Tourist to Ajarn FOR VU.pdf

CHAPTER 1 INTRODUCTION Background of the Study According to Tulud-Cruz (2004) Asia has a long history of permanent, temporary and cyclical migration due to trade, work, religion or cultural interchange. In pre-colonial times the Malay Peninsula and the Indonesian and Philippine archipelago is an area marked by mobility of people of various ethnicity especially via the sea. Arab and Chinese traders are key players in this period of history of people mobility in Asia. Labor migration history goes back to the year 1610 when there was compulsory conscription into the Spanish Guardia Civil and the Galleon Trade during the Spanish colonization. Moreover, prior to the Americans’ systematic recruitment of Filipinos to work in their fruit plantations, Chinese and Japanese workers were already being brought or recruited to the U.S. Around this period, there are also external migrations by other Asians, notably Indians, Indonesians, Sri Lankans and Koreans to various parts of Europe like the U.K. the Netherlands, and Germany. The ancient kingdoms of Siam (Thailand’s old name) and Luzon had a long history of trading relationship. The Sukhothai and Ayutthaya dynasties also employed mercenaries from Luzon to fight the Burmese and Cambodian invaders (Morga, 1907; David, 1984). 1 Philippines was also the popular destinations among Thais before World War 2 since the country’s education system was patterned to the American curriculum aside from cheap tuition and living compared to the United States and England. In a newspaper article, Novio (12 Feb 2012) wrote that in the ‘70s few Filipinos came to work with Bangkok-based international agencies or multinational firms, or as missionaries or entertainers. Among the popular Thai personalities who were Philippine educated is the popular band, Kalabaw. The members studied at the Gregorio Araneta Foundation (now La Salle). The band’s name is from Tagalog “kalabaw”. Older Thais know the Philippine universities as the best in Asia if not of the world. Adamson University, Central Luzon State University and the University of the Philippines are known universities where Thais usually studied. On the same article, Novio mentioned that Filipinos has been coming to Thailand since. However, only during the year 2000, when the then, Prime Minister Thaksin Shinawatra opened the country for foreign teachers to teach English that swarm of Filipinos came in. On 14 June 1949 the Philippines and Thailand signed the signed the Treaty of Friendship, formalizing their bilateral relationship (Philippine Embassy website). The Philippines made the one million mark OFW (Overseas Filipino Workers) deployment in the world in 2006 (Depasupil, 2006; NSO, 2012) with Saudi Arabia as the top destinations. This trend does not change in the last years. Besides nurses, engineers, seafarers and household workers, the 2 country has exported approximately four thousand teachers, primarily in the subjects of math, science, English, and special education in the last ten years (Tubeza, 2009). The top destinations of the teachers are Japan, Qatar, United Arab Emirates, and Saudi Arabia. The United States, an English speaking country, imports foreign English teachers and is included as one of the top destinations for Filipino teachers. Recently, China, Macau and Thailand became the destinations of professionals seeking teaching jobs. Objectives of the Research Despite the presence of the Filipinos in Thailand, it is seldom that their contributions to the Thai society and to the Philippines as well, are recognized. Hence this study was able to: 1. Identify the reasons for migrations of the Filipinos in Thailand; 2. Present the professional development undertaken by the Filipino teachers for professional development; and 3. Present the struggles and the issues confronting them as migrant workers. Statement of the Problems Few Filipinos are able to teach in the university level where professional development is highly esteemed in the academic community. The Filipino teachers are pressured to improve their teaching methods as well as seeking avenues to improve their professions to ensure that their employers will renew their contracts yearly. The paper answered the 3 following questions: 1.) What are their reasons for migration; 2) How do they improve their professions to ensure the continuity of their contracts and 3) What are their struggles and the issues confronting them as migrant teachers? Conceptual Framework Understanding migration among the Filipinos is also understanding the political and economic situations of the country since the Marcos regime. In 1973, a year after the then President Ferdinand Marcos declared Martial Law, he formalized the opening of the country as a huge labor market, catering to the needs of the United States for nurses and the Middle East for skilled workers like engineers, architects and laborers. Political persecutions and the slowing down of the economy prompted many Filipinos to migrate. Later, nannies, entertainers, tourism and hotel industry workers and teachers followed the path to migration. There are two concepts in this study: the push and pull factor developed by Everett Lee (1966) and the temporary migration. The concepts of push and pull factors based on Everett Lee’s Migration theory is used to examine the reasons of migration among the respondents. Push factors occur in the country of origin which force the people to emigrate from their home countries. These include the lack of economic opportunities, religious or political persecution, and hazardous environmental 4 conditions. Separation from spouse/partners and escaping domestic violence are also reasons in leaving the country of origin. Country of destination attracts the potential immigrants because of the pull factors which are considered as positive in contrast to the negativity of the push factors. What are unavailable in the home countries are believed to be available here. In the Philippine context, it is known as the ‘greener pasture’ where job opportunities, religious or political freedom and friendly environment can be found. Lee’s framework illustrates the negative and positive aspects of push and pull concepts. Diagram 1 In his framework, Lee also enumerates the obstacles an immigrant faces as he/she prepares to travel. Upon reaching the destination, culture shock, the climate, environment and other factors are also considered to be able to fully adapt in the host country. Another concept in the study is temporary migration. Migrants who are working and studying and are holding specific visas such as “Non-O” 5 (Dependent Visa), “Non-B” (working visa) in the case of Thailand fall into this category. Some individuals also choose to migrate for ‘adventure’ and to experience living in another country. Dustmann (2000), says that temporary migration is economically motivated. Although some migrants might have intention to live permanently in the host country, there might be obstacles in getting permanent status due to immigration and naturalization laws. Figure 2 Conceptual Framework of the Study Push factors  Economic insecurity  Stressful Relationship  Lack of professional growth  Lack of personal development Temporary Migration of Individuals Pull factors  Economic security  Professional growth  Personal development  New environment Theoretical Framework According to Becker, education, training, and health are the most important investments in human capital. Human Capital Theory (HCT) examines the relationships between education, economic growth and social well-being. Migration did not end the migrants’ quest for better lives. To assure themselves of employment, they took courses or advanced studies for professional development. With additional qualifications, salary increase is expected as well as high position in the university and even in the society. 6 In a hierarchical society like Thailand, teachers are given due respect because of their role in educating the youth. Significance of the Study: Filipino teachers have been working in Thailand for decades now. Yet, their contributions to the Thai educational system and the society are not recognized. This paper explored the lives of five Filipino EFL teachers who started as tourists and now working as teachers in universities in Thailand. The paper narrates their struggles to prove their professional worth as English teachers as well as their success as Filipino teachers in a foreign country. In 2012, the author started documenting the life stories of the Filipinos in Thailand which she eventually published at the Philippine Daily Inquirer. The newspaper articles became one of the limited literature about the migration of teachers in Thailand. Eventually, the stories are used for academic research to bring the plight of the Filipino migrant teachers in the academe to become a source of information for future reference and policy regarding migration. Limitations of the study: Conducted from 2012-2016 the study is limited to Filipino migrant teachers in Phitsanulok, Nakhon Ratchasima, Bangkok, Khampeang Pet and Nonthaburi. Filipino migrant teachers in the South of Thailand were not interviewed due to lack of contact persons in the area. 7 Definition of Terms The following terms are defined for clarification and better understanding of the research.  Ajarn - It is a Thai word for teachers in the university level or someone who has a position in a school like school director and department heads.  Irregular migrants – These are migrants whose stay abroad is not properly documented. They also do not have valid residence and work permits; they can also be overstaying workers or tourists in a foreign country. These migrants falling into this category shall have been in such status for six months or more.  Migration – according to UNESCO, it is the crossing of the boundary of a political or administrative unit for a certain minimum period of time. In this study, migration is the movement of people for economic and social stability.  Migrant worker – the UN Convention on the Rights of the Migrants defines a migrant worker as a “person who is engaged or has been engaged in a remunerated activity in a State of which he or she is not a national.  Non-B visa - It is a working visa issued by the Royal Thai Embassy to any workers in Thailand. Non-B visa is renewable every year.  Non- O visa – It is the type of visa issued to the dependent of a person holding a Non-B visa. It is issued only to spouse, parents, and children below 8 21 years of age. It is renewable at the same time the Non-B holder renews his/her visa.  Overseas Filipino Workers – they are the Filipinos working abroad or overseas contract workers (OCW) to differentiate them from other nationalities working as migrants.  Permanent migrants – These refer to Filipino migrants and legal permanent residents abroad. Permanent migrants may be Filipinos who are Filipino citizens, who are Philippine passport holders, or who have been naturalized citizens in the host country. Popular labels to these kinds of migrants are “immigrants” and “emigrants”;  Temporary migrants – These refer to Filipinos whose stay overseas, while regular and properly documented, is temporary. This is owed to the employment related nature of their status in the host country. Temporary migrants include contract workers, intra-company transferees, students, trainees, entrepreneurs, businessmen, traders, and others whose stay abroad is six months or more, as well as their accompanying. These migrants are popularly referred to as “overseas contract workers (OCWs)” or “overseas Filipino workers (OFWs).  Tourist – It is a person who is traveling or visiting a place for pleasure. 9 CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter focuses on the history of migration in the ASEAN region since 10th century until the present time including the ASEAN integration. It also includes the migration of Filipino teachers in other countries in the world to teach English and other subjects. Migration among the Early Austronesians Long before the concept of ASEAN came to the new world, Asian kingdoms were already engaged in trading. According to a Filipino historian, Dr. Zeus Salazar ((April 2, 2013, interview), Melayu was the lingua franca among the traders, including those from Siam (ancient name of Thailand) and other Southeast Asian countries. It is evident in the similarity of some Thai words to Melayu and Filipino, like “mata” (eye) “ta”(ตา in Thai) or “kain” (eat) in Filipino and “kin”(กิน in Thai) “makan” in Melayu and also mangan in Kapampangan. During the 10th century or earlier, before colonialism swept Southeast Asia, people used Melayu. 10 Most of the merchants and travelers were bilingual or even multilingual due to their experience trading in other places. Pasar Melayu, which literally means market Malay, was widely used across the coastal area and even in the courts of Siam for its foreign relations with other kingdoms. The Laguna Copper-Plate Inscription (LCI) found in Lumban, Laguna in 1989, is considered the earliest known written document in the Philippines. It contains Malay-based language that has Javanese honorifics, a number of Kapampangan and Tagalog words, as well as Sanskrit titles, names, and terminologies believed to be trade language. Michael Pangilinan (July 1, 2013, interview) a historical researcher on the Kingdom of Luzon and Indûng Kapampángan, agrees to Salazar, but emphasizing that the lingua franca was Pasar Melayu literally means as market Malay. It was also widely used across the coastal area in connection with the foreign trade, and even in the court of Ayutthaya for its foreign relations with the western coast area Divided by waters, the Austronesian races or the ancient Malays, Indonesians and Filipinos were seafarers. The seafarers of Thailand are from the South, which is in the Malay Peninsula on the coast of the Gulf of Thailand, and thus, could also be of the Austronesian race as Michael Pangilinan, a researcher of the Ancient Luzon, claims. 11 The Austronesian peoples living near coasts never saw the sea as a barrier but as a vast highway connecting the different islands. Traveling without passports or visas was never a problem. Much like how ASEAN nationals are free for a certain period of time to stay in certain ASEAN countries. Siam- Luzon Connection As customs, giving gifts among Asians has been going on for thousands of years, aside from trading. Until the present time, gifts from friends are treasured; especially if it came from a royalty or a monarch, it is considered a treasure and even an honor for the kingdom or a country. Ocampo (2011) mentions the bronze elephants given as gifts by King Chulalongkorn of Siam during his visits to Java, Indonesia and Singapore in 1871. But if King Chulalongkorn gave bronze elephants to Indonesia and Singapore, King Naresuan favored a kingdom by giving two “live” elephants to the King of Luzon, thinking that at that time, Luzon was still independent. King Naresuan of Ayutthaya Kingdom from the Sukhothai Dynasty was born in Phitsanulok on April 25, 1555. At that time, Las Islas Filipinas (the Philippine Islands) was on its way to Spanish rule. Though the Philippines was “discovered” by Ferdinand Magellan in 1521, Spanish colonization began only in 1571 after the conquest of the Kingdom of Luzon. 12 At that time, Las Islas Filipinas (the Philippine Islands) was on its way under the Spanish rule beginning its “discovery” by Magellan in 1521, (Morga, as translated by Blair & Robertson, 1907). But the actual Spanish colonization began only in 1571 after the conquest of the Kingdom of Luzon. The Spaniards returned to Philippine waters in 1565 and never really gained a foothold till they sacked Maynila, controlled the Lakandula of Tondo and conquered the various Luzon states in what would later become the province of Pampanga. Accordingly those two elephants were given to Toyotomi Hideyoshi by the Spanish governor of Manila when he threatened to liberate Luzon from the Spaniards and install its rightful king. In her article, Novio (2014) believes that King Naresuan had never known the treachery and the relationship between the Siamese and the early Filipinos continued until the present time. Export-oriented economy In 1973, President Ferdinand Marcos formalized the opening of the country as a source of labor market, through its export-oriented policy. Aside from the growing unrest in the country where many Filipinos trooped to foreign embassies to fled, the rising oil prices attracted many workers to the Middle East for contractual labor. However, at this time majority of those who left the country were males while the nurses bound to the United States were mostly females. (Asis, 2011; Choy, 2003; O’neil, 2004). 13 The Philippine Government however has different perception in encouraging migration. The study of Rodriguez (2005) stated that the political benefits of migration, as the state makes plain in official policy documents, include mitigating the growth of the communist insurgency. The availability of employment overseas addresses the Philippines’ perennial un- and underemployment problem, which, state officials believe communists take advantage of to increase their ranks. Migration resulted to “brain drain”. However, Yuen (2013) emphasized that although receiving countries benefited from the “brains” of the skilled migrants, the emigrants help their own countries through sending of remittances; transfer technology and knowledge; and provide crucial networks for trade and investments. It also leads to higher level of human capital formation. Further, upon returning of the emigrants to their home countries, they are able to share the skills they have learned from their host countries. Migration and the AEC The pattern of migration significantly change in the past years due to the strong collaboration of South East Asian nations. It resulted to the establishment of ASEAN Economic Community (AEC) in 2015. AEC aims to give employment and other economic opportunities to 622 million people. With a US$2.6 trillion market, AEC is the third largest economy in Asia and the seventh largest in the world (http://asean.org/asean) 14 The ASEAN region is now gearing on the full implementation of the Asean Economic Community, more and more Filipino workers and jobseekers flock to middle and upper income countries in the ASEAN region like Malaysia, Singapore and Thailand due to its open-door policy on skilled and professional workers in the region. Despite the open-door policy, there are only eight professions in the MRAs (Mutual Recognition Agreements) allowed for skilled labor recognized to work in ASEAN region. These are medical doctors, dentists, nurses, architects, engineers, accountants, surveyors and tourism professionals. These professions are yet to freely move in any ASEAN countries because each countries prioritize their own professionals (Muennoo, 2012). The Asean Economic Community Blueprint facilitates only the mobility of these skilled professionals. However, according to critics, the arrangement to facilitate the movement of these professionals is also problematic in some countries because the requirements imposed on ASEAN professionals are the same as those of the non-ASEAN countries. (Tangkitvanich, Rattanakhamfu, 2017) Teaching profession may be excluded, but it is still the most in demand among the non-English speaking countries in SE Asia excluding Malaysia, Singapore and Indonesia. As Thailand struggles to meet the standard of the ASEAN community in English language proficiency, it becomes a haven for job-seekers from English speaking countries including the Philippines. Known for their 15 adaptability, excellent work ethics, and even accepting low salary Filipinos are becoming in demand in Thailand as teachers or ajarns. Thailand’s Labor Market Thailand is known for tourism with its foods, beaches, country sides, night markets and the alluring night life of Bangkok. Tourists, retirees and job seekers flock to Thailand because of its low standard of living and relatively relax immigration rules especially workers from ASEAN countries. As a receiving country, Thailand’s workers are from neighboring Myanmar,Cambodia, Laos (Mekong countries) and now the Philippines. Compared to the other three countries, Filipino workers are mostly professionals and demanding higher compensation. Philippines on the other hand is the largest labor-sending country in the ASEAN region (OECD, 2015). Despite the strong diplomatic relations between the Philippines and Thailand, the absence of Bilateral Labor Agreement (BLA). Thailand has Memorandum of Understanding (MOU) with the Mekong countries on labor. (Go,2007a; http://www.mekongmigration.org) Therefore, most workers from the Philippines entered as tourists. Engineers, development workers and missionaries are sponsored by multinational companies with sub-offices or churches based in Thailand. Bilateral agreements (BAs) have traditionally been used to manage migration flows between countries. These are formal, legally binding 16 treaties relating to cooperation in various aspects related to labor migration while MOUs are nonbinding and less formal (Bacalla, 2012, Go, 2007b). Recently, Association of Southeast Asian Nations (ASEAN) Declaration on the Protection and Promotion of the Rights of Migrant Workers was adopted by the ASEAN heads of state in Cebu, Philippines in 2007. The Declaration calls on countries of origin and destination to ensure the dignity of migrant workers by outlining their obligations in the areas of: (i) protection from exploitation, discrimination, and violence; (ii) labour migration governance; and (iii) the fight against trafficking in persons. (http://www.ilo.org/dyn/migpractice). The Declaration also includes the undocumented workers. On April 27-29, 2017, it is expected that the final draft on the instruments of the Convention will be finalized. The Filipino Migrants Philippines is the third largest English speaking society in the world (Bolton and Bautista, 2004). English is the official language of the government and in education and a large part of the media, music, films and televisions. Philippines has high literacy rates of 87% and good English speaking ability (Jinkinson, 2003). In the past ten years, the Philippines has exported approximately four thousand teachers, primarily in the subjects of math, science, English, and special education. Tubeza (2009) enumerates the top destinations as being primarily non-English speaking countries such as Japan, Qatar, United Arab Emirates, and Saudi Arabia. The United States, an English speaking country, imports 17 foreign English teachers and is included as one of the top destinations for Filipino teachers. Besides English, Filipino teachers working abroad are given other subjects to teach such as Mathematics, Science and other related disciplines. Further, since English is the language of commerce and politics in the Philippines, majority of the Filipinos understand English thus can be categorized as native English speakers. (Frederiksen, 2014a). In the study of Frederiksen (2014,b) Filipino teachers working abroad, they teach only listening and speaking skills whereas the writing and reading part are delegated to the Thai English teachers. Similar to Japan, learning English in Thailand is compulsory, too. The International Convention on the Protection of the Rights of All Migrant Workers and Members of their Families (1990) defines a migrant worker as a person who is to be engaged, is engaged or has been engaged in a remunerated activity in a state of which he or she is not a national. The Commission of Overseas Filipinos (CFO) classifies the Filipino migrants into the following: • Permanent migrants – These refer to Filipino migrants and legal permanent residents abroad. Permanent migrants may be Filipinos who are Filipino citizens, who are Philippine passport holders, or who have been naturalized citizens in the host country. Popular labels to these kinds of migrants are “immigrants” and “emigrants”; 18 • Temporary migrants – These refer to Filipinos whose stay overseas, while regular and properly documented, is temporary. This is owed to the employment related nature of their status in the host country. Temporary migrants include contract workers, intra-company transferees, students, trainees, entrepreneurs, businessmen, traders, and others whose stay abroad is six months or more, as well as their accompanying. These migrants are popularly referred to as “overseas contract workers (OCWs)” or “overseas Filipino workers (OFWs)”; and • Irregular migrants – These are migrants whose stay abroad is not properly documented. They also do not have valid residence and work permits; they can also be overstaying workers or tourists in a foreign country. These migrants falling into this category shall have been in such status for six months or more. The Convention categorized the migrant workers as documented or in regular situations “if they are authorized to enter, to stay and to engage in a remunerated activity in the State of employment pursuant to the law of that State and to international agreements to which that State is a party”. Otherwise, they are considered to be non-documented or in an irregular situation. The Filipino Teachers in Thailand In 2001, it is generally believed that former Prime Minister Thaksin Shinawatra opened Thailand for teaching employment as it prepared for 19 ASEAN integration. Thus, a new wave of migration began paving the way for Filipino professionals seeking jobs. However, most job seekers from the Philippines are classified as tourists. It is assumed that the 3,000 undocumented Filipinos on the record of the Philippine Embassy in Thailand in December 2015 were either tourists or workers with expired work permits or not issued with working visa. Although Saudi Arabia is still the leading destination of many OFWs, other countries in South East Asia are now getting its share with 20.5%. Among the “other countries” in SE Asia is Thailand. As of December 2010, according to the Commission on Filipino Overseas (CFO), there were at least 14,000 Filipinos in Thailand, 3,000 of them permanent migrants married to Thai citizens and about 11,000 temporary migrants with work permits, (Novio, 2012). By December 2011, CFO accounts the figure of Filipinos in Thailand to be 15,885, including permanent migrants and temporary migrants. However, the figure could change significantly due to the movement of the Filipinos in the Kingdom. The Philippine Embassy in Thailand also expresses this sentiment due to the nature of entry of many Filipinos who eventually became workers. Many Filipinos admitted that they were tourists upon their entry and later found work as teachers in different provinces in Thailand. 20 Table 1 below shows the estimated number of Filipinos in Thailand covering the period of July to December 2015 in a Report to Congress by the Philippine Embassy. Table 1 Estimated Number of Filipinos in Thailand from July-December 2015 Male Female Total a. Permanent Migrants 1,025 *2004-2015 b. Temporary Migrants 13,266 *figure is taken from the 12,921 work permits issued by the Thai Ministry of Labor as of September 2015 and the 345 reports of births received by the Embassy in 2015 c. Irregular/undocumented *based on the information 1,371 provided by clients who approached the Embassy in 2015 for various consular and ATNrelated services Total 15,662 In the same report, the Philippine Embassy admitted that the number of males and females were not provided. Further, in January to June 2015 report there was a discrepancy due to the continuous mobilization of the Filipino migrants. Table 2 Data of Philippine Embassy July-December 2015 Male Female Total a. Permanent Migrants 1,000 b. Temporary Migrants 12,921 c. Irregular/undocumented 4,000 Total 17,921* 21 a. b. c. d. e. f. g. Table 3 Work Permits Issued by the Ministry of Labor to Filipinos Professions Male Female Total Professionals 9,597 Skilled 897 Semi-skilled 335 Low-skilled 157 Household Service Workers 83 “Others” (as grouped by Thai authorities) 2,197 Not identified (includes figures 1a and 1c 2,396 Total 15,662* Table 3 is based on the work permits issued by the Thai Ministry of Labor in the same period. In an interview to former Vice Consul Edgar Badajos, he confirmed that majority of the Filipinos entered Thailand as tourists (Novio, 2012). In separate interviews Filipinos admitted that they were tourists upon their entry and later found work in different provinces in Thailand. * Philippine Embassy in Bangkok (Bangkok PE) Report to Congress from the period July to December 2015 The study of Novio and Cordova (2012), Filipinos who are employed in far provinces and areas (ban nok or villages) were facing difficulties in communication because very few could understand English, resulting to miscommunication. He or she has to learn the language to be able to cope with loneliness. During the interview, some Filipinos admitted having bouts with depression and are already under medication. Unfair labor practices are 22 generally unreported. For a Filipino worker, arguments or insisting for his/her right as a worker is futile. Take for example the case of Mr. Orly dela Cruz, a teacher for 6 years in a government owned school subcontracted by a university. He did not file a case against the University for not informing him a month before that his contract would not be renewed. For him, filing a labor case would endanger the livelihood of other Filipinos still under contract in the university. Evidently, Filipinos tend to look for each other’s welfare even in worst times. It is also interesting to note, that majority of the Filipinos interviewed do not read their contracts thoroughly, more so do not have knowledge that they are covered by the Thai Labor Law. Furthermore, nobody informed them, not even their employers about the Thai Labor Law. In classroom situations, Filipino teachers easily learn to speak Thai, specifically those from regions speaking languages other than Filipino and English. Filipinos are known to easily adapt to their new environment. Since Thailand is similar to the Philippines in many ways, Filipinos are not considered “farang” or foreigners in Thailand. Students also learn English mainly in the classroom. The classes are provided with two English teachers, one who is a native English-speaking teacher or close representative to a native English speaker like the respondents. While the other teacher, is a local born teacher whose job is to assist the foreign teacher. 23 Most Filipinos in Thailand are qualified teachers in the Philippines. But teaching EFL to Thai students pose a challenge in terms of culture and the attitudes of the students in English language learning. Summary of the Literature For centuries Malayo-Polynesians including the present day Filipinos migrated for different reasons – exchange of goods, environmental, economic and political reasons as well as achieving personal goals. Thailand and the present day Philippines have shared a long history of migration beyond the ASEAN sharing common language which was then Melayu or pasar Melayu and English. Thais and Filipinos benefited from each other’s skills and resources, thus, harmonious co-existence. Despite this, there are also shortcomings like the absence of bilateral agreement/MOA on labor between the two countries which weaken the rights of the Filipino migrant workers. The Philippine government, despite its effort on protecting its people in Thailand still lacks resources that oftentimes leads to discontentment and distrust among the Filipino migrants. 24 Chapter 3 METHODOLOGY Methodology, methods of collecting data and analysis Life story interviewing or life story is a qualitative research method used in this study. This method encompasses several academic disciplines like anthropology, psychology, and education. Erikson, Bruner and Freud had been using it to better understand how individuals situated and ‘constructed’ themselves in the society. Atkinson (2002) claims that this method can affirm, validate, and support our own experiences socially and clarify our relationships to the environment and the people around us. Life story is used in this research. The following methods were employed: questions, interviews via internet, review of related literature as secondary data. The questions were semi-structured which provided the respondents to reflect and dissect their situations in an open mindset. Messenger chat and calls were used for the interviews. Fact to face interviews were done to those based in Nakhon Ratchasima. Participants The researcher selected the five respondents, three females and two males. The respondents are chosen based on the following criteria: length of stay in Thailand; university lecturers; has access to university funding for professional development; consent; accessibility to the author and location. 25 The respondents are from Phitsanulok, Nakhon Ratchasima, Khampeang Pet and Nonthaburi. Instruments Guided interview questions were sent to the participants through Facebook messenger and email. The questions were divided into two parts. The first part was the demographic profile and the second part were the interviews which are divided into three parts: a) reason/s for migration; b) Professional development; and c) the struggles and issues confronting them as migrant workers. Data Collection Procedure The study was conducted from October to December 2016. Each respondents were given two weeks to answer the interview. Follow-up interviews and verification of facts were also done until March of 2017. Interpretation of Data The data collected were interpreted according to their perceptions of professional development and how does it define them as an EFL teacher in Thailand and various reasons for migration for work which serve as the framework for push and pull factors. Other factors such as family, education, cultures, and migration were also analyzed. 26 Chapter 4 FINDINGS The respondent are all university lecturers. The three female respondents have twelve years teaching experience, while one has been teaching for eight years and the other one has six years teaching experience. Three of the respondents have Master’s Degree. The two female respondents already finished their Master’s Degree in the Philippines while the other female respondent finished Master’s in Thailand. One male respondent is currently enrolled in a Master’s degree while the other has no plan to pursue Master’s degree. Three respondents were teachers in the Philippines while the two females became teachers in Thailand. A. Reasons for Migration The research revealed that the push and pull factors in migration were the main reasons why the respondents migrated to Thailand, except for one male respondent who was a volunteer in an international non-government organization. However, this respondent did not leave after his one year contract because his Thai colleagues encouraged him to apply for a teaching job. Eventually, he was able to bring his wife and children in Thailand. 27 The table shows the Push and Pull factors in migration of the Filipino teachers in Thailand. The response of the five respondents were summarized in the table below: Table 4 The Push and Pull Factors Push Factors from Philippines Pull Factors to Thailand No permanent jobs; low paying jobs; limited financial opportunities stressful relationship; stressful work Desire to uplift the standard of living; looking for adventure; change of lifestyle; Encouragement from friends and relatives Perceived high paying jobs for English speaking people and more opportunities to have tutorials, professional opportunities Perceived to provide security due to distance and low-stress level in the workplace Perceived financial security thus the ability to buy material things; lifestyle is considerably changed; Perception that the successful life of others could be the same or even surpassed. B. Professional Development The research found out that migrant Filipino teachers in Thailand are provided with funding from their respective university for their professional and individual growth. Attending conferences, workshops, trainings both in Thailand and abroad are fully supported by their universities. Thus, the respondents have to improve their teaching strategies and update learning materials to assure their universities that they are deserving of the financial supports. 28 Besides funding, the respondents also found ways to be better equipped in terms of professional development and other hobbies that may be useful in teaching. They perceived these development as advantageous and can be a fall back when they go home to the Philippines. In June 2009, Josemari was sent by Volunteer Service Overseas (VSO), UK based organization to the Office of the Basic Education Commission (OBEC) in Thailand. He was assigned at the national office in Bangkok document the Burmese refugees across Thailand. After his contract, his supervisor, an alumnus of the Gregorio Araneta University (in the Philippines) told him to apply as a teacher since there is a huge need of English teachers in Thailand. Josemari applied through Ajarn.com, a recruitment website. He was called for an interview on May 2010 and hired on the same day. It was an oil company project on education subcontracted to a public university in Kampheang pet. The university sent him to a village school in Langkrabue, Kampheang pet. He did not renew his contract in 2013. In 2014, he applied in a private university in Nakhon Ratchasima. Opportunities abound in Thailand especially for talented Filipinos. Pursuing hobbies like photography is easier and could be an advantage especially for teachers. Jojit, a teacher in Nonthaburi became a photography enthusiast because the equipment are cheaper. He bought his first DSLR camera in 29 Bangkok. Since then, aside from teaching he is now a professional photographer and became a most sought after photographer in Thailand. Nancy, a lecturer in one of the top university in Thailand emphasized the need for professional development because it is an assurance of another contract. Despite working in the same university for twelve years, Nancy still felt worried every year. She mentioned that attending conferences and seminars boosts her confidence in teaching and most of all the renewal of her contract. In 2016, Nancy presented a research during the TESOL ASIA Conference, which she said was her first ever international conference abroad. TESOL stands for Teaching English to Speakers of Other Languages. Her university paid for the trip and allowances, thus, in her words there is really no reason for her not to improve herself ‘professionally and academically.’ Nancy also mentioned that in the Philippines, it would be difficult to get financial support from the schools for such travels because of the limited funding for education. Josemari attested to that being a teacher in a state college in the Philippines. In his experience, his department’s fund for research was only P5,000 for more than 10 instructors. Two respondents took Master’s in Teaching English as Foreign Language (TEFL) for personal and professional development since 30 universities preferred lecturers/teachers with master’s degrees. Teachers with MA also receive higher salary compared to those who only have bachelor’s degree. Marie, a Filipina married to Thai came to Thailand as tourist. She was twenty-three years old, a management graduate who had only one year working experience in a food chain in the Philippines. Her friends encouraged her to try Thailand. Teaching in a private university in Nakhon Ratchasima, Marie receives B30,000+ because she has Master’s Degree. Marie has been in Thailand for seventeen years. Having a Master’s Degree is her way of securing a high-paying job in universities as well as being advantageous since she can speak Thai. Marie took MA in TEFL (Teaching English as Foreign Language) at Rajhabat University in Bangkok while teaching in a university in Lampang. She also applied for a research grant in her present university for additional compensation as well as academic development. Prime, a university lecturer in Phitsanulok came to Thailand upon the invitation of her Thai friend whom she met in the university in the Philippines. She has already a Master’s Degree in Psychology, thus, looking for a job was easy. She lives in Thailand for the past twelve years. 31 Prime also agreed that universities across Thailand are requiring their lecturers to attend seminars and conferences in the region. She also updates reading materials of the students as well as making her own materials since many English books are not suited to the level of English of her students. All the respondents agreed that professional development is a lifetime achievement that they can bring anywhere. Since four of them still plan to go back to the Philippines upon their retirement, the skills and technology they have gained will be beneficial to them when they re-apply again as teachers. Nancy is also a licensed teacher in the Philippines. She said that professional development is not only needed for her work in Thailand but also when she renews her teaching license in the Philippines. She explained that Continuing Professional Development (CPD) is a requirement to be able to renew her license in the Philippines. CPD has a corresponding points for promotions. It includes research, presentations, trainings, etc. With her experiences here, she believed that she had more than enough to for CPD. The respondents also mentioned that technology is advanced in Thailand as compared to the Philippines. Technology-based education and teaching such as flip-classroom using learning management systems such as Google classrooms, Edmodo, and Moodle are commonly used in Thai classrooms which they also adapt. 32 C. Struggles as migrants Migrant workers have mentioned different struggles as they settled in their adopted countries. Despite these, they still choose to remain to give their families better lives. Josemari experienced depression when he was first assigned in Khampeang pet. He did not realize it at first. Josemari finally realized that he needed help. He asked his wife and children to join him in Thailand. His family has been here for seven years now. He is never properly diagnosed but he said he recovered already. Before being employed in a university, some of the respondents were deployed in the rural areas. Majority of the Thai students in both rural and urban areas do not understand English. “Lost in translation” is a term the respondents used when what they meant is understood by Thai differently due to the difference in Thai meanings, tones, and alphabet compared to the respondents who are educated in the English medium. To ease homesickness, the Filipino respondents communicate to their families through Facebook and Skype. They also meet with other Filipino in various Filipino organizations and church-based activities. They also engaged in hobbies such as cooking Filipino foods and photography. Prime, a university lecturer learned to bake pandesal, ensaymada (Filipino breads) and other delicacies for sale to other Filipinos and to ease her homesickness. 33 Despite living in Thailand for twelve years Nancy could only say a few Thai words like “taw lai a ka;(how much); suay (beautiful); kotot naka (I’m sorry).” The respondents’ inability to speak and read in Thai also posed a major setback in communicating between the students and the superiors. Despite this, all respondents were able to understand Thai, speak passable Thai and adapt to their environment as years passed. They have no desire to study Thai in formal setting. Despite being married to a Thai national, Marie still struggles with the Thai language. D. Other issues confronting the migrant Filipino teachers in Thailand Documented or undocumented In the Philippines, a migrant worker is considered illegal if she/he does not undergo process at the POEA (Philippine Overseas Employment Agency) such as PDOS (pre-departure orientation seminar) and other requirements deemed necessary by the agency. Four of the respondents came to Thailand as tourists. Since they were not given any orientation by the POEA, they did not have any idea about the culture and traditions. They relied information only from friends who already 34 settled in Thailand. Asked if they sought information from the Philippine Embassy, all of them responded negatively. Upon their employment, they were issued with work visa (Non-B) and work permit which are renewable every year. Thus, a person with Non-B visa and work permit is a legal migrant worker in Thailand and is covered with insurances and benefits. All the respondents agreed that the yearly-renewal of contract hinders also their full capacity for development because there is always a chance of not getting renewed. Jojit mentioned the hassles of preparing the same sets of documents for the same school and going to the Immigration office every year which cause him anxieties every time he signs his contract. His wife and child are holding Non-O visa which is renewed at the same time he renews his work visa. The Philippine government only recognized the legality of the migrant workers upon their return in the Philippines to register at the POEA and OWWA (Overseas Workers Welfare Association). Absence of Bilateral Agreement The absence of Bilateral Labor Agreement (BLA) between the Philippines and Thailand contributes to the increasing tension between the Filipino teachers and the employers particularly on the benefits as migrant 35 workers and unfair labor practices despite of the Thai Labor Laws covering all migrant workers. However, Thailand is a signatory to the labor agreements and Conventions set by International Labor Organization and the United Nations. Thus, in the work-permit, it is stated that the worker is under the provisions of the Thai Labor Law. Accordingly, it covers the locals as well as the migrant workers. Summary of the findings: The Filipino migrant teachers were pushed to seek employment abroad due to several reasons cited in the chapter, mainly: lack of opportunities in the Philippines, and personal development. Despite experiencing homesickness, depression and culture shock, the respondents managed to adapt well in Thailand to improve theirs and their families’ lots in the Philippines. However, the migrant teachers were not aware of any agreements between the Philippines and Thailand nor the efforts done, if there is any for their welfare. 36 Chapter 5 DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS Life story is used in this research. The following methods were employed: questions, interviews via internet, review of related literature as secondary data. The questions were semi-structured which provided the respondents to reflect and dissect their situations in an open mindset. Summary of the Study Thailand and the present day Philippines have shared a long history of migration beyond the ASEAN sharing common language which was then Melayu or pasar Melayu and English. Thais and Filipinos benefited from each other’s skills and resources, thus, harmonious co-existence. Presently, despite the absence of Bilateral Labor Agreement (BLA) between two countries, the migrant Filipino teachers are still positive that professional development contributes to the yearly renewal of their contracts. This research presented the professional development of the Filipino teachers in Thailand which they could not have if they remain in the Philippines. Filipino teachers are in demand due to their abilities to adapt to any work environment. The study explored the lives of five Filipino teachers working in university levels and their struggles to professionally improve themselves to ensure the continuous renewal of their contracts. 37 The Filipino migrant teachers were pushed to seek employment abroad due to several reasons cited in the chapter, mainly: lack of opportunities in the Philippines, and personal development. Despite experiencing homesickness, depression and culture shock, the respondents managed to adapt well in Thailand to improve theirs and their families’ lots in the Philippines. Research objectives and findings The research aimed at answering the research questions as follows: 1.) What are their reasons for migration? All five respondents mentioned the lack of economic opportunities in the Philippines as the primary reason of their migration, thinking that in Thailand high paying jobs for ‘English speaking’ people like them could be readily available. One respondent said that a stressful relationship with her husband pushed her to find work outside despite having a permanent teaching occupation in their province. They have been separated eventually. Since she moved to Thailand 12 years ago, she is able to send her children to school. Three respondents claimed that too much workload in their previous jobs with low paying salaries led them to find work in Thailand. All respondents claimed that they only have at least 18 hours workloads with better pay compared to the minimum 40- hour workload in the Philippines with less pay. 38 The lure of settling in another country is also a reason cited by the respondents. Friends, relatives, and acquaintances led them to believe that Thailand is the easiest way leave their home country. 2.) How do they improve their professions to ensure the continuity of their contracts? The research found out that migrant Filipino teachers in Thailand are provided with funding from their respective university for their professional and individual growth. Attending conferences, workshops, trainings both in Thailand and abroad are fully supported by their universities. Thus, the respondents have to improve their teaching strategies and update learning materials to assure their universities that they are deserving of the financial supports. Besides funding, the respondents also found ways to be better equipped in terms of professional development and other hobbies that may be useful in teaching. They perceived these development as advantageous and can be a fall back when they go home to the Philippines 3) What are their struggles and the issues confronting them as migrant teachers? The migrant Filipino teachers mentioned different struggles as they settled in their adopted countries such as depression from being away from home, anxiety every year as their contracts nearing end, cultural and language barriers, and the Philippine government’s inadequacy to provide assistance and services for them in Thailand. 39 Despite these, they still choose to remain to give their families better lives. Discussions Filipino workers in Thailand, particularly the teachers are as important as the other migrant workers in the other parts of the globe because of their contributions to the Philippine economy. As a receiving/host country, Thailand benefitted from the Filipino teachers who teach English in the universities. Further, the skills they acquire are also given back to the Thai students. As a sending country, the Philippines receives monthly remittances thus, strengthening the purchasing power of the individuals in the micro-level. In the end, the skills and knowledge gained by the teachers will be useful in the Philippines if they choose to come home. The Filipino teachers take all the opportunities offered to them for professional development which is nearly impossible to achieve if they remain in the Philippines. As university lecturers they are respected both by their colleagues and students. Despite homesickness, depressions, inability to speak the language and other hindrances, the Filipino teachers in Thailand remain optimistic the continuity of their contracts as well as the Philippine government’s recognition to their contribution as overseas workers (OFW). The 40 continuing push factors drive away the Filipinos to search for “greener pasture” thus finding this in Thailand as the pull factors. Though majority arrived in Thailand as tourists and became illegals according to the definition of the Philippine government of legal workers, the Filipino teachers were able to become legal in both countries by following the laws prescribed by the immigration. As a labor sending country, the Philippines relies on overseas remittances to keep the economy afloat. Categorize as global work force, the Filipino workers continue to seek personal development to remain competitive in their chosen fields to improve quality of life through income and livelihood, and job security. Achieving higher education, accreditations and recognition from both the sending and receiving countries, are considered capital investments to continue working abroad. To conclude the study, Thailand provides opportunities which are otherwise unreachable if these migrant Filipinos remain in their home country. In turn, the migrant Filipino teachers in play an important role in nation-building through education of the youth of their host country. As overseas workers their remittance contribute to keep the Philippines’ economy afloat. In their effort to improve their lives and their families are doing everything to keep their jobs and just stay in Thailand instead of going back to the Philippines where they view their future as uncertain. Therefore, it is important that the Philippine Government must 41 seriously look into the situation of the migrant Filipinos whether they are documented or undocumented. Recommendation for Institutional Development 1. Vongchavalitkul University and the majority of the schools and universities have been hiring foreign workers/teachers for the past decades. Thus, it is recommended that the university must also look into the migration issues confronting the migrants which can be further develop into a comprehensive research on migration in the Isaan region. 2. As a pioneering work on migration, this research has a potential to be developed into a larger research with more respondents to magnify as well as to strengthen the findings of this research. 3. The University can make recommendations to the Bureau of Immigration and the embassies/consulates of the foreign workers to advance the migrants’ welfare. 42 Bibliography Asis, M. B. (2001). The return migration of Filipino women migrants: home but not for good? In M. Asis, Female Labour Migration in South-East Asia: Change and Continuity. Edited by Christina Wille and Basia Passl Bangkok: Asian Research Center for Migration. _________(2008) ‘How international migration can support development: A challenge for the Philippines’ in Castles, S. and Delgado Wise, R. (eds) Migration and development: perspective from the south, (Geneva: International Organization for Migration) Atkinson, R. (2002). The life story interview. Handbook of Interview Research Context and Method. Edited by Jaber F. 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ASEAN Economic Community Scorecard: Performance and Perception, 107. http://www.ilo.org/dyn/migpractice/migmain.showPractice?p_lang=en&p_practice_ id=5 http://www.trafficking.org.ph/papers/ra9208primereng.pdf http://unifem-eseasia.org/projects/migrant/mig_pub.htm www.notreeurope.eu/.../pdf/Policypaper24-en-droitdesmigrants.pdf http://centerformigrantadvocacy.files.wordpress.com/2012/06/bilateral-laboragreements-andsocial-security-agreements1.pdf http://asean.org/asean-economic-community/ http://report.hdr.undp.org/ Human Development Report 2015 http://bangkokpe.dfa.gov.ph/about-us/overview-of-phils-and-thailandrealations http://www.mekongmigration.org/?page_id=80 45 APPENDICES GUIDE QUESTIONS FOR THE KEY INFORMANTS Migration 1. When did you migrate? Why did you migrate? 2. What was your job in the Philippines? 3. How much salary did you receive? Was this enough for you and your family? 4. Who recruited you to come to Thailand? What was your impression of Thailand? Professional Development 5. Are you required by your university to attend conferences, seminars etc? 6. Are you given support/funding by your university when attending conferences and seminars? 7. What are other things you do to achieve ‘professional development’? 8. Why do you think it is important for a teacher to engage in such activities? Struggles and other issues 9. What were/are the struggles you have faced/facing as a migrant teacher and as a person? 10. How do you handle those struggles/difficulties? 11. Do you know the Thai Labor Law? How about the Philippine efforts in protecting the migrant workers? 12. What are the other issues that you are experiencing as migrants? 46 CURRICULUM VITAE Career history January 2012- present Correspondent Inquirer.net US Bureau Global Pinoy, Philippine Daily Inquirer http://globalnation.inquirer.net/byline/eunice-barbara-c-novio July 1, 2014 - present Lecturer Vongchavalitkul University Education June 2011 Master’s in Women and Development University of the Philippines Diliman, Quezon City Affiliations Women in Tesol (WIT, Tesol Asia) Asia TEFL Member, Foreign Correspondent Club of Thailand (FCCT) Centre for Migrant Advocacy (CMA) Asian Women Resource Centre for Culture and Theology, member 3rd University of Sto. Tomas National Writers’ Workshop, Fellow Awards and citations 2017 Plaridel Awards for Feature Story Philippine American Press Club (PAPC) Daly City, California, United States of America Nominations Migration and Media Advocacy Awards (2014-2017) 47 Recent Publications (Literary and Academic Journals) Poetry in EFL Teaching: Perspective of the Students based on Gender The Asian EFL Journal, December 2016, TESOL Asia Groups Gender Mainstreaming in EFL Learning: The Case of Vongchavalitkul University The Asian EFL Journal, December 2016, TESOL Asia Groups The Filipino Teachers’ Strategies in Teaching EFL and its Perceived Effects to the Students 2nd International Conference on Language, Literature, and Cultural Studies, 20-21, August, 2015 Copyright@2015 by Department of Western Languages, Faculty of Humanities and Social Sciences, Burapha University Woven Lives: Sisterhood and Feminism 9th International Conference on Humanities and Social Sciences 2013 November 14-15, 2013 Woven Lives: Sisterhood and Feminism http://www.historynu.net/journal.php Indo-China Crossroads Journal February 2014 Poetry Book Maps of Dreams and Memories, September 25, 2015 Aquillrelle, Brussels, Belgium Anthologies What is peace, Mother? World Healing, World Peace 2016 A Poetry Anthology, Inner Child Press She made me for what I am If I Could What does a Woman Do The Art of Being Human The Art of Being Human Vol. 15 Who Am I, December 22, 2015 Brian Wrixon Books (Canada) , Burlington, Ontario, Canada http://www.blurb.com/books/6577893-who-am-i Personal Place of Birth Date of Birth Nationality Civil Status San Jose, Occidental Mindoro, Philippines October 1, 1974 Filipino Married 48 Name of Spouse Josemari V Cordova 49