Education, Lesson Plan, Research, Teacher Trainers, Unions

Lesson Plan on Trade Unions in Ireland

There’s nothing better than a ready-made lesson plan. All you need to do is have a quick scan of it, decide on the bits to keep in and take out, print it off or set up the overhead projector and away you go. You might actually get to eat your lunch instead of planning if that’s the case!

This lesson plan is designed for teachers of strong intermediate/ upper-intermediate to advanced level students of English. It is set decidedly in the Irish context, but it could easily be used by teachers in other countries by comparing and contrasting. The focus is on trade unions. The crux of the lesson is three reading texts adapted from news articles on three separate trade union issues in Ireland; Dunnes Stores workers, Luas workers and English language teachers. Please feel free to edit the documents into any format you think is appropriate for your class. Similarly, feedback on this lesson plan is very welcome. What discussions emerged? What insights were made and what questions were asked? Would more lesson plans be useful for you and your class? Get in touch and let us know.

Language teaching is inherently political, unfortunately. There’s no getting away from it. We can’t divorce ourselves from the fact that English as a global language has an extremely troubling history. Even today, the issue of English as a gatekeeping device (thinking particularly about the exorbitant cost of IELTS preparation and exams, university and job requirements, or as an indicator of social status) is one which all language teachers should be aware of and draw attention to in our classes. Asking why, always. Giving a voice to injustice is a powerful thing for a teacher to do. Paulo Freire considered the only goal of education to be raise one’s consciousness, to understand the relationship between oppressed and oppressor.

“No pedagogy which is truly liberating can remain distant from the oppressed by treating them as unfortunates and by presenting for their emulation models from among the oppressors. The oppressed must be their own example in the struggle for their redemption”                                                                                              Freire, 1970

As a teacher, you need to spend time on the language of power so that your students are given time to take in, reflect, discuss, tease out, argue, debate, consider and shape their understanding of issues of power.

Start with this lesson plan, and see where it takes you and your students. Note down any reflections you have on the lesson and share it with your colleagues. Write to us and let us know so we can share it. Use your voice to amplify others’.

The lesson plans are below in shareable Google Drive files. Student worksheets and teacher notes are included below.

Student Worksheets:

Teacher’s Notes:



Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum. p. 54


by Aileen Bowe








Education, Regulation, Research, Uncategorized

Experienced? Qualified? Irish?

In the summer of 2016 I conducted my MA research entitled Perspectives on NNESTs: an insight into language teaching organisations (LTO) industry in Dublin. I wanted to find out different stakeholders’ perspectives concerning non-native teachers in the city through students, teachers themselves, Directors of Studies and by conducting analyses of schools’ websites.

For the purposes of this article, I decided to focus on the analysis of schools’ websites and how these portray English teachers, more specifically non-native ones. I also pose a question as to what kind of practices English Language schools in Dublin have when it comes to teachers in general.

Discrimination and hiring practices in Ireland

In the context of Ireland, some schools advertise for NESTs only. According to Bruce (2015, para.6), a degree in any area, a 100-hour TEFL course and an Irish passport would be more valuable than a NNEST with a degree in pedagogy, an MA in Applied Linguistics and “flawless English”.

Nevertheless, for Medgyes (2001, p. 432), hiring practices are “in a state of transition”. This statement is supported by Harmer (as cited in Çakir and Demír, 2013, p. 162), which asserts that until recently, it was not possible to find a non-native English speaking teacher working in English-speaking countries like Australia or the UK whereas nowadays, this scenario has changed.

The laws in Ireland prohibit discrimination and promote equality in a wide range of areas, including race, which consists of skin color, nationality or ethnic or national origin (“Equality… in Ireland”, n.d., para.8). As a matter of fact, there are laws forbidding discriminatory practices not only in this country, but also European Union. However, as my research later uncovered, some schools in Dublin state that their staff is composed of native-speakers only, which could imply discrimination against teachers who were not born in countries where English is spoken as an official language. Indeed, as the analysis conducted for this study showed, the websites and brochures of nearly one quarter of the LTOs promote nativeness as a positive characteristic of their teaching staff.

My research and school websites

Initially, I wanted to conduct research on job advertisements and how they can be discriminatory in the ELT sector. However, it was decided that due to the low number of job advertisements for English teachers in Dublin, the results would not be consistent enough and an analysis of what schools present in the public domain could be made instead. Therefore, a total of 46 school websites and brochures was considered for their content analysis. The main objective of the analysis was to investigate whether there were details which could indicate hiring practices – particularly if the institution claimed having “native-speakers only” in their staff.

The investigation shows that LTOs in Dublin list up to six different factors as major characteristics of teachers in their staff. The factors acknowledged included: experience, nativeness, TEFL qualifications, university qualifications, other educational qualifications and personality traits, such as enthusiasm and passion for teaching.

In the table below an overview of the factors found through the examination of the websites and brochures can be seen:

List of factors mentioned by LTOs in Dublin

Factors Total number of schools
Experience 16
University degree 15
TEFL qualifications 14
Other educational qualifications 12
No information on teachers 11
Nativeness 10
Personality traits 9

Results explained


Teaching experience was the most common characteristic mentioned by schools when describing the teacher who work for those institutions. One could speculate that most of these schools seem to believe that experience can be a good selling factor. Some of them state things such as “all our teachers are experienced” and “we have a team of highly experienced English language teachers”.

University degree

Out of the 46 schools, 15 bring up the fact that their teachers have university degrees. This was the second most common item in the analysis of websites and brochures conducted. Some of them make statements such as “all teachers have a primary university degree” and “all teachers are university graduates”.

TEFL qualifications

Having a TEFL qualification seems to be one of the most important characteristics of teachers in Dublin – 30.4% of schools disclose this information as a positive item. Some of the schools also mention specific qualifications such as the CELTA or an ACELS approved course.

Other educational qualifications

Some of the schools, more specifically, 26% of them, say their teachers are qualified, but do not provide any further details on their educational qualifications. This is supported by some of the descriptions found in their brochures and websites, such as “fully qualified teachers” and “we have a team of well qualified and highly experienced English language teachers”.


The fact of having a native-speaker teaching staff was the fifth most frequent factor presented by schools in Dublin, with 21.7% of LTOs presenting statements that emblazon this idea: “all teachers and staff are native English speakers”, “all our teachers are native English speakers” and “All of our teachers are Irish, Native Speakers of English”. The last one seems to exclude not only teachers who are not native speakers, but also the ones who were not born in Ireland.

Personality traits

This was the factor least mentioned in the websites and brochures analyzed. Only 19.5% of LTOs refer to features, for example: “passionate and dynamic teachers”, “our staff are chosen for their enthusiasm and experience” and “creative, dynamic English speakers”.


Taking into consideration my research questions, we can say that from this stakeholder’s perspective, the prevailing factor in common described by language teaching institutions in Dublin is teaching experience. The content analysis performed shows that nearly 35% of schools mention experience in either their websites or brochures. The second and third most cited factors were university degree and TEFL qualifications, which show that according to what schools advertise, their teaching staff is experienced and qualified.

As far as I am aware, no specific research on websites of schools operating in Dublin has been carried out and despite the results obtained by other researchers (such as Selvi (2010) and Mahboob and Golden (2013)) nativeness is not the most cited criteria in Dublin’s language schools websites and brochure. This might be because there are laws forbidding explicitly discriminatory practices in Ireland, which might impede employers from displaying such information in the public domain.

This piece of research is relevant because even though there are laws against discrimination in Ireland and the EU, schools are still advertising against non-native teachers in broad daylight. If these LTOs are doing that, one can imagine what kind of practices these schools have when it comes to teachers’ rights, fair wages, pay scales, sick pay and so many other factors affecting teachers’ professional and personal lives. We need an urgent reform in this industry, and the only way to do it is by getting together and joining a union – that’s the only way us teachers can change the status quo. I myself see this job as my profession, my career, and want employers to see it that way too.

by Bárbara Hernandes

Sources mentioned:

Bruce, S. (2015, July 13). The Importance of Being Native. Retrieved July 10, 2016, from EAPing:

Medgyes, P. (2001). When the teacher is a non-native speaker. Em M. Celce-Murcia, Teaching English as a second or foreign language (pp. 429 – 442). Boston: Heinle & Heinle.

Çakir, H., & Demír, Y. (2013). The employability of non-native speaker teachers of English: sample cases of unfair hiring practices. International symposium on changes and new trends in education – Symposium Book Vol. 1, (pp. 159 – 163).

Equality and Non-Discrimination in Ireland. (n.d.). Retrieved June 9, 2016, from Irish Human Rights and Equality Commission:

Selvi, A. F. (2010). All teachers are equal, but some teachers are more equal than others: Trend analysis of job advertisements in english language teaching. WATESOL NNEST Caucus Annual Review – Vol. 1, (pp. 156 – 181).

Mahboob, A., & Golden, R. (2013). Looking for Native Speakers of English: Discrimination in English Language Teaching Job Advertisements. Voices in Asia – Volume 1/1 (pp. 72 – 81). Sidney: University of Sidney.

Do you have a piece of research that you want to get out into the world? We are happy to publish articles pertaining to employment, precarity, socio-economic factors, etc., as they relate to English language teachers. Email us at in confidence.

(Image credit: Pixabay)

Interviews, Uncategorized

‘So, do you have any questions for us?’

June is traditionally the easiest month to find an English language teaching role in any of Ireland’s ELT organisations.  The number of teaching roles in Ireland goes from 1000 to 2000 for a brief two and a half months, according to a speaker at recent ELT event in Dublin. That’s a lot of interviewing.
Q: How can we jobbing ELT managers and precariously employed English language teachers use those interviews to turn those 1000 year-round jobs into 1000 real year-round jobs?
A: By asking the right questions.
Teachers in Unite the Union‘s ELT Branch put together this list. Pick a couple of questions below and ask them when the interviewer asks you ‘So, do you have any questions for us?’. If you aren’t changing schools consider this: How would your current school answer them?
(But I’m the hiring manager this year /the DOS/in a good school/getting a Delta/ Helping my DOS and she’s my friend!  Be clear about things. Don’t lose your professional cool if a another professional asks these questions about the role you are offering in the profession. To be clear: whether you are looking for fun fling summer love or an ‘English summer camp’ teacher, be clear about it. And some praise is due this year. It is great to see so many professional ads this year clearly stating they are hiring ‘for the summer’. Well-qualified experienced professionals being misled might (and should) land the offending school in the WRC. It is not ok and it should stop.)
So save this page for your next interview, if they offer you less than €22/hr, there is good reason for you go ahead and ask ’em all. In Dublin, how much are you going to be able to save if you are making less than that?
Here’s to not just breaking even one of these years…
● Is there a pay scale?
● Is there payment for CPD/non-contact hours?
● How many days sick pay are paid?
● How is holiday pay accrued and am I entitled to take it when I want?
● Are my conditions (sick/holiday pay, pay scales, payment for non contact hours etc) specified on my contract?
● Can I see a sample contract?
● How long must I be working for the company before I receive a permanent contract?
● Are my hours stated on my contract?
● Are all the hours paid at teacher’s rates?
● Is there a clear policy on bullying?
● How much notice will I get if hours are to be reduced/classes closed?
● Is that stipulated in a/the contract?
● Would this school contribute to (or pay for) my Diploma or Master’s after a certain period?
● What happens in the autumn?
Suggestions? Write to us.
I.T., thanks for your help on this list.
Education, ELT Associations, Teacher Trainers, Unions, Worker's Rights

Teacher trainers: it’s time to talk to your trainees about unions

As colleagues around Ireland return from IATEFL in Brighton talking about the brave/ insightful/ overdue talk by this presenter or another, ELT Advocacy remembers Silvana Richardson’s brave, insightful, overdue talk about non-native English speaking teachers in 2016. Her talk inspired this article originally published in The Teacher Trainer Journal in the Spring of 2017 re-published here with the permission of the Journal. Its conclusions seem worth repeating in the shadow of the closure of our fellow teachers’ school in Limerick this month. It is aimed specifically at teacher trainers and observers on CELT, CELTA and CertTESOL courses.

At the 2016 IATEFL conference held in Birmingham, UK  Silvana Richardson’s plenary brought to light a neglected part of the ELT conversation. Instead of discussing how to help your students get wrong answers right, she asked us to think about the rights and wrongs being done to our colleagues when discriminated against by employers. In doing so she demonstrated that it is safe, and even necessary, to begin coming out about our responsibilities to each other as fellow professionals.

The talk was about employment rights: specifically, the right to be considered for a teaching job without discrimination as to your nationality. Richardson’s discussion commendably recognized the need for local, organisation-level observations and actions. It was perhaps this that made me sit up and pay close attention. This was a very different IATEFL plenary.

Though a ‘native’ speaker of English myself, the content of Richardson’s talk reflected my own experience, having played many roles in ELT in Ireland apart from ownership of a school. In management, in the classroom, and in working with the school’s promotions and activities and training teams, I noticed a constant favouritism towards English native speakers, from which of course I passively benefitted.

Richardson took the opportunity to engage her fellow professionals using European ELT’s biggest platform to advocate for our colleagues who often face discrimination. She framed ELT as work within the context of workplace rights. She talked about professional rights, by discussing the legal, practical and ethical basis of those rights. She also advocated the expectation of professionalism from management as well as respect from paying students. It rightfully earned its place in the history books as a seminal talk.

For those who could not attend the 2015 conference, IATEFL debated a request on their Facebook page to create a Special Interest Group (SIG) on ELT professionals as ‘workers’. That 2015 ‘Teachers as Workers SIG’ discussion has continued in a Google+ group ‘TAWSIG’ where TEFL Equity Advocates organiser Marek Kiczkowiak contributes, along with ELT people from around the world. His work, like Richardson’s plenary, aims to mark a change in global ELT culture.

Dublin college closures reveal schools’ relationship with teaching staff

Students are disappointed standing in front of their closed ELT school

A large well-known city centre school in Dublin shuts down unexpectedly. Students are disappointed. Photograph: Dave Meehan/The Irish Times

From 2014 to 2015 Dublin, Ireland saw 15 ELT school owners bow ungraciously out of the Irish private education market. They abandoned students from all over the world, taking off with their tuition fees and avoiding prosecution. The exodus has halted for the most part. But the students are still out of pocket and will never have their fees refunded. Acrimony and public protest forced new national government regulations to put an end to this for students and owners… but what about the teachers?

Where did the staff end up afterwards? When the schools began to close there was support and pity for cheated students and there were questions for errant owners but for the teachers? Like the old whiteboards, they were out on the street, hoping someone else would pick them up. It was discouraging and de-humanising to see how useless one’s continuing professional development was, when for-profit ELT was free from oversight.

So what?

What is the connection between this string of business closures in Ireland and Silvana Richardson’s pioneering talk in England? It becomes clear when you realise that English language teachers are frontline workers yet are not considered stakeholders in the for-profit ELT sector. During the College Closure Crisis we learned that in our for-profit environment, novice and veteran teachers needed active protection in the form of an informed organization that represents their voice during negotiations. The DoSs and ADoSs were not informed or prepared on how to handle closures or spot the signs that the business might be in trouble. They were either unaware of what was happening or covering for the owners.

Who advocates for the English language teachers?

Part of the reason Irish ELT staff didn’t report their concerns to the authorities may have been fear for their jobs. In other words, their precarity* kept them from doing their jobs properly. Another reason may have been that they didn’t know who would listen or who would give safe advice. This was because local regulators, ACELS, a voluntary semi-governmental body, may have appeared to staff as biased by their very long and close relationship to established schools. The sector’s older schools had always lobbied for ‘self-regulation’ too. So these ‘optional regulators*’ may have seemed to be part of the problem.

Friends in other schools were not a safe option for advice as talking ‘across’ school walls was seen as treasonous from the owner and management’s point of view. ‘Loose lips sink ships.’ How about the top: the government? But government officials don’t have time to talk to every individual who had a suspicion that their employer was conducting business illegally or was about to suddenly close a school. So who represents the teachers in times of trouble or need? When the time came for government action, government ministers expected teachers to be represented as a group at the table. They expected them to be organized… like ‘real’ teachers… in unions. Where were our unions? This was a government question to teachers when they approached their parliamentary representatives.

The big question

So, why weren’t the Irish teachers in unions?

There were many reasons why.

Sometimes it was because if the bosses found out, there was a legitimate fear that you would slowly be given fewer hours until suddenly you weren’t needed any more. Using your rights to union membership can increase your chances of discrimination in ELT. Open union membership or an attempt to unionise colleagues, perhaps even more than a ‘non-native’ passport or accent, can be a serious mark against you in most Irish ELT staffrooms, and I would bet the same can be said of the UK too.

So is our right to union membership in the UK and Ireland any less of a right than the right to equality in the hiring process which Silvana Richardson championed so gracefully and boldly and to so much applause in 2016? This is the question we need to discuss because increased professionalism, equality and better conditions will ultimately follow from widespread union membership.

Unions promote the equality Richardson and Kiczkowiak both talk about. Unions provide the expertise and standing under the law to address and advise on a lifelong career in ELT beyond the hiring phase. Unions representing ELT do exist: see TEFL Guild’s advice on unions for the UK, Ireland and Canada. And don’t forget the American Federation of Teachers, a union which was a major sponsor of the 2016 TESOL Convention in Baltimore, Maryland, USA.

 Join unite website banner11-33255

I’m a teacher trainer/ educator/ mentor. What can I do?

My request to those who work with teachers in a training capacity is this: please talk to these teachers about joining a union. In Ireland, ELT ADVOCACY have put in many hours informing unions about our sector and unions have won victories for ELT workers here.

Trainees often spend a year or so with a less than reputable school in an effort to gain experience in their first years of work, with little more to protect them than a smile and good will. ELT can’t just mean Exploiting Language Teachers, but change will only come when ELT workers take themselves, their profession and their colleagues seriously. Individual degrees and training gain entry but what will ELT professionals find when they get beyond the gateway to the field?

How trainers are key: a story of success

Here’s a parallel from another field. Archeologists working on building sites in Ireland were subject to contracts with pay below the living wage. The Living Wage in Ireland is €11.50 while minimum wage is €9.55. Site archeologists were earning slightly more than the minimum wage. These were archeologists who had Masters’ degrees and PhDs.

Why was their highly skilled work being paid so poorly? Why were the digger drivers on the sites being paid better? The answer was that the digger drivers were in unions. Getting enough archeologists into a union was a problem but it was resolved when the archaeology lecturers in the universities and trainers started playing their part as local advocates. When they encouraged their students to join a union, numbers swelled and union membership was normalized. The union was then able to use the courts on the archeologists’ behalf. The benefits were felt on all sides. The archeologists continued their professional practice for the good of our national heritage. The building site operators who planned for and hired the archeologists raised their rates commensurately. And the wonderful people who trained the archeologists anticipate a small rise in the number of course applicants because those would-be professional diggers can now say ‘yes’ to following their dream since the wages now match the level of commitment and training their profession requires. The same thing can happen in the English language teaching industry.


It’s time for trainers, educators and mentors to join a union. It’s time to talk to the teachers we work with and encourage them to use their legal rights to unionise too, to make ELT a safer place to work and develop in. It’s time for us all to join a union – just like public sector teachers – so that we can all have real contracts and wages.

ELT is good work. It should be respected. But it is up to us to earn that respect through organization. Continuing Professional Development won’t do it. PhDs don’t get better contracts – union members do. Consider the duty of care you have for the teachers you’re training. Take a page out of Silvana Richardson’s book and stand up for teachers as professionals.

As Philip Kerr said at IATEFL 2016, ‘Things are changing. Join a union.’


Irish Council of International Students webpage on the Irish College Closure Crisis
‘Welcome to the precariat: a new class born’ by Paul Gillespie in The Irish Times 8/11/2014
‘International students hold protest in Dublin city centre’ by Sorcha Pollack in The Irish Times 5/5/2015
 *Precarity is a precarious existence, lacking in predictability, job security, material or psychological welfare. The social class defined by this condition has been termed the precariat.
 *Optional Regulators
Here I am referring to ACELS, but also to MEI and IEM Providers QQI under the Department of Education and Skills.
MEI [See ] promotes membership as a further mark of quality while working as a coordinating body for established school owners through which they can lobby government and coordinate efforts. It is thus not unlike a national union for local ELT organisation owners.
The Irish Department of Education and Skills operates QQI who set the International Education Mark which licenses schools to provide courses to students who will require visas. An inspection regime is in place to facilitate their work. But surprisingly, a school can still choose to operate outside all of these optional regulators as a small service provider for EU or resident students  customers. This leaves those students, and teachers, at risk.


Reprinted with the kind permission of The Teacher Trainer where this article originally appeared as ‘Time to talk about unions?‘ in Volume 31 Number 1, pages 20-21.


The Mental Health of English Language Teachers: Research Findings

This is an essential piece of reading for ELT school owners, associations, trainers and teachers, especially now. Thanks for the mention, Phil Longwell.

Teacher Phili

This is an extensive summary of the original research I carried out in December 2017.  It is published to coincide with a 30 minute talk at the IATEFL (International Association of Teachers of English as a Foreign Language) conference, in Brighton on 10 April 2018. It is my first ever presentation at any ELT conference.

Click here for a .pdf version of this post

Click here for a 25 minute, pre-recorded version of the presentation

Click here for the final slides

The focus of my talk, ‘Improving the mental health of English language teachers’ changed somewhat when I received such an overwhelming response to my survey.  I carried out a pilot using a small sample of five people – the week before it went live.  I received 156 responses in just the first 24 hours of it being published on 1 December.  I closed the survey after three weeks, having…

View original post 8,593 more words

Education, Protest, Regulation, Worker's Rights

What happens now?


The closure of LanLearn in Limerick City will be a test case for learner protection reforms introduced in October 2015. Despite the ELT owners’ eagerness to claim through their lobbying organisations and literature that there is room to expand the industry, there is no discussion as to the precise relationship between employees and customers. I’m using these terms as I have heard and seen various attempts to redefine the role of English language teachers. Learners and students are in effect customers, regardless of how they see the teacher-student relationship in the classroom. Essentially that is what will unfold in the coming weeks as the reforms are tested.

Already the insurance companies have enacted “contingency plans” for the relocation and refunding of students. Owners have recourse under company law to try and cut their losses by a number of measures, one of them being insolvency procedures. The discourse will then shift to regulatory jargon regarding existing or proposed standards “going forward”. One thing is for certain, the teachers left unpaid and out of work will not feature as a main part of the discourse, and this is unacceptable.

Teachers’ rights and protections are absent from the narrative. No insurance company will be rushing to find adequate ELT providers to relocate teachers, however, their students are protected under the regulations and should be relocated as soon as possible. It’s hard to imagine an educational sector with such blatant disregard for the welfare of its employees. This situation seen in the example of LanLearn can happen again and we need to be prepared to assert our role as custodians of an incredibly important educational sector.

We must press ahead with actions and discourse that places teacher’s rights on a par with that of students and owners. Our job title has become synonymous with precariousness and instability, and is in danger of becoming disgustingly cliché. Yet, our role as educators runs parallel with our duty as educational professionals to enact and enforce standards that protect students and employers. Who then protects the teachers?

As ELT professionals we must eliminate all elements within the industry that seek to relegate our role to that of an expendable, interchangeable element of the business model. We must meet the propaganda of the owners as the living fuel that sustains their industry. This year with the upcoming QQI bill we will have the opportunity to establish these standards, and ELT Advocacy and ELT Unite encourage all teachers to analyse and critique the legislation, as well as push for amendments that secure our livelihoods.

Our work already enriches the insurance companies, sales and marketing teams not to mention the countless complimentary industries that survive from the intake of students and their purchasing behaviour. The final product is always the class taught hours, often promised along a chain of marketing deceit, but delivered earnestly and professionally under a variety of  often difficult circumstances. There are no schools without teachers and if we don’t assert our rights then our role will forever be ignored and its precarious nature will eventually undermine the industry itself.

 By Ian Temple
Education, Regulation, Worker's Rights

Bullying, harassment and workplace abuses: Kieran’s story

At present in the international media, issues of bullying and harassment have come to the fore as being subjects of great concern. Equally topical here in Dublin is the question of the appalling treatment of teachers of English to Speakers of Other Languages within the private English language school sector. Thus, problems with low levels of pay, poor conditions and insecurity of tenure of English language teachers are widespread within our industry. Fortunately, moves are now afoot, thanks to ELT Advocacy, Unite the Union and other bodies, to attempt to begin resolving these endemic problems, so that it is to be hoped that the role of English language teacher in Ireland will enjoy much greater security in the future.

Having taught English over the past few years at various private English language colleges throughout Dublin, I’ve experienced all of the above serious employment-related problems. However, in this article, I specifically want to bear witness to my experiences of serious bullying and harassment in my last English language school. I wasn’t the only teacher in that school to be consistently psychologically terrorized and  brutalized by both the Director of Studies and some students,  and I have no doubt that teachers still unfortunate enough to be working there are still being treated abominably. Nevertheless, I hope that in sharing my experiences, other teachers may in the future be safer from such tyrannical treatment.

I began teaching in this Dublin city centre private English language school – for obvious reasons, I’ll call the school English Quicklearn –  in February 2017. In my previous work in a university language centre, as in all my previous English language schools and university lecturing posts (I used to lecture in French, Spanish, Translation Theory and research methods temporarily, including in the UK), I had gotten positive feedback on my language teaching skills, both informally from students, and formally by means of student feedback forms. In addition, I’ve regularly been observed by peers and supervisors, formally, when teaching in the university sector and in the English language sector, and there again, I’ve always gotten very positive feedback.

When I started at Quicklearn for the first couple of months I was doing various cover hours at all levels as well as a lot of administrative work to assist the Director of Studies. Eventually, in about May 2017, I was given my own full-time class. After two days teaching this intermediate-level class, I was shocked when the DOS told me very menacingly and nastily that he had been receiving complaints from several students about my teaching – they found me boring and didn’t want to be in my class. He gave me a warning that unless things improved I would be dismissed. He then marched me into that class and invited the students to say what they found wrong with me, and comments included that I ‘wasn’t writing enough on the board’, ‘wasn’t doing enough grammar’  ‘wasn’t familiar with the course book’ and was ‘spending too much time on language games’. This was after two days. I honestly felt that none of these complaints were well-founded and were unfair.

I’m a teacher who has always written a significant amount of language on the whiteboard, who does lots of grammar using various methods, who is very familiar with the various course books as I’ve always spent hours and hours of (unpaid) preparation, both at weekends and throughout the working week, familiarizing myself with all course book materials and also sourcing lots of authentic material in order to supplement the course book. I’ve never spent too much time on games, but have occasionally used them as a break and with pedagogical motivations. I was experimenting with language games in a bid to satisfy these difficult, demanding customers who found me boring, but it evidently wasn’t working.

When I tried defending myself to the students with the above points, the DOS didn’t make any comment or try to defend me, but anything the students said, he replied with ‘Oh yes, that’s a very good point’ etc. The customer was always right – the teacher was an overhead.

Over the next few months, this pattern of threatening and intimidation, giving me warnings and so on, continued. There were weeks where the DOS would be all smiles, telling me that my classes were very happy with me, and showing me some of their positive evaluations on feedback forms. The whole situation left me – and other teachers who were being treated the same – in a baffling position. The DOS’s treatment of us was full of contradictions.

It’s important to note the DOS’s modus operandi was unlike anything I’ve ever experienced in any other language school or university. It was like a toxic micromanagement style: he would go to different classes – and to individual students whom he had apparently planted as ‘moles’ within each class – asking them if they were happy with their teachers, and would tell them that if there was the slightest aspect of the teaching that they weren’t satisfied with, he would punish the relevant teacher and take them off the class (in my case, after two days). The teachers’ heads were basically being put on a plate for Quicklearn students to dispose of at will.

This DOS would sometimes listen to teachers outside the classroom door, and one day he hauled me over the coals as he said he had been listening to me and that my ‘Teacher Talking Time’ was too high. He used to tell us that he had over 20 years of a brilliant teaching record behind him and that none of us could hold a candle to him. I would often work a six-day week for him, and sometimes after teaching all day I would be asked to take an evening class as well, which I would always agree to as I wanted to be flexible and helpful to my employer, despite his brutality. I remember some very long, tiring weeks where he would say to me at the end of the week that he had got some ‘boring’ comments about me. He expected 100 per cent positive feedback and apparently paid bonuses for such.

At one meeting, when I told him that I felt that some of these student  complaints were not well-founded pedagogically, he shouted at me that he ‘didn’t give a flying f— about pedagogy‘; when I put it to him that he didn’t have the basic classroom technology that other schools had, such as a PC and overhead projector, he shouted that he ‘didn’t give a flying f— about technology‘. At another meeting, he criticized my clothes and appearance, telling me I ‘had this whole homeless thing going on‘.

Quicklearn, though mainly a school for adult learners, sometimes took short-term groups of junior learners from Spain and Italy. I was always given those groups when they arrived, and in general, the behaviour was extremely disrespectful, plus the group leaders were disdainful and unconcerned with behavioural issues. I had to walk out of one class where the shouting and banging on tables became too stressful after several weeks of putting up with it. I had told the DOS several times about it and requested help but he did nothing.

As a sensitive and conscientious teacher, I was devastated by the aggressive, intimidating and threatening meetings and the general working atmosphere. I would have sleepless, tearful nights, going into work with a knot in my stomach, and always feeling very tense in class in case students complained. All the other teachers felt the same.

In October, after long months of this harassment, I finally snapped. One morning he came into the classroom and suddenly removed me and told me there were more complaints. These complaints came from two students who were always coming into class twenty minutes late and were always on their phones. These two blamed my teaching for their unwillingness to come into class. Upset and angry, I told him that these students were ‘dickheads’ whereupon he fired me on the spot.

Paradoxically, I felt deep relief at having been removed from this hugely stressful atmosphere, in which my self-esteem had been torn apart by the relentless bullying tactics of this Director of Studies. As luck would have it, I immediately started work at my present school where I’ve been so much happier, and much more valued, appreciated and respected, since I began there.

I agree with ELT Advocacy that this prevalent model (in Dublin) of for-profit private ELT schools is a structure which seems to foster problems for teachers – for instance, in Quicklearn, the DOS I’ve been writing about was recruiter, supervisor, HR function, management and owner all in one, so that he had the power to hire, fire and bully without any oversight. The staff had no recourse to anyone if they had grievances. I felt his treatment of me and my colleagues amounted to workplace abuse. This model is not conducive to fostering a safe working environment for teachers. The current moves on the part of Unite the Union and ELT Advocacy, to achieve regulation of the sector, are to be greatly welcomed and supported by all of us teachers and other stakeholders, including our students.

Because this DOS clearly subjected me to unfair dismissal, I am currently seeking advice on the options open to me for redress. And I would encourage other teachers who have been treated badly to look at legal options. But apart from issues of bullying and unjust termination, there now needs to be a root and branch reform, overhaul and proper statutory regulation of the ELT industry. I’m glad to now be joining the campaign for better conditions for Irish teachers of English as a foreign language, including proper sick pay, holiday pay, payment for the many additional hours of preparation and marking, security of tenure, and, as I’ve been arguing for in this testimony to my own experiences, protection from unfair dismissal and from harassment. Not to mention much better wages.

And, at the end of the day, I love what I do – I love languages, teaching, translation, reading, and research within translation studies and literary studies. I would say that, while far from perfect, I’m reasonably good at what I do, and 110 per cent committed and passionate about language pedagogy and research. And so, like my colleagues in this industry, I deserve to be properly treated and respected.

I would finally like to thank ELT Advocacy for their support when I recently contacted them, and for giving me this  opportunity to bear witness to my own bruising experiences – though the future looks brighter.

by Kieran O’Driscoll