English Language Teaching in Korea – Guest Post by Martin Sketchley (@ELTExperiences)

I would like to thank Martin Sketchley for sharing this fantastic blog post about his time teaching English in Korea. I have really enjoyed reading this – it is so interesting to see how things are teaching in another country. I love the extra reading list as well! Thank you so much, Martin!

Martin Sketchley has been teaching English as a foreign language for six years. He taught for three and a half years in South Korea for various private language institutes. During this period, he was a BULATS Examiner and assisted in introducing the exam to this region of Asia. Martin returned to the UK and recently completed an MA in English Language Teaching at the University of Sussex. Currently, he is a Cambridge ESOL Examiner for B1 and B2 CEF level examinations, works at a local language school in Eastbourne and maintains a blog (www.eltexperiences.com). Finally, Martin is now seeking for a publisher to assist his authoring of a book related to his experiences of language teaching and education in South Korea.

Personal Background to Teaching English in South Korea

Martin at the Wall Street Institute in South Korea

I started teaching English as a foreign language in South Korea in December 2005 unqualified, inexperienced and totally out of my depth. As is common in South Korea, all budding English teachers require a degree in any subject and the enthusiasm to teach young learners or adults in a variety of settings. I started my teaching career teaching young learners and teenagers in a small private school in a small rural Korean village. This provided the beginnings of what is now a rewarding and interesting career. After completing one year of teaching at this small private school, I decided to commence a four week CELTA Course at the British Council in Seoul in February 2007. The rest is, as they say, history.

ELT in South Korea

English was initially introduced to Korea with the use of Christianity between the mid-fourteenth and early twentieth century (1392-1910). After the Japanese colonisation period of Korea (1910-1945), English was reintroduced to South Korea due to the Korean War, directly from the US Army (Shin 2007: pg.77). English Language Teaching was firmly established in South Korea within the 1990s, and prior to this, English was taught predominately by grammar translation and rote memorisation methods. However, Kim Young-Sam (a previous President of South Korea), persuaded the Ministry of Education to adopt a more “communicative English curriculum” (Shin 2007: pg.77). There has been slow change to adopt the ‘communicative approach’ of English language teaching, now commonly referred to as Communicative Language Teaching (CLT), inasmuch that the current President, Lee Myoung-bak, when he first came into power, asserted that the teaching of English should be in English so that Koreans are able to “communicate with Americans” (Shim 2009: pg.106). Consequently, this has implications for not only Native English Teachers (NETs) but also Non-Native English Teachers (NNETs). There is an expectation, due to current political pressure and the recent educational reforms, which encourage NNETs to teach English in their L2. Furthermore, these recent changes urge the Ministry of Education to implement “a national English proficiency examination that concentrates on practical English” (Shim 2009: pg.107). Although educational reforms have been implemented by the Korean Government, a study in 2006 reported that South Koreans spent an annual $15.3bn on private English lessons and $752m on tests such as the TOEFL (Card, 2006). It is believed that “incompetence in English … is claimed to have cost South Korea important business opportunities” (Song 2011: pg.36) and that Koreans have no option but to focus their financial resources to English learning. There are claims that some “parents will spend the equivalent of a month’s salary … on monthly [English] tuition” (Demick, 2002), with some parents deciding on extreme ‘linguistic surgery’ for their children so that they are “better able to pronounce” (ibid.) particular words thereby giving them a more ‘competitive edge’ in English. So how come South Koreans spend so much money on English education? Park (2009) considers the current ‘English fever1’ within South Korea is due to a Korean’s belief that education, albeit English in this case, is regarded as “the most powerful means to achieve upward social mobility and economic prosperity” (ibid. pg.50). The ‘national religion’ of acquiring English in South Korea is a big industry, with many Korean mothers pressurising their children to learn English with the belief that it obviously would improve their future employment prospects (Park 2009: pg.50). However, English in Korea is “a language hardly or never used in everyday communication” (Song 2011: pg.36) but has become an integral measurement in Korean educational performance.

Martin teaching children in South Korea

The English Speaker Model in South Korea

The native speaker model is commonly implemented in South Korea, with Inner Circle teachers being recruited. Kirkpatrick (2007) noted that the Korean Government “decided to employ 1,000 native speaker English teachers in its schools” (ibid. pg.185), with advertisements in various Korean newspapers. There was an advertisement in the Korea Herald (www.koreaherald.com) which sought the following expected native speakers of English:

Type 1 teachers require a Certificate in TESOL or three years full-time teaching experience with a graduate degree in TESOL or experience and interest in Korean culture and language.

Type 2 teachers only have to be native speakers of English with a bachelor’s degree in any field.

(Kirkpatrick 2007: pg.185)

The above advertisement could require Type 1 prospective native teachers, at minimum, to have ‘experience and interest in Korean culture and language’, which was my situation late 2005. However, this raises one important matter whether native teachers, without any formal background or experience in teaching or education, are the best models for English education in the Expanding Circle. Nonetheless, what is and what defines a ‘native speaker’ of English? If English is now the lingua franca, are we not all ‘native speakers’ of a variety of English? A stereotypical ‘native’ speaker of English, in the opinion of South Koreans, is an individual who is considered from the Inner Circle. Kachru & Nelson (2001) refer to a ‘native speaker’ as “someone who learned a language in a natural setting childhood as first or sole language” (ibid. pg.15). However, Medgyes (1992) noted that there is a certain amount of ambiguity by defining the native and non-native speaker (ibid. pg. 340-341). Additionally, issues arise in relation to World Englishes which question “who can be labelled a NS or a NNS because a single norm for standard English no longer exists” (Higgins 2003: pg.616). Higgins (2003) also suggests that in an attempt to move away from the native and non-native speaker model, “scholars have employed a concept of ownership to investigate speakers’ ideological stances toward English” (pg.617). There are critics to the concept of native or non-native ‘ownership of English’, stating “things will fall apart and the [English] language will divide up into mutually unintelligible varieties” (Widdowson 1994: pg.383) if there is any diversification. However, there is some hegemonic assumption that Inner Circle speakers will be communicating with Outer or Expanding Circle speakers, or vice-versa, and, furthermore, to maintain some mutual understanding, Outer or Expanding Circle speakers must employ a normative variety of English to be intelligible with Inner Circle speakers. However, pedagogically, there is a suggestion for English professionals to expose varieties of English in the ESL or EFL classroom. It is noted “that being exposed to several varieties in the classroom can help learners become aware that the success of communication with other English speakers does not necessarily rely on the [expected normative] forms of English they produce” (Suzuki 2010: pg.146). Suzuki (2010) also highlights the lack of teacher awareness, during teacher training programmes, in relation to the diversity of English and the potential effects (ibid. pg.146-151) and she recommends that preparing teachers, as well as learners, for the diversity of English would encourage understanding and appreciation of non-standard varieties of English for both the teacher as well as the learner (Suzuki 2010: pg.152-153). There is additional ambiguity, within South Korea, in classifying a ‘native’ or ‘non-native’ speaker of English, as there could be some countries which use English as an official language, such as in India or Singapore, which may be perceived with less ‘prestige’ due to their ‘endonormative’ variety of English. A news article in early July 2008, from the Philippines, stated that those eligible for a Korean E2, Foreign Language Instructor, Visa to teach English in South Korea include “the United States, Canada, United Kingdom, Australia, New Zealand, South Africa and Ireland” (GMA News 2008, www.gmanews.tv) due to their ‘exonormative’ English policy. However, a South Korean news article which was published at the end of 2008 stated that English speakers from the Outer Circle “from India and other countries that use English as an official language will be able to teach at public schools from the following year” (The Korea Times 2008, www.koreatimes.co.kr). This demonstrated that there was some recognition, from the South Korean government as well as parent groups, with particular English speakers from the Outer Circle becoming more acceptable to teach English. Does this demonstrate a greater awareness and acceptability for the diversity of English? Well it is a positive step in the right direction but, as Shin (2007) pointed out, “the NS as an ideal teacher legitimizes the substitution of language politics for racial politics in ELT” (ibid: pg.79). Shim (2002) recognised that within Korea, there was “a strong preference for American English and a unanimous unwillingness to participate in a programme that would introduce them to non-native English varieties” (in Jenkins 2007: pg.101).

Further Reading

Card, J. (2006) Appetite for language costs S Korea dear. London: The Guardian. Available from: http://www.guardian.co.uk/education/2006/dec/15/tefl (accessed 4 April 2011).

Demick, B. (2002) Some in S. Korea Opt for a Trim When English Trips the Tongue. LA: Los Angeles Times. Available from: http://articles.latimes.com/2002/mar/31/news/mn-35590 (accessed 20 April 2011).

GMA News (2008) RP to Korea: Let Pinoys teach English in schools. Manila: GMA News. Available from: http://www.gmanews.tv/print/106224 (accessed 28 April 2011).

Harris, R. (2005) Roadmap to Korea: Everything you ever wanted to know about the language 2nd Edition. Hollym: Seoul, Korea.

Higgins, C. (2003) ‘“Ownership” of English in the Outer Circle: An Alternative to NS-NNS Dichotomy’. TESOL Quarterly, 37(4), pp. 615-644.

Jenkins, J. (2007) English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.

Kachru, B. B. & Nelson, C. L. (2001) ‘World English’ in Burns, A. & Coffin, C. (eds) Analysing English in a Global Context. London: Routledge, pp. 9-25.

Kang, S. W. (2008) Non-Natives Can Become English Teachers. Seoul: The Korean Times. Available from: http://www.koreatimes.co.kr/www/news/nation/2008/12/117_36881.html (accessed 20 April 2011).

Kirkpatrick, A. (2007) World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press.

Krashen, S. D. (2011) Stephen D Krashen: Dealing with English Fever. Available from: http://www.sdkrashen.com/articles/fever/index.html (accessed 22 April 2011).

Medgyes, P. (1992) ‘Native or non-native: who’s worth more?’ ELT Journal, 46(4), pp. 340-349.

Park, J. K. (2009) ‘‘English fever’ in South Korea: its history and symptoms’. English Today 97, 25(1), pp. 50-57.

Shim, R. J. (2002) ‘Changing attitudes toward TEWOL in Korea’. Journal in Asian Pacific Studies. 12(1) in Jenkins, J. (2007) English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.

Shim, R. J. (2009) Plenary: Empowering EFL students through teaching World Englishes in IATEFL 2008: Exeter Conference Selections edited by B. Beaven, April 7-11 2008. IATEFL: Kent.

Shin, H. (2007) ‘English Language Teaching in Korea: Toward Globalization or Glocalization?’, in Cummings, J. & Davison, C. (ed.) International Handbook of English Language Teaching. Springer: New York, pp. 75-86.

Song, J. J. (2011) ‘English as an official language in South Korea: Global English or social malady?’ Language Problems & Language Planning, 35(1), pp. 35-55.

Suzuki, A. (2010) ‘Introducing diversity of English in ELT: student teachers’ responses’. ELT Journal. 65(2), pp. 145-153.

Widdowson, H. G. (1994) ‘The Ownership of English’. TESOL Quarterly, 28(2), pp. 377-389.

1 ‘English fever’ was a term coined by Krashen in 2003. It is used to suggest an “overwhelming desire to (1) acquire English, (2) ensure that one’s children acquire English, as a second or foreign language” (http://www.sdkrashen.com/articles/fever/index.html, 2011). English education in South Korea has also been referred to as a ‘national religion’, a ‘craze’ or has a ‘cult-like status’ (Harris 2005: pg.172).

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TESOL France 30th Colloquium – Day Three (#TESOLFr)

And after two fantastic days of learning and connecting, the third day arrived which was equally super! There was only one difference though…we were all feeling sad at the end of it, because we would have to end a great conference and say goodbye to very good friends.

Willy Cardoso

The third day started off with a session by Willy Cardoso, Classroom Management – Who’s (Really) in Charge? It was the first time I had attended a talk by Willy. I am a big fan of his blog, Authentic Teaching – if you have not read his posts, I would highly recommend them!

I absolutely loved Willy’s talk. He shared his personal experiences in class with his students in London – Willy told us of how he gave his students ownership of the lessons. They felt comfortable enough to ask him to do something particular they liked in the next lesson and it worked – Willy had the greatest of lessons with them! They were still learning. He also spoke of seating arrangements that he changes all the time according to what he wants to do with students in class. I wish I could have seen one of Willy’s lessons!

Simon Greenall

After that, I had the privilege of attending the talk of a person I have admired for years for his work, and have had the good luck of meeting personally – and is a fantastic person as well – Simon Greenall! Simon talked about a subject very close to my heart, that of culture and diversity, which I have mentioned many times in the past as an integral part of my teaching. In his talk Mind the Gap: Designing Materials and Activities for Intercultural Training, Simon spoke to us about how he has integrated culture in his books and materials – the sensitivity we should have towards people of various cultures in our teaching, in order to pass this on to our students and show them that these cultural differences are important, in order to bring tolerance in our classes.

Arjana Blazič

Another one of my favourite people on Twitter was up next – Arjana Blazič and her workshop Testing, testing, 1 , 2, 3! Arjana is a multi-awarded educator from Croatia with two blogs: her own and one she has organised with her IT specialist at school to help students in their Matura exams.

Arjana, who integrates technology extensively in her classes, introduced us to a multitude of web tools in order to help our students with quizzes and online testing. The great thing was that on these websites teachers and students can be very flexible and create quizzes of their own. Arjana did a great job of pointing out the advantages and disadvantages of these web tools, which ones we could use free of charge and which we have paid versions of. You can see her presentation and all the slides including all the web tools on her blog.

Geoff Tranter

The conference closed with a fantastic plenary by Geoff Tranter, called That’s a Funny way to Learn a Language! Geoff has an amazing sense of humour (which he also showed us during the Open Mic night the evening before) and demonstrated how we can use it in class effectively – he showed us funny acronyms, riddles, funny signs and newspaper headlines we can use in our classes! I liked what Geoff said at one point: If your students are making humorous remarks in a foreign language, you have come a long way with them. I really enjoyed this closing plenary, as it was full of tips and also quite different.

After the conference, the BESIG weekly workshop, with Helen Strong this time, was broadcast in the amphitheatre – some watched it, some of us had to leave Paris unfortunately, and a great conference and very good friends behind.

As a closing treat to these three posts about the respective days of the TESOL France conference, I have some photos for you! I hope you enjoy them.

The Thevenin Amphitheatre filling up
With Sue Lyon-Jones and Sue Annan
With Ania Musielak
With Brad Patterson
With James Taylor
With Arjana Blazic
With Anna Loseva, in front of her poster presentation
With Elizabeth Anne
With Isil Boy
Mike Harrison, James Taylor, Sandy Millin and Sue Lyon-Jones before Ania Musielak’s presentation
A restaurant full of tweeters!

If “Google” is Translating Then I’ll Start Revamping – Guest Post by Naomi Ganin Epstein

What a great honour for me to have Naomi Ganin-Epstein, a wonderful educator from Israel, write a guest post for the blog. Ever since I connected with Naomi on Twitter, I am always happy to see her online and exchange ideas and links – she is so enthusiastic and passionate about what she does and she does a fascinating job as well. Thank you so much, Naomi!

Naomi introduces herself:

Naomi Ganin-Epstein

For the past twenty-six years I have specialized in teaching English as a foreign language to deaf and hard of hearing pupils in Israel. I began my carreer as an elementary school teacher but have taught high-school for the last 22 years. I have a B.A. in Deaf Education, a B.E.D. in EFL and an M.A. in Curriculum Development. I’m the author of two textbooks for these pupils. I am both a teacher and a teacher’s counselor. I blog at: Visualising Ideas and on twitter: @naomishema. I live in Kiryat-Ono, Israel, with my husband and two sons.

“Google Translate” has been around for quite a while. Before that there were online bilingual dictionaries, which were, in turn, preceded by electronic dictionaries. Students have been using these to do their homework assignments for years. Therefore, I assume you are wondering why I am bringing up the impact of “Google Translate” on homework assignments at this time and whether or not I’ve been asleep till now!

photo by Gil Epshtein


In order to explain, let’s backtrack a bit.

When electronic bilingual dictionaries were first introduced many teachers were concerned that giving a student an electronic dictionary is akin to giving him /her all the answers! That is simply not true. The English language is complex, many words have multiple meanings, use of idioms is common and the grammatical structure of the language is very different from that of Semitic languages, such as Hebrew and Arabic (Israel’s official languages). A student needs a command of syntax and grammar in order to choose the right dictionary entry for a given context. In addition, he/she must be able to think in a flexible manner when translating and reorganizing words translated into meaningful chunks. Consider the following sentence:
When Dan arrived he found out that there was no room in the car left for him.
If a student chooses the first meaning appearing in the dictionary for every word in this sentence the result will be a totally incomprehensible sentence. The jumble of unrelated words would probably include “left” as a direction, “room” as something with four walls, and “found out” probably wouldn’t be found (in the electronic dictionary) at all!

Knowledge is required in order to use a dictionary efficiently and correctly–using it mechanically will not improve a student’s results. In addition, a student who hasn’t studied at all and looks up every single word in the dictionary will not finish the exam in the allotted time, even if that student is eligible for “extra time on exams”. An electronic dictionary (only a good quality one, of course!) is a very useful tool and I am delighted to have my students use it.

When computers became household items students began using online bilingual dictionaries to do their homework assignments. These were essentially the same as electronic dictionaries – both required the user to type in one word at a time.

However, “Google Translate” changed the rules of the game. Now students can type / paste entire chunks of text into it and get a translation. Regardless of what you may think of the quality of the resulting translation, we have passed the “point of no return”. The ease and speed of the translation process is too enticing. In addition, teachers cannot control which dictionary a student uses outside of class.


At first, I was not too concerned about students using “Google Translate” for homework. Until fairly recently I gave homework assignments on handouts. Students had to sit and type in the sentences they wanted to translate. Typing in the words forced them to actually look at the words and pay attention to their spelling. As that process is slow, some of the students would look at a word to see it they knew it before investing the effort to type it in.

photo by Omri Epstein

But recently I made the transition to giving online homework. I give short tasks which consist of activities usually centered on an unusual picture or video clip (more details about this can be found here). Sometimes the tasks deal with specific language points such as confusing words. No listening or speaking activities are used as my students are deaf and hard of hearing. The tasks are not based on the specific course books which the students use as I teach a myriad of levels and have divided all the pupils into four homework groups based on level (in order to preserve my own sanity!). I am very pleased with the transition – the number of students doing homework has risen dramatically and I was pleasantly surprised to discover that the students feel more “noticed” since the change.

Every change is accompanied by new problems and this one is no exception to the rule. I have discovered the full impact “Google Translate” on online homework tasks. The vast majority of the students don’t even bother glancing at the reading comprehension activities – they simply copy and paste them into “Google Translate” and read them in their mother tongue.

Therefore, if “Google” is translating then I’ll start revamping (the structure of the homework assignments that is).

Here are some of the types of assignments I use and what their current status has become:

  1. Open ended questions – these are not seriously impacted by use of “Google Translate” mainly because if the student tries to use it as a shortcut to answering the questions (i.e. student writes answer in mother tongue and copies the resulting sentences in English) the result is very problematic. Example: Q: Why is this building shaped like a basket? The answer I would like to receive is: Because they produce baskets in this building. “Google Translate” ‘s answer is : “That this building produce baskets”. Google Translate DOES offer alternative translations for each word – if a student goes into details with that – I’m happy! However, giving open ended questions for every homework task is not suitable, especially for my really weak students.
  2. Sequencing sentences – one of my favorite reading comprehension homework assignments for weak learners was having them watch a short video clip and sequence the actions shown. With “copy and paste” the entire activity can now be done in mother tongue. This activity is now out!
  3. True / False sentences & Matching Pictures to Sentences– same problem! Out!
  4. Completing sentences with words and phrases from a word bank – this activity still works reasonably well if the word bank is at the bottom of the page, in a box. I’ve seen students working in class this way – they end up copying / pasting the word bank several times in order to complete the sentences. The more the students need to work with a word, the better. These students main exposure to the language is through their eyes, not their ears.
  5. Completing sentences without a word bank. I find this activity works well with the slightly stronger students. Even when the students are using “Google Tranlsator” to translate from both English and their mother tongue, completing a sentence demands demonstrating more of a command of syntax and grammar, yet is still easier (unless structured otherwise) than an open ended question. Once again I would like to emphasize that I am referring to tasks which are not centered on a text.
  6. Grammar tasks – they work well with the new translator as their focus is not on the vocabulary items in any case.
photo by Gil Epstein


Since I’m a firm believer in moving with the times, I’m turning to YOU, my online colleagues for more ideas regarding activities that actively encourage the student to use English while doing homework!

Blog Challenge – What’s Your Story?

My sister Gina and I, both educators, made a big change in our lives – What’s Your Story?

I am very happy to announce my first ever blog challenge called: What’s Your Story?

After writing on my blog about my experience on moving to Switzerland after closing our school in Greece, my adjusting to a new country, new job(s) and a new life in general, I would love to hear your story! For me, writing about it was like a catharsis, revisiting a difficult time in my life, which turned out to be the best decision I have ever made!

If you decide to take part in the challenge, it can be about anything you consider important in your life or career, that has helped shape you as a person or educator. You can decide what to share!

  • Have you made a big move?
  • A career change?
  • Have you been teaching and living in a country for a long time, but have seen changes in yourself as a person, educator or both?
  • Are you thinking of a change in the future?

You can choose! If you have your own blog, post your story there and I will also add the link on my blog, on this post, if it is okay with you as well. If you do not have a blog, feel free to send me your post at vickyloras@yahoo.ca and I will post it on my blog! Or ask a friend who has a blog, anything you like.

Thanks for reading and I will be very happy to read your stories – as I am sure lots of people out there are too!

Posts on What’s Your Story:

  • Matt Ray writes on his blog: I woke up that morning screaming in pain, struggling to move my legs. No doubt, I put quite a fright into my parents who, in the midst of our summer vacation, were confronted with their 6-year old son suddenly being unable to walk. […]
  • Sue Annan writes her own story on her blog: When I left school I applied for the local Teacher Training College and was accepted. I was half way through the programme when… […]
  • Sharon Hartle has shared her wonderful video-post Where English Has Taken Me Now for the challenge.
  • Paco Gascon shares how he went through a dilemma in his post: The point is writing about some kind of turning point in our life and/or career, so, I’m going to tell you about how I had to decide – in a matter of hours – whether to take up (again) a career as a secondary education teacher or to stick to a juicy full time contract at a graphic design studio. […]
  • Read Tyson Seburn‘s post Turning Points in You Story: Do your colleagues know much about your language teaching background beyond a list of qualifications and positions of employment? Sharing where you began, your process of growth, and goals for the future can help inspire, foster and contribute to growth in members or your community, not to mention build a connection to individuals where there may have been little before. I hope sharing mine supports one of these. […]
  • Read Lesley‘s post for the challenge: I’m going to tell the story about how I came to be an English language teacher. The last thing I thought I’d be when I was at school was a teacher.  Being a librarian was probably the second last thing.  But I’ve been both! […]
  • Tinashe Blanchet has written This Is My Story: In response to Vicky Loras’ “What’s your Story?” challenge , I am posting a little of my personal story this morning in hopes that it will shed further light on why I do what I do. […] I grew up on the west side of Chicago as the only child of a single mother. There were many issues between my mom and me, especially as I got older and began to test boundaries. […]
  • Tuba Bauhofer explains how she learned a third language and how much it influenced her life in her post Bilinguality and Literacy by Manjula Datta: I read this book when I was doing my research for the assignment I had to write in my course. I liked how the writer referred to her own language learning experience as a foreigner in the UK. […]
  • Faisal Shamali recounts a story of a student of his in his post Finally I Did It: My name is Musallum. I was in level One in FPU. I studied Speaking course with Mr. Faisal. I want to tell you about my story clearly and honestly. […]
  • Tara Benwell has submitted a super video post about her story: How she has developed a great learning community on My English Club!
  • Read Janet Bianchini‘s beautiful and moving story The Abbruzzo Dream – My Story: Worlds apart yet a destiny foretold. My blood is 100% from Abruzzo, my heart is 100% British. Two countries forever intertwined from the moment of my birth. […]
  • Read Luiz Reikdal‘s post of how his teaching and life changed through the use of technology: […] Since November last year I started using and testing technology myself. That was breathtaking…by just visualizing the potentiaIity of Web 2.0 in the classroom. […]
  • Fiona Price from England has written her beautiful story as well: My Story: […] It was back in 1977, in the days of the Magic Bus, which involved a very long and extremely exhausting three-day coach trip to Athens with an overnight stop-over in Austria. […]
  • Lu Bodeman from Brazil writes about her story: How she got into teaching and her beautiful multicultural background: […] Well, I stumbled into the English language teaching profession, really. I never took formal language lessons, but discovered early in life (7 years old) how languages and culture would be important in my life. […]
  • Naomi Epstein writes about the time she immigrated from the States to Israel, an eleven-year-old girl: […] I was able to identify with her story of immigration as I moved to Israel from the United States when I was eleven years old. […]
  • Arjana Blazic writes about her transformation as an educator: […] Do I lead such an amazing life? Do I have such a story? I’ve never lived anywhere else but in Croatia. I’ve never done anything else but teach. I’m not thinking about a change in the future… […]
  • Vicky Saumell writes about how she transformed into a full-time teacher: First of all, I want to be straightforward about the content of this post: it is not about technology. So I want to apologize in advance to my techie audience but I have wanted to write about this for a while and this is the best space for it, anyway. […]
  • Işıl Boy  writes her story originally written for Dave Dodgson‘s great blog: First, I want to thank my dear course mate Dave for offering me to write a guest post on his insightful blog. We are both doing our master’s at the University of Manchester, Educational Technology and TESOL. […]
  • Liam Dunphy takes us on a trip around the world with his beautiful story: […] I grew up in Dun Laoghaire, a pretty seaside port town on the south side of Ireland’s capital city, Dublin. […]
  • James Taylor celebrates his blogoversary and tells us his great story: […] I studied Media Studies, specifically television production, at university. I studied it because I was, and still am, an avid consumer of the media and the arts. […]
  • Mieke Kenis recounts her beautiful story of her love for teaching and England: […] My story is a long one, as I have been teaching for 31 years but it’s a simple story as teaching is all I have ever done. I have wanted to be a teacher for as long as I can remember. […]
  • Dave Dodgson tells us his very interesting story:  […] Over the last few weeks, I have thought a lot about what to write – the story of how and why I decided to enter the world of TEFL in the first place, what me me come to and stay in Turkey, how I ended up teaching kids, when I started to see this as my career and not just a way to live abroad or pay the bills…. […]
  • Brad Patterson, a very good friend in France, has published his photo-blog story: Beautiful post and pictures! : Imagine a pilgrimage… where you trekked for month after month… and each step took you somewhere you’d never been before… […]
  • Wiktor Kostrzewski writes his wonderful journey through English on his blog: […] It’s late in the evening. We’re sitting in the kitchen, my Dad and I. We’re going through the first few pages of my first English textbook. My Dad asks a question, and I think long and hard before giving an answer. “Yes,” he says, surprised. “That’s not what the answer key says, but that’s also possible.” […]
  • Ana Luisa Lozano writes her beautiful Ecuadorean story on her blog: […] It has been a long learning and teaching path  since 1998, wonderful time in which  I have had the opportunity to teach  English to  Primary, Secondary and University students. […]
  • Ann Loseva from Moscow writes her inspiring story – and gives us all a lot of inspiration and strength: […] How have I become the teacher I am, the personality I think I am? Well, it does look to me like a pretty tough question to tackle. Many things have been happening shaping my teaching style and affecting my personality. […]
  • Fiona Mauchline writes her story in parts and she has offered to add them to the blog challenge – parts of her childhood, parts of her life… The Art of Being Different Part One, The Art of Being Different Part Two, The Art of Being Different Part Three.

How to lead students to do international cultural exchange, where are the resources and lesson planning – An #ELTChat Summary

Close-up of gondolier, by Chiew Pang (@AClilToClimb) - @eltpics

Last Wednesday’s evening session of #ELTChat focused on what a lot of educators (including myself) consider to be an important element to teach – leading students to international cultural exchange – and how to plan for these lessons and find resources.

The material that came out of this ELTChat is so useful for educators who wish to incorporate culture in their language teaching.

First of all, Marisa Constantinedes, @Marisa_C made a point of asking us to define culture. The answers that came up were:

  • Sharon Noseley (@shaznosel) came up with this nice and short definition: Culture – traditions/politeness/formal language.
  • I mentioned that culture is interacting with people from other countries, in combination with the students΄own cultures and what they can learn from each other.
  • James Taylor (@theteacherjames) : Culture is set of customs & beliefs that roughly represent the society you come from.

The ways we came up with connecting our students with others worldwide are:

  • Sharon Hartle (@hartle) mentioned that in their tandem project, two students from different countries teach each other with help from advisers, then write up summaries of their experience.
  • Wiktor Kostrzewski (@Wiktor_K) has sed this idea: A warmer he did for his British Culture Uni class was: 1. “Show me what’s in your bag.” 2. “Now tell me what this stuff says about you.” He added that he was thinking of getting groups to take photos of a “corner” of their houses that tells their story.
  • I mentioned that with our school in Greece, some kids had the opportunity to visit Canada and meet other kids from everywhere around the world.
  • Sandy Millin (@sandymillin) said that encouraging students to ask questions about each others’ cultures in multilingual classes are always the most motivating.
  • Shaun Wilden (@ShaunWilden) made a very important point that today technology is a very important tool in integrating culture in language teaching.
  • An idea I use with my adults is that they do Powerpoint presentations about their countries, the the rest ask them questions and develop into nice conversations.

Marisa then posed the question if the coursebooks and materials we use integrate culture well with the language we teach. Berni Wall @rliberni said that it depends on the context. Marisa mentioned that she finds the majority of coursebooks a bit British-centred and I added that sometimes they also fall into stereotyping.

Traditional soft toys from Myanmar, by Cherry Philipose (@cherrymp) - @eltpics

Ideas that were shared about how teachers actually brought their students into contact with other cultures were:

With so many ideas on how to include international cultural exchange in your classroom, all we can say is have fun by having various cultures in your language teaching! Students always benefit from this, linguistically and culturally.

Word of the Week and Other Ideas for Business English Classes – My Workshop for the ETAS SIG Day, September 17, 2011

My name is Vicky Loras and I am an English teacher, born in Toronto, Canada but of Greek descent. I have been living here in Switzerland for two years and I absolutely love my work and life here. What I like the most about my teaching here is that I have a lot of business people that I teach, be it in banks, companies, and so on. I find it very interesting to learn new terms and things about the business world – you see, I learn alongside them as well.

  • I find it great that I can do numerous activities with them to help them in their learning process. One of our favourite activities which will start off my talk is Word of the Week. I came up with this idea coincidentally, as one day we were talking about unusual words in English with the bankers that I teach. Words that are relatively new to the English dictionary, compound words that we have heard and sound newish and suddenly at that moment, it hit me: find a way, that I can incorporate them into the lessons, because I saw how interested they were and the great conversation they got out of it. Thinking about it, I decided to make it the start of the lesson. I would present it as Word of the Week (since I see them only once a week) and see how it goes. I explained to them in the next lesson what the purpose of that activity would be – they did not have to remember all these words, we would simply use them as a foundation for developing conversation. They were very open to it and I can tell you, ever since we started it, they absolutely love it! I see that even when they leave the lesson, they go and tell their colleagues about these words in English, and they even continue their conversations in their offices!

Let me show you with a simple word how I do it – and then you can up the ante and use more complex words, depending on the students´ level. The one I am about to show you is for pre-intermediate classes or intermediate – I have used it with all levels, however!

This is what I always put up on the board before the students come in - it builds up suspense!
Then I try to give them hints – for this one I would say: “What do you usually do in the summer or when you have time off? ” “We go on holiday”, would most probably be their answer. So then I tell them to look for another word that means the same. If they do come up with the word vacation, then I write it underneath the Word of the Week as a clue to help them.
When they find the hint, I add it underneath the Word of the Week
Then I ask them to put their thinking caps on and think of a word that means a holiday for only one day. After some playing with words, they usually come up with the correct answer – daycation!
Ta-dam! The Word of the Week has been found and will lead to great discussions in class - and outside!
As I mentioned earlier, the point is not for them to remember all of these words – and you will see that they remember the vast majority, because they are playful and catchy words, because they try to use them in sentences in the next lessons and there has been so much conversation going on about them that the words just stay with them. Coincidentally, the day before my presentation I had my last lesson with a group of IT experts form a bank. They had prepared the most beautiful card – including some words of the week they had learned! I absolutely love what they did and the fact that they sat down and thought up of the whole text, makes me think that they took a lot out of our lessons and Word of the Week! Here is the card (which I have asked for permission to publish as part of my presentation): The point is that one single word can spark such a big conversation, can unlock the students and their potentials – they just start talking, and the language we get out of it is unbelievable! This is our absolute favourite.

  • Another activity we do is called difficult situations or Crisis! I have taken thi idea form Paul Emmerson and Nick Hamilton’s book Five-Minute Business English Activities. I present them with potential problems in their work and have them discuss a course of action in twos or threes – when they have it ready and planned, then they discuss the way they would solve the problem and come up with potential solutions. Through this activity they learn how to use language to negotiate (as they might not always agree on a common course of action) and use expressions like I think, I believe that the best course of action would be… and of course practice their Conditionals (I have a great love for Conditionals and try to get them in there any way I can!) – If we did this, this would happen….If we had done this, this would not have happened… The only thing we should be cautious with in this activity is not to touch any sensitive issues that might stress them, or any topics we know they might have a problem with. It can be for instance something like this: informing my IT students that the new system they installed is having a few problems, so they have been told by their line manager that they have to work over the weekend to fix it and what they would do in this case. Sometimes I go out of the room and pretend to be a partner or colleague of theirs who comes into the room and shouts Crisis! This and this happened. So it kind of prepares the atmosphere and the ground, let´s say, for this activity. It also depends on the culture of the students. Perhaps their culture is not so expressive so actually coming into a classroom shouting Crisis! is not the best idea.
  • If you have Business English students who make presentations, then you might find it useful for them to give you an actual presentation as part of the lesson. It can be something they have done for their work (but there you have to vouch for confidentiality – some teachers even sign an agreement of confidentiality that no information will leave the room) or a presentation on anything. Some of my bankers use vaious ideas to present – a few of them presented their countries, along with Powerpoint slides, or bike races – it can be even something as simple as that and the language you get out of it is absolutely amazing. What I do there is I sit with the rest of the students while one of them is presenting and keep notes, of great things they have said or of mistakes they have made. I then present the mistakes altogether if I know they will feel uncomfortable. It all depends on the learners.
  • I also practice telephone conversations with them – but because our classroom does not connect via intercom with another, what we do is we turn our chairs and backs to one another and pretend we are phoning each other – turning our backs, so that the other person cannot see facial expressions and so cannot anticipate what the call is about.

Here is my slideshow for the presentation:

Interview with Timo Ilomäki

It is a great honour to have Timo Ilomaki on my blog. He is an educator and student counselor from Finland and Coordinator of Entrepreneurship and Social Media Network. He also writes a very interesting blog on the use of technology in education http://educationtechnology-theoryandpractice.blogspot.com/ Timo is very active on Twitter and is one of the people who started #finnedchat, a weekly discussion on Finnish education. He and his partner Aki Puustinen are doing amazing things for education, so stay tuned and follow them on Twitter and their blogs!

Kiitos, Timo!

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