Letters | Native-speaking English teachers are an asset Hong Kong mustn’t lose

The argument that teachers who have resigned are driven by fear of falling foul of the National Security Law does not hold much water. In fact, English teachers from overseas are usually more than willing to play a part in nurturing children to be law-abiding individuals who manifest positive values such as diligence, perseverance and empathy. Many have told me that Hong Kong children are more respectful of teachers and generally more well-behaved than their Western counterparts, which encourages them to put in extra effort to not only teach pupils English, but also cultivate their character and virtue.

Native-speaking English teachers are valuable assets. They contribute tirelessly to creating an English-rich environment at schools by conducting morning assemblies, hosting activities such as debates and plays, and empowering local teachers to come up with creative ways to teach English. While local English teachers might be more adept at teaching fundamentals such as grammar and preparing students for the HKDSE, foreign English teachers often have more innovative ideas up their sleeves for igniting students’ interest in learning English.

Native-speaking English teachers are also a friendly presence, motivating kids to use English in actual conversations. Local students have no choice but to use their second language to converse with teachers, and during the exchange, they subconsciously pick up idiomatic expressions. Such incidental learning complements formal English lessons and adds a cultural dimension to the learning experience.

Policy-wise, the Education Bureau should roll out measures to retain this pool of talent and attract prospective teachers. Officials overseeing the bureau’s Native-speaking English Teacher (NET) Scheme might host more informal get-togethers with overseas teachers to understand their feelings and thoughts about working in Hong Kong.

At school level, administrators, including head teachers and panel chairpersons, should capitalise on the versatility of native-speaking English teachers and deploy them in such a way that their positive impact on pupils’ learning is maximised.