Perspective paper examines context-specific legitimacy in English teaching, highlighting inequities faced by Filipino teachers in Korea's educational sectors, suggesting reforms.
Key Points
This paper explores the role of perceived nativeness in hiring and evaluation within South Korea's EFL market, focusing on Filipino English Teachers.
Examined the institutional sectors of South Korea’s EFL labor market
Integrated two companion studies on Filipino English Teachers
Analyzed sectoral logics including credential, relational, and market legitimacy.
Filipino English Teachers face significant disadvantages in private academies compared to higher education and public schools.
Established three sectoral logics: credential legitimacy in higher education, relational legitimacy in public schools, and market legitimacy in private academies.
Highlighted the need for reforms that evaluate teachers based on demonstrated competence rather than identity.