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fter reading the article by Nelly Martin about native vs non-native English teachers (Post, Oct. 29, 2011), and several follow up comments, I find that the current situation has not been represented well. After teaching English in Jakarta for 15 years, I can no longer get a work visa. The reason is the government’s new attitude toward native English teachers (NTs).

It is true that over the years there have been some bad teachers working here. Some were extremely incompetent, some were criminals and others just did not care. But there were others as well who loved teaching, did the best job they could, and made a real contribution.

Not all of them had degrees in education but that did not stop them from making an outstanding effort and really doing the best possible job for their students.

Now, however, the Education and Culture Ministry has decided that only the most qualified NTs in the world should be permitted to teach here but there is no explanation as to why they might want to come here instead of getting a better salary and better quality of life in another country.

In order to get a work visa as an English teacher, there are now only two possibilities. First, have a university degree that clearly says “English” in the title (ESL, English Literature, English Linguistics, or perhaps English Premier League would do). Second, go to work for the few remaining schools that still manage to get visas for absolutely anyone, but with no explanation as to how that is achieved (some might suspect the distribution of cash-filled envelopes to ministry staff). Schools that obey the law are no longer able to get work visas for NTs approved by the ministry.

As a result of the ministry’s new crackdown, which started at the end of 2010, I am now affected as well and cannot get a work visa. I have a degree in education (as a foreign language teacher, which includes ESL), but it does not say English in the title. So, after 15 years, I have suddenly been deemed incompetent to teach Indonesian students.

I have had more than 10,000 students, and have done teacher training for hundreds of Indonesian teachers. Some universities would also like to hire me. I have more than a decade of academic English teaching experience (TOEFL, Academic Writing, etc.) but have not done a Master’s degree.

When it comes to an issue of NTs vs NNTs (non-native teachers), then I feel both are useful and valuable. NNTs are great for lower levels to help students get used to learning the language, and their teacher is proof that it is possible.

And skilled NTs are great at higher levels where a deeper understanding of the language is essential. In my experience, both groups cooperated well and were mutually beneficial both in and out of the classroom.

I have met some really great teachers here, who had BA degrees, did a CELTA course (a short course that gave them the basics of language education), and wanted to spend a year or two in a foreign country, getting to know the people, their culture and religion.

They may not have been the best teachers in the world, but most of the ones that I met made a really good effort and were willing to learn from experienced teachers.

Is Indonesia better off with such a policy? I don’t think so. A smarter move would have been to set up a unit to accept complaints and then evaluate low-performing NTs when necessary. That would keep the well-intentioned ones coming here, and remove undesirable ones.

Unfortunately, the Indonesian government is not in the habit of making wise and practical decisions where a simple knee-jerk (over) reaction will suffice.

Gene Netto
Jakarta