Services related to paid domestic work in private households are an important global labor market for migrant women. The Philippines is one of the largest exporters of work-force for the international domestic work sector. In this context, the linguistic legacy of American colonization becomes a key factor: English is an official language of the Philippines alongside Filipino. In addition, several varieties of Philippine English are widespread. Against this backdrop, Filipino and Filipina workers are positioned as competent, Anglophone workers in low-wage sectors such as the global domestic work market. Based on these attributions, they are also commodified as workers who can easily learn other languages and who are versatile and compatible with all linguistic and cultural spaces – worldwide. This paper sheds light on the multilingual repertoires of Filipina domestic workers in the Spanish capital, Madrid. The study is grounded in the paradigms of critical ethnographic sociolinguistics, migration linguistics and multilingualism research. The underlying data are based on narratives of Filipinas who migrated to Spain between 1971 and 2017. The findings reveal complex tensions around English. On the one hand, English is often perceived as prestigious and therefore valuable linguistic capital that can lead to social mobility. On the other hand, English is not seen as a panacea for securing employment beyond domestic work. Extrapolating from these findings, the overall picture that emerges is that English is deeply embedded in structurally determined social inequalities, which can be observed both in the country of origin and in the destination society.

This paper surveys studies that explore the experiences of multilingual English teachers (MET) teaching English to learners from the Eastern part of Asia (China, Japan, Korea, and Thailand). By MET, I refer to teachers who speak English as one of their multilingual repertoires and teach English to students from different linguistic backgrounds than their own (Galloway 2014). Studies have recently shown that Outer Circle has been establishing a role in providing English education to Expanding Circle learners. Moreover, it is also becoming common for teachers from Expanding Circle to cross national borders in order to teach English in another Expanding Circle country. This paper reviews studies specifically addressing those teachers and identifies three contact zones: (a) study abroad programs in Asian Outer Circle; (b) EFL classrooms; and (c) digital space. As there are some distinctive characteristics pertaining to different contact zones, I first briefly review the previous studies by each zone, followed by a synthesis of the research findings with a focus on how environment influences teachers' experiences based on the lens of intersectionality and situated power dynamics. Then, I conclude the review by discussing the problematic nature of treating this unique teacher population as pseudo-native speakers from a pedagogical perspective.