Picture this: a group of expats at a bar, sipping cheap beer and swapping stories. One mentions a teacher who “couldn’t even teach a toddler to say ‘hello.’” The room erupts in laughter, but the punchline is less funny when you realize the joke is about real people. It’s not just about bad teaching; it’s about the unspoken hierarchy of expat jobs. Sure, some English teachers are overqualified, others underpaid, but the LBH label feels like a collective shrug of the shoulders, as if saying, “You’re here, so you must be broken.”
But here’s the twist: not all LBHs are created equal. Some are veterans who’ve survived decades of chaotic classrooms, while others are fresh out of college, armed with a TEFL certificate and zero clue about how to handle a classroom of 40 kids who’d rather watch TikTok. The stigma isn’t just about skill—it’s about the absurdity of the system. Imagine being a teacher in a country where your students are more fluent in English than you are, or where your salary is a fraction of what you’d earn back home. It’s a recipe for frustration, and sometimes, a recipe for a very public, very dramatic exit.
Enter Sarah, a 35-year-old teacher from Australia who’s been in China for six years. “I used to joke about being a ‘glorified babysitter’ for kids who didn’t care about grammar,” she says, sipping coffee at a café in Chengdu. “But after five years, I realized I was actually teaching them how to think, not just speak. The LBH label? It’s like calling a firefighter a ‘loser’ for not being a doctor. We’re not here to be heroes—we’re here to do the job, even if it’s messy.” Her words cut through the noise, but they also highlight the irony: the people who criticize English teachers often don’t understand the grind they endure.
Then there’s the cultural clash. In China, teaching isn’t just a job—it’s a sacred duty, a role that carries the weight of generations. So when an expat teacher stumbles through a lesson on verb tenses or mispronounces a word, it’s not just a mistake; it’s a cultural misstep. “I once had a student ask me, ‘Why are you here? You don’t even know Chinese,’ and I had no good answer,” says James, a teacher from the UK. “It’s like being told you’re not ‘authentic’ in your own role. You’re trying to bridge a gap, but the gap feels like a chasm.”
The LBH label also plays into a broader narrative about expat identity. It’s easy to mock someone for being “unemployable,” but what if the truth is more nuanced? Some teachers are here because they’re chasing a dream, others because they’re desperate, and a few because they’re just… tired of the rat race. The stigma isn’t just about teaching—it’s about the invisible lines between ambition, failure, and reinvention. It’s the difference between someone who’s here for a year and someone who’s here for a lifetime.
But here’s the thing: not all LBHs are losers. Take Maria, a teacher from Brazil who’s now running her own language school in Shenzhen. “I was called LBH for years, but I turned it into a business,” she says, grinning. “Now I’m the one hiring teachers. The label doesn’t define me—it’s just a reminder of how far I’ve come.” Her story is a reminder that even the most derided roles can become launchpads for something bigger. It’s also a lesson in resilience, which is something the LBH label rarely acknowledges.
In the end, the LBH stigma is a mirror reflecting our own biases. It’s easy to laugh at the idea of an English teacher being a “loser,” but the truth is, teaching in China is a full-time job that demands more than just language skills. It requires adaptability, patience, and a willingness to laugh at yourself when you trip over a sentence. So next time you hear the term LBH, maybe ask yourself: are we dismissing a job that’s harder than it looks, or are we just projecting our own fears onto someone else’s journey? The answer might surprise you.
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