Monday, September 26, 2011
New Starting
As I always think, it is not easy to teach English. Today there was an open class which a student teacher had. It was very impressive. I can tell she did her best in preparing all the materials. She was excellent in using technology.
Sunday, November 29, 2009
Sexual Identities in ESL: Queer Theory and Classroom Inquiry by Cynthia Nelson
This article is very intriguing to me, because before I read this article, I did not think about sexual identities in language learning and teaching. This article reminded me of one Korean entertainer who is gay. He was a very famous entertainer in Korea. One day he confessed that he is gay. Because of his confession, I had to leave TV programs. People had very negative attitudes toward him. I could not see him on TV for a long time. Later, I read a story about him in the magazine. He was banned from showing on TV. He had a lot of difficulty in leading his life because of money and prejudice from people. He ran his restaurant in spite of his hard situation. His sincerity made people accept him as a nice man. Now I think that how brave he was and how many difficulties he faced. The Korean society has very negative attitudes toward lesbian and gay. These attitudes must have had impact on his identity negatively. He had to hide his identity for a long time.
I have learned that language have influences on identities. Sexual identities are one part of identities. According to this article, it is difficult to separate sexual identity from other acts of identity because identities are not just multiple but mutually inflecting (p. 376). Therefore, we need to take into consideration sexual identities in language learning and teaching.
While I am reading this article, I thought about the notion of power. Students who are fluent in English have a power over students who are not. Native speakers have a power over non-native speakers. Likewise, heterosexism has a power over lesbian and gay. This power relationship has negative effects on identities, excluding people with less power from opportunities for formation of positive identities.
I have learned that language have influences on identities. Sexual identities are one part of identities. According to this article, it is difficult to separate sexual identity from other acts of identity because identities are not just multiple but mutually inflecting (p. 376). Therefore, we need to take into consideration sexual identities in language learning and teaching.
While I am reading this article, I thought about the notion of power. Students who are fluent in English have a power over students who are not. Native speakers have a power over non-native speakers. Likewise, heterosexism has a power over lesbian and gay. This power relationship has negative effects on identities, excluding people with less power from opportunities for formation of positive identities.
Sunday, November 15, 2009
Dear Dave
I am a graduate student. I am enjoying reading your job advertisements. However, as a graduate school, I want to talk about your job advertisements.
I came from Korea. I worked at the middle school as an English teacher. I have some experience working with native English teachers. Most native English teachers did not know their working environments exactly before they came to Korea. Their information was usually focused on sightseeing. They did not know students’ levels, school systems, the needs from students, etc. When they came to Korea, they were so excited. However, as time went by, they realized that they came to Korea with too high expectation. They had lot of difficulty in teaching students. They tended to be frustrated too easily. Therefore, I think your job advertisements need to provide the exact information, I mean, advantages and disadvantages in teaching Korea.
I know that many Korean people welcome only native speakers, especially Americans. Because of this tendency, there are many unqualified native speakers. We do not usually take into consideration their qualification as an English teacher if she or he came from America and has American accent, not British accent. However, accent does not solve the problems he or she will face with in teaching. They need to develop various teaching skills. If you provide the video where a native speaker or a non-native speaker is teaching English, we can evaluate him or her in many different aspects.
Lastly, if you provide the cultural materials for teachers who will work in Korea, he or she will adjust in their working place better. If there is misunderstanding between students and a teacher, it is difficult to teach effectively.
If you give more exact information about teaching and provide more opportunities to many people who have interest in teaching area without restricting any chance according to their race, accent, and nation, the qualification of teaching English will be improved a lot.
I came from Korea. I worked at the middle school as an English teacher. I have some experience working with native English teachers. Most native English teachers did not know their working environments exactly before they came to Korea. Their information was usually focused on sightseeing. They did not know students’ levels, school systems, the needs from students, etc. When they came to Korea, they were so excited. However, as time went by, they realized that they came to Korea with too high expectation. They had lot of difficulty in teaching students. They tended to be frustrated too easily. Therefore, I think your job advertisements need to provide the exact information, I mean, advantages and disadvantages in teaching Korea.
I know that many Korean people welcome only native speakers, especially Americans. Because of this tendency, there are many unqualified native speakers. We do not usually take into consideration their qualification as an English teacher if she or he came from America and has American accent, not British accent. However, accent does not solve the problems he or she will face with in teaching. They need to develop various teaching skills. If you provide the video where a native speaker or a non-native speaker is teaching English, we can evaluate him or her in many different aspects.
Lastly, if you provide the cultural materials for teachers who will work in Korea, he or she will adjust in their working place better. If there is misunderstanding between students and a teacher, it is difficult to teach effectively.
If you give more exact information about teaching and provide more opportunities to many people who have interest in teaching area without restricting any chance according to their race, accent, and nation, the qualification of teaching English will be improved a lot.
Friday, November 6, 2009
How to empower non-native English teachers and their students in Korea
In Korea, most English teachers are losing their pride and confidence in teaching English because of high expectation of society. I want to talk want some ways to empower them, including students.
First, as a non-native English teacher, most Korean English do not have any confidence in their language abilities. They want to improve their English abilities. However, they do not enough time to spend improving English abilities. Most teachers are supposed to teach about 20 hours a week. Usually they are homeroom teachers. They should take care of their class students. In Korea, homeroom teachers have a lot of responsibilities from morning to evening, sometimes at night. Therefore, they do not have enough time to improve their expertise. In my opinion, if Korean English teachers have less amount of teaching time, they will make efforts to improve their English abilities and to prepare their lessons. If they have confidence in their lessons, they will teach better and they will be motivated. Also, if some special English programs for improving English abilities and professionalism are provided for them, they will be more encouraged to be a good teacher.
Second, we need to provide many different kinds of practical English programs for English teachers. In Korea, we spend a fortune in hiring native English teachers. I know native English teachers are necessary for Korean English education. However, the equal amount of money should be invested for improving Korean English teachers’ qualification. Teachers can be reeducated through various kinds of English programs. For example, if some teachers think they need to improve language abilities, they can take a course appropriate for their needs. If some teachers have difficulty in applying different kinds of methods, they can choose their course suited for them. Not only do they have opportunities to improve language abilities and teaching skills, but they also share their concerns and interests with one another. Sharing common ideas make them feel that they belong to the same community and they will find solutions about problems they are facing more easily.
Third, there should be a community for native English teachers and Korean English teachers. There is a barrier between native English teachers and non-native English teachers because the communication between them is blocked. Korean English teachers think native English teachers do not have any will to learn about Korea, for instance, Korean students, language and culture. However, native English teachers think that Korean English teachers are irresponsible and indifferent to them. Each teacher is complaining about their counterparts because of miscommunication. If there is a community for them, they can share their difficulties and understand each other better. Moreover, if they have a chance to show their classes, they will compensate for their deficiency. I think that we are all English teachers. We do not have to divide native English teachers and non-native English teachers. We need to break this barrier.
Finally, most teachers want to be perfect, but I think it is impossible to be a perfect teacher. Teachers are frustrated because they tend to focus on only negative aspects. Every teacher must have at least one merit in teaching. If they make good use of their good points, not complaining about their disadvantages, they are more likely to be better teachers. Besides, while they are training themselves in many ways, they will be encouraged through their achievements and self-satisfaction.
Like teachers, students tend to focus on only negative aspects. Some students are very good at reading, while others are very good at speaking. Most students have different learning styles like their personality. We teachers need to accept their differences. I do not have to evaluate their differences. If teachers encourage student to develop their good points, they will eventually improve their less developed skills with the help of other developed skills.
In conclusion, I want to put emphasis on differences. Most teachers and students are very different. I am different from native English teachers, so I have different advantages native teachers do not have. If we create a community which accepts all difference, we can understand each other better and make more comfortable and beneficial environment for all the teachers and students.
First, as a non-native English teacher, most Korean English do not have any confidence in their language abilities. They want to improve their English abilities. However, they do not enough time to spend improving English abilities. Most teachers are supposed to teach about 20 hours a week. Usually they are homeroom teachers. They should take care of their class students. In Korea, homeroom teachers have a lot of responsibilities from morning to evening, sometimes at night. Therefore, they do not have enough time to improve their expertise. In my opinion, if Korean English teachers have less amount of teaching time, they will make efforts to improve their English abilities and to prepare their lessons. If they have confidence in their lessons, they will teach better and they will be motivated. Also, if some special English programs for improving English abilities and professionalism are provided for them, they will be more encouraged to be a good teacher.
Second, we need to provide many different kinds of practical English programs for English teachers. In Korea, we spend a fortune in hiring native English teachers. I know native English teachers are necessary for Korean English education. However, the equal amount of money should be invested for improving Korean English teachers’ qualification. Teachers can be reeducated through various kinds of English programs. For example, if some teachers think they need to improve language abilities, they can take a course appropriate for their needs. If some teachers have difficulty in applying different kinds of methods, they can choose their course suited for them. Not only do they have opportunities to improve language abilities and teaching skills, but they also share their concerns and interests with one another. Sharing common ideas make them feel that they belong to the same community and they will find solutions about problems they are facing more easily.
Third, there should be a community for native English teachers and Korean English teachers. There is a barrier between native English teachers and non-native English teachers because the communication between them is blocked. Korean English teachers think native English teachers do not have any will to learn about Korea, for instance, Korean students, language and culture. However, native English teachers think that Korean English teachers are irresponsible and indifferent to them. Each teacher is complaining about their counterparts because of miscommunication. If there is a community for them, they can share their difficulties and understand each other better. Moreover, if they have a chance to show their classes, they will compensate for their deficiency. I think that we are all English teachers. We do not have to divide native English teachers and non-native English teachers. We need to break this barrier.
Finally, most teachers want to be perfect, but I think it is impossible to be a perfect teacher. Teachers are frustrated because they tend to focus on only negative aspects. Every teacher must have at least one merit in teaching. If they make good use of their good points, not complaining about their disadvantages, they are more likely to be better teachers. Besides, while they are training themselves in many ways, they will be encouraged through their achievements and self-satisfaction.
Like teachers, students tend to focus on only negative aspects. Some students are very good at reading, while others are very good at speaking. Most students have different learning styles like their personality. We teachers need to accept their differences. I do not have to evaluate their differences. If teachers encourage student to develop their good points, they will eventually improve their less developed skills with the help of other developed skills.
In conclusion, I want to put emphasis on differences. Most teachers and students are very different. I am different from native English teachers, so I have different advantages native teachers do not have. If we create a community which accepts all difference, we can understand each other better and make more comfortable and beneficial environment for all the teachers and students.
Thursday, October 29, 2009
Native or non-native
I like the message this article tries to send us stating that “natives and non-natives have an equal chance to become successful teachers, but the routes used by the two groups are not the same.” (p.340) It is a very positive and promising message for me because I can be a good English teacher by taking the full advantage of this equal chance, and at the same time of the other advantages that natives do not have.
Before reading this article, my belief has been always that the more proficient a teacher is, the more efficient a teaching becomes in teaching English. Many non-native Korean English teachers, including me, compare their language proficiency with that of native and then they become frustrated. They tend to think they are useless in the presence of a native English teacher. Therefore, many non-native English teachers depend on native English teachers too much and consequently spend most of their time observing the class. Surely, many teachers forgot that there are weaknesses and strengths in both native teachers and non-native teachers. Even though native teachers are fluent in English, they have difficulties understanding the needs of students and using some learning strategies effectively. However, non-native teachers can understand students’ difficulties better and use appropriate learning strategies with their students.
I have some experience in teaching with native teachers. I remember that if we had enough time to talk about the lesson, we could teach students more successfully. However, when only a native teacher conducted a lesson at the beginning of the semester, especially, when he was not familiar with students, the class was not so successful. Even though he was a fluent speaker, he failed in figuring out students’ characteristics and needs. Without complementing one another in their strengths and weaknesses, teaching English is not likely to succeed. Native teachers can provide clearer and more accurate input for students, while non-native teachers can help students understand what the native teacher explained, sometimes using mother tongue.
Even though I have some advantages over natives as a teacher, I am very often frustrated by my limited English ability. I have to accept this limitation as my reality. What is a qualified teacher? In my opinion, it is very difficult to answer because teaching is so complicated that it requires many different skills. I do not have to compare my English ability with that of native. However, as an English teacher, language proficiency is the most important element. There are not enough native English teachers in Korea. Therefore, usually only Korean teachers teach students without any help from native teachers. When Korean people evaluate the English teacher’s language proficiency, they tend to take into account only pronunciation. They do not consider other components of language proficiency, such as, vocabulary, grammar, speaking, writing, etc. Many Korean people think that English teachers should sound like a native speaker. Most English teachers do not sound like a native speaker. Therefore, many Koreans, including parents and students, do not trust Korean English teachers. They do not consider the advantages Korean English teachers have. They want to take lessons from native teachers outside the classroom, without considering their qualification.
The class I am taking now is a good example of how a non-native teacher can be a successful teacher. I do not compare her pronunciation with that of native. Her accent is a little bit different from that of native. However, I think accent is not so important. She has high English language proficiency. In addition, she understands students’ difficulties very well. It is very surprising that she understands what I am saying even though there are many mistakes in it although usually natives cannot understand it. She is more empathetic to the students’ needs and difficulties. While I am taking her class, I hope that I can be a good teacher like her.
I heard from her that “the change in the society is very slow compared to the development of theory”. Many people contend that natives and non-natives have an equal chance to become successful teachers. However, it seems that the Korean society reluctantly accepts this message. I hope that in the future many Korean people think that Korean English teachers too have many advantages and are able to create the environment where they can make good of these advantages.
Before reading this article, my belief has been always that the more proficient a teacher is, the more efficient a teaching becomes in teaching English. Many non-native Korean English teachers, including me, compare their language proficiency with that of native and then they become frustrated. They tend to think they are useless in the presence of a native English teacher. Therefore, many non-native English teachers depend on native English teachers too much and consequently spend most of their time observing the class. Surely, many teachers forgot that there are weaknesses and strengths in both native teachers and non-native teachers. Even though native teachers are fluent in English, they have difficulties understanding the needs of students and using some learning strategies effectively. However, non-native teachers can understand students’ difficulties better and use appropriate learning strategies with their students.
I have some experience in teaching with native teachers. I remember that if we had enough time to talk about the lesson, we could teach students more successfully. However, when only a native teacher conducted a lesson at the beginning of the semester, especially, when he was not familiar with students, the class was not so successful. Even though he was a fluent speaker, he failed in figuring out students’ characteristics and needs. Without complementing one another in their strengths and weaknesses, teaching English is not likely to succeed. Native teachers can provide clearer and more accurate input for students, while non-native teachers can help students understand what the native teacher explained, sometimes using mother tongue.
Even though I have some advantages over natives as a teacher, I am very often frustrated by my limited English ability. I have to accept this limitation as my reality. What is a qualified teacher? In my opinion, it is very difficult to answer because teaching is so complicated that it requires many different skills. I do not have to compare my English ability with that of native. However, as an English teacher, language proficiency is the most important element. There are not enough native English teachers in Korea. Therefore, usually only Korean teachers teach students without any help from native teachers. When Korean people evaluate the English teacher’s language proficiency, they tend to take into account only pronunciation. They do not consider other components of language proficiency, such as, vocabulary, grammar, speaking, writing, etc. Many Korean people think that English teachers should sound like a native speaker. Most English teachers do not sound like a native speaker. Therefore, many Koreans, including parents and students, do not trust Korean English teachers. They do not consider the advantages Korean English teachers have. They want to take lessons from native teachers outside the classroom, without considering their qualification.
The class I am taking now is a good example of how a non-native teacher can be a successful teacher. I do not compare her pronunciation with that of native. Her accent is a little bit different from that of native. However, I think accent is not so important. She has high English language proficiency. In addition, she understands students’ difficulties very well. It is very surprising that she understands what I am saying even though there are many mistakes in it although usually natives cannot understand it. She is more empathetic to the students’ needs and difficulties. While I am taking her class, I hope that I can be a good teacher like her.
I heard from her that “the change in the society is very slow compared to the development of theory”. Many people contend that natives and non-natives have an equal chance to become successful teachers. However, it seems that the Korean society reluctantly accepts this message. I hope that in the future many Korean people think that Korean English teachers too have many advantages and are able to create the environment where they can make good of these advantages.
Monday, October 26, 2009
A sociolinguistically based, empirically researched pronunciation syllabus for English as an International language by Jennifer Jenkins
Many people contend that English is being used as an international language. In Korea, I did not think English as an international language, because American English had a power over the other Englishes. However, since I came here in America, I have had experience in using English as an international language. I have more opportunities to meet many international students than I expected. To my surprise, there are less Americans than international students in my classes. In this context, this article gave me some insights into learning and teaching English.
I realize that I need to be accustomed to different accents from international students. My classes, which consist of various students from different countries, are very good to receive much exposure to different pronunciations. At the beginning of semester, I wanted to listen to only native speaker’s pronunciation. However, as time goes by, I understand that listening to different pronunciations is very essential in learning and teaching English. Now I can guess which country the speaker comes from through his or her pronunciation.
Even though American English is so powerful in English education in Korea, there are some shifts in English education. When I was very young, I listened to American pronunciation in TV or radio, however, today, I can listen to different accents from Australian, Canadian and Newzealander. In addition, when I had an Internet Based TOEFL test, I had to understand the passage recorded by people with different accents. Not only in the world, but also in Korea, students need to experience different accents. However, it is difficult to cover all the different accents in the homogeneous classes. Therefore, it is very significant to listen to various accents through mass media. Before I came here, I did not realize how important to be exposed to different English accents through mass media. I am so pleased that Korean English education is on the right track.
Whenever I needed to teach pronunciation, I had plenty of difficulties in deciding what to teach. I did not have any confidence in teaching pronunciation, so the easiest way is to let students repeat after the native speaker’s voice recorded in CD. After I have read this article, I think that teaching some difference influencing the interpretability is very important when my students have opportunities to exchange some ideas with people from different countries. The ways mentioned in this article are very practical for me to cover in my classes. The tendency to compare my pronunciation with native speaker’s leads me to be frustrated and to lose my confidence when I speak and teach my students.
I realize that I need to be accustomed to different accents from international students. My classes, which consist of various students from different countries, are very good to receive much exposure to different pronunciations. At the beginning of semester, I wanted to listen to only native speaker’s pronunciation. However, as time goes by, I understand that listening to different pronunciations is very essential in learning and teaching English. Now I can guess which country the speaker comes from through his or her pronunciation.
Even though American English is so powerful in English education in Korea, there are some shifts in English education. When I was very young, I listened to American pronunciation in TV or radio, however, today, I can listen to different accents from Australian, Canadian and Newzealander. In addition, when I had an Internet Based TOEFL test, I had to understand the passage recorded by people with different accents. Not only in the world, but also in Korea, students need to experience different accents. However, it is difficult to cover all the different accents in the homogeneous classes. Therefore, it is very significant to listen to various accents through mass media. Before I came here, I did not realize how important to be exposed to different English accents through mass media. I am so pleased that Korean English education is on the right track.
Whenever I needed to teach pronunciation, I had plenty of difficulties in deciding what to teach. I did not have any confidence in teaching pronunciation, so the easiest way is to let students repeat after the native speaker’s voice recorded in CD. After I have read this article, I think that teaching some difference influencing the interpretability is very important when my students have opportunities to exchange some ideas with people from different countries. The ways mentioned in this article are very practical for me to cover in my classes. The tendency to compare my pronunciation with native speaker’s leads me to be frustrated and to lose my confidence when I speak and teach my students.
Saturday, October 10, 2009
Teaching English as an International Language: Rethinking Goals and Approaches by Sandra Lee Mckay (Chapter 1-2)
Nowadays English is being used as an international language. English is spreading all over the world. There are some negative effects of the spread of English. I want to talk about these negative effects.
Firstly, I’d like to talk about the association of the language with the economic elite. In Korea, English ability is closely related to parents’ wealth. Parents and students feel that public school can not satisfy with their needs of English education. They usually depend on private language institutes. However, only people with wealth can access to private language institutes. It causes a big gap between students’ abilities and opportunities to succeed in society. English education is very essential for students’ success in many ways. Students with high proficiency can enter high qualified schools. It guarantees students’ success in their lives. They can receive a high salary job more easily and more opportunities to become the elite. In this situation, I think that public schools need to create more practical programs for English educations. Besides, the Korean government should provide English teachers various programs for improving their expertise. One of the ways to improve English education in Korea is hiring many native English teachers. However, it does not guarantee the success of Korean English education. Korean English teachers are a lot more important than native English teachers. Usually, native English teachers teach for one or two years and after that they leave Korea. Also, some native English teachers are not qualified as an English teacher. However, we English teachers depend on native English teachers too much. Their pronunciation is the main criteria to judge a good teacher. Even though Korean English teachers are qualified, they seem to be frustrated by comparing them with native English teachers’ pronunciation. Korean English teachers should get over this sense of inferiority and build their expertise through various kinds of training programs. More importantly, Korean society should create an environment for parents and students to trust English education in public school. Only public school can narrow inequality between students’ opportunities.
Secondly, I’d like to mention about the cultural identity. While I was teaching English, I did not think about the negative effects on students’ cultural identities. I think that it was a big mistake. I used American culture to attract students’ interest and attention. While I was focusing on American culture, I seemed to look down on Korean culture. For about first five years since I became an English teacher, I did not deal with Korean culture in my English classes. It was not common to find some Korean cultural materials in textbooks. Naturally, I did not deal with Korean cultural materials. This prejudiced teaching attitudes had effects on students’ cultural identities negatively. Recently, I have tried to deal with Korean cultural materials in my English classes. Surprisingly, we had a lot of difficulties in sharing Korean cultural materials in English, even though we are Korean. Students are more familiar with American culture. Now, English is an international language, so English is no longer connected to American culture. I should provide different cultures from different countries as well as help students build abilities to share their cultures.
Finally, English is very essential for students’ future. The opportunities to access to qualified English education should be given equally. In this sense, the qualification of public school English teachers is very important. Teachers should keep in mind that their teaching attitudes can have effects on their students’ identity formation. Also, society should create the mood for teacher to do their best in studying and teaching.
Firstly, I’d like to talk about the association of the language with the economic elite. In Korea, English ability is closely related to parents’ wealth. Parents and students feel that public school can not satisfy with their needs of English education. They usually depend on private language institutes. However, only people with wealth can access to private language institutes. It causes a big gap between students’ abilities and opportunities to succeed in society. English education is very essential for students’ success in many ways. Students with high proficiency can enter high qualified schools. It guarantees students’ success in their lives. They can receive a high salary job more easily and more opportunities to become the elite. In this situation, I think that public schools need to create more practical programs for English educations. Besides, the Korean government should provide English teachers various programs for improving their expertise. One of the ways to improve English education in Korea is hiring many native English teachers. However, it does not guarantee the success of Korean English education. Korean English teachers are a lot more important than native English teachers. Usually, native English teachers teach for one or two years and after that they leave Korea. Also, some native English teachers are not qualified as an English teacher. However, we English teachers depend on native English teachers too much. Their pronunciation is the main criteria to judge a good teacher. Even though Korean English teachers are qualified, they seem to be frustrated by comparing them with native English teachers’ pronunciation. Korean English teachers should get over this sense of inferiority and build their expertise through various kinds of training programs. More importantly, Korean society should create an environment for parents and students to trust English education in public school. Only public school can narrow inequality between students’ opportunities.
Secondly, I’d like to mention about the cultural identity. While I was teaching English, I did not think about the negative effects on students’ cultural identities. I think that it was a big mistake. I used American culture to attract students’ interest and attention. While I was focusing on American culture, I seemed to look down on Korean culture. For about first five years since I became an English teacher, I did not deal with Korean culture in my English classes. It was not common to find some Korean cultural materials in textbooks. Naturally, I did not deal with Korean cultural materials. This prejudiced teaching attitudes had effects on students’ cultural identities negatively. Recently, I have tried to deal with Korean cultural materials in my English classes. Surprisingly, we had a lot of difficulties in sharing Korean cultural materials in English, even though we are Korean. Students are more familiar with American culture. Now, English is an international language, so English is no longer connected to American culture. I should provide different cultures from different countries as well as help students build abilities to share their cultures.
Finally, English is very essential for students’ future. The opportunities to access to qualified English education should be given equally. In this sense, the qualification of public school English teachers is very important. Teachers should keep in mind that their teaching attitudes can have effects on their students’ identity formation. Also, society should create the mood for teacher to do their best in studying and teaching.
Subscribe to:
Comments (Atom)
