Coming from a background teaching ESL at a private elementary school in Korea—an extremely homogeneous and academically competitive environment—I was used to rigid hierarchy, tightly structured classrooms, and a relatively uniform student body from similar socioeconomic backgrounds. Transitioning to a low-income, highly diverse school in Melbourne’s west, where the majority of students are EAL learners, first- or second-generation immigrants, refugees, and Pacific Islanders, was a profound culture shock. While many of these students are entitled to additional support and English language programs, such support is often inconsistent or unavailable in practice. Adjusting to a system that prioritizes student autonomy—where classroom movement and behavior are loosely regulated—presented a steep learning curve.
Keywords: Australia, Korea, Reflections, extremes, teaching ESL
