topics not to use in class because of the culture and beliefs in each country. I teach in Spain but have no idea what other ESL teacher encounter in their work. Any help you can give me in the area would be great.
Hi there i have the same problem have you got any pointers yet if so could you please give me some. Heres what i have got so far!

a. China

China encourages English speaking teachers to come to China to teach English. However, a high level of motivation in students does not equal effective learning. Instead, a high level of motivation plus correct instruction could result in more effective learning.
There have long been differences between Western approaches and Eastern approaches. Research indicates that Chinese TEFL tends to emphasize English language knowledge, content, teacher-centered classrooms and exam results while Western TEFL or ESL (English as Second Language) favors critical thinking skills, realistic use of language, studentcentered classrooms and the process of learning.
Western educators do not prefer rote learning, memorization, and knowledge transmission, which is central to traditional Chinese pedagogy.
In the process of employing culture teaching in TEFL, there are a number of problems we are likely to encounter though it has been proved, to some degree, a success. Some researchers argue that the degree of students’familiarity with the subject matter of learning materials may greatly influence their performance in language study.All these problems mentioned above may result from the great distance between learners as well as teachers andteaching or learning materials. What’s more, Chinese English learners sometimes find it hard or unable to clearlyexpress themselves, which has been excluded from pragmatic failure in discussion.
b. South Korea

c. Viet Nam

Teachers have had problems with pronunciation, spoken fluency-interacting with children in Viet Nam, Also adjusting their English to children's level so the children can understand the teacher.

Teachers’ poor knowledge of children's psychology and pedagogy, and the poor quality of classroom teaching is also a factor when teaching in Viet nam.

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Hi there, my name is Willem.
South Korea: Bad working enviroment
Contracts been changed, resulting in beeing unpaid
You don't have any legal rights
Kuwait : There are internal inefficiencies within the educational system.
Low spending on text books and teaching materials.
Short lenth of school year.
Low student to teacher ratio and high repition rate.
Can you email me, maybee we can help eachother, i'm staying in Thailand and teaching in Kasetsart University Campus
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Hello Ann

I am currently doing the same course, and am teaching in Mexico. I have the same question as yours in the course work and not too sure about what problems one might encounter in other countries, specifically the ones you listed which are also in my course work. If you have any information please let me know.

Best Regards Alicia