tag:blogger.com,1999:blog-63570265555776051352024-03-13T09:29:31.464-07:00kimchi-icecreamJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.comBlogger396125tag:blogger.com,1999:blog-6357026555577605135.post-36013589012597397672012-10-26T06:19:00.001-07:002012-10-26T06:19:19.368-07:003 New Posts on www.jasonryanteacher.comIf you follow my blog here on blogspot.com please consider going to my new website/blog <a href="http://www.jasonryanteacher.com/">www.jasonryanteacher.com</a> . . .<div>
<br /></div>
<div>
I am posting there regularly. Tonight I published 3 new posts. One of which is about the new African Pygmy hedgehog that Julianne and I got . . . exciting!</div>
<div>
<br /></div>
<div>
Please also consider signing up to receive email notifications for new posts.</div>
<div>
<br /></div>
<div>
J</div>
Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-4265026105647644532012-10-18T04:58:00.001-07:002012-10-18T05:10:24.452-07:00Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part II<br />
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
Please visit my new blog at <a href="http://www.jasonryanteacher.com/">www.jasonryanteacher.com</a> to read the full article. Below is a preview of . . . <a href="http://www.jasonryanteacher.com/2012/10/18/strategies-for-managing-co-teaching-issues-challenges-and-problems-in-south-korean-public-schools-part-ii/" rel="bookmark" style="border-bottom-color: rgb(207, 226, 229); border-bottom-style: solid; border-bottom-width: 1px; color: #006a80; line-height: inherit; text-decoration: none;" title="Permalink to Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part II">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part II</a></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
This article is part II in a series about strategies for managing co-teaching issues, challenges, and problems in South Korean public schools.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
In Part II there are five topics,</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">6. My co-teacher tells me at the last second they can’t come to class</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">7. My co-teacher never looks at the lesson plan I make before class</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">8. My co-teacher doesn’t care about the lesson materials I make because they’re not a part of the official curriculum/tested</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">9. My co-teacher yells and threatens the students so that they’re always scared and nervous</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">10. My co-teacher doesn’t understand anything when I communicate with him/her about day to day issues</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
You can read Part I here, <a href="http://www.jasonryanteacher.com/2012/10/18/strategies-for-managing-co-teaching-issues-challenges-and-problems-in-south-korean-public-schools-part-i/" style="border-bottom-color: rgb(207, 226, 229); border-bottom-style: solid; border-bottom-width: 1px; color: #006a80; line-height: inherit; text-decoration: none;">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part I</a></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part II</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em; text-align: center;">
<strong style="line-height: inherit;">Preface</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
Co-teaching in South Korean public schools began in 1992 with the Fulbright Scholars program (and possibly before that). Yet even after nearly 20 years of co-teaching there are still very little effective and practical national training programs; nor are there co-teaching manuals for Korean English teachers and native English teachers that specifically address the hard realities of co-teaching situations in schools (note: apparently there are manuals, but as of the publication of this article I have never seen a copy). This article attempts to identify the most common co-teaching issues, challenges, and problems that native English teachers face in public schools–and to suggest practical strategies to manage them. A preview of part three in this topic is provided where the focus is on native English teachers.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em; text-align: center;">
<strong style="line-height: inherit;">Part II - </strong><strong style="line-height: inherit;">Korean English Co-Teacher Focus</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">6. My co-teacher tells me at the last second they can’t come to class</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 1: </strong>Be proactive. When you arrive at your school ask your co-teachers to let you know at least a day in advance if they cannot attend class with you. But you should also keep in mind that KETs sometimes get told to do things at the last second by their superiors, and may not find out until the last second so they literally cannot tell you in advance. Remind them that you need a co-teacher with you in the classroom, and that you hope they will find someone to replace themselves—even if it’s a Korean teacher (who doesn’t teach English). Having a non-English Korean teacher in the classroom at the very least allows for someone who speaks Korean fluently, and knows how to manage a class of students, to help you.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 2:</strong> If it’s a class that consistently has behavior management problems/issues tell them that you NEED SOMEBODY to assist you in that class. Ask if the co-teacher cannot find any other teacher (regardless of whether or not they are an English teacher) to come to the class to help you. If nobody is free, ask the co-teacher to ask another teacher to <em style="line-height: inherit;">be available</em> to come to the classroom for ONE MINUTE to help you if things are completely out of control and you cannot manage the classroom.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 3: </strong>When all else fails, put in a DVD and have the kids watch a movie. Or, call the class ‘self-study period’ and have students review their previous lessons/textbook units. Some native teachers can pull off playing easy games or teaching students a new song (think summer camp stuff) . . . but this depends on the experience/training/teacher personality type and also the general class character and behavior. This is also where having readily available resources (like Uno cards, board games, and other games) can be invaluable.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">NOTE:</strong> If your co-teacher gives you a hard time for showing a movie during class it may be time to remind them (politely!) that your contract title is that of an “assistant-teacher” and that it also says you will ‘always have a co-teacher during class’ or something to that effect. Don’t be manipulated or shamed into thinking you did something wrong if you are unable to manage a class by alone because a co-teacher was absent without providing another Korean teacher to help manage the class.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
. . . . . . . . .</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
If you would like to read the rest of this article you can see it here, <a href="http://www.jasonryanteacher.com/2012/10/18/strategies-for-managing-co-teaching-issues-challenges-and-problems-in-south-korean-public-schools-part-ii/" rel="bookmark" style="border-bottom-color: rgb(207, 226, 229); border-bottom-style: solid; border-bottom-width: 1px; color: #006a80; line-height: inherit; text-decoration: none;" title="Permalink to Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part II">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part II</a></div>
Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-30699850846154445812012-10-18T04:57:00.002-07:002012-10-18T05:05:56.803-07:00Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part I<br />
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
Please visit my new blog at <a href="http://www.jasonryanteacher.com/" style="border-bottom-color: rgb(207, 226, 229); border-bottom-style: solid; border-bottom-width: 1px; color: #006a80; line-height: inherit; text-decoration: none;">www.jasonryanteacher.com</a> to read the full article. Below is a preview of . . . <a href="http://www.jasonryanteacher.com/2012/10/18/strategies-for-managing-co-teaching-issues-challenges-and-problems-in-south-korean-public-schools-part-i/" style="border-bottom-color: rgb(207, 226, 229); border-bottom-style: solid; border-bottom-width: 1px; color: #006a80; line-height: inherit; text-decoration: none;">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part I</a></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
In Part I there are five topics that are covered,</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">1. </strong><strong style="line-height: inherit;">My co-teacher has low level English language skills</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">2. </strong><strong style="line-height: inherit;">My co-teacher doesn’t come to our scheduled classes</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">3. </strong><strong style="line-height: inherit;">My co-teacher refuses to translate when I ask them to during a class</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">4. </strong><strong style="line-height: inherit;">My co-teacher sits in the back of the classroom and does nothing</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">5. </strong><strong style="line-height: inherit;">My co-teacher leaves the classroom during the middle of a lesson—and (sometimes) doesn’t come back</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<br /></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em; text-align: center;">
<strong style="line-height: inherit;">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em; text-align: center;">
<strong style="line-height: inherit;">Preface</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
Co-teaching in South Korean public schools began in 1992 with the Fulbright Scholars program (and possibly before that). Yet even after nearly 20 years of co-teaching there are still very little effective and practical national training programs; nor are there co-teaching manuals for Korean English teachers and native English teachers that specifically address the hard realities of co-teaching situations in schools (note: apparently there are manuals, but as of the publication of this article I have never seen a copy). This article attempts to identify the most common co-teaching issues, challenges, and problems that native English teachers face in public schools–and to suggest practical strategies to manage them. A preview of part three in this topic is provided where the focus is on native English teachers.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em; text-align: center;">
<strong style="line-height: inherit;">Part I - </strong><strong style="line-height: inherit;">Korean English Co-Teacher Focus</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">1. </strong><strong style="line-height: inherit;">My co-teacher has low level English language skills</strong></div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 1: </strong>Make sure to give your lesson plan materials (lesson plan, worksheets, etc.) to your KET (Korean English teacher) with as much time as possible for them to go over it. If they are motivated, they will go over all the language content and look up words they don’t know. They can also ask you questions and/or to explain whatever they aren’t sure of.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">NOTE: </strong>This pre-supposes that the KET (Korean English teacher) does not have any cross-cultural issues/sensitivity to asking a younger, possibly unmarried, and <em style="line-height: inherit;">lower social rank</em> teacher to help them with lower level language skills. Make sure that you choose a place where there are no other Korean teachers or students around that might notice you are <em style="line-height: inherit;">explaining</em> things to your ‘<em style="line-height: inherit;">senior</em>’ (higher social rank).</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 2: </strong>When making your lesson plans, write out a full script of what the Korean English teacher would have to say during key parts of a lesson in the classroom while teaching. For example, giving the instructions for a game or activity may be easy for YOU, but when you turn to your co-teacher and ask them to translate—they may not have taught the activity/game before, and will not know the instructions or activity/game concept and language learner procedure that they need to translate. By writing out a mini-script of what YOU will say it allows the KET to pre-plan and think about what THEY need to know how to say. It should go without saying that when you’re in the classroom and saying these instructions that you shouldn’t just reel off the instructions in their entirety . . . say one sentence and then allow the KET to translate.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">NOTE:</strong> When I taught student-teachers at a national university of education, one of the courses I taught was “Classroom English.” Imagine having to learn, memorize, and practice using all of the different questions, commands, and expressions we as native English teachers automatically use without thinking. Scripting/writing out key parts of a lesson plan for your co-teacher is not a ‘waste of time’ or ‘stupid.’ Help your co-teacher in this way and you are helping yourself when co-teaching in the classroom!</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 3:</strong> Write out key language for the lesson and classroom teacher talk in your power point slides. Most, if not all, Korean English teachers have better reading skills than speaking and listening skills. By writing out key language and teacher talk in your power point slides you facilitate your co-teacher being more able to follow your lead during a lesson and time in the classroom. Korean English teachers are human, and when a lesson/game/activity is new to them, it’s difficult to remember every point and detail and instruction. Help your KET out by having the English you may ask them to translate written out in your power point.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
<strong style="line-height: inherit;">Strategy 4: </strong>Make building a positive and friendly relationship with them a priority. Go out for dinner with them and bond outside the school.<strong style="line-height: inherit;"> </strong>The day before Chuseok begins, get them a small gift (it will mean a lot to them, and they will NOT be expecting it). Occasionally bring small bags of fruit, or breads and other snacks into your office to share. Social bonds in Korea are made through sharing food and drink.</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
. . . . . . . .</div>
<div style="background-color: white; color: #545454; font-family: Verdana, Helvetica, Arial, sans-serif; font-size: 12px; line-height: 1.4; margin-bottom: 1em;">
If you would like to read the rest of this article you can see it here, <a href="http://www.jasonryanteacher.com/2012/10/18/strategies-for-managing-co-teaching-issues-challenges-and-problems-in-south-korean-public-schools-part-i/" style="border-bottom-color: rgb(207, 226, 229); border-bottom-style: solid; border-bottom-width: 1px; color: #006a80; line-height: inherit; text-decoration: none;">Strategies for Managing Co-Teaching Issues, Challenges, and Problems in South Korean Public Schools – Part I</a></div>
Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-27399960177053984402012-09-21T23:54:00.001-07:002012-09-21T23:55:00.500-07:00Jason Ryan Teacher EFL/ESL Book Review #1: Games For Language Learning, 3rd Edition <br />
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
I am slowly getting my new website, <a data-mce-href="http://www.jasonryanteacher.com/" href="http://www.jasonryanteacher.com/">www.jasonryanteacher.com</a>, and blog up and running again. Today, I published my first EFL/ESL book review,<br />
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<a data-mce-href="http://www.jasonryanteacher.com/2012/09/22/jason-ryan-teacher-eflesl-book-review-1-games-for-language-learning-3rd-edition-by-andrew-wright-david-betteridge-and-michael-buckby/" href="http://www.jasonryanteacher.com/2012/09/22/jason-ryan-teacher-eflesl-book-review-1-games-for-language-learning-3rd-edition-by-andrew-wright-david-betteridge-and-michael-buckby/">Jason Ryan Teacher EFL/ESL Book Review #1: Games For Language Learning, 3rd Edition</a><br />
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
There are now 20 posts, for example <a data-mce-href="http://www.jasonryanteacher.com/2012/09/21/daily-pictures-of-life-in-south-korea-20-moving-ladder-elevator-lift-truck/" href="http://www.jasonryanteacher.com/2012/09/21/daily-pictures-of-life-in-south-korea-20-moving-ladder-elevator-lift-truck/">this one</a>, about every day life life in South Korea pictures, and more are on the way.<br />
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
Please go check it out.<br />
J</div>
Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-89509744464025438232012-09-10T04:18:00.001-07:002012-09-21T23:55:43.389-07:00My new website and blog: www.jasonryanteacher.com<br />
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
Hi all,</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
I will be writing and blogging and posting pictures from now on at the following website: <a href="http://www.jasonryanteacher.com/">http://www.jasonryanteacher.com/</a></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
My general plan is to write about the following topics . . . </div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
1. Living and teaching overseas</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
2. EFL/ESL teaching methods</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
3. My photography and pictures</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
4. Movies, TV shows, and books I'm reading</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
5. EFL/ESL book reviews</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
And a few other odds and ends . . .</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
I'm still working out how I want the website/blog to look, and will also be adding links to blogs and websites I like and follow.</div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
<br /></div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
Hope you like it, </div>
<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px;">
J</div>
Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-56978010244449925002012-03-30T08:49:00.004-07:002012-08-10T12:03:11.574-07:00Things I wish someone had told me before I started teaching EFL/ESL overseas . . .<p>For some time now I’ve been thinking about all the things I wish someone had told me about before I chose to teach and live overseas.</p> <p>Not only are there many things I wish I could have been warned about, and given some things to think over and research, before starting my first contract but also things that expat teachers who teach beyond a one year ‘tour of duty’ or ‘tourist-vacation-teaching’ need to know as they move on to new jobs/second contracts/multiple contracts . . .</p> <p>Something that I’ve now experienced that I didn’t give enough thought and research to is when an expat teacher changes countries after spending multiple years in one country and education system. The application process, work visa process, and several other issues are written about in this post.</p> <p>Anyways, I’m sure there are several items that are not mentioned below. I invite other long-term expat teachers to add to this post comments, items I’ve missed, and their own two-cents of hard-learned experience about the things we have all dealt with while living and teaching overseas.</p> <p>J</p><p>To see the rest of this post please click on the link below....<br /></p><h2 class="post-title" id="post-2711"><a href="http://kimchiicecream.wordpress.com/2012/03/30/things-i-wish-someone-had-told-me-before-i-started-teaching-eflesl-overseas/" rel="bookmark" title="Permanent link to Things I wish someone had told me before I started teaching EFL/ESL overseas . . .">Things I wish someone had told me before I started teaching EFL/ESL overseas . . .</a></h2>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-31469688158683520502011-01-11T07:23:00.001-08:002012-08-10T12:03:11.575-07:00First iPhone movie made by Korean director Park Chan Wook -- COOL!<p>While I'm not living and teaching in South Korea anymore I can't help but notice and pay attention to news related to Korea.</p> <p>Shooting "a 30-minute film about a surreal encounter between a fisherman and a female shaman" is just plain cool, and I love <a href="http://en.wikipedia.org/wiki/Park_Chan-wook" _mce_href="http://en.wikipedia.org/wiki/Park_Chan-wook">Park Chan Wook</a>'s films--my favorite being <a href="http://en.wikipedia.org/wiki/Sympathy_for_Lady_Vengeance" _mce_href="http://en.wikipedia.org/wiki/Sympathy_for_Lady_Vengeance">Sympathy for Lady Vengeance</a>.</p><p>Click on this link to read the story, <a href="http://www.google.com/hostednews/afp/article/ALeqM5iERPou39lM9r5We2gM0xdLLvJ8Hw?docId=CNG.77612dcb02a30125065af2ac4103be0a.501" _mce_href="http://www.google.com/hostednews/afp/article/ALeqM5iERPou39lM9r5We2gM0xdLLvJ8Hw?docId=CNG.77612dcb02a30125065af2ac4103be0a.501">Director shoots first major movie solely with iPhone</a>.<br /></p> <p>As usual, Korea loves pointing out any and all 'firsts' that it accomplishes: "PROne, the agency representing Park Chan-Wook, claimed the iPhone movie would be the first ever to be shown in cinemas." I don't know if this is true or not, but if it is I think this is one occasion for which congratulations are in order.</p> <p>I seriously am curious about the creativity behind this kind of a project, and am intrigued by how Wook "describ[ed]the process as more democratic since everyone with a smartphone took part."</p> <p>I wonder if the film will go international with a major distributor. For now, the movie will be "shown in 10 cinemas nationwide from January 27 for four days."</p> <p>Almost makes me want to go back to Korea--<em>almost</em>.</p> <p>J</p>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com2tag:blogger.com,1999:blog-6357026555577605135.post-58694260379889153482010-12-04T18:09:00.000-08:002012-08-10T12:03:11.575-07:00EFL/ESL Summer/Winter Camp for Elementary or Middle School in South Korea - Lesson plans, games, and activities for the last second planning of a campFor something like two years now I've been trying to find the time, and energy, to post a list of books that elementary school and middle school level native English teachers in Korea would find useful for the absolutely ridiculous lack of planning, literally last second planning education culture that is prevalent across Korea.<br /><br />Ah, before I continue, here are some links to other posts of mine that new teachers, and for that matter veteran teachers, might want to read if they haven't seen them before.<br /><br /><a href="http://kimchiicecream.wordpress.com/2009/11/27/winter-english-camps-in-south-korea-a-guideline-for-foreign-english-teachers/"><span style="font-size:100%;">English Camps in South Korea – A Guideline for Foreign English Teachers</span></a><br /><span style="font-size:100%;"><br /> <a href="http://kimchiicecream.wordpress.com/2010/03/01/the-kimchi-icecream-guide-for-new-eflesl-foreign-english-teachersinstructors-in-south-korea-2010-edition-public-schools-hogwans-universities-and-training-centerinstitutes/">The Kimchi Icecream Guide for New EFL/ESL Foreign English Teachers/Instructors in South Korea, 2010 Edition – Public Schools, Hogwans, Universities, and Training Center/Institutes</a></span><br /><br /><a href="http://kimchiicecream.wordpress.com/2010/07/01/eslefl-english-camp-guide-getting-ready-for-summer-english-camp-aka-more-classes-more-studying-and-final-exam-period-at-my-school/"><span style="font-size:100%;">ESL/EFL English Camp Guide for Native Teachers in South Korea – Getting ready for summer English camp (aka more classes, more studying) and final exam period at my school</span></a><br /><br /><br />While surfing Korean English native teacher blogs today I noticed this post <a href="http://strange-lands.com/2010/11/annoyed.html/comment-page-1#comment-592">Yet again, I’m annoyed!</a> by a blogger I enjoy reading, <a href="http://strange-lands.com/2010/11/annoyed.html#more-1770">strangelands</a>. The sad thing is that as more and more time passes I see yet another expat teacher getting more and more frustrated by the ridiculous unprofessionalism of the education culture in Korea . . . but there's nothing we, as expat EFL/ESL teachers can do because the education culture is so utterly lost and chaotic that even the Koreans who can actually see the problems don't know how to manage them.<br /><br />Anyways, on a more productive and proactive note I am posting a list of books that EFL/ESL native English teachers can use for their regular semester teaching, after school program classes, and for summer and winter camps.<br /><br />This blog post stems from the comment I posted for <a href="http://strange-lands.com/2010/11/annoyed.html/comment-page-1#comment-592">Yet again, I’m annoyed!</a><br /><br /><span style="font-style: italic;">Go buy “Projects for Young Learners” Resource Books for Teachers by Oxford, and do the Fantasy Island project with the kids. Unless you’re given kids who are beginners/false beginners you can do the projects with them in the fantasy island unit (about 10, I think), and just make lesson notes for yourself as you go through the camp each day. Actually, considering the fact that you’ve been given such little prep time you might consider doing the task-based project anyways. If you have a co-teacher who can translate, the kids can learn a little vocab, a few useful short expressions/questions-answers, or whatever you choose, and then do the project and while interacting with you they get some experience doing a project and having to try and use their English to communicate….after all, that’s all the Koreans want, right? For the students to learn English by osmosis and proximity to the foreign teacher; this is the embodiment of the general teaching culture in Korea that thinks it’s okay to give a teacher these kinds of teaching and learning conditions….</span><br /><br /><span style="font-style: italic;">Also, try picking up “Games for Children” Resource Books for Teachers by Oxford. It’s full of different games with different levels, amounts of time, degree of difficulties in game concepts and cognitive levels, etc.</span><br /><br /><span style="font-style: italic;">The cheapest book you can get is this one,</span><br />Oxford Basics: Simple Speaking Activities.<br />Jill Hadfield and Charles Hadfield. Oxford, 1999.<br />W5, 800<br /><br /><span style="font-style: italic;">You can pretty much modify the vocab and language goals for each of the 20 or so lessons found in the book on the fly.</span><br /><br /><span style="font-style: italic;">Get some books and then stress will disappear (well, it’ll be less anyways), and your prep is done in terms of before the camp. Photocopy the pages from the book, make some insanely small lesson notes for each thing you’ll use, and hand them to the idiots that ask you to do a camp with no info about location, classroom conditions, resources available, language learner levels, etc.</span><br /><br /><span style="font-style: italic;">Other titles you might want to check out.</span><br /><br />Five-Minute Activities for Young Learners<br />Penny McKay and Jenni Guse<br />Cambridge Handbooks for Language Teachers<br />W30,000<br /><br />Lessons from Nothing<br />Activities for language teaching with limited time and resources<br />Bruce Marsland<br />Cambridge Handbooks for Language Teachers<br />W25,000<br /><br />Games for Language Learning, Third Edition.<br />Andrew Wright, David Betteridge, and Michael Buckby. Cambridge University Press, 2006.<br />Cambridge Handbooks for Language Teachers. Series Editor, Scott Thornbury.<br />W28 000<br /><br />Oxford Basics: Simple Speaking Activities.<br />Jill Hadfield and Charles Hadfield. Oxford, 1999.<br />W5, 800<br /><br />Oxford Basics: Presenting New Language.<br />Jill Hadfield and Charles Hadfield. Oxford, 1999.<br />W5, 800<br /><br />Oxford Basics: Vocabulary Activities.<br />Slattery, Mary. Oxford, 2004.<br />W5, 800<br /><br />Oxford Basics: Cross-curricular Activities.<br />Svecova, Hana. Oxford, 2003.<br />W5, 800<br /><br />Storytelling With Children.<br />Wright, Andrew. Oxford, 1995.<br />Resource Books for Teachers, Series Editor Alan Maley.<br />W26 000<br /><br />Very Young Learners.<br />Vanessa Reilly & Sheila M. Ward. Oxford, 1997.<br />Resource Books for Teachers, Series Editor Alan Maley.<br />W26 000<br /><br />Games For Children.<br />Gordon Lewis and Gunther Bedson. Oxford, 1999.<br />Resource Books for Teachers, Series Editor Alan Maley.<br />W26 000<br /><br />Drama With Children.<br />Phillips, Sarah. Oxford, 1999.<br />Resource Books for Teachers, Series Editor Alan Maley<br />W26 000<br /><br />Art and Crafts With Children.<br />Wright, Andrew. Oxford, 2001.<br />W26 000<br /><br />Projects With Young Learners.<br />Diane Phillips, Sarah Burwood & Helen Dunford. Oxford, 1999.<br />Resource Books for Teachers, Series Editor Alan Maley<br />W26 000<br /><br />Art and Crafts with Children<br />Andrew Wright<br />Oxford University Press<br />W26,000<br /><br />Creating Chants and Songs<br />Carolyn Graham<br />Oxford University Press<br />W26,000<br /><br />Writing with Children<br />Jackie Reilly and Vanessa Reilly<br />Oxford University Press<br />W26,000<br /><br />Drama with Children<br />Sarah Phillips<br />Oxford University Press<br />W26,000<br /><br /><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal"><i style="">Oxford</i><i style=""> Basics: Simple Listening Activities</i>.</p> <p class="MsoNormal">Jill Hadfield and Charles Hadfield. Oxford, 1999.</p> <p class="MsoNormal">W5, 800</p><p class="MsoNormal"><br /></p> <p class="MsoNormal"><i style="">Do As I Say: Operations, Procedures, and Rituals for Language Acquisition</i>.</p> <p class="MsoNormal">Gayle Nelson, Thomas Winters, and Raymond C. Clark.<span style=""> </span>Pro Lingua Associates, Publishers, 2004.</p> <p class="MsoNormal">W19 000</p><p class="MsoNormal"><br /></p> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal"><i style="">Oxford</i><i style=""> Basics: Simple Reading Activities</i>.</p> <p class="MsoNormal">Jill Hadfield and Charles Hadfield. Oxford, 2000.</p> <p class="MsoNormal">W5, 800</p><p class="MsoNormal"><br /></p> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal"><i style="">Sentences At A Glance, Third Edition</i>.</p> <p class="MsoNormal">Brandon, Lee.<span style=""> </span>Houghton Mifflin Company 2006.</p> <p class="MsoNormal">W10 000</p> <p class="MsoNormal"><i style="">Paragraphs At A Glance, Third Edition</i>.</p> <p class="MsoNormal">Brandon, Lee.<span style=""> </span>Houghton Mifflin Company 2006</p> <p class="MsoNormal">W10 000</p><p class="MsoNormal"><br /></p> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal"><i style="">Share Your Paragraph: An Interactive Approach to Writing, 2<sup>nd</sup> Edition</i>. </p> <p class="MsoNormal">George M. Rooks.</p> <p class="MsoNormal">Longman, 1999.</p> <p class="MsoNormal">W13 000</p><p class="MsoNormal"><br /></p> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal"><i style="">Oxford</i><i style=""> Basics: Simple Writing Activities</i>.</p> <p class="MsoNormal">Jill Hadfield and Charles Hadfield.<span style=""> </span>Oxford, 2000.</p> <p class="MsoNormal">W5, 800</p><p class="MsoNormal">Julianne and I also picked up these titles recently, and have found them to be VERY useful to have in our teaching library.<a class="title" href="http://www.amazon.com/Reading-Extra-Multi-Level-Activities-Collection/dp/0521534054/ref=sr_1_5?ie=UTF8&qid=1291515801&sr=8-5"><br /></a></p><p class="MsoNormal"><a class="title" href="http://www.amazon.com/Reading-Extra-Multi-Level-Activities-Collection/dp/0521534054/ref=sr_1_5?ie=UTF8&qid=1291515801&sr=8-5">Reading Extra: A Resource Book of Multi-Level Skills Activities (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Liz-Driscoll/e/B001H9ROLG/ref=sr_ntt_srch_lnk_5?qid=1291515801&sr=8-5">Liz Driscoll</a></span> (<span class="binding">Spiral-bound</span> - Apr 26, 2004)<br /></p><a class="title" href="http://www.amazon.com/Pronunciation-Games-Cambridge-Copy-Collection/dp/0521467357/ref=sr_1_1?ie=UTF8&qid=1291515801&sr=8-1">Pronunciation Games (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Mark-Hancock/e/B001IQWDO6/ref=sr_ntt_srch_lnk_1?qid=1291515801&sr=8-1">Mark Hancock</a></span> (<span class="binding">Spiral-bound</span> - Feb 23, 1996)<br /><div class="title"><span class="bindingAndRelease"></span><br /><a class="title" href="http://www.amazon.com/Imaginative-Projects-Cambridge-Copy-Collection/dp/0521668050/ref=sr_1_10?ie=UTF8&qid=1291515801&sr=8-10">Imaginative Projects (Cambridge Copy Collection)</a> <span class="ptBrand">by Matthew Wicks</span> <span class="bindingAndRelease">(<span class="binding">Paperback</span> - Nov 27, 2000)</span><br /><br /><a class="title" href="http://www.amazon.com/Writing-Extra-Multi-Level-Activities-Collection/dp/0521532876/ref=sr_1_8?ie=UTF8&qid=1291515801&sr=8-8">Writing Extra: A Resource Book of Multi-Level Skills Activities (Cambridge Copy Collection)</a> <span class="ptBrand">by Graham Palmer</span> <span class="bindingAndRelease">(<span class="binding">Spiral-bound</span> - Apr 19, 2004)</span><br /><br /><div class="title"> <a class="title" href="http://www.amazon.com/Listening-Extra-Book-Audio-Pack/dp/0521754615/ref=sr_1_41?ie=UTF8&qid=1291516087&sr=8-41">Listening Extra Book and Audio CD Pack: A Resource Book of Multi-Level Skills Activities (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Miles-Craven/e/B0034Q1ELG/ref=sr_ntt_srch_lnk_41?qid=1291516087&sr=8-41">Miles Craven</a></span> <span class="bindingAndRelease">(<span class="binding">Spiral-bound</span> - Apr 26, 2004)</span> </div><br /><span class="bindingAndRelease">Here are some more titles that might be worth checking out (but that we do not own).<br /><br /></span><div class="title"> <a class="title" href="http://www.amazon.com/Games-Vocabulary-Practice-Interactive-Activities/dp/0521006511/ref=sr_1_2?ie=UTF8&qid=1291515801&sr=8-2">Games for Vocabulary Practice: Interactive Vocabulary Activities for all Levels (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Felicity-ODell/e/B001H6OFKC/ref=sr_ntt_srch_lnk_2?qid=1291515801&sr=8-2">Felicity O'Dell</a> and Katie Head</span> <span class="bindingAndRelease">(<span class="binding">Spiral-bound</span> - Dec 15, 2003)</span> </div><br /></div><a class="title" href="http://www.amazon.com/Primary-Activity-Box-Activities-Collection/dp/0521779413/ref=sr_1_6?ie=UTF8&qid=1291515801&sr=8-6">Primary Activity Box: Games and Activities for Younger Learners (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Caroline-Nixon/e/B001H6T0N4/ref=sr_ntt_srch_lnk_6?qid=1291515801&sr=8-6">Caroline Nixon</a> and Michael Tomlinson</span> (<span class="binding">Spiral-bound</span> - Mar 5, 2001)<br /><div class="title"><div class="title"><span class="bindingAndRelease"><br /></span><a href="http://www.amazon.com/Grammar-Activity-Book-Cambridge-Collection/dp/0521575796/ref=sr_1_7?ie=UTF8&qid=1291515801&sr=8-7"> </a> <div class="data"> <div class="title"> <a class="title" href="http://www.amazon.com/Grammar-Activity-Book-Cambridge-Collection/dp/0521575796/ref=sr_1_7?ie=UTF8&qid=1291515801&sr=8-7">The Grammar Activity Book: A Resource Book of Grammar Games for Young Students (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Bob-Obee/e/B001KDSHTC/ref=sr_ntt_srch_lnk_7?qid=1291515801&sr=8-7">Bob Obee</a></span> <span class="bindingAndRelease">(<span class="binding">Spiral-bound</span> - Jul 13, 1999)</span> </div></div><br /><div class="title"> <span class="bindingAndRelease"></span><a class="title" href="http://www.amazon.com/Primary-Pronunciation-Audio-Cambridge-Collection/dp/0521545455/ref=sr_1_12?ie=UTF8&qid=1291515801&sr=8-12">Primary Pronunciation Box with Audio CD (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Caroline-Nixon/e/B001H6T0N4/ref=sr_ntt_srch_lnk_12?qid=1291515801&sr=8-12">Caroline Nixon</a> and Michael Tomlinson</span> (<span class="binding">Spiral-bound</span> - Apr 11, 2005)<br /><div class="title"><div class="title"><span class="bindingAndRelease"><br /></span><div class="title"> <a class="title" href="http://www.amazon.com/Speaking-Extra-Multi-Level-Activities-Collection/dp/0521754631/ref=sr_1_13?ie=UTF8&qid=1291515801&sr=8-13">Speaking Extra: A Resource Book of Multi-Level Skills Activities (Cambridge Copy Collection)</a> <span class="ptBrand">by <a href="http://www.amazon.com/Mick-Gammidge/e/B0034P4NR4/ref=sr_ntt_srch_lnk_13?qid=1291515801&sr=8-13">Mick Gammidge</a></span> <span class="bindingAndRelease">(<span class="binding">Spiral-bound</span> - May 10, 2004)<br /><br /></span><div class="title"> <span class="bindingAndRelease"></span>Good luck.<br /></div></div></div></div></div></div></div>JasonJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com3tag:blogger.com,1999:blog-6357026555577605135.post-34365571108894949952010-12-04T05:30:00.000-08:002012-08-10T12:03:11.576-07:00I live to scoop Roboseyo's fun video links! Check out "Christmas Food Court Flash Mob, Hallelujah Chorus - Must See! "I haven't been posting much here lately since Julianne and I moved to China, but since things are so tense in South Korea right now with the whole North Korea nutbar situation I thought I'd post this awesome new flash mob video on youtube.<br /><br />At the time of this posting it was at <span class="watch-view-count"><strong>9,032,488 <span style="font-weight: normal;">hits and climbing . . . here's the video.</span></strong></span><br /><br /><object width="420" height="385"><param name="movie" value="http://www.youtube.com/v/SXh7JR9oKVE?fs=1&hl=en_GB"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/SXh7JR9oKVE?fs=1&hl=en_GB" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="420" height="385"></embed></object><br /><br />Whoever the brain was behind this promotional use of a viral flash mob they are a genius! You can read more about the video and singers in <a href="http://www.vancouversun.com/news/canada/Food+court+Hallelujah+Chorus+goes+viral/3918451/story.html">this article</a>.<br /><br />I'd LOVE to see this done at COEX Mall in South Korea--seriously, can you imagine the reactions?!<br /><br />I normally tend to just post videos I see online on facebook, but decided that this one was worth reopening my Korea blog cause it's so awesome.<br /><br />PLUS, it's fun to scoop <a href="http://roboseyo.blogspot.com/">Roboseyo</a> with the whole finding cool and fun videos and posting them on my blog first!!!<br /><br />Hope everybody back in Korisneyland is well, and that nobody decides to get all anti-Merry Ho Ho and start a war--even Scrooge would say that's bad for business.<br /><br />Stay safe, and happy.<br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-11710457155310400722010-11-27T18:23:00.000-08:002012-08-10T12:03:11.576-07:00Post-Methodology – My EFL Teaching Method, and “Must Have Books” For EFL/ESL University Instructors<p>It's been quite a while since I wrote a post for my blog here, and I decided I'd write up a post since I left Korea and moved to China with Julianne.</p><p>We've been teaching at a military university's English program, and it's been good in many ways, and extremely challenging in others. <br /></p><p>Over the course of the first two months of teaching at the university I met many Chinese English instructors of various ranks, and had several conversations. These conversations led to me being invited to give a presentation on my teaching methodology and philosophy of teaching. I should explain the larger context of the conversations involves a massive teaching reform project at my university that has been going on now for just over a year. The university powers that be want to update the teaching methodology that the instructors use, and I think also the English program's textbooks, testing, and overall curricula design. It's a massive project.</p><p>I decided that since I put about 3 weeks of work, and dozens of hours of reading and prepping a power point and handout, to post a story about the presentation, and my handouts, because I think other EFL/ESL teachers will find it interesting, and hopefully useful too.</p><p>You can see my handouts below, and also the list of my “Must Have Books” For EFL/ESL University Instructors.</p><p>Please feel free to comment and ask questions.<br /></p><p>J<br /></p><p>Last Friday morning I packed up a suitcase full of about half the books in my teaching library, and headed out to do a presentation on my teaching methodology. I was excited about doing this presentation because I'd spent the last 3 weeks reading, and re-reading parts of my methodology books to clarify in my own mind what my current teaching methodology is since it's gone through quite an evolution during the time I spent teaching in Korea, and now over the last two months in China.</p><p>I was also happy that I was being given a forum in which I could explain how I see teaching through the framework of EFL (English Foreign Language) teaching (as opposed to the fractured and confused perspectives I'd been hearing from EVERY Chinese teacher I spoke to--I realized that there was an English program "identity crisis" as far as what kind of program we were all operating within, and I REALLY wanted to address that FUNDAMENTAL PROBLEM!). One of the major issues I wanted to foreground during my presentation was the fact that I thought my university's English program was trying to function within three different types of English programs: ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EST (English for Science and Technology). I got quite a reaction from my audience of teachers, and high ranking colonels and PhD professors when I talked about that, and later in the post-presentation discussion period I was really happy to hear others thought the same thing as I did!</p><p>I presented to 30 Chinese English teachers, some of who were the top ranking officers/administrators in the English program of the military university where I teach. Before I presented, two other presenters gave their content, and it was quite telling to see that they were essentially trying to introduce what native English speaking teachers take for granted about what a 'good teacher' is--for example, treating students equally. They were also touching on some aspects of CLT and TBL (Communicative Language Teaching Methodology, and Task-based Learning Methodology) but didn't really do anything other than scratch the surface in a manner that I would think should be used for student-teachers, or teachers who have never taught before and are just starting their careers--not a room full of teachers with years of experience.</p><p>Over the past ten days or so I have been fighting a head cold and cough, and also dealing with my regular teaching duities and the problems I've been trying to address with course objectives being unclear, and invalid testing and lack of info I needed to know about the final grading and exams . . . this unfortunately made me tired, and I actually needed two or three more days to nail my presentation materials; I finished my prep and first draft of my power point with 177 power point slides of pictures of my students DOING the things I wanted to talk about, and my 10 methodology approaches and principles . . . I then smacked myself up the side of my head and said, "JASON! You ONLY have 50 minutes to present this material--you can't present 177 slides no matter how good the material is in that time!"</p><p>Thursday night, the night before my presentation, I invited a Chinese English teacher over to the apartment so I could do a practice run through of my material, and try to get a clearer sense of what I needed to cut. I think I already knew what needed to be cut but by the time I was done my power point design it was Thursday at 6pm, and I didn't have the 2 or 3 days I needed to mull over what I could cut, condense, and revise in order to cull it down to a manageable amount of presentation material.</p><p>I even went and re-read <a href="http://jeremyharmer.wordpress.com/2010/03/20/10-things-i-hate-about-powerpoint/">Jeremy Harmer's "10 Things I Hate About Powerpoint" </a>because I knew I was putting too much, lol .... but I was out of time, and too tired.</p><p>My Chinese teacher friend had a good response to my presentation, and good suggestions too. I cut as much of the material after she left as I could, but I could still see it was too much material. I forced myself, though, to go to bed and not kill myself for a presentation I was only giving once, and for a presentation I was not being paid a large fee for!</p><p>I printed off a two-page double-sided handout with some primary points from the power point, and a list of books I'd be referring to during my presentation (see below), and went to bed.</p><p>Back to Friday morning . . . I do my presentation and only make it to point 5 of my 10 points I'd used to organize my teaching methodology. With only 10 minutes left in my 50 minute presentation I skipped past several slides in each section, and got out the key ideas for my last five points, and was done. I was somewhat satisfied with my presentation, but knew that if I'd just had a few more days to prep I could have done something I think might have even impressed Jeremy Harmer a little--him being, in my mind, one of the best presenters I've ever heard and seen give a power point presentation (KOTESOL 2007, South Korea).</p><p>I'd been given 90 minutes to work with for my presentation, and I'd told the colonel and vice-dean of post-graduate studies at the university that I'd use 50 for my talk, then we'd take a short break during which the teachers could look at the 100 books displayed on a table at the front of the conference room. The break time was a rapid fire blitz of questions from THIRTY teachers all looking like kids on Christmas morning as they grabbed different books I had on the table, and began asking me questions about the books and different teaching needs they all had--holy cow!</p><p>I was really happy to see one of the high ranking teachers (not sure about the actual rank) ask me a lot about "A Framework for Task-based Learning" by Jane Willis. I referred to it as the 'bible of TBL' during my presentation, and THAT got her attention as she's one of the teachers assigned to the current massive teaching reform project that my university is currently doing. From what I've been able to piece together, she has to 'teach' and 'train' all the Chinese English teachers on how to teach using TBL, and how to test students too. But based on the fact that the winter and summer breaks don't seem to be used for in-service training, and that teacher training only seems to be done on Friday mornings each week of the semester with teachers giving lectures with no real training taking place in terms of trainees doing exercises and activities to apply what they've been learning about....well, I don't see how the Chinese English teachers are going to be able to get a solid grasp on what TBL is, and how they can use it in their courses.</p><p>A major point that I stressed during the discussion period after the short break and book gazing frenzy was that the current curricula at the university, and specific textbooks I'd seen, were not suitable for use with TBL methodology and testing. This got quite a stir from the teachers, and the colonel tried to diminish my comment/criticism of the curriculum not being compatible with TBL--to which I said, "Sir, you teach post-graduate courses, right? Have you seen the undegradate textbooks? No? I'd suggest you take a look at them and then we can discuss this again. But until then I strongly believe there are major problems that need to be addressed." I said this with as much respect, sincerity, and neutral tone of voice as I could, and he seemed to realize that he couldn't back up his opinion cause he had NOT looked at the undergrad textbooks, nor did he seem to be familiar with their testing either.</p><p>Anyways, I think some of the big things I walked away from this experience with were quite valuable. Assessing and articulating what my current EFL/ESL methodology and philosophy of teaching was a good experience. It showed me what I need to learn more about, and what I need to read more. It reaffirmed teaching principles and approaches that I strongly believe and practice. And it allowed me to establish more credibility with the powers that be at my university so that when I say something, or criticize something, they know it's not just a complaining foreigner who 'doesn't understand Chinese culture or the university's English program and teaching culture'--the comments and criticisms are based on knowledgea and experience gained from hard work, and a lot of experience.</p><p>The conclusion I came to after a lot of reading and re-reading, and reflection on my teaching, was that I was doing what Harmer refers to in his fourth edition of "The Practice of English Language Teaching," 2007: “We need to be able to say, as Kumaravadivelu attempted, what is important in methodological terms, <em>especially if we concede one method alone may not be right in many situations</em>” (page 78, my emphasis, Harmer).</p><p>Basically, I use a combination of CLT (Communicative Language Teaching methodology) and TBL (Task-based Learning methodology) with some of my own personal approaches to teaching all mixed up into one hybrid form of the two major methods. But in terms of how I practice and apply my methodology there is no fixed formula. How I teach depends on the needs and wants of the specific teaching situation, language learning situation and needs and wants, and the overall teaching and learning environment within which I'm operating. I think that I knew this before I began my prep for this presentation, but doing the work helped me to clarify and confirm what I do, and why I do it. I highly recommend other EFL/ESL teachers try something like this if they have the time and inclination.</p><p>Oh, a really bizarre moment occurred after the end of the discussion period. The colonel stood up, and walked to the front of the conference room. He then proceeded to say that he thought I had a lot of great ideas and opinions about teaching methodology, and EFL, and that he wanted to hear more about my ideas. He then said that "after learning more about Jason's opinions and ideas we may adopt them here as policy and practice at the university"--HOLY SHIT!</p><p>Sometimes I really don't realize how other teachers perceive what I say and do. Sometimes I really don't give myself enough credit that the hard work I put into my teaching craft, and continually trying to improve myself as a teacher, comes across to such a point as that I'd actually have my methodology used as a part of the basis for an entire English program's teaching methdology reform . . .</p><p>It's humbling, scary, and thrilling all at the same time. </p><p>I just have to hope that some degree of success can be achieved in their reform project because based on this article, The Impact of CurriculumInnovation on the Cultures of Teaching (<a href="http://www.chinese-efl-journal.com/Vol%20%201%20January%202008.pdf" rel="nofollow" target="_blank">http://www.chinese-efl-journal.com/Vol%20%201%20January%202008.pdf</a>), I don't know if they can achieve their wishes.</p><p> But I'll help--if they ask (and hopefully pay more too!).</p><p> J</p><div style="text-align: center;"><span style=""> What is a good man?</span></div> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">A teacher of a bad man.</span></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">What is a bad man?</span></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">A good man’s charge.</span></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">If the teacher is not respected,</span></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">And the student is not cared for,</span></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">Confusion will arise, however clever one is.</span></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: center;" align="center"><span style="">This is the crux of the mystery.</span></p> <p class="MsoNormal" style="margin-left: 0.25in;"><span style=""> </span></p> <p class="MsoNormal" style="margin-left: 0.25in;"><span style="">Lao Tsu 1997, ch 27</span></p> <p class="MsoNormal" style="margin-left: 0.25in;"><span style="">From “Experiential Learning in Foreign Language Education, General Editor C. N. Candlin</span></p> <p class="MsoNormal" style="margin-left: 0.25in;"><span style="">Applied Linguistics and Language Study, Pearson 2001</span></p> <p class="MsoNormal"><b><span style=""> </span></b></p> <p class="MsoNormal"><b><span style="">Different types of foreign language learning . . . </span></b></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">ESP – English for Specific Purposes</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">EAP – English for Academic Purposes</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">EST – English for Science and Technology</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">EFL – English as a Foreign Language</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">ELF – English as a Lingua Franca</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">ESOL – English Speaking of Other Languages</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">CLIL – Content and Language Integrated Learning</span></p> <p class="MsoNormal" style="margin-left: 0.25in;"><b><span style=""> </span></b></p> <p class="MsoNormal"><b><span style="">EFL/ESL influences on my teaching methodology . . . </span></b></p> <p class="MsoNormal"><span style="">Jeremy Harmer</span></p> <p class="MsoNormal"><span style="">Scott Thornbury</span></p> <p class="MsoNormal"><span style="">Michael Rost</span></p> <p class="MsoNormal"><span style="">Sari Luoma</span></p> <p class="MsoNormal"><span style="">Penny Ur</span></p> <p class="MsoNormal"><span style="">Jane Willis</span></p> <p class="MsoNormal"><span style="">Michael J Wallace</span></p> <p class="MsoNormal"><span style=""> </span></p> <p class="MsoNormal"><b><span style="">Teaching methodologies . . . Which one? More than one? Or . . . Something new?</span></b><span style=""></span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Grammar-Translation</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Direct Method</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Audiolingualism</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Behaviorism</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">PPP (Presentation, Practice, Production)</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">ESA (Engage, Study, Activate); Boomerang Procedure, Patchwork Procedure</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Four Methods: CLT (Community Language Learning), Suggestopaedia, TPR (Total Physical Response), and the Silent Way</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">CLT (Communicative Language Learning)</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">TBL (Task-based Learning)</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">The Lexical Approach</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Teachers-Students Dialog Method</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">Post Method ???</span></p> <p class="MsoNormal" style="margin-left: 0.25in;"><b><span style=""><br /></span></b></p><p class="MsoNormal" style="margin-left: 0.25in;"><b><span style="">My 10 EFL Methodology Principles and Approaches to ELT</span></b></p><p class="MsoNormal" style="margin-left: 0.25in;"><b><span style=""><br /></span></b></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style=""> </span><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">1. Fun and Interesting. The “Magic X” factor.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">2. Balance of accuracy and fluency language goals and content in lessons/course design.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">3. Communicative and interactive style of TTT and STT.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">4. Task-based learning.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">5. Transparency in testing/evaluation, rubrics, and process.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">6. Recode EFL language classroom with communicative power dynamics.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">7. Games and Activities are a vital learning tool for learning, practicing, and mastering language goals and skills.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">8. The 7 P’s: Proper planning and preparation prevent piss poor performance. Lesson planning/course design are critical in achieving teaching success, and language learner success.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">9. “Variety is the spice of life.” Using a wide range of learning goals, language goals, skills, strategies, tasks, games, activities, and topics.</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">10. Empowering language learners to develop meta-cognitive learning skills (or ‘learner autonomy), and EFL language learning skills.</span></p> <p class="MsoNormal"><b><span style=""> </span></b></p> <p class="MsoNormal"><b><span style="">CLT - Communicative Language Teaching, and interactive style.</span></b></p> <p class="MsoNormal" style="text-align: left;"><b><span style="">NOTE:</span></b><span style=""> There was a diagram on my handout that I cannot copy paste into blogger. </span><b><span style=""><br /></span></b></p> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style=""> </span></b></p> <p class="MsoNormal"><b><u><span style="">Post-Method</span></u></b><b><span style="">: 10 Macrostrategies?</span></b></p> <p class="MsoNormal"><b><span style=""> </span></b></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">“What is needed, Kumaravadivelu suggests, is not alternative methods, but ‘<i>an alternative to method</i>’ (2006: 67). Instead of one method, he suggests ten ‘macrostrategies, such as “maximise learning opportunities, facilitate negotiation, foster language awareness, promote learner autonomy” etc.’ (Kumaravadivelu 2001, 2006)” </span></p> <p class="MsoNormal"><span style=""><span style=""> </span>From, <i>The Practice of English Language Teaching, Fourth Edition</i>. Jeremy Harmer</span></p> <p class="MsoNormal"><b><span style=""> </span></b></p> <p class="MsoNormal"><b><span style="">Post-Method is my ‘one’ method . . . </span></b></p> <p class="MsoNormal"><b><span style=""> </span></b></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">“We need to be able to say, as Kumaravadivelu attempted, what is important in methodological terms, <i>especially if we concede<span style=""> </span>one method alone may not be right in many situations</i>” (page 78, my emphasis, Harmer).</span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style="font-family: Tahoma;"><span style="">•<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="">“We have to be able to <i>extract key components of the various methods</i> we have been describing” (page 78, my emphasis, Harmer).</span></p><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in;"><span style=""><br /></span></p> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> <w:usefelayout/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} table.MsoTableGrid {mso-style-name:"Table Grid"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-border-insideh:.5pt solid windowtext; mso-border-insidev:.5pt solid windowtext; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style=""><span style=""> </span>“Must Have Books” For EFL/ESL University Instructors</span></b></p> <table class="MsoTableGrid" style="border-collapse: collapse; border: medium none;" border="1" cellpadding="0" cellspacing="0"> <tbody><tr style=""> <td colspan="3" style="width: 7.9in; border: 1pt solid windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">Speaking</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Conversation Strategies</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">David Kehe and Peggy Dustin Kehe</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">PLA (Pro Lingua Associates)</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W20,000(?)</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Basics in Speaking</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Michael Rost</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Longman</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W15,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Strategies in Speaking</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Michael Rost</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Longman</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W15,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Keep Talking: Communicative fluency activities for language teaching.</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Klippel, Friederike.<span style=""> </span>Cambridge University Press, 2004.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Cambridge</span><span style="font-size: 10pt;" lang="EN-GB"> Handbooks for Language Teachers.<span style=""> </span>Series Edited by Penny Ur. W30,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Oxford</span></i><i style=""><span style="font-size: 10pt;" lang="EN-GB"> Basics: Simple Speaking Activities</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Jill Hadfield and Charles Hadfield.<span style=""> </span>Oxford,<span style=""> </span>1999.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W5, 800</span></p> <p class="MsoNormal"><b><span style="font-size: 10pt;"> </span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Getting Ready for Speech: A Beginner’s Guide to Public Speaking</span></i><span style="font-size: 10pt;">, by Charles LeBeau and David Harrington. Compass Publishing, 2002. W14,000</span></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Pronunciation Pairs, Second Edition: An Introduction to the Sounds of English</span></i><span style="font-size: 10pt;">, by Ann Baker and Sharon Goldstein</span></p> <p class="MsoNormal"><span style="font-size: 10pt;">Cambridge</span><span style="font-size: 10pt;">, 2008</span></p> <p class="MsoNormal"><span style="font-size: 10pt;">W20,000</span><i style=""><span style="font-size: 10pt;" lang="EN-GB"></span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Conversation Gambits: Real English Conversation Practices. Eric Seller and Sylvia T. Warner. Thomson Heinle, 2002. W29,000</span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Small Group Discussion Topics for University Students, A Modern Approach to Fluency in English, Third Edition.. Jack Martire. Political, economic, environmental, and social issues facing the world in the 21<sup>st</sup> Century. Pusan National University Press, 2009. W12,000</span></i></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">Reading</span></b><b><span style=""></span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Steps to Academic Reading Level 3: Across the Board</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Jean Zukowsky/Faust</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Thomson Heinle</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W13,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Steps to Academic Reading 4: In Context</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Jean Zukowski/Faust, Susan S. Johnston, and Elizabeth E. Templin</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Thomson Heinle</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W13,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Extensive Reading Activities for Teaching Language. </span></i><span style="font-size: 10pt;" lang="EN-GB">Edited by Julian Bramford and Richard R. Day. Cambridge Handbooks for Language Teachers </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W25,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Reading Extra by Cambridge</span></i></p> <p class="MsoNormal"><b><span style="font-size: 10pt;"> </span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">College Reading Workshop, Edition 2.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Malarcher, Casey.<span style=""> </span>Compass Publishing, 2005. W15 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><b><span style="font-size: 10pt;"> </span></b></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">Curriculum Design</span></b></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Materials and Methods in ELT, Second Edition.<span style=""> </span>A Teacher’s Guide</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal" style="text-align: center;" align="center"><span style="font-size: 10pt;" lang="EN-GB">Jo McDonough and Christopher Shaw.<span style=""> </span>Blackwell Publishing, 2003.</span></p> <p class="MsoNormal" style="text-align: center;" align="center"><span style="font-size: 10pt;" lang="EN-GB">W35 000</span><b><span style=""></span></b></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">Games and Activities</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Games for Language Learning, Third Edition</span></i><span style="font-size: 10pt;" lang="EN-GB">. Andrew Wright, David Betteridge, and Michael Buckby.<span style=""> </span>Cambridge University Press, 2006. Cambridge Handbooks for Language Teachers.<span style=""> </span>Series Editor, Scott Thornbury. W28 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">700 Classroom Activities</span></i><span style="font-size: 10pt;" lang="EN-GB">. </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">David Seymour & Maria Popova.<span style=""> </span>Macmillian, 2005.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W20,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Grammar Practice Activities, Second Edition</span></i><span style="font-size: 10pt;">, by Penny Ur. </span><span style="font-size: 10pt;" lang="EN-GB">Cambridge</span><span style="font-size: 10pt;" lang="EN-GB"> University</span><span style="font-size: 10pt;" lang="EN-GB"> Press, 2006. Cambridge Handbooks for Language Teachers.<span style=""> </span>Series Editor, Scott Thornbury. </span><span style="font-size: 10pt;">Cambridge</span><span style="font-size: 10pt;">, 2009</span></p> <p class="MsoNormal"><span style="font-size: 10pt;">W39,000</span></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">Debate and Critical Thinking</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Discover Debate</span></i><span style="font-size: 10pt;" lang="EN-GB">.<span style=""> </span>Michael Lubetsky, Charles LeBeau, and David Harrington.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Compass Publishing, 2000.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W16 000</span></p> <p class="MsoNormal"><b><span style="font-size: 10pt;"> </span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">A Handbook of Critical Approaches to Literature, Fifth Edition</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Wilfred L. Guerin.<span style=""> </span>Oxford, 2005.<span style=""> </span></span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> <p class="MsoNormal"><b><span style="font-size: 10pt;" lang="EN-GB"> </span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">The Bedford Glossary of Critical and Literary Terms, Second Edition.</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Ross Murfin and Supryia M. Ray.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Palgrave Macmillan, 2003.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W25 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Becoming A Critical Thinker: A Master Student Text, Fifth Edition.</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Ruggiero, Vincent Ryan.<span style=""> </span>Houghton Mifflin, 2006. </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W11 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><b><span style="font-size: 10pt;"> </span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><b><span style="font-size: 10pt;"> </span></b></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span lang="EN-GB">Listening</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Tree or Three? Second Edition</span></i><span style="font-size: 10pt;">. Beginner Level. Ann Baker.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;">Cambridge</span><span style="font-size: 10pt;">, 2006.</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Ship or Sheep?<span style=""> </span>An Intermediate Pronunciation Course, Third Edition. </span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Ann Baker.<span style=""> </span>Cambridge, 2006</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching Listening Comprehension</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Penny Ur</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Cambridge</span><span style="font-size: 10pt;" lang="EN-GB"> Handbooks for Language Teachers</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W29,000</span><b><span style="font-size: 10pt;"></span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Dictations for Discussion, A Listening/Speaking Text</span></i><span style="font-size: 10pt;">, by Judy DeFillipo and Catherine Sadow. Pro Lingua Associates, 2006. W41,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Listening</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">White, Goodith.<span style=""> </span>Oxford, 1998.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Resource Books for Teachers, Series Editor, Alan Maley. W26 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;">Pronunciation Pairs, Second Edition: An Introduction to the Sounds of English</span></i><span style="font-size: 10pt;">, by Ann Baker and Sharon Goldstein</span></p> <p class="MsoNormal"><span style="font-size: 10pt;">Cambridge</span><span style="font-size: 10pt;">, 2008. W20,000</span></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span lang="EN-GB">Writing</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Sentences At A Glance, Third Edition</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Brandon, Lee.<span style=""> </span>Houghton Mifflin Company 2006.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W10 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Paragraphs At A Glance, Third Edition</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Brandon, Lee.<span style=""> </span>Houghton Mifflin Company 2006</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W10 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Share Your Paragraph: An Interactive Approach to Writing, 2<sup>nd</sup> Edition</span></i><span style="font-size: 10pt;" lang="EN-GB">. </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">George M. Rooks. Longman, 1999. W13 000</span><b><span style="font-size: 10pt;"></span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Effective Academic Writing 1: The Paragraph</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Alice Savage and Masoud Shafiei</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Oxford</span><span style="font-size: 10pt;" lang="EN-GB"> University</span><span style="font-size: 10pt;" lang="EN-GB"> Press</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W?</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Effective Academic Writing 2: The Short Essay</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Alice Savage and Patricia Mayer</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Oxford</span><span style="font-size: 10pt;" lang="EN-GB"> University</span><span style="font-size: 10pt;" lang="EN-GB"> Press</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W?</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Effective Academic Writing 3: The Essay</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Jason Davis and Rhonda Liss</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Oxford</span><span style="font-size: 10pt;" lang="EN-GB"> University</span><span style="font-size: 10pt;" lang="EN-GB"> Press</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W?</span></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">EFL/ESL Test Design and Evaluation</span></b><i style=""><span lang="EN-GB"></span></i></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Assessing Speaking</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Sari Luoma</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Cambridge</span><span style="font-size: 10pt;" lang="EN-GB"> Language Assessment Series</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W35,000</span></p> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Testing Second Language Speaking</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Glenn Fulcher. General Editor: C. N. Candlin. Applied Linguistics and Language Study. Pearson Education Limited, 2003. </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W25,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Testing for Language Teachers, Second Edition. </span></i><span style="font-size: 10pt;" lang="EN-GB">Arthur Hughes. Cambridge Language Teaching Library Cambridge, 2003. </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W30,000</span></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b><span style="">EFL/ESL Research and Teaching Books</span></b><i style=""><span style=""></span></i></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching and Researching Listening</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Rost, Michael.<span style=""> </span>Longman, 2002.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Applied Linguistics in Action Series, Edited by Christopher N. Candlin & David R. Hall</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching and Researching Speaking</span></i><span style="font-size: 10pt;" lang="EN-GB"></span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Rebecca Hughes</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Applied Linguistics in Action Series, Edited by Christopher N. Candlin & David R. Hall</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching and Researching Reading</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">William Grabe and Fredricka L. Stoller</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Applied Linguistics in Action Series, Edited by Christopher N. Candlin & David R. Hall</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching and Researching Writing</span></i><b><span style="font-size: 10pt;"></span></b></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Ken Hyland. Applied Linguistics in Action Series, Edited by Christopher N. Candlin & David R. Hall. W22 000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span lang="EN-GB">Culture/s and Cross-Cultural Lessons</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Crossing Cultures in the Language Classroom</span></i><span style="font-size: 10pt;" lang="EN-GB">, by Andrea DeCapua, Ed.D., and Ann C. Wintergerst, Ed.D.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">University</span><span style="font-size: 10pt;" lang="EN-GB"> of Michigan</span><span style="font-size: 10pt;" lang="EN-GB">, 2004.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W45,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Culturally Speaking, Third Edition,<span style=""> </span></span></i><span style="font-size: 10pt;" lang="EN-GB">by Rhona B. Genzel and Martha Graves Cummings</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">2010 Heinle, Cengage Learning</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W21,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">101 American Idioms </span></i><span style="font-size: 10pt;" lang="EN-GB">Harry Collis and Joe Kohl.<span style=""> </span>Compass, 2004. W7,500; <i style="">101 American Customs </i>Harry Collis and Joe Kohl.<span style=""> </span>Compass, 2004. W7,500; <i style="">101 American Superstition</i>s Harry Collis and Joe Kohl.<span style=""> </span>Compass, 2004. W7,500</span></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">A First Look at the USA: A Cultural Reader</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Milada Broukal</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Longman</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W13,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">More About the USA: A Cultural Reader</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Milada Broukal and Janet Milhomme</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Longman</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W13,500</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">All About the USA: A Cultural Reader Second Edition. </span></i><span style="font-size: 10pt;" lang="EN-GB">Milada Broukal and Peter Murphy. Longman</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W13,000</span></p> </td> </tr> <tr style=""> <td colspan="3" style="width: 7.9in; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="758"> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span lang="EN-GB">EFL/ESL Methodology Books</span></b></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">The Practice of Teaching English, Fourth Edition</span></i><span style="font-size: 10pt;" lang="EN-GB">. </span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Harmer, Jeremy.<span style=""> </span>Longman 2007.</span></p> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">How to teach English</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Harmer, Jeremy.<span style=""> </span>Longman, 1998.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000, 000 </span></p> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">How to teach Vocabulary</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Thornbury, Scott.<span style=""> </span>Longman, 2002.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Series Editor, Jeremy Harmer.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">How to teach Pronunciation</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Kelly, Gerald.<span style=""> </span>Longman, 2000.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Series Editor, Jeremy Harmer.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">How To Teach Speaking</span></i><span style="font-size: 10pt;" lang="EN-GB">.<span style=""> </span></span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Thornbury, Scott.<span style=""> </span></span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Series Editor: Jeremy Harmer.<span style=""> </span>Longman, 2006. W27 000 </span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">How to teach Writing.</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Harmer, Jeremy.<span style=""> </span>Longman, 2004.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching English Through English.</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Willis, Jane.<span style=""> </span>Longman, 1981.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W20 000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">A Framework For Task-Based Learning</span></i><span style="font-size: 10pt;" lang="EN-GB">.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">Willis, Jane.<span style=""> </span>Longman, 1996.</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">W22 000</span></p> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB"> </span></i></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Listening, Practical English Language Teaching</span></i><span style="font-size: 10pt;" lang="EN-GB">. Marc Helgesen and Steven Brown.<span style=""> </span>McGraw Hill, 2007. David Nunan, Series Editor. W15 000</span></p> </td> </tr> <tr style=""> <td style="width: 189.6pt; border-width: medium 1pt 1pt; border-style: none solid solid; border-color: -moz-use-text-color windowtext windowtext; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Speaking, Practical English Language Teaching</span></i><span style="font-size: 10pt;" lang="EN-GB">. Kathleen M. Bailey</span></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">.<span style=""> </span>McGraw Hill, 2007. David Nunan, Series Editor. W17,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching ESL/EFL Listening and Speaking, </span></i><span style="font-size: 10pt;" lang="EN-GB">by I.S.P. Nation and Jonathan Newton.<br /> ESL & Applied Linguistics Professional Series. Routledge, 2009. W25,000</span></p> </td> <td style="width: 189.6pt; border-width: medium 1pt 1pt medium; border-style: none solid solid none; border-color: -moz-use-text-color windowtext windowtext -moz-use-text-color; padding: 0in 5.4pt;" valign="top" width="253"> <p class="MsoNormal"><i style=""><span style="font-size: 10pt;" lang="EN-GB">Teaching ESL/EFL Reading and Writing</span></i></p> <p class="MsoNormal"><span style="font-size: 10pt;" lang="EN-GB">by I.S.P. Nation and Jonathan Newton.<br /> ESL & Applied Linguistics Professional Series. Routledge, 2008. W25,000</span></p> </td> </tr> </tbody></table>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-34233319884155450952010-07-12T22:47:00.000-07:002012-08-10T12:03:11.577-07:00EFL/ESL Native English Teacher Speaking Tests in a Korean Public High School — Planning and giving speaking tests Part 1<p>At the beginning of the spring/summer semester at my high school I found out that I was going to be allowed to give speaking tests for my 12 ‘second’ grade classes. Last semester I dropped several comments every once and a while about how student motivation and classroom behavior are heavily influenced by whether or not there are test points assigned to the lesson content they are learning in my co-teachers ears . . . and apparently during a pre-semester meeting it was decided that I could have 10% of the English grade. For my 10 ‘first’ grade classes, though, at first I was told there weren’t any test points that I could get assigned to my classes . . . and then later, about six weeks or so, I was told I could write 3 questions of the 33 questions on the mid-term and final exams for the English section of the test . . . this just goes to show one of many examples of how hard it is for native English teachers to design a semester syllabus, choose the curriculum, and how testing points are all too often not assigned to their classes and/or they’re told about the testing points weeks <em>after</em> they have already prepared and designed their lessons . . . but I digress, and should get back to writing about the process I went through designing my speaking tests.</p> <p>I have a lot of experience designing speaking tests and administering them with different kinds of EFL language learners (from middle school and high school to pre-service student teachers and in-service Korean English teachers). But I decided to do some research and re-read materials I have in my EFL/ESL library (see the list of relevant books at the bottom of this post) cause I hadn’t looked at them in a long time. While doing my research and writing up my speaking test design I thought to myself, “<em>What do you do when researching </em>“EFL/ESL speaking test +Korea +public school +high school”<em> and your own writing is the only thing you find that is relevant? HAS NOBODY who teaches high school in Korea designed speaking tests, and then written about it online? Wow</em>.”</p> <p>Actually, there are bloggers who have written about speaking tests in Korean public high schools but they are a minority. Also, due to the nature of blogging as an informal genre most of them haven’t really gone into much detail about their test design process, why they chose the test format they did, and other details that I would have really liked to read about the experiences of other native teachers in Korean public schools doing speaking tests . . .</p> <p>One teacher I did find, and I posted about, wrote this series by <a href="http://thesupplanter.wordpress.com/">Supplanter</a>‘s blog which I found pretty interesting–and which reinforced my decision to record all the speaking tests with my mp3 player (something I usually do anyways–Korean university students are notorious for trying to get their test scores raised if they don’t like them, so when they do come to ask for an increase I suggest we review their recordings and look at my notes for their test . . . this usually dissuades most of the complainers, lol).</p> <p><a href="http://thesupplanter.wordpress.com/2010/05/18/the-grade-changing-fiasco-part-1/">The Grade Changing Fiasco Part 1</a></p> <p><a href="http://thesupplanter.wordpress.com/2010/05/20/the-grade-changing-fiasco-part-2/">The Grade Changing Fiasco Part 2</a></p> <p><a rel="bookmark" href="http://thesupplanter.wordpress.com/2010/06/05/the-grade-changing-fiasco-part-3/">The Grade Changing Fiasco – part 3</a></p> <p>Finally, I come across something related to my search parameters, <a href="http://www.cels.bham.ac.uk/resources/essays/YLeeDiss.pdf">Evaluation of The Foreign Language High School Programme in South Korea</a>by Yvvette Denise Murdoch, a master’s dissertation submitted to the School of Humanities, University of Birmingham to fulfill requirements in the Master of Arts in Teaching English as a Foreign or Second Language”, 2002. Unfortunately, while it’s an interesting read, Murdoch doesn’t really provide much in the way of how she tested and what process she went through while designing her tests. But that being said it’s still a good read.</p> <p>Anyways, I decided to give myself a research and writing project to kill time when I had no classes at school. I loosely based my writing goals on Chapter Six: Developing Test Specifications of “Assessing Speaking” by Sari Luoma, Cambridge Language Assessment Series, Cambridge University Press 2004.</p> <p>Here is a list of things a teacher should be considering, at least some of them anyways, when designing a language test,</p> <p>“the test’s purpose; description of the examinees; test level; definition of construct (theoretical framework for the test); description of suitable language course or textbook; number of sections/papers; time for each section of paper; target language situation; text-types; text length; language skills to be tested; test tasks; test methods; rubrics; criteria for marking; descriptions of typical performances at each level; description of what candidates at each level can do in the real world; sample papers; samples of students’ performances on task” from “Assessing Speaking,” Chapter 6, page 114.</p> <p>The problem is the logistics (I’m going to use this word a lot) of designing and giving speakings tests in Korean public school English native speaker classes is that there are so many unforeseeable, unplannable, and unbelievable (from a native teacher’s perspective anyways) issues and challenges that come up throughout the whole process that trying to do a truly <em>professional</em> EFL/ESL speaking test is nearly impossible–in my opinion . . . but I’ll get into that in more detail in part 2 of this post.</p> <p>I also found “Chapter Eight: Ensuring a reliable and valid speaking assessment” to be an extremely helpful unit to help me refresh on what I needed to be thinking about as I designed the speaking tests for the high school boys.</p> <p>While reading Chapter 6 I came across three examples of how to do test specification write-ups: Example 1: An end-of-course classroom test, Example 2: A language test at university entrance, and Example 3: A general purpose proficiency test . . . after reading this chapter I decided to do my own test specifications write up . . . although I was unable to follow the models exactly due to the realities of planning lessons and tests that Korean public schools present.</p> <p>Alright, that’s enough about why I decided to write this blog post . . . time to wade into the nitty-gritty of what I did while going the process of making speaking tests for a Korean public high school.</p> <p><strong>Before class/semester begins language learner assessment</strong>: There were no opportunities for me to assess the actual language learner levels of the students in each class. The only thing available was the students test scores from the previous semester which in terms of communicative ability and fluency really had no validity or relevance. The only thing I found useful about the test scores that I asked my Korean English co-teachers to show me was being able to see which classes might have a majority of low level students, or average to higher level students so that I could alter my teaching methods accordingly (or ‘differentiate’ them).</p> <p><strong>Test #1 format</strong> (of 4 over the course of the school year, 2 in the spring semester, 2 in the fall/winter semester)<strong> </strong>: one on one interview, teacher and student</p> <p>Test #2: one on one interview, teacher and student</p> <p>Test #3: Unfortunately I won’t be teaching as my contract finishes August 24th, 2010. I am, however, leaving all testing and lesson materials from the book I was using for the next native teacher. I hope that they will continue to teach from the same book . . . my original plans for the four tests were that in speaking tests 3 and 4 that the tests would shift from focusing on accuracy with a low degree of fluency to a higher focus on fluency in balance with the test point values for accuracy. The book I was using focuses on developing fluency and learning, practicing, and mastering speaking strategies so it will be interesting to hear from the new native teacher how the students progress throughout the fall/winter semester.</p> <p>Test #4: fluency and accuracy have equal values on the rubric.</p> <p><strong>Class hours before Test #1</strong>: two fifty-minute classes.</p> <p><em>NOTE</em>: The logistical realities of teaching EFL speaking and conversation in a Korean public high school often necessitate the instructor exhibiting a degree of “flexibility” when it comes to following EFL methodology the way it “should” be practiced versus adapting to and dealing with the chaotic and extremely unstable school schedule and teaching/learning conditions. I scheduled the first speaking test with only 2 weeks of instruction due to several reasons: 1) My classes were not assigned time slots during the school’s official midterm exam and final exam periods (thus necessitating me having to schedule testing during regular classes). 2) The students do not understand fully (perhaps even not at all) how they will be tested (my test will be the first ever speaking test done at the school in its entire history), and this diminishes their ability to develop effective learning styles and habits specific to my classes (I made a “How to” study guide for speaking tests handout (look at the bottom of this post) and gave tips and strategies during my classes). 3) I fully expect motivation and attention levels to dramatically spike after Test #1 has been completed as students will have a much clearer idea based on first-hand speaking test experience with a native speaker/teacher in a public school setting.</p> <p><strong>Test #1 focus</strong>: pronunciation, intonation, grammar, and demonstrating/performing cultural rules for speaking and interactions during the test (for example, how to shake hands)</p> <p><strong>Test Duration</strong>: 2 minutes</p> <p><strong>Type of school</strong>: 2nd grade classes at an all boys trade/sports school transitioning into an academic high school, Seoul–the 2nd grade students were enrolled during the trade school standards for acceptance. The overall English abilities are lower. On average each class has 25% false-beginner, 50% low-intermediate to intermediate, and 25% high-intermediate to advanced levels of English language ability.</p> <p><strong>Class size</strong>: 30-40 multi-level high school boys</p> <p><strong>Language learners</strong>: mixed levels, on average each class has 25% false-beginner, 50% low-intermediate to intermediate, and 25% high-intermediate to advanced levels of English language ability.</p> <p><strong>Test location</strong>: in the native English teacher’s classroom, no other students are permitted to be in the room; also, no Korean English co-teachers (they’re presence would inhibit student speaking performance and test conditions), all other students will be waiting in their homeroom, and in groups of 5 come to the hallway outside, line up and wait for their turn.</p> <p><strong>General Condition</strong>s: each class of 30-40 boys will be divided into two groups, A and B. Boys will do a lottery that places them in one of the two groups, and also determine order of testing. This is to avoid the ‘not fair’ criticism that is a very big concern for Korean students in testing situations (whether or not what they’re saying has anything to do with ‘fairness’).</p>. . . . . . . . . . . . . . . . . . . . . .<br /><br /><span class="Apple-style-span" style=""><span class="Apple-style-span" style="">Click on the link below to read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68);">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</span></span><br /><a href="http://kimchiicecream.wordpress.com/2010/07/13/eflesl-native-english-teacher-speaking-tests-in-a-korean-public-high-school-planning-and-giving-speaking-tests-part-1/"><br />EFL/ESL Native English Teacher Speaking Tests in a Korean Public High School — Planning and giving speaking tests Part 1</a><br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com1tag:blogger.com,1999:blog-6357026555577605135.post-62382529600841049692010-06-23T02:33:00.000-07:002012-08-10T12:03:11.577-07:00EFL/ESL speaking tests in an all boys high school in Seoul, South Korea -- More of my favorite answers . . .<p>Last week on Wednesday my high school had practice exams all day so my classes were canceled--actually, my speaking tests were canceled. They were postponed to today . . . oh god, the day after the 3:30am Korea vs. Nigeria game is NOT A GOOD DAY TO HAVE ANY KIND OF TESTS--or classes for that matter.</p> <p>Anyways, the guys came into the classroom, one by one, for their speaking tests looking pretty ragged. Baggy eyes, low energy, and a general lack of memory and concentration plagued nearly all of them.</p> <p>Some of them, however, had some pretty funny and original answers.</p> <p>I have four questions that I always ask as warm-ups for the guys. The first question is "How are you today?" ("I'm fine, thank you, and you" is banned as an answer because I want to retain some semblance of sanity, and I'm sure if I had to endure 250 "I'm fine, thank you, and you?" responses I'd lose my mind!) One kid replied, "I'm serious." Lol . . .</p> <p>Another guy, in response to "What's your favorite book or movie?" said, "My favorite book is The "Prince of Machiavelli"" Wow . . . lol. This guy is already prepping to become a politician or CEO (actually, is there a difference in Korea?).</p> <p>And later on a kid said his favorite book was "Playboy" . . . ha.</p> <p>One thing I noticed during this second series of speaking tests was that I failed to anticipate that some guys would remember and use "How about you?" and/or "And you?" during the test instead of saying the full question that was being tested. Before the testing I give the guys a handout, and next to some of the listed questions and expressions that will be tested I give warnings and sometimes even outright ban certain types of responses or actions during the test (as you can see I did above with the "I'm fine, thank you, and you?" response).</p> <p>A few of the lower language ability guys actually remembered this speaking strategy that I had taught them during a lesson that happened in the earlier part of the semester, and they tried using "And you?" any and every time they had to say something that I had already asked them (the test is an interview format) . . . I couldn't let them get away with that because it would have screwed up my rubric and then totally messed up the proficiency test curve at the school. Fortunately, the students doing this knew they were pretty much 'pseudo-cheating' by trying to avoid speaking the English content from the lessons that I was testing, and didn't protest when I asked them to not use the two expressions.</p> <p>Getting back to the funny stuff, another student had me nearly burst out laughing because he pretty much speaks English like this guy . . . . . . . . . . . . .<br /></p><p><span class="Apple-style-span" style=""><span class="Apple-style-span" style="">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68);">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</span></span></p><a href="http://kimchiicecream.wordpress.com/2010/06/23/eflesl-speaking-tests-in-an-all-boys-high-school-in-seoul-south-korea-more-of-my-favorite-answers/">EFL/ESL speaking tests in an all boys high school in Seoul, South Korea -- More of my favorite answers . . . </a><br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-11775254484634348732010-06-15T23:20:00.000-07:002012-08-10T12:03:11.578-07:00What's it like to teach English in a high school in Seoul, South Korea?<p><b>Preface</b></p> <p>Below is a description of the general conditions a native English teacher will have while teaching at a high school in South Korea.</p> <p>The descriptions are based on my experience teaching elementary after school programs and camps, 1 full year of teaching at 3 different middle schools (all girls, and co-ed), <b>1 year at an all girls academic high schoo</b>l, 1 year at a foreign language training center (English immersion camp programs for middle school and high school students, and the 6 month Teach English in English training program for Korean English teachers), nearly 2 years at a national university of education (training future Korean English elementary teachers in a full time English education program, and a second 6 month Teach English in English training program), and my current experiences teaching at an <b>all boys trade high school that then transitioned into an academic school in the middle of the contract</b>. Add to all of this summer and winter English camps during the entire five years, with varying levels of public school students, university students, and Korean English teacher trainees, and you’ll see that I’ve accumulated quite a bit of time and experience teaching in Korea.</p> <p>I tend to focus on the issues, problems, and things that native teachers need to be warned about before they begin teaching, and also things that may (or may <i>not</i>) happen throughout the course of one's contract. Native teachers do NOT get to choose the level of school (you can request it, but bear in mind that even after being told you're going teach _ level of school this can change, and I've personally seen it happen DURING orientation), its location, or the type (trade vs academic), and <i><b>in general the quality of the school and co-teachers you find yourself with basically is like winning a lottery</b></i>. Some native teachers get fantastic schools with awesome co-teachers, some get mediocre situations that are good and bad, and some get poor to nightmarish schools and co-teachers . . . you truly will not know what you are walking into until you are already in the school and in the thick of it.</p> <p>With that in mind I have written this post with some new content giving a general description of teaching high school (though a lot of it can be applied to middle school too), and also linked to other things I've written in the past that are relevant.</p> <p>The first section (First Week in Korea -- Checklists) is taken from <a title="Permanent link to The Kimchi Icecream Guide for New EFL/ESL Foreign English Teachers/Instructors in South Korea, 2010 Edition – Public Schools, Hogwans, Universities, and Training Center/Institutes" rel="bookmark" href="http://kimchiicecream.wordpress.com/2010/03/01/the-kimchi-icecream-guide-for-new-eflesl-foreign-english-teachersinstructors-in-south-korea-2010-edition-public-schools-hogwans-universities-and-training-centerinstitutes/" mce_href="../2010/03/01/the-kimchi-icecream-guide-for-new-eflesl-foreign-english-teachersinstructors-in-south-korea-2010-edition-public-schools-hogwans-universities-and-training-centerinstitutes/">The Kimchi Icecream Guide for New EFL/ESL Foreign English Teachers/Instructors in South Korea, 2010 Edition – Public Schools, Hogwans, Universities, and Training Center/Institutes</a>. This is a cumulative blog post that I turned into an online blog format orientation guide. Check it out.</p> <p><b>First Week in Korea — Checklists </b></p> <p>After orientation you will likely meet your 'primary co-teacher.' This co-teacher will be assigned to you to help you with your general teaching and living conditions in Korea. This relationship is the most critical one you will have in Korea, and you should try to maintain it in a positive manner to the best of your ability.<b> </b>It is a good idea to print off the checklists below and give a copy to your co-teacher because it may be possible that they've never been a co-teacher before, and never been assigned to helping a native English teacher with their teaching and living conditions in Korea.<b><br /></b></p> <h3><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><a href="http://kimchi-icecream.blogspot.com/2009/03/introduction-for-new-foreign-english.html" mce_href="http://kimchi-icecream.blogspot.com/2009/03/introduction-for-new-foreign-english.html">Introduction For New Foreign English Teachers To The Korean Public School Environment</a><br /></h3> <p><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><a href="http://kimchi-icecream.blogspot.com/2009/08/new-foreign-english-instructorsteachers.html" mce_href="http://kimchi-icecream.blogspot.com/2009/08/new-foreign-english-instructorsteachers.html">New Foreign English Instructors/Teachers in Korea: Bring pictures with you for an introduction lesson during the first week at your school</a><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><br /></p> <p><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><a href="http://kimchi-icecream.blogspot.com/2009/03/first-day-at-school-for-new-native.html" mce_href="http://kimchi-icecream.blogspot.com/2009/03/first-day-at-school-for-new-native.html">First Day At School For New Native English Teachers in Korean Public Schools — Checklist</a><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><br /></p> <h3><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><a href="http://kimchi-icecream.blogspot.com/2009/03/new-foreign-english-instructors-first.html" mce_href="http://kimchi-icecream.blogspot.com/2009/03/new-foreign-english-instructors-first.html">New Foreign English Instructors — First Day In Your New Apartment Checklist</a><a href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html" mce_href="http://kimchi-icecream.blogspot.com/2009/04/act-on-treatment-of-foreigners-in-korea.html">***</a><br /></h3> <p><a href="http://kimchi-icecream.blogspot.com/2009/03/2005-new-foreign-english-instructor.html" mce_href="http://kimchi-icecream.blogspot.com/2009/03/2005-new-foreign-english-instructor.html">2005 New Foreign English Instructor Arrives at Korean Public School — A look back at my first week in Korea . . . wow, it’s been a long time . . .</a><br /></p> <p><b>Sample Schedule</b></p> <p>Each period is fifty minutes long for high schools in Korea (middle school is 45 minutes, and elementary is 40 minutes). All native teachers, regardless of school level, have 22 classes per week. That being said schools often struggle to fill your schedule completely and you may end up teaching less than 22.</p> <p>7:45am - arrive at school, greet other teachers in the office, eat breakfast at my desk</p> <p>7:50am - teachers go to take attendance and do morning announcements in their homerooms</p> <p>8:10am - first period</p> <p>9:10 - second period</p> <p>10:10 - third period</p> <p>11:10 - fourth period</p> <p>12:00 - lunch, go to eat with other teachers in cafeteria</p> <p>1:00 - fifth period</p> <p>2:00 - sixth period</p> <p>3:00 - seventh period</p> <p>3:50 - clean and lock up classroom, return to desk, do any tasks I need to do to finish up day and/or prep for the next day, go home</p> <p><b>NOTE</b>: Other high school teachers begin their 8 hour day at 8:30am and leave at 4:30pm, or 9am and leave at 5pm.</p> <p>This is my schedule for the spring/summer semester.<b><b> </b></b>(The reason I am using elementary grade levels to describe the class grades on the schedule is because that's how they describe them in Korea--it's incorrect, but still in common usage.)</p> <p><b>NOTE: </b>There's no such thing as a 'typical' schedule in Korea, and your schedule could be radically different.<b><br /></b></p> <table align="left" border="1" cellpadding="0" cellspacing="0" width="99%"> <tbody> <tr> <td valign="top" width="19%"><b>Class</b></td> <td valign="top" width="16%"><b>Monday</b></td> <td valign="top" width="16%"><b>Tuesday</b></td> <td valign="top" width="16%"><b>Wednesday</b></td> <td valign="top" width="16%"><b>Thursday</b></td> <td valign="top" width="16%"><b>Friday</b></td> </tr> <tr> <td valign="top" width="19%"><b>1 (8:10-9:00)</b></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 1 Miss B</td> <td valign="top" width="16%">Grade 1 Miss B</td> <td valign="top" width="16%">Grade 2 Mr. G</td> <td valign="top" width="16%"><br /></td> </tr> <tr> <td valign="top" width="19%"><b>2 (9:10-10:00)</b></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 2 Mr. G</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 1 Miss B</td> <td valign="top" width="16%">Grade 1 Mr. D</td> </tr> <tr> <td valign="top" width="19%"><b>3 (10:10-11:00)</b></td> <td valign="top" width="16%">Grade 1 Mrs. A</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 1 Mr. D</td> <td valign="top" width="16%">Grade 1 Mr. D</td> </tr> <tr> <td valign="top" width="19%"><b>4 (11:10-12:00)</b></td> <td valign="top" width="16%">Grade 2 Mr. F</td> <td valign="top" width="16%">Grade 1 Miss B</td> <td valign="top" width="16%">Grade 1 Mr. D</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 2 Mr. F</td> </tr> <tr> <td colspan="6" valign="top" width="100%">Lunch (12:00-1:00)</td> </tr> <tr> <td valign="top" width="19%"><b>5 (1:00-1:50)</b></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">2Grade 2 Mr. G</td> <td valign="top" width="16%">Grade 1 Mrs. A</td> </tr> <tr> <td valign="top" width="19%"><b>6 (2:00-2:50)</b></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 2 Mr. G</td> <td valign="top" width="16%">Grade 2 Mr. F</td> <td valign="top" width="16%">Grade 2<b> </b>Mr. F</td> <td valign="top" width="16%">Grade 2<b> </b>Mr. G<b> </b></td> </tr> <tr> <td valign="top" width="19%"><b>7 (3:00-3:50)</b></td> <td valign="top" width="16%">Grade 1 Mrs. A</td> <td valign="top" width="16%">Grade 1 Mrs. A</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Grade 2 Mr. G</td> </tr> <tr> <td valign="top" width="19%"><b>After school program 1</b><b>18:30-19:30</b></td> <td valign="top" width="16%">Jason + Mr. D</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Jason + Mr. D</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%"><br /></td> </tr> <tr> <td valign="top" width="19%"><b>After school program 2</b><b>19:40-20:40</b></td> <td valign="top" width="16%">Mr. D</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%">Mr. D</td> <td valign="top" width="16%"><br /></td> <td valign="top" width="16%"><br /></td> </tr> <tr> <td valign="top" width="19%"><b> </b><br /></td> <td valign="top" width="16%"><b><i>Total classes =3 +1</i></b></td> <td valign="top" width="16%"><b><i>Total classes =5</i></b></td> <td valign="top" width="16%"><b><i>Total classes =3+1</i></b></td> <td valign="top" width="16%"><b><i>Total classes =5</i></b></td> <td valign="top" width="16%"><b><i>Total classes =6</i></b></td> </tr> </tbody> </table> <p><b><br /></b></p> <p><b><br /></b></p> <p>When your schedule is being made try to make the suggestion that your co-teacher does not schedule you for more than 5 classes on one day. Sometimes co-teachers will just plug your name and class into any blank slot on the school class schedule without giving any thought whatsoever to how exhausting it can be to teach 6 classes, or even 7 which is insane! Each native teacher has to decide for themselves how much they'll speak up about saying there's a problem with the schedule they're given, but if you're going to say something say it when it's being made--don't try to say something later, or take a 'let's wait and see how it goes approach' cause the odds of it being changed later because you suddenly realized that 6 classes in one day is too much for you are practically nil--no, they're nil, period.</p> <p>Also, if you're going to agree to teaching after school program classes you should consider how many classes that adds up to including your regular contract classes. I actually made the above schedule table with the times and titles so that I could point out to my co-teacher that she should add up how many classes I teach each day INCLUDING the after school program classes. Doing this helped me avoid being given a regular class schedule that failed to consider that on Mondays and Wednesdays I was also doing after school teaching.</p> <p>You'll also probably want to read this post below so that if you're new to Korea you won't freak out when your schedule gets changed 10 times over the course of two weeks at the start of a semester.</p> <p><a href="http://kimchiicecream.wordpress.com/2010/03/11/eflesl-native-teacher-schedules-in-korean-public-schools-day-9-of-the-semester-and-i-still-dont-have-a-permanent-class-schedule-nice/" mce_href="http://kimchiicecream.wordpress.com/2010/03/11/eflesl-native-teacher-schedules-in-korean-public-schools-day-9-of-the-semester-and-i-still-dont-have-a-permanent-class-schedule-nice/">EFL/ESL Native Teacher Schedules in Korean Public Schools — Day 9 of the semester and I still don’t have a ‘permanent’ class schedule…nice.</a><br /></p> <p>And if you want to know what your first day might be like here's a blow by blow account of the first day of the second semester at my school. Some native teachers start their contracts in the MIDDLE of the school year (in Korea it starts in March), and others begin in March. The first week to two weeks of a new school year are generally chaotic, especially if you compare them to back home (which you shouldn't) . . . so be prepared for ANYTHING to happen.</p> <a href="http://kimchiicecream.wordpress.com/2010/03/02/foreignnative-english-teacher-first-day-of-springsummer-semester-back-at-school-a-detailed-account/" mce_href="http://kimchiicecream.wordpress.com/2010/03/02/foreignnative-english-teacher-first-day-of-springsummer-semester-back-at-school-a-detailed-account/">Foreign/Native English teacher first day of spring/summer semester back at school — a detailed account</a><br /><br /> . . . . . . . . . .<br /><br /><span class="Apple-style-span" style=""><span class="Apple-style-span" style="">Click on the link below to read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68);">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</span></span><br /><br /><div style="text-align: center;"><a href="http://kimchiicecream.wordpress.com/2010/06/16/whats-it-like-to-teach-english-in-a-high-school-in-seoul-south-korea/">What's it like to teach English in a high school in Seoul, South Korea?</a><br /><br /><div style="text-align: left;">J<br /></div></div>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com1tag:blogger.com,1999:blog-6357026555577605135.post-9896016336227141902010-06-06T06:50:00.000-07:002012-08-10T12:03:11.578-07:00Vampires buses and loudspeakers on a Friday . . . how could teaching in Korea get any more fun than that?<p>Last Friday was the final day of my speaking test preparation and review classes. I'd only had one snag throughout the course of the week in terms of anything going wrong. Specifically, the Tuesday classes missed the lesson because Wednesday's classes got moved to Tuesday due to the elections voting national holiday and "too many missed Wednesdays" of classes throughout the semester. I ended up photocopying the handouts and giving them to my co-teacher who assured me he'd tell the guys everything they needed to know about the upcoming speaking test, and that he'd review everything too--though how he was going to do that during the 10 minutes every morning where homeroom teachers take attendance I don't know, as that was when he was planning on doing it.</p> <p>Thinking that I'd made it to Friday with nothing else happening to make doing the review classes difficult I noticed two things outside the building where my classes are held: hundreds of kids from the adjoining middle school out on the playing field with loudspeakers, and blood donation buses . . . and I felt a sinking feeling.</p>The loudspeakers were really 'special' cause they made this fantastic echoey reverberation effect that bounced off the other buildings surrounding the playing field and then smacked right into the windows of my classroom. It's amazing how much power these things have . . .<br /><br /><span class="Apple-style-span" style=""><span class="Apple-style-span" style="">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68);">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.<br /><br /></span></span><a href="http://kimchiicecream.wordpress.com/2010/06/06/vampires-buses-and-loudspeakers-on-a-friday-how-could-teaching-in-korea-get-any-more-fun-than-that/">Vampires buses and loudspeakers on a Friday . . . how could teaching in Korea get any more fun than that?</a><br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-936262423600921172010-05-25T07:00:00.000-07:002012-08-10T12:03:11.579-07:00New evaluations for Korean teachers and open demonstration classes for high school parents--oops, I mean moms . . .<p>Today at the boys high school it was open demonstration class during two periods of the afternoon where parents of the boys, oops, I mean <i>moms</i> of the boys came to observe Korean teachers for the new teacher evaluations the government has introduced. I found out about this day 2 weeks ago, and find the whole thing kind of bizarre. Let me explain.</p> <p>When I found out that my class would be observed by parents, oops I mean moms, for the new government teacher evaluations the first question out of my mouth was "What is being evaluated? Can I see a copy of the evaluation?" My primary co-teacher thought this was an extremely bizarre question, I don't know why, and immediately went to the evaluation papers that are used for native teachers near the end of their contracts.</p> <p>I already knew that native teachers are evaluated by their co-teachers, primary co-teacher, and students near the end of their contracts, but I had never seen a translated copy of the forms with the content. I took a moment to point out that my primary co-teacher should have told me that (don't worry, I was nice about it) when I first arrived at the school (NINE MONTHS AGO), and that she should have gone over translated copies of the forms that would be used to evaluate me . . . she didn't look very happy about that. I imagine the reason being that she knows I'm right, felt a bit embarrassed, and also didn't want to have to do the work of translating the forms (which, in fairness to her, should really be done by the education office and the forms should be given to new native teachers at orientation and save Korean English teachers the hassle).</p> <p>Moving past that particular gem of native teachers working in public schools I returned to asking about the government's new evaluation process and how could my co-teacher find a copy of the evaluation paper the parents, oops I mean moms, would be using to evaluate myself and the Korean English co-teachers I'd be teaching with. My co-teacher then began trying to say I didn't have to worry about any of this because it was 'only for Korean teachers' . . . but earlier she had said it was 'for my classes' . . . uhm, which was it really?</p> <p>I'd also read in the Korean English news online, somewhere sorry can't remember the article, that the evaluation results of schools and teachers would be published online--THAT little tidbit had me VERY curious to find out everything I could about this . . . and I was getting nowhere fast.</p> <p>The nearly 25 minute conversation about one simple question, "What will I, and my co-teacher, be evaluated on?", never really got answered. My co-teacher ended digging up an email with an attached set of evaluation forms but after showing them to me and with me asking several questions about them we both realized, sigh, that they were the forms for the native teacher evaluations that happen near the end of each contract . . . so, I was no closer to finding out anything then when I started asking questions, and I had lost 25 minutes of my life that I'll never get back. Blah . . .</p> <p>For the next couple of days after that futile inquiry with my co-teacher, I asked each of my the other co-teachers I work with if they had been shown any evaluation papers, or had received memos with the evaluation criteria listed--all of them said no, and their general attitudes were of 'why are you asking me these silly questions?' Okay, message received, and I gave up my search for answers.</p> <p>Over the course of the two weeks leading up to the open demo class day I tried assessing how much my co-teachers were concerned about what we'd be doing, and again received disinterested and unconcerned responses, so I just let it go. This past Wednesday, Thursday, and Friday I tried to make a small effort to meet with the co-teachers who would be doing the open demo class with me but they kept saying they were busy, and while we did finally meet on Friday for a few minutes to discuss the lesson plan and content for my class (I say "my" class because I'm the one who makes the lesson plans alone, and I'm the one who does the majority of teaching when we 'co-teach') but again ran into a lack of concern.</p> <p>Today, however, was the day of the open demo class and in typical Korean cultural fashion my co-teachers suddenly found their motivation and concern about the demo classes--probably because several hundred parents, oops I mean moms, descended on the school in the early afternoon to observe the open classes, lol.</p> <p>At lunch time my co-teachers finally got around to helping me clean and tidy the classroom for the visit. In general, however, my co-teachers don't see the classroom we teach all my English classes in as 'their' classroom because in spite of the class being 'co-taught' the reality is that Korean English teachers see it as "Jason's class"; this general attitude usually results in a hands-off approach which places all responsibility for the classroom, lesson planning, and general teaching conditions on me.</p> <p>Considering the fact that <i>22 classes worth of high school boys walk through the classroom each week</i> it goes without saying that it gets dirty fast, and frequently. Ordinarily I try to get some students to help me tidy up the classroom, empty the garbage, sweep, and mop the floors about every 2-3 weeks, but for the demo class I wanted my co-teachers to take SOME responsibility for the conditions of the class . . . so with the imminent arrival of the horde of ajumma I suddenly witnessed high motivation levels on the part of ONE of my co-teachers that I'd be doing the demo classes with. The other, an older male teacher, did what most older male teachers do: pointed out the younger female teacher and suggested that she 'knows how to do the preparation' and avoided all responsibilities having to do with getting the classroom clean and organized.</p> <p>The devil inside me kept whispering that I should have told my co-teachers that for this week they needed to make the lesson plans, prepare all teaching materials and photocopies of worksheets, and in general organize the classroom conditions and teaching tasks that needed to be done . . . but I really didn't feel like having the open demo class turn into a textbook lesson 7, workbook lesson 7 exercises 1-4, and Jason as 'human CD' speaking robot boy with the rest of the time in the class having me standing around waiting for my co-teacher to remember I exist as a teacher that can do other things besides drill pronunciation with the class as a chorus. I also think if I'd suggested that my co-teachers make the lesson that there would have been some resentment--which pisses me off just a 'little' bit considering I make 100% of the lessons, prep everything needed for each class, and do 70% or more of the teaching in every class, so why not have ONE LESSON in which the Korean teacher does most of the work?!--so I kept the status quo in order to maintain the peace and my relationships with my co-teachers.</p> <p>The first demo class of the afternoon went pretty well. Six parents, err moms, came into the classroom all wide-eyed and a little apprehensive to see the big chubby shaved head white Canadian teacher at the front of the room who was smiling at them and waving them towards the chairs I'd finally gotten my co-teachers to find and move to the classroom. I walked to the back while the boys were entering the room, greeted them in Korean, and handed them copies of the lesson handouts. They all smiled and took the handouts, and then laughed a little when I offered them pens in case they didn't have any in their purses; thinking about this now I understand their laughter because I think it must be 'standard ajumma kit' to have several pens in one's purse at all times (you never know when you'll hear about some magical hogwan that can raise your son's test scores by 0.1% and need to write down that info!).</p> <p>I then began the class with some trepidation because in my head I kept asking myself this question: if the open demo class is for the moms to evaluate the Korean teacher's teaching how much should I do, and can I safely hand the reins over to my co-teacher for different parts of the lesson that they ordinarily don't do . . . ? To be honest, I began to sweat a little because I didn't want to embarrass or somehow harm my co-teacher's evaluation (though who the hell knows what might do that as we were never told what the moms were evaluating about the class) . . .</p><p><span class="Apple-style-span" style=""><span class="Apple-style-span" style="">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68);">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</span></span></p><a href="http://kimchiicecream.wordpress.com/2010/05/25/open-demonstration-class-for-high-school-parents-oops-i-mean-moms/">New evaluations for Korean teachers and open demonstration classes for high school parents--oops, I mean moms . . . </a><br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-90052415669340975752010-04-28T00:09:00.000-07:002012-08-10T12:03:11.579-07:00The road to hell is apparently paved with my intentions to help ATEK out . . .<div><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13px; line-height: 19px; "><p>I see that ATEK's leader (I won't disgrace the title "president" in reference to him) has commented about my post on the <a href="http://atek.or.kr/index.php?option=com_agora&task=forum&id=5&Itemid=112" mce_href="http://atek.or.kr/index.php?option=com_agora&task=forum&id=5&Itemid=112">ATEK Open Discussion forum</a>where Breanna Horn (National Council Hogwan Rep) started a thread titled, "<a href="http://atek.or.kr/index.php?option=com_agora&task=topic&id=300&p=1421" mce_href="http://atek.or.kr/index.php?option=com_agora&task=topic&id=300&p=1421">A different Take 0n ATEK</a>" which says,</p><p>"A post I found about ATEK's online visibility at <a href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/#comment-367" mce_href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/#comment-367" target="_blank">Kimchi Icecream</a> and ease of access for teachers. Any thoughts on the post? Is there anything about this we can/should/have already addressed?"</p><p>The response from ATEK's leader?</p><p>"Well, part of it is that we haven't had a comms officer in a few months. Rob is in now so I expect great things. Also, <span mce_name="em" mce_style="font-style: italic;" class="Apple-style-span" style="font-style: italic; "><span mce_name="strong" mce_style="font-weight: bold;" class="Apple-style-span" style="font-weight: bold; ">this guy didn't do any research before writing his story.</span></span> We have access to almost 2,000 teachers on Facebook now - twice our membership. And, the bloggers write stories - however misinformed. I think the NEW newsletter, a new comms officer, and some really big success stories from us in the near future will turn the current PR picture around. I should mention that the perception of ATEK is leaps and bounds ahead of where it was a year ago at this time" (my bold and italics).</p><p>Thank you for completely missing the point of <a href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/" mce_href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/">If ATEK falls in the forest, does it make a sound? Musings on why ATEK isn't communicating with the expat community . . .</a></p><p>I'm feeling a new blog post coming to me: 100 Reasons Why You Shouldn't Join ATEK!</p><p>Does anyone else find it incredibly bizarre that ATEK's leader himself points out what I about write in <a href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/" mce_href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/">my post</a>? He says,</p><p>"I think the NEW newsletter, a new comms officer, and some really big success stories <span mce_name="strong" mce_style="font-weight: bold;" class="Apple-style-span" style="font-weight: bold; "><span mce_name="em" mce_style="font-style: italic;" class="Apple-style-span" style="font-style: italic; ">from us</span></span> in the near future will <span mce_name="strong" mce_style="font-weight: bold;" class="Apple-style-span" style="font-weight: bold; "><span mce_name="em" mce_style="font-style: italic;" class="Apple-style-span" style="font-style: italic; ">turn the current PR picture around</span></span>" (my bold and italics).</p><p>I wonder if he realizes that he seems to be admitting there have been problems, that there has been a lack of communication "from us" to the native teachers, and that the "PR picture" has problems that need to be "turn[ed] . . . around" . . . which is what I was trying to convey through my post . . .</p><p>Seriously, very not impressed!</p><p>Oh, and I might as well illustrate further why I'm just a wee bit pissed off. A couple days ago I sent EIGHTEEN IDEAS AND SUGGESTIONS to help improve ATEK that I spent time and energy writing up and sending to Rob . . . yeah.</p><p>1. "The Faces of ATEK" - Do a photo shoot where the faces of ATEK each do a one minute self-introduction video (or 30 seconds) and introduce themselves, tell a little bit of bio info, and then say what they do for ATEK.</p><p>This will HUMANIZE ATEK for the native teacher community, and make it less of some kind of abstract entity.</p><p>It doesn't have to be a pro video (maybe later in the future) and could even just be someone's netcam or point and shoot camera in their apartment that they self shoot for now.</p><p>I've noticed that X is an ATEK member, I think. Why not ask him if he'd be willing to volunteer some of his time to do a photo shoot of the council? . . .</p><p>2. Have an "ATEK forest" with animated/flash trees. Tree 1 would be the structural tree with links to picture/video/role/title/rank/name of ATEK's leadership. Tree 2 could be the 'useful teaching sites' tree with links to teaching resources. Tree 3 could be an ATEK site map that links to the major categories .....and so on.</p><p>A community made of 'trees' ....</p><p>3. Print up on sheets of A4 paper (6 cards per sheet to be cut up) the basics of ATEK and then have a volunteer media blitz in major cities around Korea where ATEK members walk around handing out small pieces of paper with the ATEK website and basic info on it to native teachers walking around popular foreign shopping and drinking areas.</p><p>4. Is there an ATEK monthly newsletter [THAT IS NOT ONLY FOR<span mce_name="em" mce_style="font-style: italic;" class="Apple-style-span" style="font-style: italic; ">MEMBERS</span>]? For now it'd need to be something VERY simple in form and design otherwise it'd be a nightmare in terms of time and energy to produce. It could have things like: dates and basic descriptions of ATEK's activities over the past month, highlight the biggest thing done in the past month, 1 teaching tip for each level of school and type of school from hogwan to elementary to high school to university, new and interesting teaching websites, TED video of the month link, and so on.</p><p>. . . . . . . . . . . . . . . . . . .</p><p><span class="Apple-style-span" style="font-family: 'Trebuchet MS', Verdana, Arial, sans-serif; line-height: 18px; color: rgb(51, 51, 51); ">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68); ">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</span></p></span></div><div><a href="http://kimchiicecream.wordpress.com/2010/04/28/apparently-the-road-to-hell-is-apparently-paved-with-my-intentions-to-help-atek-out/">The road to hell is apparently paved with my intentions to help ATEK out . . . </a></div><div><br /></div><div>J</div>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-71671134814497025392010-04-27T18:42:00.000-07:002012-08-10T12:03:11.580-07:00ATEK gets a new national communication’s officer – also known as – Roboseyo<span class="Apple-style-span" style="font-family: 'Times New Roman'; font-size: medium; "><div style="background-image: initial; background-attachment: initial; background-origin: initial; background-clip: initial; background-color: rgb(255, 255, 255); font: normal normal normal 13px/19px Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; padding-top: 0.6em; padding-right: 0.6em; padding-bottom: 0.6em; padding-left: 0.6em; margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; background-position: initial initial; background-repeat: initial initial; "><p>I got an email this morning with a press release pdf file attached about <a href="http://atek.or.kr/" mce_href="http://atek.or.kr/">ATEK</a>'s new national communication's officer, Rob Ouwehand--also known as<a href="http://roboseyo.blogspot.com/" mce_href="http://roboseyo.blogspot.com/">Roboseyo</a>.</p><p>In my last post, <a href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/" mce_href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/">If ATEK falls in the forest, does it make a sound? Musings on why ATEK isn't communicating with the expat community . . .</a>, I wanted to elicit reactions from ATEK members, its leadership, and the general native teacher community . . . and I think I succeeded in provoking some thought and action about the general issue of TWO-WAY communication between ATEK and the native teacher community, and also the general lack of outgoing communication from ATEK's leadership about what it's doing.</p><p>You can read the full text here, <a href="http://atek.or.kr/index.php?option=com_content&view=article&id=325:2010-april-27-new-communications-officer-plans-to-get-the-word-out&catid=41:top-headlines" mce_href="http://atek.or.kr/index.php?option=com_content&view=article&id=325:2010-april-27-new-communications-officer-plans-to-get-the-word-out&catid=41:top-headlines">ATEK: New Communications Officer Plans to Get the Word Out</a>. I'll share a few of the more salient points . . .</p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_name="strong" mce_style="font-weight: bold;" class="Apple-style-span" style="font-weight: bold; "><span mce_style="font-size: 12pt; font-family: &;" lang="EN-US" style="font-size: 12pt; "><a href="http://atek.or.kr/index.php?option=com_content&view=article&id=325:2010-april-27-new-communications-officer-plans-to-get-the-word-out&catid=41:top-headlines" mce_href="http://atek.or.kr/index.php?option=com_content&view=article&id=325:2010-april-27-new-communications-officer-plans-to-get-the-word-out&catid=41:top-headlines">ATEK: New Communications Officer Plans to Get the Word Out</a></span></span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_style="font-size: 16px;" style="font-size: 16px; ">Rob is going to be a busy busy <span mce_name="em" mce_style="font-style: italic;" class="Apple-style-span" style="font-style: italic; ">BUSY</span> guy: "His duties will include communicating with the press and other media, developing and maintaining communication channels with the expat community, and responding to interview requests and inquiries from other media."</span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_style="font-size: 16px;" style="font-size: 16px; ">I like how specific Rob is in describing the "goals for his term include working with ATEK’s webmaster on maximizing the website’s usefulness, finding new ways to <span mce_name="strong" mce_style="font-weight: bold;" class="Apple-style-span" style="font-weight: bold; "><span mce_name="em" mce_style="font-style: italic;" class="Apple-style-span" style="font-style: italic; ">more regularly update the public on ATEK’s actions</span></span>, and plotting and producing materials useful for teachers at different stages in their life in Korea, from deciding to come, arriving, and adjusting, to maximizing their experience here and contributing meaningfully in their communities" (my italics and bold).</span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_style="font-size: 12pt; font-family: &;" lang="EN-US" style="font-size: 12pt; "></span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_style="font-size: 16px;" style="font-size: 16px; ">I think if ATEK, and Rob in particular, are creative in their communication and public relations strategies that reaching over 20,000 teachers won't be a problem, "However, Ouwehand has his work cut out for him: there are estimated to be over 20 000 foreign English teachers in Korea, and it is difficult to reach them all." If one teacher is reached in each of the hundreds (if not thousands) of groups out there, and within each group that ONE teacher shares their knowledge about ATEK with their group members/friends about how to access ATEK's resources, and sign up if they're interested, then the problem is nowhere near as ginormous as it seems to be. Twitter, Facebook, and blogs will facilitate this goal if they are used strategically and creatively, I think.</span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_style="font-size: 16px;" style="font-size: 16px; ">"Ouwehand believes ATEK is an easy sell: “It’s hard to refuse a group that is doing everything it can to make your life easier.”" I recently sent Rob an email in which I made some suggestions for ATEK . . . .</span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "><span mce_style="font-size: 16px;" style="font-size: 16px; "><span class="Apple-style-span" style="font-family: 'Trebuchet MS', Verdana, Arial, sans-serif; line-height: 18px; font-size: 13px; color: rgb(51, 51, 51); ">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/" style="color: rgb(34, 51, 68); ">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</span></span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: center;"><span mce_style="font-size: 16px;"><span class="Apple-style-span" style="font-family:'Trebuchet MS', Verdana, Arial, sans-serif;color:#333333;"><span class="Apple-style-span" style="line-height: 18px;"><a href="http://kimchiicecream.wordpress.com/2010/04/28/atek-gets-a-new-national-communications-officer-also-known-as-roboseyo/">ATEK gets a new national communication’s officer – also known as – Roboseyo</a></span></span></span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left;"><span mce_style="font-size: 16px;"><span class="Apple-style-span" style="font-family:'Trebuchet MS', Verdana, Arial, sans-serif;color:#333333;">J</span></span></p><p class="MsoNormal" mce_style="text-align: left;" style="text-align: left; "></p></div></span>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-63992618238252516212010-04-21T03:47:00.000-07:002012-08-10T12:03:11.580-07:00If ATEK falls in the forest, does it make a sound? Musings on why ATEK isn't communicating with the expat community . . .<p>Okay, so ATEK is getting a bit of renewed Kbloggage lately and a few of my friends on facebook are also talking about them too.</p> <p>But I would like to pose the following question: <i>If ATEK falls in the forest, does it make a sound?</i></p> <p>Where I'm coming from is that if I don't visit the <a href="http://atek.or.kr/" mce_href="http://atek.or.kr/">ATEK website</a> regularly (which I don't), and I'm not a member (which I'm not), then I pretty much don't hear anything about ATEK and what they're up to.</p> <p>Some might suggest that if I want to hear updates (I'm indifferent . . . okay, slightly curious at times) that I should just join ATEK and then I'd be on their email list . . . but I don't want to; I'd also point out that expat teachers like myself who are sitting on the fence in terms of 'to join or not to join ATEK' might be persuaded to join if regular communication and press releases were posted on a mainstream expat Internet web site or blog as opposed to only on ATEK's website.</p> <p>ATEK's lack of press releases has resulted in me getting my information from <a href="http://chrisinsouthkorea.blogspot.com/" mce_href="http://chrisinsouthkorea.blogspot.com/">Chris in South Korea</a> and <a href="http://roboseyo.blogspot.com/" mce_href="http://roboseyo.blogspot.com/">Roboseyo</a>'s blogs--which I find really bizarre because neither of them are press officers for ATEK yet they seem to be filling in this ginormous void that ATEK doesn't seem too concerned about . . . or maybe doesn't know about . . . or . . . meh, whatever.</p> <p>It's sad that ATEK doesn't have an active blog (I think a former press officer used to, but it disappeared when he did) because I would add it to my side bar and definitely would have clicked on this story, <a href="http://chrisinsouthkorea.blogspot.com/2010/04/atek-adding-new-legal-assurance-program.html" mce_href="http://chrisinsouthkorea.blogspot.com/2010/04/atek-adding-new-legal-assurance-program.html">ATEK adding new legal assurance program</a>--but this story isn't coming from ATEK, it's coming from <a href="http://chrisinsouthkorea.blogspot.com/" mce_href="http://chrisinsouthkorea.blogspot.com/">Chris in South Korea</a>'s blog. Chris, being the good guy he is, blogged about the information he received in an ATEK membership email about the development--so, it seems like if you're not a member you can't be privy to what ATEK is doing unless you join them, visit their website, or know someone on the inside . . . help me out if I'm missing any other options for getting info . . .</p> <p>The legal assurance program is something substantial, something positive, something big (at least in my mind it is) that ATEK has produced that can and likely will make a big difference for foreign teachers who run into contract problems with their employers, and other legal situations they need help in. Yet there has been no Korean English news media press release, and foreign teachers in Korea will likely for the most part learn about the story via a blogger who to my knowledge has no official connections or role with ATEK other than as a member . . .</p> <p>Instead of producing their own media press releases that reach as wide an audience of native teachers as possible ATEK seems to be relying on its website as their primary communication medium--which I personally think is a big mistake. How can ATEK expand its membership when it is failing to communicate and reach out to native teachers through mainstream channels?</p> <p><b>UPDATE</b>: Julianne and I were chatting about my ATEK post tonight during dinner, and she pointed out the following problem: It is now April 21st and neither Julianne nor myself remember seeing a major publicity and recruitment campaign put on by ATEK to inform newly arrived in Korea native teachers about membership and other relevant info. You'd think that if increasing membership numbers is the primary focus of ATEK right now that there would have been a major media campaign at the end of February and throughout March . . . was there one? I mean, other than on ATEK's site itself?</p> <p>Here are some questions I posed and did a little research on . . .</p> <p><b>Does ATEK have a Twitter feed? </b>No.</p> <p>I did a search on Twitter and came up with nothing. I did a search on Google and came up with nothing. (If there is one please post the link in the comments for this post and I'll add an update too.)</p> <p><b>Does ATEK have a facebook group for communication and sharing information? </b>Yes/No.</p> A facebook search for "ATEK" produces 81 results . . . . . . . . . . . . . .<br /><br />. . . . . . . . . . . . . . . ..<br /><br />Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.<br /><br /><a href="http://kimchiicecream.wordpress.com/2010/04/21/if-atek-falls-in-the-forest-does-it-make-a-sound-musings-on-why-atek-isnt-communicating-with-the-expat-community/">If ATEK falls in the forest, does it make a sound? Musings on why ATEK isn't communicating with the expat community . . .</a><br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-86647505842431085122010-04-16T05:54:00.001-07:002012-08-10T12:03:11.581-07:002010 Hangang Yeouido Spring Flower Festival, Seoul — Playing with my Sigma 10-22mm, Sigma 100-400mm telephoto, and Canon 100mm macro lenses . . .Yesterday I went to the <a href="http://www.visitkorea.or.kr/enu/SI/SI_EN_3_2_1.jsp?cid=292972">2010 Hangang Yeouido Spring Flower Festival</a> (also see <a href="http://english.visitkorea.or.kr/enu/FU/FU_EN_15.jsp?cid=711596">here</a> for info) and took pictures along the 2km lane way that runs around the <a href="http://en.wikipedia.org/wiki/National_Assembly_Building">National Assembly Building</a>. <br /><br />Arriving in the area I began taking pictures right away with my Sigma 10-20mm lens . . . I couldn’t believe that the sky was a nice clear blue! Awesome . . .<br /><br />(click on the link below to see pictures)<br /><br />At the beginning of the 2km lane way there was . . . this. ‘Interesting’ product placement . . .<br /><br />(click on the link below to see pictures)<br /><br />I made sure to visit some of the bigger cherry blossom trees (I’ve been to the festival now 5 times so I know the area fairly well).After that I pulled out a tripod and mounted my Canon 400D on it, and then changed lenses putting on my Canon 100mm macro lens. There was some cold damage to the flowers sitting in massive pots at the start of the lane way, but they still looked nice to me.<br /><br /> . . . . . . . . . . . . . .<br /><br />Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.<br /><a href="http://kimchiicecream.wordpress.com/2010/04/16/2010-hangang-yeouido-spring-flower-festival-seoul-playing-with-my-sigma-10-22mm-sigma-100-400mm-telephoto-and-canon-100mm-macro-lenses/"><br />2010 Hangang Yeouido Spring Flower Festival, Seoul — Playing with my Sigma 10-22mm, Sigma 100-400mm telephoto, and Canon 100mm macro lenses . . .</a><br /><br />JJasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-79288250440775277012010-04-10T07:57:00.000-07:002012-08-10T12:03:11.581-07:00Where can I find Vietnamese noodles in Seoul, Korea? Check out 'Good Morning Vietnam' restaurant in Hyehwa-dong, Seoul<a title="Edit Caption" href="http://www.facebook.com/album.php?aid=409819&id=521540470&saved#" mce_href="http://www.facebook.com/album.php?aid=409819&id=521540470&saved#"><img src="http://static.ak.fbcdn.net/rsrc.php/z9QLO/hash/8q2anwu7.png" mce_src="http://static.ak.fbcdn.net/rsrc.php/z9QLO/hash/8q2anwu7.png" alt="" /></a>Julianne and I walked over to Hyehwa-dong tonight (it's only a 5 minute walk from my apartment) to get some Vietnamese noodles for dinner . . . I brought my camera (Canon 400D with Canon 50mm lens) and snapped a few shots (and surprised Julianne a few times, lol).<br /> <p style="text-align: left;" mce_style="text-align: left;">The Vietnamese Noodle restaurant we went to is called "Good Morning Vietnam."<br /></p><p style="text-align: left;" mce_style="text-align: left;">It's directly across the street from the McDonalds in Hyehwa-dong.</p><p style="text-align: left;" mce_style="text-align: left;">. . . . . . . . . . .</p><p style="text-align: left;" mce_style="text-align: left;">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</p><a href="http://kimchiicecream.wordpress.com/2010/04/10/1585/">Where can I find Vietnamese noodles in Seoul, Korea? Check out 'Good Morning Vietnam' restaurant in Hyehwa-dong, Seoul</a><br /><br />J<br /><p style="text-align: left;" mce_style="text-align: left;"><br /></p>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-87687047878962434082010-04-06T04:54:00.000-07:002012-08-10T12:03:11.582-07:00What do Korean English co-teachers do when the native English teacher is sick and absent from the classroom?<p>For the past 10 days or so I've been battling the cough/fever/fatigue/body ache virus that's been making the rounds at my school (and probably all of Korea).</p> <p>Last week I was supposed to begin the first round of speaking tests for my 2nd grade classes but Sunday night I felt so crappy, and had lost so much of my voice from coughing, that I decided there was no way I could force myself to do the speaking tests for the 2nd graders <i>and</i> teach my 1st grade classes too (that's a LOT of speaking!). I text messaged my co-teacher Sunday night saying that if I still felt the same way Monday morning at 6:45 I'd be taking a sick day.</p> <p>Monday morning rolls around and I feel like death warmed over, and my voice was down to around 50% power . . . I text messaged my co-teacher and took a sick day.</p> <p>Tuesday I forced myself to suck it up and soldier on into the school where I did two second grade classes (about 18 guys out of 38-40) worth of speaking tests, and taught my three 1st grade classes . . . it was a LONG day.</p> <p>Wednesday, I pumped myself full of cough and cold meds and again soldiered on trying to ignore how crappy I felt, and did the tests and classes. On top of that I stayed at the school for my after school program gifted class that runs from 6:30 to 7:30pm. Oh my god was that a mistake. A twelve hour day when you're sick is NOT a good idea.</p> <p>I text messaged my co-teacher Wednesday night, again saying that if I felt as crappy as I was and if my voice was as terrible as it was that I'd be taking another sick day. Thursday morning at 6:45am I texted her to say I wouldn't be coming in.</p> <p>I have been very happy with how my school, and my co-teacher, doesn't harass me when I take a sick day. They generally accept and trust my judgement about whether or not I am able to work when I'm sick, and they accept that I'm not Korean (meaning that Korean teachers usually go into school no matter what their condition is). Also, I haven't heard a single <b><a href="http://kimchi-icecream.blogspot.com/2008/09/you-should-go-to-hospital.html" mce_href="http://kimchi-icecream.blogspot.com/2008/09/you-should-go-to-hospital.html">"You should go to the hospital."</a><span style="font-weight: normal;" mce_style="font-weight: normal;"> </span></b>from any of the co-teachers I work with--actually, I got a few text messages from the older ones after I sent them an apology text message saying I was sick and staying home where they suggested, and didn't demand/command me (wow, impressive), that I should go to the hospital. I now see this as a normal expression of concern in Korean culture but when I first got to Korea it used to bug me.</p> <p>I ended up staying home on Friday too. It was a little amusing to me Friday morning when I texted my co-teacher at 6:45am to say I wouldn't be coming in again to see the first hints of alarm at my absence because there were now 3 days of speaking tests that would have to be made up, and the school schedule is already insanely full and figuring out when and how to make up the time was going to be difficult to figure out . . . but my throat felt like I'd sucked back a shaved-glass smoothie from hell, and my voice sounded like it too. My co-teacher texted me her concerns, and I decided to actually call her so she could hear what I sounded like--if there had been even a glimmer of doubt as to why I couldn't administer the speaking tests, and why I was staying home, it disappeared pretty fast! She told me to get better soon, and that on Monday we'd figure out how to reschedule the tests.</p> <p>Anyways, to get to my post about what Korean English co-teachers do when the native teacher is sick and not in class . . .</p> <p>I really don't understand why 99.9% of the co-teachers I've worked with, and 99.9% of the stories I've heard from other native teachers about their co-teachers, don't use the lesson plan and materials that the native teacher makes if the native teacher is sick.</p> <p>Actually, I do know the reasons but it still frustrates me.</p> <p>Here are some of the many reasons,</p> <p>1) The KET's English language ability is "poor" (by "poor" I mean the literal performance ability, not the Korean cultural practice of being 'humble' about your abilities) and they cannot teach English in English.</p> <p>2) The KET's degree of participation while co-teaching a class is little to none, so they don't know how to teach the lesson plan alone (even after having observed it several times).</p> <p>3) The KET is shy and/or insecure about their English speaking ability and afraid/nervous about how students might react if they make a mistake, or say/do something wrong.</p> <p>4) The KET often learns the language goals and content of the lesson <i>DURING class </i>along with the students, and has not mastered the content enough to teach it independently.</p> <p>And the list goes on. Some of the reasons are very legitimate and understandable, and others are not.</p> <p>The thing that motivated me to write this blog is that the native teacher/Korean teacher Thursday and Friday classes are at the <i>end of the week</i>, so in terms of my co-teachers not having learned and mastered the lesson goals and content of the week's lesson . . . that shouldn't have been an issue because they'd already co-taught/observed the lesson at least twice with me. The power point for the lesson was on the English classroom computer; there were copies of the lesson worksheets on the desk ready for the classes; the co-teachers had taught the lesson with me at least a couple times already, and had had a chance to listen to me teach and explain the lesson content, and go over the worksheet exercises; the co-teachers had heard the classroom English expressions and procedure language, and observed how I taught each stage of the lesson and how much time it took . . . simply put, the co-teachers had pretty much gotten their 'practice' co-teaching sessions done with me, had had time to observe me teaching the lesson and voluntarily choose what they want to do in terms of specific co-teaching tasks, and had had time to learn, practice, and master the lesson content . . . so you would think that if the native teacher had to take a sick day that the co-teachers might be able to teach the class alone using the lesson plan for that week--but that's not what happened.</p><p> . . . . . . . . . . . . . . .<br /></p><p>Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</p><a href="http://kimchiicecream.wordpress.com/2010/04/06/what-do-korean-english-co-teachers-do-when-the-native-english-teacher-is-sick-and-absent-from-the-classroom/">What do Korean English co-teachers do when the native English teacher is sick and absent from the classroom? </a>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-53031024011763140172010-03-27T06:12:00.001-07:002012-08-10T12:03:11.582-07:00Where can I get a good hair cut in Seoul, South Korea? – Hair & Joy near Honggik University Station, Hondae, Seoul.<p>Julianne and I went to Hongdae, Seoul this afternoon to get her hair cut. The last time Julianne got her hair cut it was a little nerve-wracking because we chose a small Korean hairstyling shop in Chuncheon, Gangwon province, and had to hope they wouldn’t do anything too extreme because neither the hairstylists, nor Julianne and I, could communicate much with each other.<a href="http://kimchiicecream.files.wordpress.com/2010/03/img_4867.jpg"><br /></a><a href="http://kimchiicecream.files.wordpress.com/2010/03/img_4860-1.jpg"><br /></a>A little while ago Julianne was walking around Changdeok Palace and a Korean handed her a magazine called “Maps and Guides” that has maps, lists of shops, touristy places, and other things for foreigners visiting and living in Korea. It’s probably the best info/map/tourist source I’ve ever seen on paper in Korea. In the magazine it recommended <strong>Hair & Joy</strong> as a good place for foreigners to get their hair cut and styled.</p> <p>It looks like <a href="http://www.seoulselection.com/">Seoul Selection</a> produced the magazine, and if so they did an amazing job!</p> <p>We decided to check <strong>Hair & Joy</strong> out. Julianne called the phone number in the magazine (02-363-4253) to see if she needed an appointment. The Korean who answered the phone could speak English, and Julianne made an appointment very easily. Not something that happens often in Korea–wow.</p> We arrived at Honggik University Station and . . . .<br /><br />Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.<br /><br /><a href="http://kimchiicecream.wordpress.com/2010/03/27/where-can-i-get-a-good-hair-cut-in-seoul-south-korea-hair-joy-near-honggik-university-station-hondae-seoul/">Where can I get a good hair cut in Seoul, South Korea? – Hair & Joy near Honggik University Station, Hondae, Seoul.</a>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com1tag:blogger.com,1999:blog-6357026555577605135.post-12501273530185303292010-03-19T18:31:00.000-07:002012-08-10T12:03:11.583-07:00Cultural Taboos and Native English Teachers in South Korean Public Schools<p>When a new foreign teacher first comes to Korea and walks into their new school and teacher office it could be compared to an actor walking into a play in which they don't know the following: how to speak the language the play is written in, the cultural behavior rules for how to interact with other characters, power dynamics and hierarchies, and the social conventions for the different situations which arise in each scene of the play.</p> <p>After working in Korea for five years and having attended several orientations and workshops for foreign teachers I have yet to see a presentation that addresses the most common situations and challenges that new foreign teachers experience during the first couple of weeks at their new schools, while settling into their new living environments, and throughout the course of their first year in Korea.</p> <p>If any of the following materials are used as a part of an orientation or new foreign teacher training manual I would appreciate being cited as the author (if it’s something that I wrote) and or as a source from which the materials were taken from (if it’s something I found and arranged and posted on the Net). I’ve spent a lot of time and energy writing and blogging and would appreciate the citation. Thanks.</p> <p>Now I should preface everything I write below by saying that I'm pretty sure most if not all foreign teachers can adopt and embody several Korean aspects to being the 'ideal model new foreign teacher.' (The definition of what is 'ideal,' however, seems to vary a lot. Sometimes it also boils down to just saying yes all the time and doing whatever is being asked of you--this meaning that you're being a 'good' foreign teacher.) But the flip side of this coin is that everybody has psychological and behavioral boundaries they just won't cross, or modify, and there's a limit to how much one can assimilate themselves into a culture that may at times be incredibly alien and stressful--from a foreign perspective.</p> <p>With this in mind I decided to write about the following situations below.</p> <p><b>14. Failing to be patient with the bureaucratic school culture paperwork and how Koreans get tasks done that are directly related to your work and living situations.</b></p> <p>New foreign teachers often complain about how slow and inefficient public school bureaucracy is when they first arrive in Korea. They need to bear in mind, however, that they really don't understand the processes involved, and generally the large number of Koreans involved in completing one seemingly 'simple' task.</p> <p>Try to keep in mind that there is generally little to (usually) no cross-cultural training for your Korean co-teacher (and when there is it's only for your ONE primary co-teacher, and fails to include all the other Korean English teachers at your school, some of which you'll likely be working with, but who never get the training) let alone all the other Koreans in your school that will be involved with things relating to your life in Korea. As a result of this when Koreans are talking about something and/or doing something for you <i>they don't know how to include you in the process</i>. If the ritual way of doing a task hasn't been modified to include the foreigner in a situation in Korea then the foreigner pretty much doesn't exist.</p> <p>New native teachers are often frustrated about the language and cultural barriers that exclude them from active participation in decision-making processes, lol. For example, when a school is setting up the teacher's apartment, or perhaps even just learning that they need to find one for you AFTER you've already arrived at the school straight from orientation (yes, it's happened to me, and may happen to you) the new foreign teacher needs to keep in mind that the school admin office manager, a secretary or two, their co-teacher, the vice-principal, principal, the apartment building manager, the apartment owner, and toss in a few Koreans I'm probably forgetting . . . they are ALL involved in completing this ONE TASK. Add to this that Korean culture is a very ritualized culture with what to a foreign teacher appears to be an 'obsession' with attention to rank and respect and only one way to do something and yeah, everything begins to look like it's moving in slow motion IF you compare it to how things get done back in your home culture--DON'T DO THAT!</p> <p>Sit back and let the Koreans work out what needs to be done and how, and occasionally ask your co-teacher to translate the key parts of what is going on but be prepared for most if not all decisions to be made for you, without asking for your input, to HELP you (though you may not like how you're being 'helped'). The assumption is being made that since you can't speak Korean, and have never lived in Korea, that <i>you must not know how to do anything in Korea</i>--literally! This is not to say that the Koreans are being mean, or negative in any way towards you; it's just the way Korean culture views a young unmarried adult in their mid to late twenties . . . especially one who doesn't have any older family members present to make decisions and do things for them--which is the norm here even if you're a 25+years old university graduate. After you've been in Korea for a while and met some Koreans who are in this age bracket you may realize that it's pretty true that older married mid-30s to mid-50s Koreans have to help the 20-something generations to do things that in western culture it's taken for granted that the young person can do--in Korea, that's just not the case. For example, a 20-something Korean guy cooking a simple meal or doing his laundry . . . many have no idea how to do these things.</p> <p>Another issue that new teachers may not consider is that how work tasks are prioritized is very different. The task that gets given priority is always the task coming from whoever has the highest social and workplace rank in the school. If a school office admin manager is working on doing 10 tasks, and one of them comes from the vice-principal or principal, it's pretty safe to assume that completing the bank account deposit form for the new foreign teacher's monthly salary deposit is going to drop lower in the task priority rankings--even if pay day is tomorrow, or even worse, yesterday. The Korean admin office manager is in Korea for life, and has to do what is best for their career and future; dropping all other tasks regardless of the social and work rank of the Korean who needs it done in order to do something for the new foreign teacher who is likely to only be in Korea for ONE year . . . yeah, not likely. Be patient and be friendly to the admin office manager in your school because this person especially handles tasks that you NEED done. Also, if you're the first foreign teacher at that school, and/or the admin office manager is <i>new to their job</i>, they may not know what to do and how to do it which will also make the whole process take longer (add to the mix that every public school office admin manager and university secretary/co-ordinator I've worked with has never been given any training or mentoring on what foreign teachers need done, and how to do the paper work--expecting them to do their jobs quickly and well when it's a task they've never even heard of before is not really fair so be patient and know that things will eventually happen . . . <i>eventually</i>, lol).</p> <p><b>13. Failing to adapt to what may appear to be an extreme loss of independence and autonomy at work and in your personal life.</b></p> <p>A lot of new foreign teachers arriving in Korea, myself included, are shocked at how much independence and autonomy they have to surrender at work and in their personal lives. I'll never forget the first time I told my primary co-teacher in 2005 that I was going to go to Seoul (from Ganghwa Island) for the weekend and how she showed extreme agitation and worry about how I could possibly survive 72 hours without her, or someone older than I was, to 'help' me.</p> <p>Now remember, she was operating under that general assumption that if you can't speak Korean, don't know the culture, and don't have an older family member to supervise you that <b><i>you're pretty much a helpless child</i></b> . . . and no, I don't think that this is an exaggeration.</p> <p>I looked at my co-teacher and told her that if I could survive basic training in the Canadian Army that I'd be able to 'survive' traveling to Seoul and back, finding a place to sleep, finding food, and walking around Seoul amusing myself. She continued to ask "How will you . . . ?" questions in spite of my attempts to reassure her and I finally just gave up and told her that I'd call her day or night (HA!) if I needed her help (I didn't, lol). Telling her that I'd rely on her to tell me what to do if I needed help calmed her down a tiny bit, but I'm sure she probably spent a good portion of the weekend worried about me being 'all alone and helpless' in Korea, lol. (As an aside I think it's much more preferable to have a co-teacher who <i>cares about your well-being</i> than one who has no interest at all in helping you and/or how you're doing during the first month or so in Korea!)</p> <p>There are a huge number of situations in Korea that you actually will feel 'helpless' to a lesser or greater extent.</p> <p>a) getting a cell phone</p> <p>b) getting Internet and Cable TV installed and an account set up</p> <p>c) getting a bank account (though KEB is pretty decent if you want to go alone)</p> <p>d) going to the hospital for your health check, or if you're sick (go with a Korean co-teacher who can help translate things (it's 70-30 that you'll get a doctor that has fantastic English) and be willing to sacrifice your privacy for the sake of accurate translations to aid the diagnose and treatment. Also bear in mind that everything your co-teacher hears and sees is fair game for discussion with other Koreans back at your school!</p> <p>e) going to the immigration office to apply for your alien registration card and to get a multiple re-entry visa (I cannot urge you strongly enough to NEVER go there alone, always go with a co-teacher or a Korean from your school)</p> <p>Some foreign teachers manage to accomplish tasks in spite of the language and cultural barriers on their own, but I suspect that many if not the vast majority need help from their Korean co-teacher when they first arrive in Korea. You <i>can</i> do the things I list above, and more, ALONE . . . but they often exact a high cost of stress and difficulty if you go it alone; getting your co-teacher or another Korean to help you generally speed things up in ways that you may not understand right now--just trust me, it's 99% of the time it's easier if you have a Korean helping you.</p> <p>It's a really really hard thing to do, however, giving a Korean stranger/co-teacher complete and utter power over you in a situation to get something done for you, but it's something that often has to be done no matter how much you might hate it, resist it, and really don't want to do it. It can be very surreal to sit in a bank setting up a bank account and have no clue what is going on most of the time because your co-teacher is speaking in Korean, and the bank officer is speaking in Korean, and very little translating is going on other than the bare minimum. Yet the alternatives are not being able to get something done, it taking a thousand times longer than if you'd just let your co-teacher help you, and the thing being done incorrectly (often because of misunderstandings, and often a Korean will make assumptions based on Korean cultural norms about what you need and want that are the OPPOSITE of what you have specifically said in ENGLISH and they didn't understand or just assumed they know better because you're new to Korea) which can cause more problems in the future.</p> <p><b>12. Failing to understand that there is a hierarchy and <i>you are at the bottom of it </i>(most of the time anyway).</b></p> <p>In Korea there is a very highly structured social hierarchy based on age, gender, job title, and other factors (whether or not you're of Korean ethnicity, in my opinion, also plays a major role in this). In public school culture a new foreign teacher who is in their mid-to-late 20s, unmarried, can't speak Korean, doesn't know Korean culture, and doesn't have a high ranking job title . . . well, you have about as much rank as a 'recruit' entering army boot camp in the minds of the Koreans you'll be working with. Do not be confused by all the attention and flattery and compliments you're getting from students and faculty because in terms of having the authority and/or power to request something you need or want you have to go through the chain of command first. Even if you're an older foreign teacher, for example someone in their fifties, you'll not be treated the same way as a Korean teacher in their fifties; I should add, though, that most Korean teachers who are younger than you will be fairly deferential to you, but that that is not always the case (as I've heard from older foreign teachers, and also witnessed first hand).</p> <p>When a fresh out of teachers college graduate/new Korean teacher arrives at their first school to begin their teaching career they're pretty much everyone's 'lackey'--to put it lightly. Every task that nobody else wants to do--give it to the newbie. I've talked to several young Korean English teachers and ALL of them, especially the young unmarried female teachers, tell me that they have a really stressful time at work because of the rigid social hierarchy within the school culture. Basically, they can't say 'no' to pretty much anything a senior ranking teacher tells them to do without severe social and professional penalties being enacted on them by their 'seniors.'</p> <p>Juxtapose what young new unmarried Korean teachers go through when they arrive at their new jobs and schools with how new native teachers are treated and I think it's safe to say that in general we're treated a lot better even though we're at the bottom of the school's social/workplace hierarchy. (Oh, and if you're Korean-Canadian or Korean-American and you can speak Korean semi-fluently to fluently YOU SHOULD HIDE THIS FACT!!! If you don't you WILL be treated almost exactly like a new Korean teacher. You'll be asked to do translation tasks, stay late, and basically you'll lose the ability that new foreign teachers have to claim "I am not Korean" and say no to things like doing extra classes on Saturday mornings, and other extras that most Korean teachers cannot refuse to do.)</p> <p>If you think you can somehow LIVE AND FUNCTION as a teacher outside this social hierarchy and somehow sidestep it, and create your own power dynamics with the Koreans you work with--well, let's just say you're in for a really long and stressful year in Korea. I am NOT suggesting you say yes all the time and act like you're in the Korean army. I am suggesting that a drastically increased sensitivity to rank and power politics and cultural issues is a good idea.</p><p>. . . . . . . . . . . . . . . . . . .<br /></p>Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.<br /><br /><div style="text-align: left;"><a href="http://kimchiicecream.wordpress.com/2010/03/20/cultural-taboos-and-native-english-teachers-in-south-korean-public-schools/"><span style="font-weight: bold;">Cultural Taboos and Native English Teachers in South Korean Public Schools</span><br /></a></div>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-23153317014694015322010-02-28T22:25:00.000-08:002012-08-10T12:03:11.583-07:00The Kimchi Icecream Guide for New EFL/ESL Foreign English Teachers/Instructors in South Korea, 2010 Edition<p>Welcome to Korea!</p> <p>The Kimchi Icecream Guide for New EFL/ESL Foreign English Teachers/Instructors in South Korea, 2010 Edition is the culmination of five years of writing and blogging about living and teaching in South Korea. It is based on my experience teaching elementary after school programs and camps, 1 full year of teaching at 3 different middle schools (all girls, and co-ed), 1 year at an all girls academic high school, 1 year at a foreign language training center (English immersion camp programs and the 6 month Teach English in English training program for Korean English teachers), nearly 2 years at a national university of education (training future Korean English elementary teachers in a full time English education program, and a second 6 month Teach English in English training program), and my current experiences teaching at an all boys vocational-academic (it's currently transitioning from the one to the other) high school. Add to all of this summer and winter English camps during the entire five years, with varying levels of public school students, university students, and Korean English teacher trainees, and you'll see that I've accumulated quite a bit of time and experience teaching in Korea.</p> <p>My goal is to help new foreign teachers entering Korea for the first time to be informed of everything they need to know in order to make the transition from just keeping their head above the water and doing what I call 'survival teaching' to beginning to be able to swim with varying degrees of success and happiness. I write about both the good and bad things that may or may not take place in your teaching and living conditions in Korea. The really hard thing about trying to write an orientation guide is that each foreign teacher has a different personality and their teaching/living situations can be so different as to be almost as though they're not in the same country. Perhaps the 3 biggest things you'll need in Korea are a sense of humor, patience, and the mental abilities to adapt and be flexible about things that are literally beyond what you can imagine being possible--these are the things I think are VITAL to surviving and thriving in Korea.</p> <p>In the readings below I've created a 1-3 star rating system to tell you how important I think a particular post is for new teachers to read.</p> <p><b>*</b> A little important and something you should read after you've been in Korea for a month and settled in.</p> <p><b>**</b> Moderately important and something you should read after you've unpacked everything in your apartment, and been in your school for a few weeks.</p> <p><b>***</b> Very important information that will help you avoid typical mistakes and problems that new foreign teachers face when they first arrive in Korea.</p> <p>I've put together this guide with everything I think a new foreign teacher (and for that matter even some veterans might find something useful here) might want to read about when they first arrive in Korea that I've written and blogged about. Yet there will be things that you think are incomplete or missing; please add comments or email me and if it is possible I will write about the question, issue, or topic.</p> <p>If any of the following materials are used as a part of an orientation or new foreign teacher training manual I would appreciate being cited as the author (if it's something that I wrote) and or as a source from which the materials were taken from (if it's something I found and arranged and posted on the Net). I've spent a lot of time and energy writing and blogging and would appreciate the citation. Thanks.</p> <p style="text-align: left;" mce_style="text-align: left;">I'll leave you with this thought about teaching and living in Korea.</p> <p style="text-align: left;" mce_style="text-align: left;">Spoon boy: Do not try and bend the spoon. That's impossible. Instead... only try to realize the truth.<br />Neo: What truth?<br />Spoon boy: There is no spoon.<br />Neo: There is no spoon?<br />Spoon boy: Then you'll see, that it is not the spoon that bends, it is only yourself.</p><p style="text-align: left;" mce_style="text-align: left;">I wish all new foreign teachers in Korea good luck tomorrow as the first day of the spring/summer semester begins.</p> <p style="text-align: left;" mce_style="text-align: left;">Jason Ryan</p><p style="text-align: left;" mce_style="text-align: left;">Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.</p><p style="text-align: left;" mce_style="text-align: left;"><br /></p><p style="text-align: center; font-weight: bold;" mce_style="text-align: left;"><a href="http://kimchiicecream.wordpress.com/2010/03/01/the-kimchi-icecream-guide-for-new-eflesl-foreign-english-teachersinstructors-in-south-korea-2010-edition-public-schools-hogwans-universities-and-training-centerinstitutes/"> The Kimchi Icecream Guide for New EFL/ESL Foreign English Teachers/Instructors in South Korea, 2010 Edition </a></p><p style="text-align: left;" mce_style="text-align: left;"><br /></p>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0tag:blogger.com,1999:blog-6357026555577605135.post-30717143738146069222010-02-27T05:36:00.001-08:002012-08-10T12:03:11.583-07:00Korea War Photo Exhibit about the 68 countries that helped Korea.While walking past Kwang Jang Market, in between Seoul subway stations Jongno-samga (3) and Jongno-oga (5) on the dark blue line (#1) Julianne and I saw a Korean War photo exhibit with pictures of the 68 countries that were involved in the Korean War.<br /><br />The exhibit is put on by "The World Peace Freedom United" and sponsored by Doongsa Dong-A (and a few others, I think) but when I do a Google search for the world peace group nothing comes up so I'm not sure exactly what kind of group they are, or what their mission is. Regardless of that, I was VERY impressed with the something like 200 photos from the Korean War, and the general set up of the photo exhibit.<br /><br />A little while I ago I wrote a post about the <a href="http://kimchiicecream.wordpress.com/2010/02/20/korean-warwar-memorial-of-korea-in-yongsan-gu-near-itaewon-south-korea-revisiting-the-past/" mce_href="http://kimchiicecream.wordpress.com/2010/02/20/korean-warwar-memorial-of-korea-in-yongsan-gu-near-itaewon-south-korea-revisiting-the-past/">Korean War/War Memorial of Korea in Yongsan-gu (near Itaewon), South Korea – Revisiting the Past</a>. On my <a href="http://kimchi-icecream.blogspot.com/" mce_href="http://kimchi-icecream.blogspot.com/">old blog</a> I also write a post called <a href="http://kimchi-icecream.blogspot.com/2008/11/pepero-day-in-korea-vs-remembrance-day.html" mce_href="http://kimchi-icecream.blogspot.com/2008/11/pepero-day-in-korea-vs-remembrance-day.html">Pepero Day in Korea vs. Remembrance Day around the World</a>. The reason I mention these two blog posts is because in both of them I am a little critical of the general manner in which Korea integrates other nations' soldiers who fought, were injured, and died during the Korean War, into <a href="http://en.wikipedia.org/wiki/Memorial_Day_%28South_Korea%29" mce_href="http://en.wikipedia.org/wiki/Memorial_Day_%28South_Korea%29">Memorial Day</a> and the <a href="http://en.wikipedia.org/wiki/War_Memorial_of_Korea" mce_href="http://en.wikipedia.org/wiki/War_Memorial_of_Korea">War Memorial of Korea</a> exhibits. <p>After walking around the photo exhibit I was really impressed and wondered to myself why this kind of exhibit is not a permanent fixture at the War Memorial of Korea . . .</p><p>Anyways, Julianne and I walked around looking at the photos, and I took a few pictures of them to encourage people to go and check out this exhibit.</p><p>. . . . . . . . . . . . .<br /></p>Click on the link below to see pictures and read more at <a href="http://kimchiicecream.wordpress.com/">Kimchi Icecream: The Second Serving</a> . . . . I've moved over to wordpress.com and will be blogging there from now on.<br /><br /><div style="text-align: center;"><a href="http://kimchiicecream.wordpress.com/2010/02/27/korea-war-photo-exhibit-about-the-68-countries-that-helped-korea/"><span style="font-weight: bold;">Korea War Photo Exhibit about the 68 countries that helped Korea.</span></a><br /><br /><div style="text-align: left;"><span style="font-weight: bold;">J</span><br /></div></div>Jasonhttp://www.blogger.com/profile/14403839433187045342noreply@blogger.com0