Pop Songs: Myths and Realities

The Newsletter of Korea Teachers of English to Speakers of Other Languages May 1997 Volume 1 Issue 1 Pop Songs: Myths and Realities

Todd Terhune, Chonbuk anced approach. Let's divide this dis- ods, new possibilities by Davis and National University course into the negative and positive Rinvolucri, suggests a dictation activ- aspects of using pop songs to facili- ity with background noises because tate understanding. "Students...... see this as an extremely everal people have asked realistic task. There is usually back- me, "Are pop songs really NEGATIVE ASPECTS: ground noise from jukeboxes, traffic, effective in learning English?". The following is a list of legitimate SAs the demand for English teaching concerns about the use of pop songs -continued inside on page six and learning increases in Korea, pro- which have been col- grams like "Good Morning Pops" and lected from a variety "Good Morning English" are sweep- of people, followed by ing the nation with a curriculum based personal comments or Also in this issue: on popular western music. Is this examples: healthy learning? Do students really A is for Argentina: A Look at benefit from this? ¨ Many songs do not Recent Educational Reform... 3 have clear pronunciation or they have too There is a wide range of opinion about Teaching English in Korea and using pop songs to teach; ranging much instrumental from the idea that using pop songs is background noise and Korea TESOL... 5 not scholarly to basing an entire cur- are therefore difficult riculum on them. Both the former to understand. I have First Pan-Asian Conference and the latter are extreme views. In found this to be true Report... 12 my experience, the number of people with the majority of who agree with the former view is pop songs which I TESOL Inc. Conference in Or- declining while those who espouse have considered for lando... 14 the latter are increasing. I want to pro- use or have heard on pose that both extreme views men- Good Morning Pops. Bright Days in Brighton: The 31st tioned above are myths and that we However, the book, IATEFL Conference... 18 should seek a more educated and bal- Dictation: New meth-

o promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of TEnglish in Korea The English Connection Is a Publication of KoTESOL Officers: Korea Teachers of English President, Park, Joo-Kyung to Speakers of Other Languages Immediate Past President, Kwon, Oryang First Vice President, Carl Dusthimer Second Vice President, Woo, Sang-Do Secretary, Rachel Phillips Editor-in-chief, Treasurer, Kim, Young-Mi Kim, Jeong-ryeol, Finance Comm. Chair, Ae Kyoung Large Publications Committee Chair Chapter Presidents: Section Editors: Seoul; Andrew Todd Robert J. Dickey (Articles), Pusan; Hwang ,Byung-Young (Naun) Carl Dusthimer (Chapter Reports), Taegu; Chae, Joon-Ki Cholla; Kim, Jin-Woo Column Editors: Taejon; Lori Roach Kiama Robinson (Teachniques), Cheju (in development); Jeanne E. Martinelli (Cultural Corner, Carol Binder and Hyun, Sung Hwan Name That Member!), Park, Joo-Kyoung (President's Message), Conference Co-Chairs: Robert J. Dickey (Calendar), Kari Kugler, Demetra Gates Gina Crocetti (Book Reviews) Pan-Asian Conference Chair, Advertising, Kim, Jeong-Ryeol Kim, Jeong-Ryeol International Liaison, Graphic Design: Mary Wallace Everette Busbee (cover), Greg Wilson (layout) Search Comm. Chair, Rodney Gillett Printing, Kyongsang Printing, Masan, Republic of Korea InformationSystems Management Chair, Jack Large

Publications Chair, Kim, Jeong-Ryeol

THE ENGLISH CONNECTION, published six times a year, bimonthly, is the official newsletter of Korea Teachers of English to Speakers of Other Languages (KOTESOL) (a membership organization) and is distributed as a service to the members of KOTESOL. Advertising is arranged through Kim, Jeong-Ryeol at Korea National University of Educa- tion Department of Elementary Education Tarak-ri, Kangnae-myeon, Chungwon-gun, Chungbuk 363-890.(phone; 0431-230-3537) (fax; 0431-232-7174) (e-mail; [email protected]). All material contained within THE ENGLISH CONNECTION is copyrighted by the individual authors and KOTESOL. Copying without permission of the individual author and KOTESOL beyond that which is permitted under law is an infringement of both law and ethical principles within the academic community. All copies must identify Korea Teachers of English to Speakers of Other Languages (KOTESOL) and THE ENGLISH CONNECTION, as well as the author. The ideas and concepts, however, are presented for public discussion and classroom use. Please write to the editors and individual authors and let them know how useful you find the materials, and how you may have adapted them to fit your own teaching style or situation. The articles and opinions contained herein are solely those of the individual authors, and do not necessarily reflect the policies of Korea Teachers of English to Speakers of Other Languages (KOTESOL), or the opinions of the editors, officers of KOTESOL, or individual members. The English Connection May 1997 Volume 1 / Issue 1 English he Connection TKorea Teachers of English to Speakers of Other Languages

Cover Pop Songs: Myths and Realities... 6 Todd Terhune, Chonbuk National University

Articles A is for Argentina: A Look at Recent Educational Reform... 3 Graciela Clelia Moyano and Sue Anne Toms

Teaching English in Korea and Korea TESOL... 5 Jeanne E. Martinelli, Pusan Chapter Secretary

First Pan-Asian Conference Report... 12 Jeanne E. Martinelli, Pusan Chapter Secretary

TESOL Inc. Conference in Orlando... 14 Carl Dusthimer, First Vice President

Bright Days in Brighton: The 31st IATEFL Conference... 18 Bonnie Mennel, School for International Training

Columns President's Message: KOTESOL's First Mission; Teacher Development... 2 Name That Member!... 4

CONTENTS Cultural Corner: Humor in the Second Language Classroom... 11 Teachniques: Win Lose or Draw... 15 Book Reviews : Pragmatics by George Yule... 21

May 1997 Chapter Reports Volume One Cheju... 16 Center Pull-out Section Taejon... 16 Issue One Pusan... 16 National Conference Call for Papers Cholla... 17 and Taegu... 19 National Drama Festival Seoul... 19

For Your Information Calendar... 22 Membership Application / Change of Address... 24 Constitution and Bylaws... 25

3 The English Connection May 1997 Volume 1 / Issue 1 Korea TESOL's First Mission: President's Message Teacher Development

Park, Joo-Kyung, ship with English Teachers' Associa- share one common element: teaching Ph.D., Korea TESOL tion (ETA) in the Republic of China. Korean learners of English. Accord- In addition, we are an affiliate of ing to the literature, the primary con- President; Honam Uni- TESOL, Inc. and an associate of cern of the Korean English teachers versity TESL Canada. is their own linguistic competence in English and knowledge the cultures As a young, 5-year old organization, where English is the native language. he 1st Pan-Asia Confer- Korea TESOL has made tremendous The lack of English competence pulls ence, a joint project of progress in increasing its membership down their confidence in their teach- Thai TESOL, JALT and Ko- and international involvement. I being ability . We also hear about the Trea TESOL, was held in Bangkok, lieve that there have been internal and same need of the foreign expatriate Thailand, January 5-7, 1997. With the external driving forces behind it: in- teachers, with regard to Korean lan- conference theme "New Perspectives ternally, the national conferences and guage and culture. Without under- on Teaching and Learning English in local chapter activities have drawn standing who they are dealing with in Asia," about 1,400 participants shared many newcomers who were willing and out of their classroom, success- their ideas and concerns with friends to share their expertise as well as con- ful teaching and learning cannot hap- and colleagues from many different cerns and issues; externally, the recent pen. Even their personal life can be in parts of the globe, particularly from changes in teaching English in Korea, jeopardy. The recent occurrence of Asian countries. It was a huge suc- including teaching English at the el- 'black/white lists' related with teach- cess not only because of the number ementary school level, teaching coming in Korea on the internet brings to of participants but also the functions municative English at all educational our attention the necessity for inter- it served and the missions it accom- levels, the influx of foreign expatriate cultural awareness for ourselves and plished as the first open forum for ex- teachers, and the need of quality our students. changing ideas and insights into teacher training programs for both teaching English as an Asian lan- Korean and foreign teachers, have Along with the existing Korea TESOL guage. brought together many Korean and activities, the new approach has been foreign English teachers who have initiated by a group of people in or- Korea TESOL made a partnership been searching for a place to work on der to accomplish our first goal: with Thai TESOL and JALT in 1995 their professional development. "teacher development". It is very en- and since then has been working very couraging and exciting for me to see closely with both of them. Dr. Kim The organizational growth brings us this 'small but insightful' group arise Jeong-Ryeol, past Korea TESOL many new perspectives and chal- and expand its capacity. I strongly president (1994-1995) served as the lenges in terms of the content and the encourage all the members to join in Pan Asian Conference Co-Chair and nature of our missions. As the new their journey. about 50 Korea TESOL members in- president, I have set 3 goals for Ko- cluding 25 presenters participated in rea TESOL this year: first, to support Now we are getting ready for the two this conference. It was an invaluable individual member's professional de- big events: First, the 1997 Korea learning experience for Korea TESOL velopment; second, to pursue organi- TESOL conference with the theme to see how international conferences zational development; and third, to "Technology in Education: Commu- like this 1st Pan-Asia can be a suc- make a contribution to this nation and nicating beyond traditional networks" cess, particularly now that the torch our profession, TESOL in Korea. The will be held in Kyoung-ju, Korea, has been passed on to us. As the presi- three of them are interrelated hierar- October 3-5. Second, the 2nd Pan- dent of Korea TESOL, I am very chically as the first is a prerequisite to Asia Conference will be held in Ko- much challenged to continue the suc- the success of the second, which in rea, in 1999. The conference theme is cess of this series of three confer- turn leads to the third. "Teaching English: Linking Asian ences. Contexts and Cultures". Many inter- First things first. It's time for us to nationally-renowned speakers will be At the Bangkok conference, Korea identify the major wants and needs invited to share their wisdom and ex- TESOL expanded its partnership with of our membership in order to achieve pertise with their colleagues in Korea major international associations by our first goal. One of the most distinc- and many other Asian countries. becoming an official associate of tive features, and strengths, of our However, the success of these con- IATEFL ( International Association of membership lies in its diversity in ferences is all up to you, members; Teachers of English as a Foreign Lan- teaching level, teaching contexts, and up to your willingness and commit- guage) and having the preliminary its own linguistic and cultural back- ment to develop your professional- agreement to have another partner- grounds. But at the same time, we all ism. I am looking forward to working with you all. 4 The English Connection May 1997 Volume 1 / Issue 1 A is for Argentina: A Look at Recent Educational Reform

sionals with a common interest in En- the same standard of education that, Graciela Clelia Moyano glish language teaching and traveling for example, the city of Buenos Aires and Sue Anne Toms across language and cultural bound- has. This has brought about great con- aries. Participants typically share a cern for education in the country. The desire to gain new knowledge of how speed of reform is to be decided by [The following article is reprinted the profession is practiced through- each province, and so far the govern- from the December 1996 issue of out the world and to learn more about ments of two provinces have adopted TESOL Matters under The Ex- what is on the minds of colleagues the guidelines, as have some private change edited by Bonnie Mennel.] outside their home countries. Presen- schools in Buenos Aires. The reasons tations (which may include classroom for such slow adoption are the lack Kotesol Editor's Note- Korea has observations) are made by host coun- of proper buildings for new school been faced with a rather challeng- try and visiting professionals. Teach- populations and the lack of profi- ing task of introducing English at ers and administrators in TESOL busi- ciently trained teachers to teach the the elementary level. Older Korean ness, government, and academic set- new school curriculum. teachers trained in English years tings have gathered from North and ago, using translation methods, South America, Africa, Asia, and Eu- The reform establishes 10 years of rather than the communicative rope, and traveled together in Eastern compulsory education for children approaches more and more in Europe (1993), Russia and (an increase from 7) in general basic practice today, are especially Scandinavia (1995), and South education. General basic education is feeling pressured. Native speakers America (1996), and will go to Aus- in turn divided into cycles very simi- coming in without sufficient cultural tralia in 1997. We participated this lar to the US school system: elemen- or educational training themselves year as host-country speaker tary, middle, and junior high. This 10- are also feeling the strain. (Graciela) and coordinator (Sue year period may be followed by 3 Anne). years of non compulsory secondary Korea is not alone. We are not a school (US high school) oriented to- rock on an island. This article In this report on Argentina--and ones ward job training or academic stud- explores the current situation in to follow on Brazil and Chile--we will ies, that is, social sciences, math, Argentina, where the government focus on English language teaching in physics, or biology. reform movement has just required each country with a special look at the English be introduced at the fourth current trends in materials, methods, An aspect of the reform significant to grade level. Among their concerns: ESP, assessment, and teacher training. the TESOL profession is the place insufficiently trained teachers. assigned to English as a foreign lan- Another debatable topic: English In Argentina, as a result of the cur- guage. English will be part of the cur- as THE foreign language to be rent government's educational reform riculum beginning in the fourth grade learned (not Portuguese, French, or movement, the teaching of EFL faces in all public schools. Until now, if it German.) the challenges brought about by the had been offered, it was as one of sev- inclusion of English classes beginning eral foreign languages. Other foreign Is it "right"? Do countries have the in the fourth grade in the nationally languages, with the exception of Por- structures in place to carry out mandated school curriculum and an tuguese, have been eliminated, not these missions? These questions, insufficient number of trained teach- without raising a good deal of con- attempted answers, and more, are ers to carry out this mandate. This re- troversy. Argentina's membership in precisely the information sharing form began 5 years ago, when the the common market/free-trade zone that must go on at the global Menem administration began the of MERCOSUR (Mercado del Sur), international level, to better inform transfer of school control from the along with fellow members Paraguay, ourselves and give perspective to Ministry of Education to the prov- Uruguay, and Brazil, has kept Portu- our own local national arenas. inces and local communities. The aim guese in the curriculum. All in all, was to reduce the budget by making English, considered a lingua franca, his is the first in a series each community responsible for the is the language to be taught. of three reports based on support and maintenance of their own presentations made during educational system. The guidelines The problem now is the lack of trained Tthe 1996 TESOL Travels Seminar "A for the transformation of the educa- teachers. The city of Buenos Aires has Hemispheric Dialogue" held July 19- tional system, the Federal Law of three public institutions devoted to the August 2 in Argentina, Brazil, and Education, was passed 2 years ago training of teachers of English; all Chile. These seminars, which grew and guarantees education for every- three were formerly administered by out of requests from the TESOL one. However, not all communities the central government but are now membership, are designed for profes- have the economic resources to fund -continued on page 13 5 The English Connection May 1997 Volume 1 / Issue 1

Currently she is in the United King- Name That Member! dom at the University of Edinborough for one year studying at the Institute for Applied Language Studies. "I edited by Iowa, and directed its ESL program for hope to improve my English and three years. teaching skills and to research teach- Jeanne E. Martinelli, ing methodologies. Starting in Octo- Pusan Chapter Secretary She was then the director of the ESL ber I will take part in an attachment Pusan National Univ. program at Santa Fe Community Col- course, meeting one-on-one with an lege and taught at the English Lan- instructor to discuss methodologies." guage Institute at the University of Florida. Previous travels and studies abroad Who's tall or short, and large or include a 1995 summer trip to small, old or young. . .creative and After Florida,"My husband and I de- Brisbane, Australia with a group of 16 curious, communicating and confused, confident and silly. . .profound and light and free??!! Why Korea TESOL members, of "Life should not be dull. There are too many course! It's truly the people --p-e-o- p-l-e -- of Korea TESOL that make fascinating people, places and opportunities our gatherings and idea-sharings to limit ourselves to a life of routine!" what they are. Our membership covers a broad range of personali- ties, experiences, cultures, beliefs, cided it was time to do something a other Korean teachers. This was or- feelings, and practices. The more we little more exciting with our lives, so ganized by Professor Ahn Su Woong can get to know how varied, yet we started looking at overseas of Pukyong University, and Vice richly united we are, the more we possiblities. . .Cheju-do sounded like President of the Pusan and can help ourselves and grow in our a good place for us(including a four Kyungnam English Education Asso- own teaching endeavors. year old daughter) to be for awhile. . ciation. She also studied in the United .Here I am a Visiting Professor at Kingdom for a summer in 1994. "Name That Member!" is a feature CNU. . .I am a "founding member" of our KoTESOL newsletter of our new KoTESOL branch and She says, "If we want to teach English "spotlighting" members from all now am co-chair." to elementary students we need good around Korea TESOL. You may see teachers who are good at spoken En- a bit of yourself in someone else, or Her long term goals include opening glish; who can manage spoken En- you may learn something new about a language institute connected with a glish. I think it's a priority. It's the first someone here. university in Vietnam where her hus- step. In the past we usually learned band is from. English based on grammar-translation So, read on and enjoy! methods, and we couldn't communi- "Life should not be dull. There are too cate with each other. That is why I Send submissions for future "Name many fascinating people, places and came here (U.K.) We have to teach That Member!" profiles to: opportunities to limit ourselves to a English using the four skills at the ear- [email protected] life of routine!" liest level. . .teaching can motivate stu- (Please include a photo): dents. . .s o we have to make students Name That Member! Her name is: interested in English, using lots of he was a language major in col Carol A. Binder activities: games, cards, so students lege, studying French, Spanish, can accept English naturally." SGerman and Portuguese, in- he's spent the last two years cluding one semester studying at the teaching at Kyoung Nam Tech ¨ An interesting cultural note, she Sorbonne in Paris, France; until she nical High School in Pusan. mentioned a fear of seeming boast- took an introductory linguistics S Before that she was at Pusanjin Girls ful, and wanted to be cautious of re- course and "began to understand Commercial High School for 5 1/2 marks here; it was decided to print this what language learning was all about years. Before that she was at Kamman statement as a further cross-cultural and got hooked." Boys Middle School for 4 1/2 years. lesson.

After receiving an MA in Applied Lin- She is a 1984 graduate of the English Name That Member!: Her name is: guistics in 1984 from Indiana Univer- Education Department of Pusan Na- Choi Eun Joo ("Silver") sity, she taught for five years at a tional University. She is also a gradu- Catholic seminary near Dubuque, ate of Jinjoo Girls High School. 6 The English Connection May 1997 Volume 1 / Issue 1 Teaching English in Korea and Korea TESOL: President Park, Joo-Kyung's Plenary

Jeanne E. Martinelli, facilitate cross-cultural understanding Teachers), and currently being nego- among persons concerned with the tiated The Republic of China English Pusan Chapter Secretary teaching and learning of English in Teacher's Association (Taiwan). Pusan National Univ. Korea. In pursuing these goals KOTESOL members include teachers KOTESOL shall co-operate in appro- from all teaching levels: elementary, priate ways with other groups having middle school, high school, univer- orea TESOL (KOTESOL) similar concerns." (KOTESOL Con- sity, and private institutes. President Joo-Kyung Park stitution) Kgave a rousing call for cross- A question and discussion period fol- cultural understanding through our KOTESOL is the only open forum for lowed Park's remarks. "What would EFL teaching in efforts of realizing Korean and foreign teachers to work you like to get from KOTESOL?" globalization and world peace,in her together for their own individual pro- "What would you like to do with plenary address,"Teaching English in fessional development, while devel- KOTESOL?" "What would you like Korea and Korea TESOL", February oping their cultural sensitivities at the to suggest to make KOTESOL a bet- 1st at Chonnam National University, same time they are working together. ter organization?" were the questions as part of the one-day Cholla Chap- Besides monthly chapter meetings that brought in interesting comments, ter Mini-Conference that day. and mini-conferences, there are na- such as a request for more teacher tional and international conferences training for foreign teachers, perhaps Park urged all EFL teachers in Korea KOTESOL members can attend and similar to what the Korean govern- to remember that we are not just become involved in, she said. The ment does now for Korean teachers. teaching linguistic knowledge and 1997 (national) KOTESOL Confer- In response, former KOTESOL Presi- competence, and that we must be ence will be held October 3-5, in dent Oryang Kwon suggested that a aware of linguistic and cultural differ- Kyungju, and the Second Pan-Asia summer institute or winter program, ences between Korean and English. Park reminded the audience of other problems to be aware of in our teaching environments, such as lack of ap- "Besides monthly chapter meetings and mini-conferences, propriate facilities, materials, and there are national and international conferences KOTESOL equipment; large classes; and an increasing gap between the "rich" and members can attend and become involved in.", Park said. the "poor" students, i.e. those students who have gone abroad (to an English speaking country) and those Conference will be held October 9- possibly providing credited courses, who have not. 11,1999 in Seoul. (The first recently might be explored. A request for more being hosted by Thailand, and the detailed profiles of teachers (students) She also advised teachers to examine third to be held in Japan.) KOTESOL in the teacher training sessions was their student-teacher interactions to be publications for its members include made, as well as suggesting that some sure that a case of complaining about a bi-monthly newsletter and an annual special KOTESOL background infor- students being "unmotivated", might academic journal. mation and promotional materials be not be other cultural or linguistic style sent to "hagwons" (private institutes), misunderstandings and mis commu- Current KOTESOL chapters include educating the directors of the impor- nications. Many Korean English Seoul, Cholla, Pusan, Taejon, Taegu, tance of monthly TESOL meetings so teachers are feeling worried about the and newly formed/ing Cheju. Na- as to allow teachers time off to attend. focus on communicative competence tional special interest groups include President Park assured all that these now, in the TESOL field in Korea, Global Issues, and CALL (computer issues would be looked into and fur- when they were not trained that way, assisted language learning), as well as ther investigated. and not all native speaker teachers are a teacher development group out of necessarily good teachers, Park said. the Seoul chapter. KOTESOL inter- The session closed with a brief intro- national associations include TESOL duction of KOTESOL national execu- "KOTESOL is a way to solve some Inc., IATEFL (International Associa- tive members present for the national of these problems," Park explained, tion of Teachers of English as a For- council meeting immediately follow- "KOTESOL is a non-profit organiza- eign Language), Thai TESOL (Thai- ing the plenary. Future national coun- tion established to promote scholar- land TESOL), TESL Canada, JALT cil meetings will be rotated around to ship, disseminate information, and (Japanese Association of Language different chapters, Park explained. 7 The English Connection May 1997 Volume 1 / Issue 1

inforce what has been taught. ¨ Some schools have poor sound Pop Songs: equipment making it difficult to un- -continuted from cover ¨ Pop songs are not scholarly. Some derstand the songs. A portable cas- students think that using pop songs sette tape player is often inadequate machinery or general hubbub when is not "serious" study. Some teach- for large classrooms. A cheap tape they are trying to listen to English, and ers feel that it is not "responsible" player often destroys clarity of pro- the loud music mirrors this."

¨ The lyrics of some songs are not grammatically correct or too convo- luted thereby adding to the confusion of the language learner. Examples: "Ain't got no cash, ain't got no style. Ain't got no gal to make you smile." Don't Worry, Be Happy by Bobby McFerrin. "Home, keep in tone. Hol- lywood will zone. Up to the point, right to the point. Smoke it like it's a joint." (What does it mean?) More and More by Captain Hollywood Project. "Light she was and like a fairy and her shoes were number nine. Herring boxes without topses sandals were for Clementine." Clementine.

¨ Some lyrics are too embarrassing to explain to students. Example: "Don't mind if I light candles, I like to watch us play and Baby, I've got what you like. Come closer baby closer. Reach out and feel my body...... Just close your eyes and hold on tight. Oh baby don't stop, don't stop. Go deeper baby deeper." That's the Way Love Goes by Janet Jackson

¨ Repetition makes the songs bor- ing and useless with limited vocabulary. Examples: "She loves me, yeah, yeah, yeah. She loves me, yeah, yeah, yeah. She loves me, yeah, yeah, yeah, yeah, yeah...... " by The Beatles. In the song, I Will Always Love You sung teaching. nunciation. However, a sound sys- by Whitney Houston, the title phrase tem with a graphic equalizer allows is repeated 12 times. In the song, ¨ Pop songs are a lazy teaching you to emphasize the vocal part of the Don't Worry, Be Happy by Bobby method. I believe this to be true if a song and reduce the instrumental McFerrin, the title phrase is repeated teacher is predisposed to laziness. background noise. 27 times. However, I have frequently spent more time preparing a music exercise ¨ Students have different tastes in ¨ Songs are too fast or too slow com- than my standard activities. music and may not like the songs the pared to normal speech. Either one is teacher chooses. Some students have true according to the specific song ¨ Students have different learning told me that they don't like pop mu- chosen. However, this can be viewed styles. Some of my students adapt sic. We cannot assume that "popu- positively or negatively depending on very well to music activities while oth- lar" means that everybody likes it. On your lesson focus. ers struggle. However, all types of the other hand, some students don't activities are subject to this same cri- like dictation or other activities. Some ¨ They are not useful for teaching terion. A lesson plan should be well students don't even like English! functions or grammar. This is gener- diversified for this very reason. What can we do? ally true, but songs can be used to re- 8 The English Connection May 1997 Volume 1 / Issue 1

POSITIVE ASPECTS: language acquisition device (LAD). "...but that they have frequent pauses. The following is a list of positive (deGuerrero 1987; Krashen 1983; Parr The pause structure would seem to points for using pop music. These & Krashen 1986) The SSIMHP is invite listeners to respond, if not in come from a variety of sources in- "...the repeating of a song in one's their own words, then at least with an cluding personal experience. head...usually occurring when audi- echo of what they just heard. The fre- tion is followed by relative quiet, as quent calling to 'you' also encourages ¨ A good source of comprehensible with the last song you hear before audience participation in the enuncia- grammatical input. According to leaving your home or car." (Murphey tion, contextualization, and the mean- Krashen and Terrell's (1988) Input 1990a, 1990b). ing making of the song. The pauses Hypothesis, language acquisition oc- and a slow rate may allow listeners to curs through increased comprehen- Murphey postulates that the SSIMHP search for referents in their own con- sible grammatical input. In layman's may trigger the LAD into involuntary texts, internally or externally, an ac- terms, it means that teachers should rehearsal and thereby process more tivity that deepens appropriation." provide as much understandable cor- communicative speech (Murphey These things all together make pop rect English input as possible. This is 1992). Oliver Sachs writes "[concern- song lyrics highly conversation-like. very difficult in an EFL situation. ing] 'tricking' the LAD into operation Usually when the teacher is not giv- via music and song.... one sees again ¨ Music is motivational. Using a for- ing direct personal input, or video/ and again how Parkinsonians though mula to measure human interest de- audio taped input, the students are unable to walk, may be able to dance; veloped by Flesch (1974), Murphey receiving Koenglish input which is and though unable to talk, may be (1992) described pop songs as "highly neither correct nor understandable to able to sing." (Personal Communi- dramatic and of high human interest". the non-Konglish speaker. Outside of cation, March 30, 1988). Perhaps The motivational quality of music class, the EFL learner must often rely songs play a greater role than we can cannot be denied. Everyone turns to on video/audio taped materials for imagine or understand. music to 'soothe the savage beast' or their sources of understandable cor- to accomplish a task now and again. rect English. However, many stu- ¨ Lyrics are conversational, person- In the classroom, you can select mu- dents are not motivated to do their ally associative, and participatory. In sic to calm a rowdy children's class requisite listening outside of class. applying a text classifying approach or to liven up a 'dead' high school Perhaps students would be more mo- developed by Bronckart (1985), class. Outside of the classroom, I tivated to listen to music repeatedly Murphey (1992) found that a com- know I would rather listen to Korean and, thereby, in- puter analysis music than President Kim Young- crease input signifi- qualified pop sam's latest speech. cantly. The input Occasionally I songs as situ- ¨ would be under- start whistling, ational dis- Songs emphasize intonation, standable because course, or con- stress, and rhythm in language. The they've discussed humming, or sing- versation. fact that songs emphasize intonation, the meaning of the ing a tune around Murphey exam- stress and rhythm is undisputed. songs in class be- ined 50 pop However, these aspects of language forehand and it has the house, only songs with a to- are often ignored or de -emphasized correct grammar later to find my tal corpus of by many teachers. Graham (1992) and pronunciation wife complaining 13,161 words. states that "Rhythm, stress and into- because the singer Questions and nation are.... essential elements which is a native speaker. that she couldn't imperative sen- belong in the classroom at all levels get that song out tences accounted of language learning. Without them, ¨ Song-Stuck-infor 25% of the it is impossible to convey meaning my-Head Phenom- of her head. corpus. Accord- successfully." enon (SSIMHP) ing to Murphey, Occasionally I start whistling, hum- the contexts and ¨ Music can enhance the classroom ming, or singing a tune around the frequency of the pronouns 'you, I, me, atmosphere. Many teachers, includ- house, only later to find my wife com- my' ; together with the vague refer- ing Carolyn Graham of Jazz Chants plaining that she couldn't get that song ents of time, place and gender allows fame, sometimes use instrumental out of her head all day. Murphey the listener to personally adapt the music to enhance classroom atmo- (1992) compares what he calls the lyrics to whatever context is relevant sphere during certain activities. Songs song-stuck-in-my-head phenomenon at the moment. Murphey also found and music can be used to relax stu- (SSIMHP) with the research on din that the words-per-minute speed of dents and provide an enjoyable class- (the involuntary rehearsal of language pop songs averaged 75.49 which is room atmosphere. Learning a new in one's mind after a period of con- about half that of normal speech. "It language is inherently a high-stress tact with the foreign language) as it is not so much that songs are slow, endeavor. Songs and instrumental although some are,.." Murphey says, relates to Chomsky's hypothesized -continued on next page 9 The English Connection May 1997 Volume 1 / Issue 1

-continued from previous page memorizing. To this day I can still & Thompson, they emphasize "real- music can be used to reduce tension remember childhood poems and world listening". What can be more and boost creativity. (Griffee 1992) songs that were put to music. In col- "real-world" than music. We hear it lege I studied French for one year. I everyday as we walk down the street, ¨ Redundancy and simplicity are can remember very little of what I in our homes, in our cars. Even in good for learning. In the previous sec- learned, but I can still sing the French non-English-speaking countries, En- tion, we looked at repetition as a nega- songs I learned 8 years ago. As I am glish pop songs can be heard in the tive aspect. Some people may view living in Korea, I decided to take the coffee shops, singing rooms, hofs, the same thing as a positive aspect. opportunity to study the Korean lan- homes, movies, and just walking After all, many language exercises uti- guage. I'm still a beginner but my down the street. If we want students lize repetition drills for memorization greatest fluency lies in being able to to practice listening to English, why purposes. My high school teacher sing Korean songs from memory. It don't we tap a resource that is virtu- often said "Repetition is the key to never fails to give me a sense of pride ally right in front of them all the time. learning". Griffee (1992) writes that and accomplishment. "Songs can be the simplicity of songs is not a weak used for pattern practice and memory Pop songs also contain examples of point. He postulates that simplicity, retention. If appropriate tasks are real or colloquial speech. For ex- redundancy, and a certain given, songs can give pleasurable rep- ample, in many songs the '-ing' form 'expectedness' contribute to our un- etition with no boredom and provide is usually reduced from the full '-ing' derstanding. active participation in the language." to just an '-in' sound, but this reduc- (Griffee 1992) tion is a regular feature of standard ¨ Music improves memory. I think American English. In addition, many that most people would agree that ¨ Songs are authentic language catch-phrases, cliches, and idioms can putting text to music is one of the fast- sources. In How To Be A More Suc- be found in songs. The natural lan- est and most permanent ways of cessful Language Learner by Rubin guage of songs, as opposed to the ar-

A Common Pop Song Activity; Based on the Song 'Hero' Sung by Mariah Carey

PRIMARY FOCUS: Pronunciation 2.• Write the correct answers on the cult problems? Where do you go/ board and allow students time to What do you do when you are de- SECONDARY FOCUS: Listening and correct their answers. pressed? Vocabulary 3. Discuss new vocabulary 6. Play the song again now that they LEVEL: Intermediate understand and have the correct 4. Ask comprehension questions: words. (Listening with understand- STUDENTS: Second year university What is the main idea of the song? ing helps to reinforce the previous students majoring in English Edu- Is this song positive or negative? activity.) cation Who is the 'hero'? What suggestions does the song give for solving diffi- 7. Dictation: (This can be taken PURPOSES: 1. To emphasize the cult problems? from the song or be totally unrelated linking of words and assimilation to the song. In my class, we study of sounds in speaking (see chart 5. Discussion (optional) How does 15 problem sounds and I usually to the right) this song make you feel? Do you quiz them here with minimal pair agree with the ideas of this song? one-word dictation.) 2. To introduce new vocabulary How do you usually deal with diffi- New vocabulary: melt, carry on, cast, hold on, in time EXAMPLES: 3. Discussion of meaning ...look inside... changes to ...loo kinside...... be afraid of... changes to ...beyafrai dov 4. Dictation ...with the.... changes to ...witha...... what you are... changes to ...wha choowar. IN CLASS: 1. Cloze exercise - play [ ___t y___ ] changes to [ ___ch____] the song two or three times while ...inside you... changes to ...insijoo.... the students try to fill in the miss- [ __d y___ ] changes to [ ___ j ____ ] ing words.

10 The English Connection May 1997 Volume 1 / Issue 1 tificial language in many textbooks, monitored listening, they can be one CONCLUSION: is one way to incorporate modern, liv- source of listening practice for the Indeed, pop music has both positive ing language into the classroom. EFL student. Songs provide a contex- and negative aspects for teaching. (Griffee 1992) tual focus in listening. Both examina- However, it would seem that the nega- tions and conversation are contextual. tive aspects can be minimized through ¨ Songs are cultural. Language re- Most major English exams which our educated and responsible use. On the flects culture. Therefore, language is students prepare for include other hand, the misuse of pop songs, cultural and songs are authentic lan- contextualized listening comprehen- at best, is of questionable value and guage forms such as poetry, and con- sion questions. Songs can provide a may be a waste of time. I believe that versation. "Music is a reflection of the repeatable source of relevant input for pop songs (and other types of music) time and place that produced it. Ev- Korean students of English. can be a valuable and scholarly re- ery song is a culture capsule contain- source for language teachers if, and ing within itself a significant piece of READING: only if, they are used in a balanced social information. Why do the songs Songs can be used as text in the same and responsible way. of the 1940s sound the way they do way that any poem, short story or and have the themes they do? Be- novel or any other piece of authentic CHOOSING SONGS: Allow me to suggest the following general guidelines: Music is a reflection of the time and place that produced it. Every song is a culture ¨ Is the pronunciation clear? Some singers tend to be better than others capsule containing within itself a significant in this area. John Denver is a good piece of social information. example of both clarity and popular- ity in Korea. cause they reflect not only the avail- material can be used. ¨ Does it have useful vocabulary? able sound technology of their time, There is minimal benefit in teaching a but also the fears and hopes of their SPEAKING: song which has no new vocabulary time. That is true for the songs of "Songs and music can be used as a for your students. The Boxer by every decade. Bringing a song into launching pad for conversation in the Simon & Garfunkel is a good example the classroom entails bringing the cul- same way that poetry or other forms in this category. ture of the song in with it. Addition- of written discourse can be used: their ally, songs can be used as a way of form can be discussed or their con- ¨ Is it interesting to the students and looking at a culture and comparing it tent can offer a springboard for class to the teacher? Consider your stu- with other cultures." (Griffee 1992) discussion." (Griffee 1992) dents ages and try to find something that is of common interest to all stu- ¨ You can utilize songs to teach and/ Songs can also focus on pronuncia- dents as well as yourself. This is very or reinforce all content areas: gram- tion and provide an opportunity for important if you want them to listen mar, vocabulary, listening, reading, practicing with a native speaker out- to the music outside of class. speaking and writing. side of the classroom by singing along with the song. Some songs, like The ¨ Can you explain the content with- GRAMMAR: Boxer by Simon & Garfunkel, can out embarrassment? This includes Songs are a natural context in which help students improve their speaking embarrassment to students as well as many common structures occur fre- speed by singing along. Also, be- yourself. Using Songs quently. This provides an opportu- cause of the personal nature of mu- nity to reinforce structures or teach sic, students, by understanding and ¨ What is the focus of the lesson? functions. singing a song, can produce meaning- The best situation is when the song ful and expressive speech. you select is a direct complement to VOCABULARY: your lesson i.e. the song contains a Songs are very good for introducing WRITING: structure, vocabulary or discussion new vocabulary because of the mean- Lyrics can serve as inspiration for theme that can be used directly in a ingful context provided. writing the same as they can for context lesson. There are literally hun- versation. In addition, if students can dreds of different ways to use music LISTENING: write poetry, try having them write in the classroom. I recommend the Students often complain of poor lis- their own words to a well-known book, Songs In Action by Dale T. tening abilities and are dismayed by tune. Students can also paraphrase Griffee; Prentice Hall International, the lack of input they can find. Al- or summarize the lyrics of a longer 1992; as a good resource for activi- though songs do not incorporate song. -continued on next page 11 The English Connection May 1997 Volume 1 / Issue 1

-continued from previous page one without disturbing other classes, the head, input, and the language then maybe you should not use mu- ties. acquisition device. Foreign Language sic in your class. Another option Annals, 16, 41-44. would be to teach acappella songs or ¨ What level are your students? A Krashen, S. D.; & Terrell, T. D. to use a guitar or other live instrument well chosen song is very flexible for (1988). The Natural Approach: if you have the skill. different levels. For example, a simple Language acquisition in the class- cloze exercise could contain 10 blanks room. UK: Prentice Hall International. ¨ Avoid using songs too much. Us- for a low level class and 50 for an ad- Murphey, T. (1990a). Music and ing songs too often is not responsible vanced class. The lower class can fo- Song in Language Learning: An teaching. A diversity of activities cus on articles or verb tenses and the analysis of pop song lyrics and the should be your aim. Perhaps one song advanced class can focus on phrases use of music and song in teaching a week or two a month is a good av- and/or colloquial pronunciation. English to speakers of other lan- erage. guages. Bern, Switzerland: Peter Lang ¨ What time of day is your class? Verlag. REFERENCES: Some classes in the evening are tired Murphey, T. (1990b). The song and need music that invigorates them, stuck in my head phenomenon: A Bronckart, J. P. (1985). La while other classes might need their melodic din in the LAD? System, 18, Fonction du Discours. Paris: energy level controlled a bit more. 53-64. Delachaux & Niestle. Murphey, T. (1992). The discourse Davis, P.; & Rinvolucri, M. (1988). ¨ Can you provide copies for the stu- of pop songs. TESOL Quarterly, Dictation: New methods, new dents? Many activities need photo- 26(4), 770-774. possibilities. UK: Cambridge copies for each student. Optionally Parr, P. C.; & Krashen, S. D. (1986). University Press. you can use the chalkboard of OHP. Involuntary rehearsal of second de Guerrero, M. C. M. (1987). The More importantly, do the students language in beginning and advanced din phenomenon: Mental rehearsal in have a way of listening to the music performers. System, 14, 275-278. the second language. Foreign outside of class? Can you provide Rubin, J.; & Thompson, I. (1994). Language Annals, 20, 537-548. audio copies for the language labora- How To Be A More Successful Flesch, R. (1974). The Art of tory? Can the students obtain per- Language Learner. Boston, MA: Readable Writing. New York: Harper sonal copies from somewhere? Heinle & Heinle. & Row. Graham, C. (1992). Singing, ¨ Avoid disturbing other classes. If you have further questions or Chanting, Telling Tales: Arts in the How big is your class? Can every stu- comments, contact: Todd Terhune language classroom. Englewood dent hear the song clearly without dis- Visiting Professor Chonbuk Na- Cliff, NJ: Prentice Hall Regents. turbing other classes? Do you have a tional University Department of Griffee, D. T. (1992). Songs In language laboratory that you can use? English Education Chonju, Action. UK: Prentice Hall Interna- Some songs are quieter than others. Chonbuk 561-756 Fax. 0652-70- tional. If the song can't be heard by every- 2710 [email protected] Krashen, S. D. (1983). The din in

Topics will cover the real issues teachers encounter Pusan to Host Miniconference while teaching English, together with theoretical frameworks that guide our decision-making processes before, he first Pusan Chapter of Korea TESOL during and after teaching. Miniconference will be held in Pusan, South T Korea on Saturday, May 24th, 1997. This one- Korea TESOL (KOTESOL) is an affiliate of TESOL, day conference, under the theme "Theory into Practise: Inc. (Teachers of English to Speakers of Other Lan- Teaching English in the Asian Classroom," will bring to- guages), and is associated with JALT (Japan) IATEFL, gether over 100 teachers of English to study and share and TESOL-Canada. The Pusan chapter is centered in ideas under the leadership of 15 workshop leaders and South Korea's second largest city, and extends over plenary session presenters. much of the southeast corner of the penninsula. Mem- bership is almost equally balanced between native- Workshop and session leaders will come from Taiwan, speakers of English and non-native speakers, public Japan and throughout South Korea to offer their experi- school teachers and private language institute teachers, ence and concepts. The critical component is the "shar- children's teachers and adult/university teachers. ing" environment, where practicing teachers can exchange their own problems and solutions with each This first Miniconference is in response to the sucess other, and discuss theoretical frameworks in light of real- of a previous one-day workshop and a demand for more world practicalities. training and sharing opportunities.

12 The English Connection May 1997 Volume 1 / Issue 1 Misunderstanding and Misusing Humor Cultural Corner: in the Second Language Classroom edited by Intercultural Press, Inc. PO Box 700 casm when interacting with Kore- ans. It will most likely not be un- Jeanne E. Martinelli, Pusan Yarmouth,Maine 04096 USA (800)370- 2665 or (207)846-5168 or fax derstood, or worse, it may be taken Chapter Secretary; Pusan (207)846-5181 web site:http:// literally. (Min, 1995, p.136) National University www.bookmasters.com/interclt.htm email: Whatever the relative accuracy of [email protected] Min's observation, it was clear from student rankings (in a class of 30 stu- Editor's note- "There is, in these last Intercultural Press has a broad range dents, some 75% ranked this as the years of the twentieth century, no more of books, simulations, and videos, most offensive characteristic) and re- noble calling than to help the people of specializing in intercultural communi- actions in the panel discussion which the world live together in peace and cations and understandings. Get their followed, that the perception is wide- understanding with a fully developed catalogue for specifics. spread. spirit of inquiry about other cultures and other ways. This is not an easy Pusan National University Visiting The response both intrigued and quest and requires all of us to become Professor from Australia, Phillip puzzled me as I had not previously fully aware of our own cultural O'Neill, looks at the role of humor, most been aware of it. With my own con- conditioning and fully cognizant of the specifically sarcasm, in our teaching. sciousness on the issue raised, how- assumptions and values that lie outside Phillip raises provocative questions ever, it became clear that same week- our awareness but influence every part regarding humor and "exclusivity" or end just how certain styles of humour of our conscious lives. It also requires "inclusivity". . . "sensitivity" and could indeed be 'misread.' that we build some skill in developing "insensitivity". . .depending on which and maintaining relationships with English group one may or may not be a At a local KOTESOL meeting in people from cultures different, some- part of; and he gives some positive Pusan, a presenter (of Scottish origin) times dramatically different, from our suggestions for avoiding possible gave a 'hands-on' workshop on the own." --L. Robert Kohls, "Developing cultural misunderstandings with value of games in the language class- Intercultural Awareness" 2nd edition regards to humor. room. During the entire presentation, rather than working cooperatively to How do we become fully aware of our make the presenter's job easier and own "cultural conditioning"? Here we contributed by facilitate general understanding, many all are together in Korea, teaching Phillip O'Neill; Pusan participants competed to come up "English". As Koreans and "native National University with the smartest and quirkiest re- speakers" wrestling with the language sponses (and make the odd, 'good- and cultural implications of "teaching natured' reference to the presenter's English", what "cultural paradigms" variety of English.) While the ongo- n a recent class which encouraged are we working from? How do we ing sparring provided an element of students to reflect on the question become more fully conscious of our fun, it also made the task of explana- of 'world view' and explore their cultural values influencing our daily I tion and comprehension very difficult perceptions of themselves and others, lives? How can we work toward at times. Most significantly, it ex- students were asked to rank the at- deeper cross-cultural understandings cluded the majority of Korean partici- tributes listed by Min, Byoung-chul and more effective English teaching? pants who were no doubt left feeling in his book Ugly Koreans, Ugly confused and frustrated. In short, Americans (1) according to their de- This column, "Cultural Corner" is what was said 'in fun' could very eas- gree of offensiveness. One of the most devoted to issues concerning culture ily have been misinterpreted as an salient responses to emerge in the affecting English teachers in all levels of essentially insensitive and undermin- American category was the use of education Korea. ing attitude by others outside the 'sarcasm' by American instructors: dominant American group present. Submissions for article ideas are also Among friends, sarcasm is a com- warmly welcomed. Please contact The second incident occurred that mon tool used by Americans in Jeanne with any or all of the above at: same evening. Just after it was sug- conversation, but Koreans hardly, [email protected] or gested that I help review a column in if ever use it. It often takes the form (051)510-2609 or beeper 012-784- the forthcoming newsletter, someone of a humorous ironic statement 8644 drew attention to the fact that 'it had (eg, saying "Oh that's great" to to be done in English.' At the time, And for an immediate cultural reference imply that a situation is not good). -continued on page 20 many may find helpful: Americans should avoid using sar- 13 The English Connection May 1997 Volume 1 / Issue 1 cessful you will be in the classroom," said Diane Larsen-Freeman, School First Pan-Asian Conference Report for International Training, Brattleboro, VT, USA, in her plenary. "To teach Jeanne E. Martinelli, Widdowson said, "The language of means to learn. We are learning our attested use can only be authentic to students." She suggested that no one Pusan Chapter Secretary the contexts in which it is used, but can teach English, and so we must Pusan National Univ. these contexts cannot be replicated in ask, "What can I give students that classroom conditions, since learners, will help them become independent by the very fact that they are learn- learners? We must direct students and ers, do not have the linguistic and cul- ew Perspectives on give them tools; help free them from tural competence upon which authen- Teaching and Learning the fear of making mistakes," she said. tication depends. So the question in Asia was the theme of arises as to what kind of language and theN First Pan-Asian Conference held There was conversation and debate what kind of language activities are this past January 5-7 in Bangkok, about the idea of communicative (vs./ appropriate for learning, and what Thailand. Sponsored by KOTESOL and) grammar. There was applause for kind of contexts can be contrived in (Korea TESOL), JALT (Japanese As- the new teacher development move- the classroom which will make En- sociation of Language Teachers), Thai ment, where teachers are increasingly glish a reality for learners, and at the TESOL (Thailand TESOL) and with learning to trust themselves and share same time guide them toward the the help of IATEFL (International As- ideas with others. "We all share simi- achievement of their goal. And what sociation of Teachers of English as a lar problems, and each individual is it necessary, or indeed possible, to Foreign Language), over 40 partici- teacher is uniquely endowed," Alan teach so as to provide learners with pants from Korea joined hundreds of Maley, National University of the means to reach their objectives?" other teachers from Thailand, Japan, Singapore, emphasized, in regards to Malaysia, Indonesia, Hong Kong, encouraging teachers, nonnative and Echoing similar sentiments in his wel- Singapore, and other Asian countries, native speakers of English alike, to coming address, Marc Helgesen, of to wrestle, debate and attempt to de- work together and share strengths and Miyagi Gakuin Women's College, fine such issues as what exactly is insights. Madeleine du Vivier, IATEFL Sendai, Japan, and author of the meant by Asian English? What is the chair, in her closing address, reminded popular textbook, English Firsthand, relationship of culture and language us that success depends on what the asked, "What kind of teaching is ap- in Asia? And, How do we prepare stu- teacher brings to teaching (as well as propriate for your students? What dents to be both local and global what the students bring) into the doesn not work? Are we moving to- speakers of English, able to commu- learning situation. " What is authen- ward an Asian methodology?" He nicate in both national and interna- tic in one context might need to be said, "There is no such thing as a tional settings? made appropriate to another," she single Asian culture. What do we as said, voicing a prevailing conference English teachers and students The opening plenary was given by lin- concern. throughout the region have in com- guist Henry Widdowson who talked mon?" about English and its relation to com- In the "Agenda 2000" Colloquium du munication and community, and "the Vivier offered concrete ways teachers "The extent you are open to learning old problem about the way the sub- and students could communicate your students, helps assure how suc- ject English as a Foreign or Other Lan- throughout the region: Write in guage is to be relevantly and realisti- cally defined." Language should complete and complement a context, in- Note also that there is a special internet stead of being redundant, uninterest- ing, and meaningless, he said. source "IECC-HE" intended for teachers Widdowson illustrated what he meant seeking other teachers for international and by "authentic language", with an ex- intercultural classroom e-mail partnerships ample of a family breakfast conversation, where the piecemeal language in higher education. To subscribe send an e- ("Here. . ." "Pass me. . .") was entirely mail message to: appropriate because it was commu- nicatively complete since the actions [email protected] of that particular setting completed the language, but it was linguistically More information is available at URL: incorrect ("David, here is a cup of tea for you." "Would you pass me the http://www.stolaf.edu/network/iecc/ marmalade, Father, please?"). 14 The English Connection May 1997 Volume 1 / Issue 1 teacher journals, and swap them. Do to his teacher. "No, Jay, not 'our' but of all of us in the English teaching some regional linking; for example, 'my'," responded the teacher. But in field. With great excitement for our Japan and Korea. Observe other Korean culture, because of the em- tasks that lay ahead, KOTESOL Presi- classes. Share observations; ideas. phasis on the group, collectivity, 'our' dent Joo-Kyung Park invited every- What about collaborative research? had been my language choice, Kim one to mark their calendars and plan Joint research projects? explained. He recalled his English ahead for the Second Pan-Asian Con- textbook life, where people ate bacon ference to be hosted by Korea, Octo- Also in the "Agenda 2000" Collo- and eggs for breakfast, and had ber 8-10, 1999. (A Third will be held quium, in what was probably one of friends named Susie and Buffy; and in Japan in 2001.) She urged partici- the nicest down-to-earth and touch- contrasted this with his real life where pants to take home ideas and energy ing examples of everything being dis- he ate kimchi and rice and had friends from this first conference and work cussed at this First Pan-Asian Con- named Jin JongDo and Choi SunHae. out specific project ideas to bring back ference, Jeong Ryeol (Jay) Kim, to the next Pan-Asian Conference to former KOTESOL President 1994-95, Since 1975, Asia has been growing further our dialogue and understand- and Korea Pan-Asian Conference faster than any other region in the ing of the role that English is playing Chair, very eloquently told of his own world. The English teaching and and will play in the future (in the gov- personal English language learning learning community is expanding and ernment, economics, trade, culture, experiences with his first native growing as well. What actual and education) in the region. Park also speaker teacher, and the cultural dif- Englishes will be coming out of the informed the cross-cultural crowd of ferences that crept into that learning Asian-Pacific rim countries and how the next KOTESOL Conference, Oc- process. "Mr. Roses, this is 'our' the Englishes will reflect the culture tober 3-5, 1997, in Kyongju, and en- mother," Jay introduced his mother of these communities is the concern couraged all to attend.

Argentina: teaching of English. Their training is teachers because they are helping to also completed by a teaching intern- fill the gap. -continued from page three ship in a primary school. This type of run by the municipality. The English training has been very successful, pre- With continued concerted efforts by Department of the Instituto Superior cisely because of the background pro- those involved in the formal academic del Profesorado "Joaquin V. vided by subjects studied in Spanish, preparation of future teachers, as well Gonzalez" (the largest teacher-train- such as psychology, pedagogy, and as supplemental measures to train ad- ing college in the capital because it ethics. Although the teachers trained ditional teachers as more and more trains teachers in almost all second- in this program may not be as profi- provinces adopt the new curriculum, ary school subjects) accepts about cient in the foreign language as those members of the profession hope to 180 candidates each year, 60 of whom who have more exposure, they have come ever closer to meeting the for- graduate after the 4-year training a better overall preparation for the eign language learning needs of course. This institution and the Insti- teaching profession. Despite the best Argentina's youth. tute Superior del Profesorado en of efforts, the graduates of these three Lenguas Vivas "Juan Ramon institutions are by no means enough Argentine-born Graciela Clelia Fernandez" each have a 4-year train- to fill the needs of all the public and Moyano is professor and chair ing program for secondary schools private schools in the area. of Phonetics & Phonology in the teachers. The prospective teachers English Department at the study some 23 subjects in English and In Argentina, access to English study Instituto Superior del 7 in Spanish, attending classes 21P25 is widespread. Anyone can take Profesorado "Joaquim V. hours a week in different shifts (see courses at private institutes that teach table with full list of courses). In the English informally. A good number Gonzalez" Teacher Training 3rd and 4th years they observe classes of people study English very success- College. Sue Anne Toms is a in public schools and teach a few les- fully for different reasons over sev- Ph.D. candidate at the Univer- sons. They graduate after an intern- eral years. Although they may acquire sity of Florida. Authors Sue Anne ship during which they teach 30 les- a high level of proficiency in the lan- Toms and Graciela Moyano are sons with one school group. guage, they are by no means trained interested in further correspon- to teach it efficiently. Nevertheless, dence regarding the issue of At the Escuela Superior de Maestras the current shortage of teachers allows elementary English and teacher en Lenguas Vivas "John F. Kennedy" them to obtain posts as teachers in el- training in Argentina and South the training is more intensive. It has a ementary and secondary schools. Korea. Contact Graciela Moyano at 2 1/2-year program for elementary Because many of them do not have [email protected] and Sue school teachers in Spanish and in teaching diplomas, extra training (less Anne Toms (until April 30) at English, French, or Portuguese. Ten intensive than the academic courses [email protected] to 15 hours a week are devoted to the outlined above) is provided for these 15 The English Connection May 1997 Volume 1 / Issue 1 TESOL Inc. Conference in Orlando

Carl Dusthimer, held a meeting with Terry O'Donnell, decided that we will hold another col- First Vice President; the TESOL Inc. Affiliate Liaison, to loquium as a follow up at the '99 PAC. discuss future TESOL Inc. support for Hannam University the Pan Asian Conference series, the Some connections: California second of TESOL, JALT, which will be Korea TESOL, nd what a conference it held here in Ko- Thai TESOL was. The site was the rea in October, We were able and Uruguay Orange County Conference 1999. The issues TESOL jointly A to build some Center, a place so large that it belied discussed in- sponsored a the size and scope of the conference cluded speaker bridges with gathering where itself and the organization that spon- sponsorship, many teachers we shared ideas sored it. There were well over 8000 joint promo- for international teaching professionals from over 60 tional activities, who are inter- cooperation and countries; more than 1800 were from and more gen- ested in coming publicized the outside the US. The conference was eral support for Pan Asian Con- kicked off with a fascinating perfor- affiliates in to Korea, and ference in 1999. mance by Teja Arboleda, a.k.a. Eth- Asia. We were share the posi- We connected nic Man. Mr Arboleda's performance also able to con- tive aspects of with David used comedy, drama, character stud- firm the recep- Nunan, who will ies, magic, and foreign languages to tion of a speak- teaching English be a plenary address the enigma of cultural, racial ers grant for the in Korea. speaker at our and ethnic identity. It was truly an eye 1997 Korea conference in opening and thought provoking ex- TESOL confer- Kyoungju in perience. ence that October. We Demetra Gates have been trying Korea TESOL President Dr. Park Joo- and Kari Kuglar ('97 conference co- to get him here for the past few years, kyung was our official representative chairs) had been working on over the and this year it is finally going to hap- and was thus busy throughout the past few months. pen. We also spoke with Penny Ur, conference attending meetings and the author of innumerable teacher re- networking with affiliate representa- The second Pan Asian Conference source books, in an effort to bring her tives from around the globe. Among was another one of our priorities dur- to this year's conference. Unfortu- her duties was giving a presentation ing our time in Orlando. We held a nately, she will be in Poland during at the Affiliate Leaders' Workshop. lunch meeting (which almost ran into the time of our conference, and, thus Her talk concerned various types of dinner!) to discuss plans for that con- can not make it. The good news is she organizational board structures here ference. The meeting was attended by has tentatively agreed to present at in Korea, including the one adopted representatives from Korea (host KOTESOL 1998 or at the Pan Asian by KATE (Korea Association of country), Japan, England, Thailand, Conference in 1999. Teachers of English) and another used Canada, and Taiwan. Much of the dis- by Korea TESOL. cussion revolved around ways to con- It was also with great pleasure that we tinue what was begun in Bangkok; met some fellow Korea TESOL mem- Dr. Park and I were also active at the namely identifying areas where coop- bers at the conference. Kirsten Reitan networking area set up for conference erative research can be pursued, and from KAIST presented, and Greg attendees from outside the US. There identifying the commonalities and Wilson from Masan shared some in- we were able to build some bridges differences in the teaching and learn- sight as to the future of Korea TESOL. with many teachers who are interested ing of English in our respective coun- All in all, the Orlando conference was in coming to Korea, and share the tries. This led to assigning tasks to the by far the best, and most productive positive aspects as well as potential attending organizations such as set- that I have attended. The next con- problem areas. It was interesting to ting up electronic bulletin boards and/ ference, TESOL '98, Connecting Our note that Korea, along with Japan, or websites where exchanges of ideas Global Community, will be held in generated the most interest among all can be held and discussed by a wide Seattle, Washington. If there is any the countries represented. audience. Another idea begun in way you can attend, I can promise Bangkok (the Colloquium 2000, that it will be the conference of a life- The tri-country partnership of which attempted to identify the afore- time. KOTESOL, JALT and Thai TESOL mentioned) was discussed and it was 16 The English Connection May 1997 Volume 1 / Issue 1 Teachniques: Win, Lose, or Draw

edited by Kiama PURPOSE: RULES: The purpose is for team members to Students may NOT: Robinson; Daecheon try to guess what their players to il- Middle School, Pusan lustrate on the board. ¨ say the word out loud when they read it (in case of sharp listeners in MATERIALS NEEDED: the front row) y name is Kiama 1. Vocabulary list (based on assigned (Kammy) Robinson and textbooks) such as: shy/picnic/orange ¨ use Korean or English letters (or M currently I am teaching at juice/handsome/expensive/Open numbers?) a public middle school in Pusan. your book. My five years of teaching experi- ¨ gesture or pantomime the item ence span in five countries. I am 2. Pen and notebook for teacher to hard at work on my Master's thesis write down target word. ¨ "guessers" must raise their hands in TESL from the School for Inter- when ready and not shout out their national Training. 3. Chalkboard and chalk/white board guesses and pens plus 2 erasers (or big sheets CONFESSIONS OF A MAGPIE: of paper, markers, and tape) VARIATIONS: I am a bit like one of those birds (I have not tried these out yet, but because I cannot help myself from PROCEDURE: think they might be worth a try next collecting all the bright and shiny ¨ Divide class into teams, and divide time.) new ideas that I encounter in my board into columns, one per team. teaching travels. I have attended Write team names students have cho- ¨ Points: If 1 team is really lagging numerous seminars etc in the few sen at the head of each column. behind, give the next round a higher years that I have been teaching, and value (bonus points), and couple se- have done quite a bit of reading in ¨ Teacher chooses one lexical item lective vision with an easier lexical the field, so if I should inadvertently from list and writes it in the notebook. item. credit the wrong source for any ac- (I tell them if it is a sentence or a tivity in this column, I apologize in phrase.)If they do not know the item, ¨ Spotters: When I got a massive advance. If you happen to know the I cancel it and find another item. number of hands that seemed to go "correct" source, please pass along up simultaneously, it is difficult to your information. ¨ 1 player from each team comes to say which was first, second, etc. the front to get his piece of chalk. so...Choose "spotters" to help out. NOTE: For this to be a "hands-on" column, ¨ Players huddle around teacher who ¨ Challenges: 1 team could chal- I would like your input. Please feel shows them the secret word. lenge another by choosing an item free to jot any successful activities from the textbook (as tie breakers, that you have tried in your classes ¨ Players go to the board and try to or not). or pass along your experiences with draw a graphic representation of the an activity, by contacting me at: item without using words, speaking ¨ Shuffle: Students move forward [email protected] . or miming. in their row/team as the first person comes up to draw, and then goes to Thanks to Misha Yi and Chantel ¨ Teacher stands facing the teams to the back of the row/team at the end Steffan for suggesting this activity. be ready when they start guessing. of his turn. To quote Don Maybin, It was a real life-saver! (This is based this would "...give a feeling of con- on a game that was popular a few ¨ When team members think they stant activity even though the ma- years ago in the U.S. and Canada.) know what it is, they raise their hand. jority are awaiting their turn." (from a JALT seminar called "Motivating I tried this one on all my 1st and 2nd ¨ Teacher points to the first student Students and Tired Teachers" he grade middle school classes. There to raise his hand. If his guess is in- gave in 1992?) are between 42-52 students per correct, the teacher points to the sec- class. It can be done within 45 min- ond student to raise his hand, etc. ¨ "Warm!": Teacher could reply to utes, including playing "Rock, Pa- guesses with "cold" (not even close), per, Scissors" to illustrate the mean- ¨ Teacher periodically reviews team "warm" (not too far off base), and ing of the game's name. points. (There is a tie between Hand- "hot" (really close!). some Boys and Genius.) 17 The English Connection May 1997 Volume 1 / Issue 1 good time doing it. Six groups from around the country will energy and Chapter Reports appetite for English with thousands (hundreds anyway) of cheering on- edited by Carl Dusthimer We are looking forward to an exciting lookers. Why not join us? year as we grow and develop, but we First Vice President; can certainly use the support of all Pusan Hannam University members of KoTESOL. Anyone who can offer ideas or who would like to address our group sometime this Jeanne Martinelli school year please contact Carol Cheju Binder (fax: 064-57-8716 or e-mail: [email protected]) or Hyun he Pusan TESOL Chapter is Carol Binder Sung Hwan (fax:064-33-6100 or e- looking forward to an upbeat, mail: [email protected]) Tstimulating, rewarding new year for its members. As in the past, nglish teachers in Cheju-do meetings will continue to be held the have recently begun to orga- Taejon last Saturday of every month, at 3:00 nize a new chapter of E at ESS Institute in Nampodong. This KoTESOL. Last fall, we had our first year's first meeting was held Saturday, general interest meeting, and since Jim Query March 29, at 3:00, at ESS Institute in then a small but determined group of Nampodong. A panel discussion so- teachers has begun to lay the founda- liciting input from members as to tion for a full and active organization n March, Robert Dickey from what exact topics and speakers people in the future. Miryang Sanup University cleared hope to have this coming year (mem- Ithe board with his "Quick Chalk- bers were encouraged to bring their Because our chapter is new, our goals board Fixes." A potpourri of mighty mailed out to them "Membership at present are primarily to develop fine fixes they were - leaving every- Needs and Interests Questionnaires" leadership and a consistent format for one present with that I-want-some- with them to this meeting), was a part our meetings. Currently, our member- more feeling. Tony Hyun Chul Joo of this first session. ship consists of only about 20 teach- next enlightened us with the methods ers, so our main goal is to inform oth- he has adapted from his sabbatical to Culture, culture, and more culture -- ers about KoTESOL and our chapter the continent "Down under," where cultural understanding and awareness and increase our membership. he studied classroom methodology. were the issues raised as most neces- Tony's scintillating exercises using the sary to Pusan chapter members. How Last month, to coincide with the new Present Continuous verb form as well to deal with multi-level classrooms, school year, we elected new officers: as those ever popular "Wh-" ques- evaluating student learning levels and Hyun Sung Hwan and Carol Binder tions led to a video of his elementary learning styles were also concerns, as will be serving as co-chairs, Kang school age students involved in games well as the state of English language Kyung-ae as secretary, and Oh Kyung and competition that turned out to be education in Korea in general at the Yul as treasurer. Along with these fun as well as educational. moment. Future monthly meetings officers, Laurel Luth, chair of the aca- will be developed with these concerns demic committee, and Oh Eun Ja, Our April meeting saw Kirsten Reitan in mind. Also, special effort will be chair of the social committee, have give a demonstration of a "talk show" made to facilitate the open discus- key roles in the organization. approach to discussions in the read- sions with more sensitivity to including classes. An energetic, hands-on, ing the Korean native language speak- To date, we have had numerous pre- participative effort by the folks at the ers, who may find the sometimes fast sentations and material reviews by our meeting conveyed the effectiveness of paced English discussions with their own members; however, as our mem- this popular conversation genre. On cultural undertones a true challenge. bership grows and we have more the same program, Kim, Won Myung money, we will be looking to bring in gave a presentation of how Korean Seoul TESOL Chapter President, outside speakers as well. Our most English Teachers and native speaking Andrew Todd opened this first meet- ambitious project so far has been the English Teachers can complement ing, with his expertise in games adapt- publication of our own newsletter. each other. able to all age levels. Andrew's enthu- With money from sponsors/ advertis- siasm and energy is always a welcome ers, a four-page newsletter was pub- May will once again be the prime time ingredient to any Pusan gathering. We lished and distributed to all of the for our annual Drama Festival - time thank him for his travelling to join us public schools and language institutes for the student thespians to teach the and sharing his experiences and ideas. in Cheju-do. teachers a thing or two - and have a 18 The English Connection May 1997 Volume 1 / Issue 1

A special thanks also goes to recently Starting in March, formal name tags University, Todd Terhune from stepped-down Pusan KoTESOL are available for paid members. (Let's Chonbuk University, Valerie Love Chapter President, Michael Duffy. get to know who we are by name and from Namwon Girls' Hich School, Michael has kept Pusan KoTESOL face.) Nonmembers will be asked to Robert Dickey from Milyang National alive and moving for the past five pay a w3,000 entrance fee (and get University, and Coy Domecq from years. As a long term resident to Ko- temporary stick-on name tags!) for Chosun University. Between them, rea, his guidance and expertise are each meeting attended as a nonmem- they covered a variety of subjects: appreciated, and he will continue to ber. The w3,000 admission fee is de- teaching reading, vocabulary, and fix- be a very special and valued ductible from the full membership fee ing Korean pronunciation problems, KoTESOL member. April 26 meeting when/if that person signs up at that using jazz chants and music, teach- highlights will include Pusan National meeting. Local Pusan chapter news- ing third grade beginners, and struc- University's Visiting Professor Phillip letter mailings will go out to members turing an English course. There was O'Neill discussing results of a survey by the 15th of every month. These will something for everybody, and we all he undertook this past winter while be separate from the national bi- had a great time. I also want to thank involved in teacher training. The sur- monthly newsletter and annual aca- Top ELT Bookstore for donating the vey attempts to define and understand demic journal, included in a TESOL books for our raffle. We would not teachers' attitudes toward teaching membership. have been able to do it without their English at the elementary level. Dr.Jay help. Kim, on the national curriculum com- Our mission is to work together and mittee for the English elementary provide a networking and communi- The April meeting had two present- teaching program will be joining him, cation system of professional growth ers. Laura Mortensen from Namwon as we explore practical implications and development, and increased cross Middle School presented two activi- and considerations for all of us in- cultural understanding and sensitivity ties to encourage children to tell sto- volved in the TESOL field in Korea. for all members, and participants. ries in English. In the first activity the A local Korean elementary teacher teacher helps the class make an imagi- will also be present to share her ex- For further information contact Naun nary monster. Students vote on the periences in this new road ahead for Hwang Young: 502-9316 or Jeanne size, shape, color and number of the Korea and English education. Martinelli: 510-2609 or 012-784-8644. monster's facial features and body Happy teaching! And here is to a pro- parts while the teacher draws the May promises to be extra satisfying ductive year of challenge, stimulation, monster on the board. In the second with a mini-conference scheduled for and deepened commitment to our activity, the students choose a well May 24. Invited international TESOL TESOL profession! known folktale, change the setting of experts include popular children's the story to modern times, and act it textbook series "Let's Go" author out. It's a lot of fun, and a good way Karen Frazier; and David Paul of to get them to really use English. David English House is confirmed to Cholla join us from Japan. Our KOTESOL The second scheduled speaker was President Dr.Joo-Kyung Park will be Rachel Phillips unable to make the meeting, but luck- part of this Pusan conference, as well ily Christine Clark from Chonju Edu- as presenters from Taiwan and all cation University was able to step in around Korea. Deadline for the call e started 1997 with our at the last minute. She presented a for papers has been extended to April jigsaw puzzle activity called "Baker 30. Please, please, act now, contact third mini-conference, which was held in Street" from Keep Talking. If you Pusan chapter and give a proposal. W aren't familiar with this book, it is well Kwangju at Chonnam University on the first of February. Nine speakers worth looking at, it's excellent. There Pusan Chapter executive members, are five houses on Baker Street. Each President Naun Hwang Young, Rob- presented at the biggest conference we have had yet. Park Joo-kyung, our student gets one or two bits of infor- ert Dickey, Leslie Miller, Mike Hughes mation about the people who live and Jeanne Martinelli are committed president, was the plenary speaker. Her talk about KOTESOL and teach- there, and then they have to get the to making this year's Pusan TESOL rest of the information from their membership something worth your ing English in Korea was inspiring. It reminded me of what we can do to classmates, so they can find out who time, professional growth and devel- lives in each house, who drinks beer, opment, and money. We are commit- help our students, as well as the whole country's future. who has a canary, and so on. It is a ted to an inclusive communicative good activity for large classes, but membership body. Please make your- probably not for beginners. self at home and share your thoughts I want to thank our other speakers: Na Bok-hee from Chonnam Technical and concerns in our multicultural pro- After the presentations we had a short fessional teaching organization. High School, Maria Oh and Kim Choon-kyoung from Chonnam Uni- versity, Frank Hardisty from Honam -continued on page 19 19 The English Connection May 1997 Volume 1 / Issue 1 Bright Days in Brighton: The 31st IATEFL Conference Bonnie Mennell School The time I spent between sessions talk- Unit at the University of Liverpool, was for International Training ing with presenters and other delegates entitled "How can text analysis help us or anticipating the next workshop was teach reading?" He showed how atten- an extremely exciting and valuable part tion to text analysis opens up possibili- of the conference. IATEFL is thought- ties for helping readers to read more he 31st Annual International fully set up to allow time for this im- effectively for their purposes by touch- Conference of IATEFL (Interna- portant professional exchange as well ing on three areas: how a reader might Ttional Association of Teachers of as time to get to the next session. get more actively into the interaction English as a Foreign Language) was that a text is setting up (the first per- held April 2nd-5th at the Brighton Cen- The Plenary sessions were varied and spective), how s/he may pick up key tre in Brighton, England. I had the good provocative. (The following descrip- points by identifying the shape of the fortune to attend as a workshop pre- tions are drawn from the IATEFL Con- text, i.e. where the text is going (the sec- senter (Pronunciation Awareness ference booklet.) Wednesday's Open- ond perspective) and how s/he can get Teaching Techniques), a delegate and a ing Plenary "Lost nails and maypoles: sense out of a text quickly by pursuing representative of my institution, The some current language issues" by Jean chance threads running through a text School for International Training, which Aitchison, Rupert Murdoch Professor (the third perspective). sponsored an information booth in the of Language and Communication at the ELT Resources Exhibition Hall. As a University of Oxford, and a Profes- Friday's Plenaries were offered by Della seasoned TESOL Convention presenter sional Fellow at Worcester College, fo- Summers, Director of Dictionaries at and participant, I had long been curi- cused on three issues: First, "lost nail" Longman, and Rex King who spent 33 ous about IATEFL and its annual con- fears: widespread worries by native years in Hong Kong and taught English ference. Two years ago, after attending speakers that lack of care will lead to to some 3,000 students. Summers' talk a very exciting pre-TESOL Convention language disintegration which lead to was entitled "Credibility gap? - the lan- Institute on Pronunciation jointly spon- confusion among some learners. Sec- guage we use and the language we sored by TESOL and IATEFL in Long ond, the "bizarre behavior" problem: teach". She raised the following issues: Beach, California, I joined IATEFL be- uncertainly exists over which euphe- Communicating naturally in English cause of its strong international focus, misms and politically correct terms are may be every student's long-term goal, the quality of its bimonthly Newsletter a passing fashion, and which are mod- but how natural is the language pre- and its forward thinking and vital Pro- ern terminology. Third, the "maypole" sented in ELT materials? The advent of nunciation Special Interest Group. This behavior of verbs: their key role in the powerful new resources -computerized Interest Group's newsletter "SPEAK sentence was emphasized, alongside the corpora of spoken and written lan- OUT!" is an excellent forum for current difficulty of preventing learners from guage- has sparked a revolution, and research and practice in the teaching of "drowning in detail". She highlighted the changes in dictionaries have been pronunciation. It is currently the only the importance of linguistic corpora as dramatic, particularly in the coverage of newsletter of its kind. (TESOL ap- an aid in thinking about these points. spoken language. Yet course books and proved the establishment of a Pronun- even pedagogic grammars seem to have ciation Interest Section in March at its On Thursday, we had the choice of two been less affected. Just how great are annual conference!) Plenary sessions. One by Penny Ur, an the differences between "real" language experienced teacher and teacher trainer and "taught" language? Do the learners The conference was refreshing and ex- who lives and works in Israel, entitled themselves care? She offered evidence hilarating! I was impressed by the truly "Are language teachers born or made?" why they might. international focus of the Presentations She began by exploring the phrase "a (from 71 different countries), the bal- born teacher" and the implication that King's talk was entitled "Can public ance of theory and practice in the ses- the ability to teach is at least partly based examinations have a positive effect on sions, and the international mix of del- on a natural talent or predisposition. She classroom teaching?". In Hong Kong, egates. Each of the 18 concurrent ses- went on to explore the implication that public examinations control, to an sions offered a wide range of topics to perhaps much more effort should be alarming degree, what is taught in the choose from, representing all of the invested in the selection of teachers, and classroom. Because of this, the Hong Special Interest Groups and more: Ap- less in their training and to discuss the Kong Examinations Authority (HKEA) plied Linguistics, Business English, functions of natural predisposition and has made a conscious effort to design Computers, Curriculum Design, ELT deliberate goal-oriented learning in the its examination syllabuses and question Management, English for Specific Pur- preparation of teachers and related is- formats to minimise the negative effects poses, Global Issues, Learner Indepen- sues such as criteria for the selection and of its English Language examinations. dence, Literature and Cultural Studies, the content and methodology of effec- The aim is to integrate language skills Materials design, Media and Video/AV tive training programmes. in a way that reflects real-life use of Aids, Pronunciation, Research, Teacher English in the Hong Kong environment Development , Teacher Trainers, Test- The other by Michael Hoey, Baines Pro- and to narrow the gap between the ex- ing, and Young Learners. fessor of English Language and Direc- tor of the Applied Language Studies -continued on page 21 20 The English Connection May 1997 Volume 1 / Issue 1 Chapters Taegu Seoul -continued from page 17 Steve Garrigues Andrew Todd business meeting (the best kind), at which several announcements were made. Kim Jin-woo gave us the ten- s has been our custom for the All the president's men have gone to tative schedule for the next three past several years, our Janu- pastures new. Troy Ottwell our pub- Cholla Chapter events: the next meet- Aary meeting was a social gath- licity officer has gone back to Texas ing will be on June 14th at Honam ering and dinner at the Taedong in search of a master's degree. He is University Kwangsan Campus, this Hanshik Buffet Restaurant, located hoping to return to a university posi- year's MT will be in Tamyang on Sep- near the ELS Language Institute. The tion in Korea Mike Noonan has gone tember 6th and 7th at the Songam gathering was well attended by Taegu to look for a job in the Gulf. We wish Training Center, and the Cholla Chap- TESOL members and friends. him and his hard drive well. Cate ter Drama Festival and chapter elec- Crosby the treasurer has accepted a tions will be October 11th at Chonju There was no meeting in February, job at Yonsei University but will be University. Please keep these dates which is always our winter break. The out of the country until next semes- open if you would like to join us. speaker for the March meeting was ter. Greg Matheson, stalwart former Next, Park Joo-kyung announced that Prof. Han Sang-ho, of the University president has taken a much awaited the next general conference would be of Kyongju. Dr. Han's special area of university posting in a rustic setting. held in Kyoungju (hooray!), October interest is in the English learning pro- All of these departures have hastened 3-5, which is a holiday weekend, cesses of Korean children, and he the premature graying and wrinkling meaning horrendous traffic (boo!), so gave an in-depth presentation on this of President Andrew. register early and make your travel subject based on his extensive re- arrangements as soon as you can. search, as well as an explanation and After a bunch of mailing glitches Ox- You have been warned. Demetra critique of the new national program ford University Press, Korea has Gates and Kari Kuglar, the '97 con- to introduce spoken English in Ko- stepped in and Sang Ok Park, mar- ference co-chairs, are working with a rean elementary schools. His presen- keting coordinator, is now responsible travel agent to arrange transportation tation was followed by a lively ques- for keeping the mailing list up to to the conference from various parts tion and answer session. date.She isn't psychic though so let of the country. This information will her know of changes in your mailing be sent out by the conference com- In April, the speaker was Ms. Mary information by calling her at 02-757- mittee as soon as it is available. Please Lorna Kibbee, from the Cholla 1327 or faxing her at 02-773-3862. act early. Finally, Jack Large from TESOL Chapter in Kwangju. Her Wonkwang University in Iksan, an- workshop was titled "Boredom, Mu- Gavin Farrell has taken over from nounced that he has made it his mis- sic, Participation" and focused on the Cate Crosby and is now assuming a sion to have every member of Korea problem of what to do with tired or vice presidency. Gina Crocetti has TESOL called and their personal in- bored students, or with those classes also stepped into a vice president's formation and current membership experiencing "exam burnout". She role.We now need committee mem- status checked so we can update our presented a number of practical and bers to spread the load of managing national database, and get you the in- enjoyable interactive methods to en- Korea's biggest chapter. formation you need more efficiently. gage students at all levels through the So don't be surprized when they call use of music and songs. I.D. cards have been issued. Anyone you, or you can call them. He and attending 75 percent of the meetings his assistant, Marty Kim, are at 0653 April saw a big change for the Taegu will receive a certificate indicating that 50 6519 at Wonkwang University. TESOL Chapter. Ever since the the individual concerned has been in- Jack's other numbers are (home) 0653 chapter's founding we have held our volved in their own professional de- 834 8529, fax (home) 0653 834 9170, meetings at the Taegu American Cen- velopment. (Last year several indi- and his email is [email protected] or ter, but with the closing of the Center viduals required written proof to this [email protected] in March we have had to find a new effect in order to renew their univer- venue for our meetings. The April sity contracts. Wonkwang instructor, Kim deok-ja, meeting was the first in our new pre- has been named the telephone task mises, on the fourth floor of the Perhaps the most ambitious project force chairperson. Volunteers for lo- Pokchigwan Building on the campus to date, which is currently underway, cal calling in your area should phone of Kyongbuk National University. is the video taping of presentations Jack Large at his home or office. with a view to compiling a library with Use the Change of Address form on page 24 access to all members. You can watch Moving? to notify K O TESOL of the change all your old favorites over and over again. 21 The English Connection May 1997 Volume 1 / Issue 1

self promoting. (Interestingly, the intended. This aspect of socio-culture Humor: other most highly ranked offensive behaviour is far more subtle, less eas- -continued from page 11 behaviour was 'attitudes of superior- ily definable, and far more pervasive. ity'. (Min, 1995, p.162).) The fact that it is generally well-inten- mercifully, the 'joke' went over my tioned, however, does not make it head. No harm was of course in- Sarcasm is a particularly powerful anymore accessible to others. If I, as tended. But what the American form of negative humour. In the strict- an English speaker, can at times feel speaker did not realise was that for est sense of the word, it refers to lan- mystified, offended an excluded by many of us from other parts of the guage which intentionally expresses particular forms of native-speaker 'hu- world, the question of our 'place' fre- the opposite of what is actually meant mor', then imagine how puzzling and quently confronts us in various subtle in a bid to mock or insult others. What upsetting that same humour might be and not so subtle ways - the English may be in- Language and Literature Department tended humor- at this University refused me because ously or teas- I was not a speaker of American En- ingly in order to humour is often rooted in atti- glish (however that is defined given 'break the ice' or tudes with are essentially ethno- the huge range of regional and draw students sociolectal variations); the writer in out, may in fact centric and self promoting. today's Korea Herald who, in discuss- be literally re- ing the use of Konglish and 'real' En- ceived as mock- glish makes the claim that "The ma- ing or insulting behaviour by many for a speaker from an entirely differ- jority of Americans use English Koreans whose social discourse, par- ent linguistic and socio-culture back- poorly or incorrectly." (thereby rel- ticularly in the classroom, is very dif- ground. egating the rest of the English-speak- ferent. Moreover, in the light of what ing world to invisibility); my Korean many see as the 'colonising' effects of The message, I think is clear, we con- language instructor who refers to En- English language and culture on the stantly expect our students to react to glish as 'miguk-mal.' The anecdotes Korean Peninsula, it is not surprising and engage in situations which are are endless, and endlessly frustrating. that sensibilities are further aroused. culturally unfamiliar, Because the in- While I am not particularly patriotic, nuendos and references are clear to I have to acknowledge that my 'place' Of course having said this it is unde- us, we assume that they are clear to is 'different' and I find myself strug- niable that what is sometimes experi- others. Humour is clearly one domain gling at times to establish my identity enced as sarcasm in the classroom is which may prove problematic as a amongst a group of 'foreigners' who indeed directly expressed as sarcasm- potential source of cross-cultural mis- are generally self-referential to the used at times in order to control understanding. In this light, as media- extreme. In this context what was an through a process of subtle, or not so tors in the language classroom, we act of ostensibly harmless 'humor' subtle humiliation. At times, too, it need to: could have been powerfully been mis- emerges as the more indirect product interpreted. of exasperation. For those with little a) acknowledge that humour is a cul- experience of language learning or turally determined phenomenon; These examples are somewhat unfor- language education, for those who are tunate in that they focus on those unaware of the huge structural and b) be aware that what is perceived as English speakers raised in the coun- conceptual differences between Ko- humorous in one socio-cultural con- try centred between the Canadian and rean and English, it may be an expres- text may not be appropriate in an- Mexican borders. Min's book, how- sion of frustration and irritation when other; ever, is based on Americans, and the students are unable to confidently and reality is that Americans are dominant spontaneously produce the desired c) be sensitive to how we use and in English teaching circles in Korea. response. Similarly, on a level of cul- manipulate humour when interacting The point I am trying to make is not ture 'unawareness', it may be a re- with students; that there is something perverse about sponse to student's inability or seem- American humor per but rather that ing unwillingness to interact in the d) highlight, exemplify and contrast humour in any context, is culture spe- expected way. humour as an integral aspect of socio- cific. Whereas humour from my part cultural behaviour in our teaching. of the English-speaking world tends On the other hand, what is experi- to be rather dry and self-deprecating, enced by many Korean students as REFERENCES: for example, American humour tends sarcasm may in fact be the result of (1) Min, Byoung-chul (1995) Ugly to be sharp, fast and directed at oth- unquestioned and accustomed use of Koreans, Ugly Americans BCM ers. More significantly, perhaps, humour on the part of the teacher. Publishers Inc, Seoul humour is often rooted in attitudes Rather than being maliciously tar- with are essentially ethnocentric and geted, that humor may in fact be well 22 The English Connection May 1997 Volume 1 / Issue 1 Book Reviews: Pragmatics by George Yule reviewed by applied. Each short text excerpts is sals but discarded everyday language followed by questions to stimulate in use. The discards became the study Gina Crocetti, Seoul and guide the readers investigation. of pragmatics: speaker meaning in Chapter Vice President; The Glossary defines terminology in- context and how more is communi- troduced in the survey section and cated than the words spoken. Yule Kwang Woon Univ. cross-references it to serve as an in- devotes a chapter to each of seven dex also. concepts; highlights of which include reference, presupposition, politeness, ragmatics is the second in an in The series is meant to make linguis- and speech events. troductory series edited by tics accessible and understandable to PHenry Widdowson. The book novices and to lay people with a curi- Current linguistic practice is to at is divided into four sections beginning osity about language. This series individual's preferred for learning a with a survey. The survey comprises should quell the beginners complaint language. Does a learner need to see more than half the book and gives an that the field of linguistics is loaded the whole picture to know where to overview of the field of pragmatics with unfamiliar vocabulary making fit the parts, or is it enough to learn relating it to other areas of linguistic reading arduous. Even students al- the parts and watch them add up to concern such as semantics, syntax, ready familiar with linguistics, but the whole? The wide view of language discourse analysis and culture. The about to embark on a new area of learning has been applied to the in- text is meant to be easy to read and is study, will find the series helpful. And troductory linguistic series so that free of the usual bibliographic refer- visitors to the field will appreciate the each book relates its topic to the en- ences. Instead, these are saved for the easy access to specialist knowledge tire field. Thus how pragmatics fits third section entitled References. The and the direction provided for further into semantics and syntax is made references are organized by survey research. clear as is the purpose of pursuing it chapter giving the reader plenty of as an area of research. This simplified, options for further reading. The sec- Yule describes pragmatics as the lin- yet challenging introductory series to ond section, Readings, contains ex- guistic wastebasket. He says linguis- linguistics is a welcome preparation cerpts from existing literature to illus- tics happily studied the abstract prin- for the body of detailed, technical lin- trate how the study of pragmatics is ciples of language in search of univer- guistic research already in existence.

IATEFL: with the Other. What is the nature of at the University of Manchester Insti- this Otherness? What is the relation of tute of Science & Technology, -continued from page 18 language and cultural identity in lan- Manchester, UK. amination room and the world outside. guage learning? Can awareness of this His talk looked at how this has been a facilitate cross-cultural understanding, IATEFL publishes a Conference Report done in practice by looking at an actual or even "communicative peace"? She each year which is distributed to all examination and outlining the key fea- drew on concrete observations of and members as part of their membership tures of other papers. He also evaluated testimonies from language learners in package. The report will include how successful the HKEA has been in addressing these issues. Plenaries and Presenter's Reports as its wash back aims, both in terms of well as reviews of the conference con- teaching content and methodology. The evenings were full with tours tent from the perspective of overseas around Brighton; a real Scottish Ceilidh delegates. It will also be available for sale After a short address by David Crystal, Dance where everyone had a chance to to non-IATEFL members. For informa- honorary president of IATEFL, the clos- dance to the sound of the The Reel tion on the Conference Report and/or ing Plenary, "In another tongue" was Tyme Ceilidh Band and listen to mag- member ship, contact IATEFL, 3 offered by Claire Kramsch, Professor nificent bagpipe playing and watch Kingsdown Chambers, Kingsdown of German and Foreign Language Edu- demonstrations of the Sword Dance Park, Whitstable, Kent, England, CT5 cation at the University of California at and Highland Fling; storytelling with 2DJ. Telephone: +44 (0) 1227-276528. Berkeley and Director of the Berkeley Andrew Wright; a writing workshop Fax: +44 (0) 1227-274415. On the Language Center. Hardly any other ex- with Mario Rinvolucri; a talk on Re- WORLD WIDE WEB: Email: yourself as both familiar and strange Conference Dinner. The beautiful, <[email protected]>. than speaking in a tongue different from rocky beach and local pubs also pro- your own. Indeed, communicating in a vided opportunities for networking and Bonnie Mennell is Director of the foreign language has been seen recently discussions sparked by the conference Summer Master of Arts in Teaching by sociolinguists and feminists as po- agenda. Program at the School for Interna- tentially constructing new social and tional Training in Brattleboro, cultural identities through encounters IATEFL will be held on 14-18 April '98 Vermont, USA. 23 The English Connection May 1997 Volume 1 / Issue 1

Prof. Jong-Yurl Yoon Dept of En- Kugler Keimyung Junior College Calendar glish/Hanyang Univ. Dept of En- Department of Tourism & English glish/Kookmin Univ. (Tel) (02) Interpretation 2139 Daemyung Edited by Robert J. Dickey, 290-0777 (02) 910-4378 (Fax) (02) Dong, Nam Gu Taegu 705-037, 290-0741 (02) 910-4229 (e-mail) South Korea (Work phone) 82 (53) Pusan Chapter Vice Presi- [email protected] 620-2663 (Work fax) 82 (53) 628- dent; Miryang National [email protected] 3340 (Home phone) 82 (53) 653- 5416 (E-mail) Polytechnic University Aug 13-16 '97 International Young/ [email protected] School Age Learner's Conference "Exploring the best techniques of Oct 9-12 '97 JALT '97 "Trends and CONFERENCES teaching and learning English in Transitions" Hamamatsu City, Primary and Secondary Schools in Shizuoka Prefecture, Japan Fea- the Korean Situation." KOSETA / tured: Penny Ur, Dr. Devon May 24 '97 Pusan Chapter/ KOTESOL PETA / British Council / IATEFL / Woods, (more to follow) Manager, Mini-Conference "Theory into TTI TTI International Conference JALT Central Office / Urban Edge Practice: Teaching English in the Center Seoul, Korea KOSETA #1 Building 5th Floor 1-37-9 Taito, Asian Classroom" Pusan Univer- Yongsan-Dong, Yongsan-Gu, Taito-ku, Tokyo 110 JAPAN (Tel) sity of Foreign Studies Young Seoul 140-02 (Tel) (02) 754-6319 +81-3-3837-1630 (office hours, M- (Naun) Hwang, Chapter President (Fax) (02) 774-1368 F) (Fax) +81-3-3837-1631 (e-mail) (Home Tel) (051) 502-9316 (Fax) [email protected] will be routed prop- (051) 505-9317 (e-mail) Aug 15-16 '97 First International erly (Web Site) http:// [email protected], Conference on Cognitive Science langue.hyper.chubu.ac.jp/jalt/ [email protected] The Korean Society for Cognitive Science Seoul National University Nov 7-9 '97 TESL/Canada '97 World Jun 7-8 '97 First International Con- Convention Center Skills: Language and Living ference on Multimedia Language Victoria, British Columbia (Tel) Education Rocmelia '99: Republic Aug 22-24 '97 ROCLING X (1997) +1-604-298-0312 Of China Multimedia English International Conference Research Learning and Instruction Associa- on Computational Linguistics Nov 14-16 '97 6th Internation Sym- tion (ROCMELIA) Chinese Naval Academia Sinica, Taipei, Taiwan posium and Book Fair on English Academy, Kaohsiung, Taiwan ssion 1 of the 5th International Teaching English Teachers' Asso- (Tel) +886-7-771-9365 (Fax) +886- Symposium of the (Japanese) Na- ciation of Taiwan (ETA-ROC) Na- 7-713-1095 (e-mail) tional Language Research Institute tional Taiwan Normal Univ., Taipei, on the following topics: (i) Space Culture Center Kyoungju, Semantics, (ii) Phonetics in Pho- Kyungbuk.Demetra E. Gates Nov 18-20 '97 English for specific nology, (iii) Ellipsis in Syntax and Taegu National University of Edu- Purposes: Meeting the Challenges Semantics. INVITED SPEAK- cation Dept. of English Education of Today and Tomorrow Puteri Pan ERS: Robert Freidin (Princeton U.) 1797-6 Daemyung 2 Dong, Nam- Pacific Hotel, Johor Bahru, Malay- Ronald W. Langacker (USCD) ku Taegu, 705-715 South Korea sia Edward Keenan (UCLA) Susumo (Work phone) 82 (53) 620-1426 Kuno (Harvard U.) Donca Steriade (Work fax) 82 (53) 622-8270 Nov 21-22 '97 Motivation in lan- (UCLA) For Further information, (Home phone) 82 (53) 559-4292 guage learning Novotel, York, En- please contact: Prof. Ki-jeong Lee (Home fax) 82 (53) 559-4293 Kari gland 24 The English Connection May 1997 Volume 1 / Issue 1

Nov 21-23 '97 AATG-ACTFL machine translation, parsing, spo- Dong, Nam Gu Taegu 705-037, (American Council on Teaching of ken language processing, corpus South Korea (Work phone) 82 (53) For. Lang.) Nashville, TN linguistics, language-based infor- 620-2663 (Work fax) 82 (53) 628- mation retrieval, text processing, 3340 (Home phone) 82 (53) 653- Dec 2-4 '97 Natural Language Pro- electronic lexicon and lexical se- 5416 (E-mail) cessing Pacific Rim Symposium mantics, speech recognition/syn- [email protected] 1997 (NLPRS'97) (Incorporating thesis. Official Conference Lan- SNLP'97) Phuket, Thailand guage: English Submission: Nov 7-9, '97 TESL/Canada '97 World ROCLING X c/o Dr. Keh-Jiann Skills: Language and Living Mar 14-17 '98 American Assn of Ap- Chen Institute of Information Sci- Victoria, British Columbia Calls plied Linguistics Annual Confer- ence, Academia Sinica, Nankang, for Presentation available: (Tel) +1- ence Seattle, WA Taipei 115, Taiwan (Tel/Fax) +886- 604-298-0312 Mar 14-17 '98 2-788-1638 Types: a) Regular Pa- American Assn of Applied Lin- Mar 17-21 '98 TESOL '98 "Connect- per [max. 25pp., double-spaced], guistics Annual Conference Se- ing Our Global Community" Se- b) Short Paper, and c) Project attle, WA proposal due date: Au- attle, WA (USA) TESOL, Inc 1600 Notes [both max. 10pp., double- gust XX, 1997 Cameron St., Suite 300, Alexan- spaced] Copies:Send four (4) cop- dria, VA 22314-2751 USA (Tel) +1- ies of full paper. Format: The title Mar 17-21 '98 TESOL '98 "Connect- 703-836-0774 (Fax) +1-703-836- page should indicate submission ing Our Global Community" Se- 6447 (e-mail) [email protected] type(s), and contain abstract (less attle, WA (USA) TESOL, Inc 1600 (Web Site) http://www.tesol.edu than 200 words), name, affiliation, Cameron St., Suite 300, Alexan- address, and email address of the dria, VA 22314-2751 USA (Tel) +1- author(s). Papers should follow ei- 703-836-0774 (Fax) +1-703-836- CALLS FOR PAPERS ther the ACL or the LSA 6447 (e-mail) [email protected] stylesheet. Strongly Recom- (Web Site) http://www.tesol.edu mended: Electronical submission Calls for Participation avail - call May 24 '97 Pusan Chapter/ of the title page at the same time Robert Dickey in Korea at (0527) KOTESOL Mini-Conference of sending the paper. Electronic 50-5429 or through e-mail "Theory into Practice: Teaching Submission: [plain text files only] English in the Asian Classroom" Accepted via email at Call for Participation due May 15 Pusan University of Foreign Stud- [email protected] OR and August 29, 1997 ies Call For Papers (see pages [email protected] within this issue) The deadline for Submission Deadline: June 16, submission of abstracts is 1997 (Monday) Notification of Ac- EVENTS May 15, 1997 for infocontact: ceptance: July 9, 1997 (Wednes- [email protected] day) Final Version of Paper Due: May 17 '97 2:00p.m. Korea TESOL August 1, 1997 (Friday) Aug 13-16 '97 International Young/ 1997 Drama Festival at Hannam School Age Learner's Conference University. Students will perform Oct 3-5 '97 THE 1997 KOREA "Exploring the best techniques of skits, scenes and adaptations of TESOL CONFERENCE "Tech- teaching and learning English in other works. Though this festival nology in Education: Communi- Primary and Secondary Schools in is aimed at un-experienced "ac- cating Beyond Traditional Net- the Korean Situation." KOSETA / tors," with a focus on language, works" Kyoung-Ju Education and PETA / British Council / IATEFL / there will be a performance by one Culture Center Kyoungju, TTI TTI International Conference or two groups that have had more Kyungbuk Call For Papers (see Center Seoul, Korea Call For Pa- experience, during intermission. pages within this issue) The dead- pers -- Application due by June 10, For further information contact line for submission of abstracts is 1997 KOSETA #1 Yongsan-Dong, Lori Roach at Hannam Univer- May 15, 1997. Demetra E. Gates Yongsan-Gu, Seoul 140-02 (Tel) sity,133 O-Jung Dong, Taejon 300- Taegu National University of Edu- (02) 754-6319 (Fax) (02) 774-1368 791; (Office) 042-629- cation Dept. of English Education 7335,(Home) 042-625- 1797-6 Daemyung 2 Dong, Nam- Aug 22-24 '97 ROCLING X (1997) 5040,(Home fax) 042-623-8472. ku Taegu, 705-715 South Korea International Conference Research (Work phone) 82 (53) 620-1426 on Computational Linguistics (Work fax) 82 (53) 622-8270 Send submissions for the Calendar to Academia Sinica, Taipei, Taiwan (Home phone) 82 (53) 559-4292 Robert J Dickey Miryang National Call for Papers Topics of Interest: (Home fax) 82 (53) 559-4293 Kari University English Department, 1025- All areas of Computational Lin- Kugler Keimyung Junior College 1 Nae 2 Dong, Miryang Kyungnam, guistics and Natural Language Pro- Department of Tourism & English Republic of Korea 627-130 or cessing, including, but not limited Interpretation 2139 Daemyung to: natual language understanding, 25 K orea TESOL Membership Application / Change of Address

Please fill in each item separately. Do not use such time-saving conventions as "see above." The database programs used to generate mailing labels and membership directories sort answers in ways that make "see above" meaningless. Long answers may be truncated. Use abreviations if necessary.

Please check the items that apply to you Type of Membership o New membership application o Individual (30,000 won/year) o Membership renewel o Institutional (50,000 won/year) o Change of address / information notice o Commercial (300,000 won/ year)

Payment by o Cash o Check o On-line transfer (Pleae make on-line payments to KOTESOL at the Foreign Exchange Bank (¿ÜÈ¯ÀºÇà) account number 283-18-01616-1. In order to insure that your application is properly processed either include your name on the bank transfer slip or send a photocopy of the bank transfer slip with this application.

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Mail this for m to: Jack Large , Depar tment of English Education W onkwang Univ. 344-2 Shin yong Dong Iksan, Chonbuk 570-749 (Work phone) 0653-50-6519 (Home) 0653-834-8529 (Fax) 0653-834-9170 (E-mail) larjak2@n uri.net

4/97 Constitution & Bylaws of Korea TESOL

Constitution (Adopted April 1993 Bylaws (Adopted April 1993) 3. Minutes of the Council shall be avail- Amended October 1996) able to the members of KOTESOL. I. Language The official language of 1. Name The name of this organization KOTESOL shall be English. V. Committees 1. There shall be a National shall be Korea TESOL (Teachers of Program committee chaired by the Second English to Speakers of Other Lan- II. Membership and Dues 1. Qualified indi- Vice-President. The Committee will con- guages), herein referred to as KOTESOL. viduals who apply for membership and sist of the Vice-Presidents from each of the The Korean name of the organization pay the annual dues of the organization Chapters. The Program Committee shall be shall be ´ëÇÑ¿µ¾î±³À°ÇÐÈ¸. shall be enrolled as members in good responsible for planning and developing standing and shall be entitled to one vote programs. 2. There shall be a Publication II. Purpose KOTESOL is a not-for-profit in any KOTESOL action requiring a Committee responsible for dissemination of organization established to promote vote. information via all official publication. 3. scholarship, disseminate information, The Council shall authorize any other standing committees that may be needed to imple- and facilitate cross-cultural understand- 2. Private nonprofit agencies and commer- ing among persons concerned with the ment policies of KOTESOL. 4. A National cial organizations that pay the duly as- Conference Committee shall be responsible teaching and learning of English in Ko- sessed dues of the organization shall be rea. In pursuing these goals KOTESOL for planning and developing the Annual recorded as institutional members with- Conference. The National Conference shall co-operate in appropriate ways out vote. with other groups having similar con- Committee Chair shall be elected at the cerns. Annual Business Meeting two years prior 3. The dues for each category of member- to serving as Chair of the National Confer- ship shall be determined by the Council. ence Committee. This person shall serve III. Membership Membership shall be open The period of membership shall be from as Co-chair of the National Conference to professionals in the field of language the date of payment to the next An- Committee for the first year of the term. In teaching and research who support the nual Business Meeting. Dues shall be the second year of the term the Co-chair goals of KOTESOL. Non-voting mem- assessed on a pro-rated basis. The Trea- shall become the Chair of the National Con- bership shall be open to institutions, surer will have the pro-rated schedule. ference Committee. 5. There shall be a agencies, and commercial organizations. Nominations and Elections Committee re- III. Duties of Officers 1. The President shall sponsible for submitting a complete slate IV. Meetings KOTESOL shall hold meet- preside at the Annual Business Meeting, of candidates for the respective positions ings at times and places decided upon shall be the convener of the Council, and of KOTESOL to be elected. The Chair of and announced by the Council. One shall be responsible for promoting relation- this Committee shall be elected by a ma- meeting each year shall be designated ships with other organizations. The Presi- jority vote of members. The Chair is re- the Annual Business Meeting and shall dent shall also be an ex-officio member of sponsible for appointing a Nomination and include a business session. all committees formed within KOTESOL. Elections Committee and for conducting the The first and second Vice-Presidents shall election. V. Officers and Elections 1. The officers of cooperate to reflect the intercultural dimen- KOTESOL shall be President, a First Vice- sion of KOTESOL. VI. Chapters 1. A Chapter of KOTESOL can President, a Second Vice-President, a Sec- be established with a minimum of twenty retary, and a Treasurer. The First Vice- 2. The First Vice-President shall be the super- members, unless otherwise specified by the President shall succeed to the presidency visor of the Chapters and work with the Council. 2. The membership fee shall be the following year. Officers shall be elected Council representatives from each Chap- set by the Council, 50% of which will go annually. The term of office shall be from ter. The First Vice-President shall also un- to the National Organization, and 50% will the close of one Annual Business Meeting dertake such other responsibilities as the belong to the Chapter. 3. The Chapters will until the close of the next Annual Business President may delegate. have autonomy in areas not covered by the Meeting. Constitution and Bylaws. 3. The Second Vice-President shall be the con- 2. The Council shall consist of the officers, the vener of the National Program Committee VII. Parliamentary Authority The rules con- immediate Past President, the chairs of all and shall be responsible for planning, de- tained in Robert's Rules of Order, Newly standing committees, and a representative veloping and coordinating activities. Revised shall govern KOTESOL, in all from each Chapter who is not at present an cases in which they are applicable and in officer. The Council shall conduct the busi- which they are not inconsistent with the 4. The Secretary shall keep minutes of the An- ness of KOTESOL under general policies Constitution and Bylaws. nual Business Meeting and other business determined at the Annual Business Meet- meetings of KOTESOL, and shall keep a ing. record of decisions made by the Council. VIII. Audits An audit of the financial transac- The Treasurer shall maintain a list of tions of KOTESOL shall be performed at 3. If the office of the President is vacated, the KOTESOL members and shall be the cus- least (but not limited to) once a year as di- First Vice-President shall assume the Presi- todian of all funds belonging to KOTESOL. rected by the Council. dency. Vacancies in other offices shall be dealt with as determined by the Council. IV. The Council 1. All members of the Council IX. Amendments The Bylaws may be amended must be members in good standing of by a majority vote of members provided that VI. Amendments This Constitution may be KOTESOL and international TESOL. 2. notice of the proposed change has been amended by a majority vote of members, Five members of the Council shall consti- given to all members at least thirty days provided that written notice of the proposed tute a quorum for conducting business. before the vote. The Bylaws may be change has been endorsed by at least five Council members shall be allowed to ap- amended without such prior notice only at members in good standing and has been dis- point a qualified substitute, but that person the Annual Business Meeting, and in that tributed to all members at least thirty days shall not be allowed to vote at the meeting. case the proposal shall require approval by prior to the vote. three-fourths of the members present. CALL FOR PAPERS THE 1997 PUSAN CHAPTER of KOREA TESOL MINI-CONFERENCE May 24, 1997 Pusan, S. Korea

The deadline for submission of abstracts is April 30, 1997.

The '97 Conference Committee is accepting presentation proposals in all areas relevant to teaching and learning English in the environment of NE Asia, specifically Korea.

Please submit proposals for the 1997 Pusan Chapter of Korea TESOL Mini-Conference to:

Robert J. Dickey | office phone: + 82-527-50-5429 Miryang National University English Department | 1025-1 Nae 2 Dong | FAX: +82-527-50-5250 Miryang City, Kyungnam S. Korea 627-130 | e-mail: [email protected]

THE 1997 PUSAN CHAPTER of KOREA TESOL MINI-CONFERENCE PRESENTATION PROPOSAL May 24, 1997

Presentation title: ______

Type (Check one): ___ Paper/Workshop ___ Workshop ___ Panel

Level (Check all that apply): ___ Elementary ___ Secondary ___ University ___ Adult Education

Equipment needed (Check all that apply): ___ OHP ___ VCR ___ Cassette Player

How many presenters for this presentation? _____

List the following contact information for each presenter (use a separate sheet if necessary)

Name: ______Fax: ______e-mail: ______Work phone: ______Home phone: ______Affiliation: ______Address:______

Biographical data: Write a brief personal history of each presenter for the program. The maximum length is 100 words. Use a separate sheet if necessary. ______

Use a separate sheet for your abstract. Be sure to include the title and names of the presenters on each proposal submitted. The maximum length is 150 words. Submit one copy of everything by April 30th, 1997 to Robert Dickey at the address listed above. THE 1997 KOREA TESOL CONFERENCE October 3-5, 1997 Kyoung-ju Educational and Cultural Center Technology in Education: Communicating Beyond Traditional Networks Call For Papers

Deadline for Submission: May 15,1997 Here are some are some areas in which the 1997 Conference Committee is accepting presentation proposals.

• Alternative approaches to teaching • Peace, justice and environmental education • Technological approaches • ESP • Globalization in Asia • Curriculum and course development • Pan-Asian teaching concerns • English materials development for Asia • Cross-cultural teaching • Use of video in the English classroom • CALL • Ethnomethodology in the classroom • Using Internet • Linguistics in teaching communication • Testing and evaluation • Classroom management • Elementary English Education • Multi-media in language learning • Secondary English Education • Literature and drama in the classroom

See reverse side for abstract form. For additional information , contact one of the following individuals:

Kari Kugler Demetra Gates Keimyung Junior College Dept. of Taegu National University of Education Tourism and English Interpretation Dept. of English Education 2139 Daemyung-dong, Nam-ku 1797-6 Daemyung 2 Dong, Nam-ku Taegu, 705-037 Taegu, 705-715 Work phone: + 82-53-620-2663 Work phone: + 82-53-620-1426 Home phone: + 82-53-653-5416 Home phone: + 82-53-559-4292 Home fax: + 82-53-628-3340 Home fax: + 82-53-559-4293 E mail: haceta@ bora.dacom.co.kr Work fax: + 82-53-622-8270 1997 Korea TESOL Conference Presentation Proposal

Technology in Education: Communicating Beyond Traditional Networks October 3 - 5, 1997

Presentation Title:______

Type (Check one): _____ Paper _____ Workshop _____ Panel _____ Paper/Workshop

Level (Check all that apply) ____ Elementary ____ Secondary ____ University ____ Adult Education

Equipment needed (Check all that apply): _____ OHP _____ VTR (VCR) _____ Cassette recorder _____ Computer

How many presenters for this presentation? _____

List the following contact information for each presenter (use a separate sheet if necessary)

Name: ______Fax: ______Work phone: ______Home phone:______Affiliation: ______Address: ______

Biographical data: Write a brief personal history of each presenter for the program. The maximum length is 100 words. Use a separate sheet if necessary. ______

Please check the times that you are available to present:

___ Saturday, October 4, 1997, 9 am - 12 pm ___ Sunday, October 5, 1997, 9 am - 12 pm ___ Saturday, October 4, 1997, 1 pm - 5 pm ___ Sunday, October 5, 1997, 1 pm - 5 pm

Length of presentation: _____ 50 minutes _____ 90 minutes

Use a separate sheet for your abstract. Be sure to include the title and names of the presenters on each proposal submitted. The maximum length is 150 words. Submit one copy of everything by May 15th, 1997 to either Demetra E. Gates or Kari Kugler, 1997 Korea TESOL Conference Co-Chairs. Please include two 3 1/2 x 4 cm. color photos. You should receive an answer by July 1st as to whether your proposal has been accepted for presentation. Thank you very much for your interest in making the 1997 Korea TESOL Conference a success!! Korea TESOL 1997 Drama Festival May 17, 1997 2:00 p.m. Hannam University, College of Liberal Arts Bldg. 4

Korea Tesol Members,

Yes!! It's that time again. The Drama Festival is coming up in May and you need to apply now to be one of the six groups that will be asked to show the world what you and your students can do. This year we are accepting applications from all over Korea. Because this has become a national Korea TESOL event, we are setting the deadline for applications for April 30th, 1997. Depending upon the number of applicants, we will decide soon thereafter whether a run-off is necessary. If it is necessary, it will be done by region or by school.

We want to stress that this is not a festival for seasoned actors. Rather, it is a chance for students with little or no acting experience to get up on stage and have some fun. We also emphasize the idea that a lot of elaborate props are NOT necessary.

We will gladly entertain original skits, scenes or adaptations of other works that are funny, serious or otherwise entertaining to an audience that may reach thousands (or at least two or three hundred.)

We want to focus on language, and let the students know that this is an opportunity for them to improve their English speaking skills, and not necessarily their acting skill. We can't all act well, but we all have the ability to speak well!!! If you are interested, the following information will be important:

The stage dimensions are approximately: rear; five meters, front; nine meters

Please direct any inquiries about the festival to: Lori Roach Hannam University 133 O-Jung Dong Taejon 300-791 (Office) 042-629-7335 (Home) 042-625-5040 (Home fax) 042-623-8472

IMPORTANT NOTE!

Though this festival is aimed at un-experienced "actors," we are also planning to include in the program a performance or two by groups that have had more experience. This (these) "encore" performance(s) will be held during the intermission at the festival. Here, we will choose one or two groups to perform a scene or short playlet that they have been working on over the past couple of months, as an encore to the other performances. This will provide your students, who have worked long and hard, a showcase to demonstrate their acting and speaking skills. This is also an opportunity for the better speakers of English to set an example for other students. Application Form Korea TESOL Drama Festival May 17, 1997

Please fill out this form completely and send it back to Lori Roach at: Hannam University Dept. of English Language and Literature 133 O-jung Dong Taejon 300-791 Tel: 042-629-7335 Fax: 042-623-8472 Be Creative!

Name of School/Instituttion______Name of your group______Name of group leader and faculty advisor______Telephone number______

Member names (maximum of ten) 1.______6.______2.______7.______3.______8.______4.______9.______5.______10.______

Type of play/skit _____Comedy _____Drama _____Other

Title of play/skit______

Thank you for your interest! We look forward to seeing you!!