The English Connection Jan-Feb 2003 Volume 7 / Issue 1 T HE ENGLISH CONNECTION A Publication of Korea Teachers of English to Speakers of Other Languages Volume 7, Number 1 Introduction
Culture: vast, elusive, dynamic. Trying to understand it is like trying to hold water in your hands. The moment you think you have a grasp on it, it slips away. So instead of definition, I turn to analogy Culture in the to make some sense of this abstract yet ever-present phenomenon. To my mind, those things I observe words, music, Korean EFL homes, roads, stories, actions, and so on ad infinitum are but waves atop an Classroom: enormous ocean of culture.
What's Inside? A Humanizing For three years, while teaching English Conversation in South Korea, I thought, Process read, talked, and ate Korean culture. New Column: Much ESL and EFL literature appeared Financial Planning by Sheila Windle to support my notions of cultural by Robert Williams ... 13 differences that manifest themselves in the Korean EFL classroom. However, I A Glimpse from the Past... needed to perform the acid test of whether my beliefs meshed Looking to the Future... with students realities. To that end, I contacted Jay by Oryang Kwon ... 8 (pseudonym), a Korean friend who was doing his Masters in
continued on page 6 Training Notes: English Only? No! ... 12
Calls for Papers, Conferences, Chapter & SIG Reports, and much, much more! Email us at [email protected] Jan-Feb, 2003
To promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the 1 teaching and learning of English in Korea. www.kotesol.org The English Connection Jan-Feb 2003 Volume 7 / Issue 1
Call for Papers for PAC Journal (Korea Section)
I. Background: What is PAC Journal? In 1997 three Asian based language teaching organizations—JALT, ThaiTESOL and KoreaTESOL—launched the Pan Asia Confer- ence Series, the first of which was held in Bangkok (Jan 1998) and the second in Seoul in October 1999, which was hosted by KoreaTESOL. The conference series was started in an effort to bring together language teachers from the various regions of Asia, to give them an opportunity to discuss the similarities and differences that exist in their various teaching contexts and, as an extension, to encourage and foster collaborative research efforts. FEELTA (Russia) became a member at the PAC 3 conference in Kitakyushu Japan, November 2001. PAC Journal is a natural outgrowth of this inter-organizational cooperation, a forum where we hope the results of our collaborative discussions, research projects and jointly authored papers will have a natural forum that cuts across national and cultural bound- aries. The editorial team has been international in composition: the Editor-in-chief based in Singapore and country editors from each of the PAC member countries.
II. Call for Papers The Pan Asia Consortium (PAC) Journal is seeking contributions of articles focused on the following area: ACTION RESEARCH as it is conducted and applied in the EFL teaching context by teachers and researchers who are teaching in Korea. Collaboration with colleagues in other Asian countries is encouraged.
Papers should meet the following 5 minimum requirements: (1) A statement of the problem—including the context and the participants. Why was this a problem? The problem should not be too broad and should be located in teaching. Institutional problems, while related to the classroom, may cause more ‘problems’ than they are worth! (2) A brief review of the literature—all the recent movers and shakers in the area should be included that address THE PROBLEM only! (3) A method to solve the problem—outlined in detail—what method, why this method, where did it come from, etc. (4) Result—what was the outcome—details. (5) Action—this last cycle is sometimes left out of some so called AR projects but should be included: A comparison of number 1 and number 4 above—what will the teacher do now and in the future? Will he/she incorporate the new result (#4) or will he/she stick with the original method (or whatever)? Editor Farrell’s note: Authors, please use these five steps as subheadings in your papers. Papers that do not use these five subheadings will not be accepted.
GUIDELINES: All articles must be in English with 4,000 words maximum, including references. PAC Journal uses the Publication Manual of the American Psychological Association, 4th edition. Format. All manuscripts must be printed out and double-spaced on one side of A4 or 8.5" x 11" paper. 3 cm margins should be used, and the letter size (font) should be set so that approximately 250 words fit on a page. (Where possible, Times Roman 12 point should be used.) Authors must supply camera-ready diagrams or figures on separate pages appended to the article. Materials to be submitted: (i) Cover sheet with contact name(s)/address, title, running head title (2 - 5 words, in English for all articles), author name(s) with institutional affiliation, abstract (150 word maximum). (ii) An MSWord/RTF file with the above page formatting, submitted as an email attachment, is the preferred form of submission. However, hardcopies will be accepted as initial submission, with a mandatory accompanying Macintosh/IBM- DOS formatted disk in MSWord/RTF. Final acceptance is provisional upon receipt of camera-ready diagrams or figures (BMP files may be acceptable).
DEADLINE: All articles must be received by May 1, 2003 Dr. Andrew Finch at the following address: Kyungpook National University Teacher’s College Department of English Education 1370 Sangyuk-dong, Buk-gu, Daegu 702-701 Email:
T HE E NGLISH CONNECTION A Publication of Korea Teachers of English to Speakers of Other Languages
Features Culture in the Korean EFL Classroom, A Humanizing Process ... 1 Sheila Windle A Glimpse from the past... Looking to the Future ... 8 Oryang Kwon
News Leadership Retreat 2002: Turning the Corner ... 14 KOTESOL Ambassadors ... 24 PAC4 Conference Report ... 25
Columns President's Message ... 5 Young Learners: Using Literature with Young Adults ... 10 Professional Development: Paths to Professional Development (Part two) ... 11 Training Notes: English Only? No! ... 12 Financial Planning: The Personal Financial Planning Cycle ... 13 Pan Asia: ThaiTESOL Wins Sustainable Development of ELT Skills Award ... 16 Word Whys: Etymological Excavation: Tools of the Trade ... 17 CONETENTS Web Wheres: Seven for Sanity ... 17 Membership Spotlight ... 19
Jan-Feb, 2003 What's Up in KOTESOL (Chapter Reports, etc...) Cheongju, Daegu-Gyeongbuk, Daejeon, Gangwon, Jeolla, Seoul Volume 7 Teacher Education and Development SIG, Young Learners SIG, Number 1 and KTT ... 20-21
For Your Information ISSN: 1598-0456 Call for Papers for PAC Journal ... 2 KOTESOL Drama & Film Festival Call for Presenters ... 15 Calendar ... 22-23 Contributor Guidelines ... 26 Who's Where in KOTESOL ... 28-29 KOTESOL 2003 Budget ... 30 Call for Papers for 11th Annual KOTESOL International Conf ... 31-32 KOTESOL Constitutions & Bylaws ... 33 Membership Application and Information ... 34-35 www.kotesol.org 3 The English Connection Jan-Feb 2003 Volume 7 / Issue 1
T HE ENGLISH is a bimonthly publication of Korea Teachers of English to CONNECTION Speakers of Other Languages Managing Editor Section Editors Robert Dickey (O) 054-770-5136 (Email) Kirsten Reitan (Features, Editor-at-large)
Editorial Staff Production Terri-Jo Everest (Editor-at-large) advertising by Robert J. Dickey (see info this page) (Email)
The English Connection, published six times a year, bimonthly, is the official newsletter of Korea Teachers of English to Speakers of Other Languages (KOTESOL), an academic organization, and is distributed free of charge as a service to the members of KOTESOL. Advertising is arranged through Robert Dickey at
Dear Colleagues,
Welcome to 2003! It seems like only yesterday that everyone was talking about the beginning of a new millennium, but we have already crossed the threshold of a brand-new year the year 2003, the Year of the Sheep. We held the 10th International Conference of Korea TESOL last October, meaning that Korea TESOL is now a little over 10 years old. Over the past decade, Korea TESOL has made great strides, contributing considerably to the development of English education in Korea and helping its members to improve themselves as educators and researchers. Over this long journey there have been unavoidable difficulties and numerous changes, but our association has had the fortitude to overcome all obstacles. The next ten years, however, will prove even more important than the past ten in determining whether Korea TESOL truly prospers as an academic society or merely survives.
Korea TESOL is unique among Koreas English education-related organizations in several ways. Among its unique features, I would like to emphasize two very important ones. First, Korea TESOL has a good membership mix of Korean and non-Korean members, which has given the organization a leading edge in organizing international conferences in the field. I am sure the Korea TESOL conferences have provided venues for members to present what they have discovered through research and classroom application, thus allowing them to share their knowledge with colleagues, and have provided a single location in which to inspect the gamut of ELT materials.
The uniqueness of Korea TESOL, one that helps make it so strong, is that the national association has eight chapters across the country. President's Each chapter has its own monthly meeting, in which one or two EFL- related presentations are given, followed by active discussion among Message by the participants. At the chapter meetings, the presentations focus on practical issues and teaching techniques; the meetings also provide Dr. Sangdo Woo an excellent opportunity for networking with other teachers. For members who would like to share their teaching experience and techniques, the chapter meeting is the best place to begin.
I have seen some Korea TESOL members attending only the annual conference, and others only attending chapter meetings. I would like to encourage these members to come to the other types of events also. I am sure they will be surprised by what they have been missing.
Korea TESOL has grown into a leading English education association, not only domestically but on the international scene as well. Now we have approximately 600 members, eight chapters, eight standing committees, and five special interest groups. All national and chapter officers, as well as committee chairs and members, volunteer their time and expertise. I would like for you to take a look at the Whos Where in KOTESOL section of this issue of The English Connection. All the people listed there and many other volunteer members not listed are the people who organize all the events and prepare all the publications for you to enjoy. In this new year, I would like to urge you to volunteer your services at your chapter or at the national level. There are many divisions within Korea TESOL where additional help would be most welcome. To find information on who to contact, again, check the Whos Where section of this issue. I would like to see more members becoming more active in Korea TESOL in 2003. By taking a more active role in KOTESOL, you will be taking advantage of a great opportunity to develop yourself professionally and personally. As is true of most forms of volunteerism, you will be surprised to find that the amount you put into helping the association is dwarfed by the amount you gain from your experience.
Once again, I wish all our Korea TESOL members and members-to-be a very happy and prosperous new year.
5 The English Connection Jan-Feb 2003 Volume 7 / Issue 1
Culture in the Korean Jay believed that the collectivist-group answers based on fact are valued and distinction accounted for the greatest expected in the English language, other EFL Classroom amount of difference between Western cultures and languages might be more continued from the front page and Korean cultures. I wondered if tolerant of uncertainty in responses (Pak, questions about preferences might be 1973; Park, 1979). ESL. Jay helped me compose and translate considered irrelevant or meaningless to into Korean the Culture Survey. Then, individual Korean students without Secondly, 70% of the students agreed with the cooperation of four colleagues, opportunity for consultation with others. with The environment in the English the survey was administered to 110 As well, it had been suggested (Pak, 1973) instructors classroom is completely students enrolled in English Conversation that questions about the future were different from that of a Korean professor. at a Korean university. While some items somewhat irrelevant from an Eastern Though a vague statement in my on the survey supported my cultural philosophical standpoint, given that one estimation, it received surprisingly strong preconceptions, more did not. cannot control or accurately predict the support, which suggests there is more future. In addition, students were asked if beneath the term atmosphere in Korean This article will describe the process that I they thought their English Conversation culture than I understand. Inspiration for undertook in trying to come to a deeper teacher often requested yes-no answers this question came from recent research understanding of the relevance of culture to questions for which there was no (McKane, 2002) into anxiety in the Korean in the classroom. First, I will present my reasonably definitive answer. These EFL classroom. On open-ended questions, preconceptions, the rationale behind survey items arose out of distinctions a number of students in the study them, and a summary of survey results between Western thought and mode suggested that a different atmosphere that supported or refuted these of discourse as being linear, would help reduce anxiety. hypotheses. In the Analysis section, I will straightforward, and conclusive versus suggest possible reasons for the other modes of thought such as circular, There was also strong agreement with: I discrepancies between expectations and divergent, and accepting of various do not use certain expressions in English results in light of current research. The different answers (Kwon, 2001; Park, 1979; because the equivalent expression in Conclusion will describe a movement away Pinar, 1995). However, in all of these Korean would be impolite. From this from broad cultural generalizations to a questions, approximately 60% disagreed, result, I inferred that there are cultural more personal, experiential orientation 20% agreed, and 20% remained neutral. differences regarding utterances and wherein cultural practices, values, and topics generally considered appropriate in assumptions can be shared in the In general, I perceived that students were conversation. Sixty-eight percent of the classroom on the common ground of reluctant to get out of their chairs to do sample wished there were an English humanity. activities. Once out of their seats, they equivalent to Sugohassyeossimnida engaged enthusiastically in conversation, (roughly translated as: Thank you for Preconceptions, but getting them up was like pulling teeth. your efforts) to end class with a respectful However, on the survey only 10% of routine; 19% were neutral, and 13% Survey Questions and students agreed that, I feel disagreed. Results uncomfortable when we are asked to get out of our seats to speak to other Analysis General Disagreement students. One specific preconception based on The survey itself was not a highly rigorous personal observation was that students Keeping in mind that shame is still a major scientific instrument, nor were statistical tended to omit pronouns such as you, I, form of social control in Korea (Choi, 1998) analyses performed on the data. Rather, my, and me. My hypothesis was that and knowing that the courses I was this was an informal action research project students transferred Korean language teaching were mandatory, I wondered designed to solicit students thoughts on conventions onto English, rendering whether, given a choice, students would cultural differences that affect the EFL pronouns understood and opt in or out of speaking to a foreign classroom. The purpose of gaining insight unnecessary (Park, 1979). In the case of teacher. There was a 50-50 split on that to students EFL classroom experiences you, the Korean equivalent, dangsin, question. was to more effectively and sensitively, in would be disrespectful in most situations light of cultural factors, teach English and therefore again, due to cultural transfer General Agreement Conversation. However, the incongruity through the language, the personal The item that received the strongest of some expectations and results prompted pronoun would be left out. Alternatively, agreement (83% of respondents) was, It analysis of the process, including a critical Jay suggested that using these pronouns would be helpful to learn other examination of my own biases. To begin would result in students singling out expressions that mean maybe, such as with, it appears that I was attempting to themselves or others, a source of It depends; it depends on the represent a complex reality by using a embarrassment in Korean culture. Our situation; Im not sure; etc. This binary logic of either-or and us vs. them. hypotheses were dashed when, on four question dealt with mode of discourse, Guest (2002) warned that reducing cultures separate questions, students strongly typified as less direct in Korean than in to a few salient, general principles is disagreed with the statement that they English (Park, 1979) as well as the idea bound to end up closer to caricature than avoid using I, me, my, and you because it that English and Western thought is any real understanding or deep analysis. is too individualistic or disrespectful. deterministic. Whereas conclusive 6 The English Connection Jan-Feb 2003 Volume 7 / Issue 1
To confess the extent of my bias, I was ones that would determine whether though more and more researchers and reluctant to use the 5-point Likert scale in cultural change had occurred or not (never practitioners are advocating for teaching case all the students answered in the mind that I had only been in Korea a year culture not as an adjunct but as a part of middle. Two unpalatably unenlightened at the time). Ironically, results of the the everyday instruction (Alptekin, 2002; assumptions were at play. The first was present study reflect what the students LoBianco, Liddicoat and Crozet, 1999; my belief that the students, being sensitive had told me in 1999, i.e., that from the Tseng, 2002). Many foreign teachers do toward others feelings and respectful of students perspectives, Confucian this by being themselves, by embodying authority, would converge toward the tradition no longer influences to any major their native cultures - an undeniably middle, not wanting to offend one way or degree, classroom behaviour. The most authentic approach. On the other hand, the other; the second was that they were glaring demonstration of this came from based on several studies, Lo Bianco, all the same. These preconceptions may the most strongly opposed survey item: Liddicoat and Crozet (1999, p. 126) argue have been symptomatic of the tendency only 3% of respondents agreed that in that, Culture is not acquired through of people from individualistic Western group discussions, men should have the osmosis. It must be taught explicitly, even countries to carry the attitude that my chance to speak before women. This may when a learner has been immersed in the behaviour is first and foremost a personal have been an example of what Kubota target culture for a long time. My take on quality, whereas yours is merely a cultural (1999) identified as EFL/ESL scholarship what happens in classrooms, as in society product (Guest, 2002, p. 157). Though that endorses fixed, static, notions of at large, is that students interpret foreign startled at the proposition that behind my cultural essences that reflect more of teachers observable waves (i.e., altruistic cultural sensitivity was a colonial discourses than cultural realities. language, behaviour, attire, facial stereotypical image of them, I knew I expressions) based on the ocean of had to look at my own cultural blind spots. Edward Said coined the term Korean culture. Similarly, foreign teachers Orientalism in 1978, and described it as interpret Korean students behaviours Along a similar vein was the issue of the tendency of the Western expert to based on their own native cultures, which cultural hegemony, or the tendency of create an impression of people from often results in cultural misunderstanding. dominant groups to impose their thoughts, other cultures and to propagate that Bringing the unseen to the surface is the values and even ways of knowing on other image until it ultimately becomes accepted first step toward understanding. It does groups. Linda Tuhiwai Smith wrote in as reality (Said, 1998). In a similar way, my no good to assume that they get it or Decolonizing Methodologies: The generalizations about Korean students that we get it. To help students and to globalization of knowledge and Western behaviours had been predicated to a large help us understand, we have to go under culture constantly reaffirms the Wests extent on Hofstede (1986)s work, which beneath the surface. view of itself as the centre of legitimate placed cultures on a collectivist vs. group knowledge, the arbiter of what counts as continuum. One area among many where getting knowledge and the source of civilized beneath the surface is important is knowledge (1999, p. 63). In creating the In fact, the whole group-collectivist politeness strategies. Whereas in the survey questions, had I not imposed my comparison may be an unreliable dualism. Korean language politeness is built into views, or at least limited response options? Rhee, Uleman, and Lee (1996)s study each sentence more formulaically (in my The 5-point Likert scale was no more than demonstrated that the individualism- opinion) than in the English language a mould into which I expected the students collectivism construct is not so through the use of honorific suffixes and to pour themselves, to provide numerical straightforward. When interacting with referents, English allows more flexibility in data that would explain the broad cultural what the researchers called kin (family, expressing politeness. This makes typecasts which had surely formed in my friends, and close coworkers), Korean understanding the situation-dependent subconscious. college students exhibited collectivist nuances more challenging for the second behaviour but with non-kin, they behaved language learner. When a student says to Realizing I was not impervious to a and spoke more individualistically. me, for example, Teacher, you must help superior, Canadian-centric perspective Although the binary construct of group- me now, I feel my defences go up. In the evoked a flashback to 1999 and collective offers a comfortable and even past, I used to simply ignore my human discussions with a class of advanced politically correct, explanation of cultural (emotional) reaction and get on with the English speakers. There was consensus difference, it is not reliable. Particularly in task but as time went on and different among those students that Confucian a classroom where the teacher and students used similar expressions that I values no longer played a large role in their language is from the out-group, judged, based on my cultural ocean, to be socialization. I did not believe them. Rather, students are capable of adjusting to out- impolite, I knew that this cultural difference I thought, I know because I am from group mode. had to be addressed. I began to write down Canada and I can see that you are verbatim what the students said as well as definitely very Confucianised. You just Conclusion my inner reaction, e.g., irritated, dont realize it. If you could see things amused, confused, etc. As for the through my eyes, you would know. More In the end, the value of this study for me inappropriate language, if time allowed, I important than the Confucian debate is was not in reaching a series of definitive explained why the expression was that beneath my thoughts was a belief that answers but in the process of rethinking inappropriate and gave alternatives. More my view was more correct than the culture and its place in the classroom. significantly, perhaps, the incidents students; my criteria were the legitimate There is no right way to teach culture, continued on page 18 7 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 A Glimpse from the Past . . . (Originally published in AETK Newsletter, Vol. 12, No. 1, December 1992) Looking to the Future The Keynote Address from the AETK/KATE - Korea TESOL Fall Conference, Daejeon, October 25, 1992
By Oryang Kwon
IN THE EARLY SPRING OF 1991, as the hands to us. Thus, today I would like to and it should enlist the expertise and president of KATE [editors note: this share with you some of my visions for the experience of the teachers who have them. refers not to the current society of the same future of the new Korea TESOL. I would name, but an expatriate oriented also like to invite you to put your shoulder At the same time, Korea TESOL will need organization that is one of two to the wheel of this new organization so to communicate with other professional organizations that became KOTESOL] for that we can successfully meet the associations in Korea. At present there that year, I had a talk with Professor Dina challenges that we will encounter on our are two major nation-wide associations of Trapp, then president of AETK, about the way. English teachers in Korea: the College possible unification of AETK and KATE English Teachers Association of Korea under a new name. Later, in my letter to 1. Solidifying the organization. The first (CETA) [editors note: now known as Professor Margaret Elliott (dated April 3, challenge for Korea TESOL will come from KATE] and the Korea Secondary English 1991), I suggested KOTESOL (to stand inside the organization. Emerging from two Teachers Association (KOSETA). As the for Korean Organization of Teachers of different associations, Korea TESOL will names indicate, the two organizations English to Speakers of Other Languages) necessarily need some adjustments in its maintain fairly distinct Identities. CETA is to be the name of the new umbrella structure and operation. Although AETK mainly for Korean professors whose association. Since then, discussion went and KATE are not strangers to each other, special interests are in English teaching. on privately and publicly about the leaders and members will have to Started 28 years ago in 1964 by college unification within AETK and KATE. As familiarize themselves with the new, professors who were in charge of language an important step toward unification, the expanded supra- and infrastructures and laboratories, CETA now has about 300 two organizations agreed to hold this new operational mechanism. Thus it is at members and publishes a biannual years annual conferences together. Also, once apparent that the role of the first professional journal and three issues of a a special committee was appointed to executive council of Korea TESOL is truly newsletter each year. For the past 28 years, study the means and ways to bring the critical for the future of this association, CETA has played the key role in policy two associations together under the same as they are going to point the direction for making and academic training for the umbrella. Now, thanks to the devotion and us and show an example of effective teaching of English in this country. enthusiasm of Professor Jack Large, the operation. Although they will be correctly committee chair, and the ommittee guided by the guidelines provided by KOSETA, on the other hand, is exclusively members, we are almost there to see the TESOL International and other TESOL for secondary school English teachers and formation of Korea TESOL, which is to set affiliates, the support of the members given administrators and is by nature classroom its sail in the very near future. to the leaders will be essential for our technique oriented. It has regional success. chapters in all of the provinces and major Looking to the future cities, and boasts a membership list of over 2. Expanding and reaching out beyond our 5,000 teachers, with about 1,000 members As a past president of KATE, I am excited boundaries. Once Korea TESOL in Seoul alone. It is an affiliate of IATEFL to see the birth of a new association. It is establishes its new identity, it should reach (International Association of Teachers of the offspring of cooperative spirit and out its helpi.ng hands to as many teachers English as a Foreign Language) and academic enthusiasm. As an English as possible. Of course, Korea TESOL will publishes four newsletters a year and one teacher in Korea, I am excited to witness have its distinct identity as an important annual workshop report based on the the beginning of a new era in the English professional association from which annual 4-day workshop, held during the language teaching profession in this expatriate teachers of English may find summer vacation. About 100 members of country. I am certain that this new help. However, it is my estimation that there KOSETA belong to the IATEFL Korea association will make innumerable and are more nonmember expatriate teachers branch and send about 4 members each invaluable contributions to the in Korea than there are expatriate members. year to IATEFLs annual conference. development of language teaching and Korea TFSOL should set its goal to reach research not just in Korea but in the world. out to these nonmember expatriate While I can see the distinct identities of In fact, I am looking to a bright future, which teachers and provide professional Korea TESOL and the two other seems to be extending its welcoming guidance and assistance where needed; associations, I can also see the common 8 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 goals they are pursuing and the common deny that the quality and quantity of the Language teaching is also a science, in problems they are facing, since they are AETK Newsletter have been greatly that we can accumulate our knowledge all concerned with the teaching of English improved and expanded. I praise the regarding language learning and teaching to Korean students in this particular editorial staff for their wonderful job. and transmit it to the next generations of setting called Korea. Thus, it will be However, I would like to see it still more teachers. This body of knowledge is profitable for the three associations to improved. What I can envision is the kind accumulated through the experience of establish some type of organizational of newsletter so replete with original humankind. In fact, what we know linkage and find ways to orchestrate our articles and enlightening ideas and theoretically about language teaching and efforts and share our experiences. CETA constructive suggestions, that other learning is thanks to the accumulated can provide us with academic knowledge organizations and readers will turn to it for experience of past teachers. and practical information regarding job inspiration and practical guidance. opportunities for expatriate teachers. Some people are gifted with artistic talents; KOSETA can provide us with insights into I can also envision the day when we will others are not. Some people can teach the problems of secondary-school English publish a professional journal that can better than others, just as some artists teaching and learning. Korea TESOL, on compete with or even surpass any other perform better than others. Yet, as the other hand, can contribute to the journal in the world for the same reading scientists, we need to learn the Korean organizations with the native public. I keep the TESOL Quarterly accumulated knowledge of educational speakers perspectives, which are journals from the first issue of the second science, knowledge about the approaches, different from those of the Korean volume. Those early numbers came in a methods and techniques of language teachers of English. Therefore, if the three thin booklet form with a total of a mere 68 teaching. We also need to learn about the associations establish communication pages bound by staples. Last year, TESOL results of research in language learning channels, they will all benefit from such Quarterly marked its 25th year of and acquisition. This is where we need to cooperation. In fact, CETA and KOSETA professionalism with an extensive review endeavor to improve our understanding already have at least some type of of the development in various areas of of language teaching. communication among the leaders English teaching. Now TESOL Quarterly through exchanging their newsletters. As is one of the most important journals in Conclusion a newly appointed secretary of CETA, I our field, setting the standard of look forward to liaison between Korea professionalism in research and teaching, I have laid out some of my prospects for TESOL and CETA. and each issue has about 180 pages, the future of Korea TESOL, and some of almost three times as many pages as the the challenges that we need to meet. As I 3. Better and bigger conferences. One first several issues. Just as TESOL have said, I have a strong conviction that other thing I would like to see in the future Quarterly started in the form of a stapled Korea TESOL will play an important part is the excitement of the conference booklet and grew to be the leading in the improvement of language teaching planners over the abundance of well magazine of a greater volume, I believe we in this country and in the world. I am also qualified and willing speakers within can make a modest start and improve the certain that all of us, as members, will Korea, whether they are long-timers or journal to be one of the major professional benefit greatly from our new association. temporary visitors, whether they are journals in the world. As long as we expatriates or Korean nationals. I have a maintain our high ideals, as long as we I can see among the audience many future dream that Korea TESOL, CETA and maintain our enthusiasm and willingness leaders of international TESOL. I can see KOSETA will have a joint annual to strive to realize those ideals, there is no many future scholars who will provide us conference to share our expertise and to difficulty we cannot overcome. with wise solutions to the difficulties we exchange our views. I have a dream that are facing in our teaching. So, when they Korea TESOL, together with CETA and 5. Cultivating ourselves. In order for us have grown to be such leaders, I hope KOSETA, will proudly host a joint to make progress in the ways I have that Korea TESOL will be remembered by conference of the TESL/TEFL described, it is also necessary for us to them as the home of their intellectual and professionals working in Asian countries. prepare ourselves to be qualified and spiritual growth. Lets all start to work to I have a dream that Korea TESOL, CETA eligible for the new opportunities. We make that home a happy one. and KOSETA will successfully host an need to improve ourselves both international TESOL conference in Seoul academically and technically. or here in Taejon. I know that these dreams The Author can come true with our renewed resolution Language teaching is both art and science. and unyielding devotion to our It is an art in that it requires constant and Today, in 2003, Dr. Oryang Kwon is a profession. I know that we are all capable creative adaptations on the part of the professor at Seoul National University, of making these dreams come true, and I teacher, since no two teaching situations and is a past president of both the KATE believe that we are all willing to work are exactly the same. They are different in society listed within this article, and toward that goal. time, place, students, and myriads of KOTESOL, and is currently president variables. Thus. each situation poses a of the modern KATE [formerly CETA, 4. From newsletters to journals. AETK challenge to the teacher, who must use all as described within this article]. He has has published a newsletter to disseminate his ingenuity to best perform his role as a also served as Editor-in-chief of the information and exchange ideas for better teacher. Each minute and hour of teaching Korea TESOL Journal and as English teaching in Korea. No one can is a live display of the art of teaching. KOTESOL Publicity Chair. 9 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Using Literature with Young Adults
If that were not reason enough, consider Content, as suggested by the above the idea that childrens literature can be books, is a very important factor in Young adapted for use in young adult and adult choosing a book. Literature can be far language classes. The first criteria to more interesting than a typical consider in choosing an appropriate book conversation textbook. Whereas young Learners would be to determine whether or not learner literature is playful and repetitive, by adult characters are in the book and adolescents and young adults prefer Jake Kimball whether or not it contains universal literature to be easily related to real-life. themes. If so, focus on the adult s role That is one of the major differences Although teachers generally have free rein on the book. Secondly, ensure that the between children and emerging adults. in conducting their classes, gatekeepers vocabulary level and grammatical Both children and young adults need such as parents and administrators structures are slightly above your exposure to a wide variety of literature to unwittingly exert a great deal of control students ability. Eliciting questions from develop literacy skills and build schemata. over our choice of teaching methodology. mature perspectives and exploiting the Although it goes without saying that Especially in the private sector, time generation gap topic has the potential young learners are young and lack world constraints require teachers and students to generate interesting conversations or knowledge, many teachers tend to forget to complete a set amount of work in a essays. this point. specific time frame. Often there is little time for extending activities, reviewing, and Using literature also provides a great deal Literature also leads to drama, and drama recycling which is crucial for success. of flexibility in methodology and activity creates excitement. By placing students choice. Integrating the four macro-skills in near real situations, students tend to Literature is one of those often over-looked (speaking, listening, reading, and writing) use gestures, facial expressions, and avenues for multi-purpose tasks. is relatively simple and any pedagogical increased intonation and stress. They Literature, usually restricted to very young practice or theoretical position on the communicate with emotion. With a bit of learner classrooms, is infrequently used nature of language may be applied to luck improvisation may arise unexpectedly. in young adult classes, and even less so literature. Traditionalists devoted to Drama is a golden opportunity to interact in adult classes. That does not have to be. grammar translation can use literature to with students through direction. Some Many late elementary school and middle their hearts content. Dialogues and drills, teachers I know have based classroom school students are at just the right age a common technique in the audio- dramas or role-plays on popular Korean and proficiency where literature has the lingualists inventory, are easy to create TV dramas. This kind of activity may be potential to make a difference in their and make for a wonderful student-led time consuming but well worth the reading habits. project. EFL adventurers wishing to investment in time and effort when explore Task-based Learning may also find students intrinsic motivation increases. One possibility is to integrate literature literature useful but time consuming. The entire process is likely to contribute with an existing program. Literature comes Designing story strips for arrangement, to second language acquisition processes in all shapes and sizes: cultured classics, drawing pictures to make comparisons or and make learning more fun and children s fairy tales, teenage romance, for a cognitive crutch in summarizing stories, memorable. movie adaptations, comics, drama, poetry, and preparing creative writing activities, etc. Graded readers are widely available role-plays and interviews all take time. Clearly, there are benefits to using literature from major publishing companies. They in class. Flexibility is one of its greatest are slimmed down, abridged books Furthermore, using literature develops strengths. Stories can be adapted to designed for ESL/EFL students. I recently autonomy. My students feel empowered specific age groups or levels through went through Great Expectations, Black when they choose from several selections. editing or even questioning techniques. Beauty, and Men in Black with groups of Something that simple may encourage Cultural issues can be addressed through advanced 5th and 6th graders and middle students. With literature it is quite world literature and fables and tales from school students. These graded readers possible to meet the needs of most around the world. I like using literature for may be selected according to objectives, learners and their preferred learning styles. the creativity it allows me as a teacher and whether they are thematic (for Christmas A constant diet of take out your student the potential for instilling creativity in my we read A Christmas Carol), semantic, or book can be de-motivating for both students. grammatical. In addition to standard student and teacher. As an alternative, audiotapes, extra activities and teacher integrating literature ranging from Sam- A good place to start would be visiting guides are available via companion guk-ji (3 Kingdoms) or Aesops Fables to the Young Learner Special Interest Group websites. Busy teachers will find graded various chapters of Harry Potter inspires website at http://www.kotesol.org/ reader packages convenient and efficient. and refreshes. younglearn/Resource_for_teachers.html.
Keep your eyes open for the forthcoming Young Learners' Symposium 10 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Paths to Professional Development: Part Two -- Moving Pictures
In the professional development. This may seem Professional previous fundamental to learning anything, but it is TEC (Vol 6, 6) not always easy for teachers, especially Development I presented those in particular cultures, to see and to arguments say this. by for and Dr. Andy Curtis against But with video recording your own Already- teaching, if you decide where and when Very-Busy the recording is made, if you allow an silence, until I started to laugh English adequate acclimatization period for uncontrollably, breaking the tension and language yourself and your students to get used to giving permission to the other (light- teachers in Korea engaging in professional the camera being there, and if you watch skinned) teachers to do the same. development activities. The list of reasons the tape yourself, you largely eliminate the why we need to was significantly longer risk. There I was. Not. All of the various and, I hope, more persuasive the list of darknesses had combined to produce a reasons why we might not. In Chapter 7 of our book Pursuing shadowing effect, in which all that could Professional Development: The self as be seen on the video recording was a piece Since that first piece, I have received a source (Heinle & Heinle, 2001), Kathi of white chalk, dancing in the darkness, a number of emails along the lines of Yes, Bailey, David Nunan and I discuss our dazzling white smile, and almost nothing Andy, thats all well and good. But how? experiences of using video in our else. Good question. In this piece, then, having professional development. I would like to considered the question of Why, I would present here an abridged version of a This episode taught me many things, not like to start the discussion of How. Teachers Voices section entitled least about technologys limitations when Andys Film Debut (pp.119-120), as it comes to capturing teaching and learning In Korea, I have been asked several times this captures many of the pros and cons on tape. Many years after this unpromising if I can recommend low-tech, low-impact, of video as a professional development television debut, I have realized that there low risk ways of developing tool. is a useful analogy here for the way a video professionally. I would like to suggest camera actually masks what goes on in video recording your teaching. Although “The first time I saw classrooms, as well as, paradoxically, at teachers have been recording their the same time shamelessly and teaching as a way of learning about their myself on video, I didn’t. unflinchingly recording everything that classrooms for more than 30 years, it still passes before it. The idea that the camera surprises me how infrequently we use this It was many years ago, on my first teaching never lies is itself a great lie, as anyone medium in our professional development. practice. I was in a school in the North knows whos ever seen how cinematic East of England, in a grim, bleak place, special effects are created. Although low is a relative notion, based suffering from nearly fifty- percent on what I have seen in Korea, I would say unemployment. Not surprisingly, such an However, this technological weakness can that video cameras are no longer environment did not do much to engender also be a strength. In my case, the camera considered hi tech here. Video cameras in the local children a positive disposition didnt record what was going on in my in classrooms can be disruptive. But if the towards learning in schools (or being in head and my heart. That is, it couldnt lesson is interesting, relevant and well school at all). record what I was thinking and feeling. To planned, it is surprising how quickly record these things, I needed to look to students and the teacher forget about the To compensate for my lack of teaching my journal entries or the audio tape camera, making this a relatively low impact experience, I was power dressing, which recordings of my pre- and post-lesson approach. meant wearing dark colors. So there I was, observation discussions with other dressed head to toe in black, standing in teachers. But the very fact that the camera Risk, however, is a big issue in professional front of a floor-to-ceiling black chalkboard. did not record these internal workings was development. I have often been quoted The video camera was the only one in the of value, as it helped to show the difference and misquoted expressing my view that school, and did not work very well, between what I was feeling and thinking there is no professional development especially in the low-light conditions of inside, versus the professional teaching without exposure. By this I mean that we the dark room where I was teaching. persona I was projecting to the outside are acknowledging that there are gaps in world, most immediately to the students our knowledge, skills and/or When we sat down to watch the video of sitting in front of me, then to my teaching understanding when we engage in my teaching, there was an embarrassed peers and beyond. 11 The English Connection Jan-Feb 2003 Volume 7 / Issue 1
and avoid feeling like class is bogging English Only? No! down. Technique three: use Korean for comprehension checks. For example, make Now, English Only advocates might vocabulary flashcards, which have English suggest that I can introduce the word, on one side and Korean on the other. Training friendship, in contexts so learners can Students can flip through a deck of cards be more exposed to the word naturally and and quickly test their own comprehension Notes eventually acquire the meaning. This or teachers can quiz students using the edited by approach sounds reasonable and opposite language to check student pedagogical until we think about the reality understanding. Douglas Margolis of so-called context. Nation (1997) ascertained that second language learners Technique four: play word games to by So-hee Kwon needed to know at least 3,000 high challenge students. For example, say a frequency English words to get to the Korean word or expression and then ask How can we help a Korean beginner learner threshold level where they can start to students to come up with the English of English to understand the meaning of learn from context. Until students reach translation, or the opposite word in the word, friendship or any abstract that threshold level, there is not much point English. word? Please keep this question in mind in expecting context to aid comprehension. while you read this article. My focus is Thus, while I agree that words should be Surely, we need to keep in mind that we the reasons why we need to use Korean presented in context, beginners still face shouldnt overuse the mother tongue in in English class and what we can do with understanding and comprehension on a teaching the second language as Atkinson Korean, especially, in vocabulary word by word basis. (1987) has warned. At the same time, teaching. however, we shouldnt get stuck on the Ways to use Korean to English Only slogan and forget the fact The need for Korean aid vocabulary that we have Korean, a well-made tool for learning and teaching English. as an aid to acquisition vocabulary teaching Now the beginner has got the meaning of Back to the drawing board, then, how can the word friendship and we can move on. So, what can we do to help the beginner? we help the beginner to learn 3,000 words Nobody, surely, can show the realia for effectively and efficiently? I am not saying the word, friendship. A few teachers, that using Korean is the only way. I want The Author hopefully, can mime out the word. Some to point out, however, that Korean can be So-hee Kwon taught English for three teachers might possibly give an English an additional tool for the purpose. In the years at the United Language School until definition (feeling or relationship paragraphs below, I will focus on four this year when she began the Master between friends) but there is scant techniques for making the best use of program at the International Graduate likelihood that beginner students will Korean to take the beginner to the School of English. Before teaching, she understand feeling or relationship, threshold level. meaning students will still be left in the worked for the Research & Development Department of Jaenung Inc. as a dark. A few really creative teachers, with Technique one: use Korean as a researcher. good technical resources and time to sift motivation trigger. That is, give learners through videos, might find a useful video English counterparts for the Korean words clip that demonstrates friendship, but they like or want to say. Students often References how can we ascertain whether or not struggle to express ideas in English for students really understand the term? which they havent yet acquired the Atkinson, David. (1987). The mother Given abstract terminology, what can we terminology. Make time in classes for tongue in the classroom: a neglected do? I say using the Korean counterpart students to present Korean words and resource? ELT Journal 41(4): 241-7. (in this case, woojeong ) can save time work together as a class to discover Nation, Paul (1997). Vocabulary size, text and energy, and reduce stress. Moreover, appropriate English translations. coverage and word lists. In Norber Popovic (2002) argues that judicious use Schmitt and Michael MaCarthy (eds), of the first language (L1) in the EFL Technique two: say the Korean Vocabulary: Description, Acquisi- classroom is justified because EFL counterparts for English words which are tion and Pedagogy, pp.6-19. students are likely to need translation skill. difficult to conceptualize with pictures or Cambridge: Cambridge University In other words, according to Popovic, realia. As with the word, friendship, if Press. using L1 and translation is authentic to students seem to not understand English Popovic, Radmilla. (2002). The place of the needs of EFL students. In addition, explanations, rather than wasting a lot of translation in language teaching. she reasons that use of L1 promotes class time, just give the Korean translation On the World Wide Web, URL: http:// proficiency and builds student confidence and move on. This approach helps www.thrace-net.gr/bridges/bridges5 while reducing anxiety. everybody to both understand the word [Accessed 16 December 2002]. 12 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 The Personal Financial Planning Cycle
What are your financial goals ? Have you simply spend your monthly salary, then ever really thought about where you want you must put your affairs in order prior to to be and how much you will need to do embarking on a financial plan. Financial it? The old adage most people dont plan to fail, they just fail to plan is true all 2. Risk Management. Without you and too often. your greatest asset - your ability to earn a Planning living it is likely that your financial goals by Perhaps you have done little more than will be unattainable. It is essential that you Robert Williams save a little here and there with the vague put in place sufficient life and health intention of catering for your childrens insurance cover to ensure that your family as securing a financially secure retirement. education, your retirement and any other has a full financial safety net. Naturally you must make your own major expenses you may have in the future. decision as to which is the higher priority. There is no time like the present to quantify The other area of risk which should be your goals and objectives and to allocate considered here is investment risk. This Its all a lot easier if you use a qualified capital and surplus income towards them. depends entirely on individual preference, financial planner. Knowing the tricks, So what are the three most important areas and other factors such as the timescale shortcuts and standard assumptions will in financial planning ? and importance of a specific goal as well mean that your planner will be able to get as your age. you where you want to be a lot easier than 1. Your current financial position. There you spending too much time on your own is obviously no point in planning for your 3. Retirement and Education. This is the research. financial future if your current finances are third and final key area of financial Robert Williams in a mess. If you are uncertain of how planning. I have combined two areas into Senior Korea Representative much surplus income you have, you have one as many families in Asia consider their Towry Law International excessive debts or credit card bills or you childrens education to be as important [email protected] This section redacted The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Leadership Retreat 2002: Turning the corner by Robert Dickey been more true than in KOTESOL The conference committee, in fact, held a administration (and there is room for more concurrent gathering Saturday afternoon An upbeat mood prevailed as 33 hands!). in an adjacent room. KOTESOL activists and officers convened in Daejeon December 14-15 for the annual Dr. Joo-Kyung Park, Past President of Decisions Leadership Retreat. Unlike in recent years, KOTESOL (1997-8), reminded us of the there was no sense of dire urgency: issues facing ELT in the Korean context Decisions great and small, some that membership is climbing, the treasury is and KOTESOL, and how many of these impact members, others largely unseen, healthy, and new officers and volunteers were neither new nor unique to Korea. She are always an essential element of such a were on hand to reduce the burdens of called on the attendees to look beyond weekend. Sometimes decisions to leave national administration that had been individual teaching issues to some of the matters unaltered are as difficult and time- borne too long by a shrinking core of old larger issues facing hands. Korean ELT. An example: how English in Training and the university setting is failing to be cognitively Transitions challenging to learners, instead only following a Training, rather than crisis resolution, was basic interpersonal an underlying theme for the weekend. The communication skills Tourism Education building at Hyechon (BICS) model. Should College was again the principal venue for KOTESOL challenge the full-day working sessions. Far from a current convention? junket for KOTESOL insiders, This was the issue we working through dosirak lunches was a took to dinner. key to making the most of limited time, Small working groups aimed for specific recommendations and discussions continued through a Sunday morning Jason consuming as the most wide-sweeping yachaessam dinner on Saturday evening: Renshaw lead us through the current one group worked past midnight. changes. Current membership is not to be issues facing private foreign language required for attendance at the next institutes (hagwons): KOTESOL International Conference. The this was a real eye- date and time of the annual business opener to those who meeting is to remain unchanged. A new had been away from that years budget was approved. [See page sector for a few years. 24 of this issue for the 2003 budget.] Regular testing has trickled down to the pre- The executive council meeting finally elementary school age concluded at 6:50pm Sunday evening and classes, and content the clearly weary but satisfied discussants (mostly defined as North trudged out, back to their distant homes American grade school to prepare for a new weeks teaching or textbooks) has become grading and their day-to-day a highly marketed responsibilities in life and in KOTESOL. Working discussions through a doshirak lunch teaching orientation.
Transitions in KOTESOL were obvious. Internal reports were, of Several chapters have new officers; they course, an important part sought the wisdom of long-term chapter of the weekend as well. executives such as Steve Garrigues and Most of these are, or will, Brian Heldenbrand. Tammy Fisher shared be reported elsewhere, her extensive experience from personal, but it is clear that the professional, and Jeolla Chapter Conference and involvement in three separate training Membership & Publicity sessions. While many faces on the Committees have been national team are known, more volunteers taking significant steps are stepping up to take on behind-the- in the past few weeks scenes roles: Julie Stockton for the towards realizing their membership database is but one example. goals for this new year. A cluttered whiteboard shows a few discussion points Many hands make light work has never prior to the beginning of the executive council meeting 14 The English Connection Jan-Feb 2003 Volume 7 / Issue 1
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Some told their Students enrolled in courses that teach president that just getting into the finals Pan Asia this skill spend an entire semester was good enough! When the completing the single large-scale task. Worldaware panel informed them that they Kasamaporn reports that some students had been short-listed, the officers were edited by complain about the amount of time outside ecstatic. They informed all their David McMurray of class the course eats up. Course membership of the news. The impressive instructors also complained about being list of judges includes: Lord Cairns, tired and spending a lot of time in Chairman, CDC Capital Partners; Peter Thailand TESOL, KOTESOLs partner and consultation with student teams. Most of Berry, Crown Agents; Andrew Fraser, host of the inaugural Pan Asian the teachers and students, however, President of Worldaware; David Green, Conference held in Bangkok six years ago, reported they were very satisfied with this Director General, The British Council; Dr. has won the coveted 2002 Worldaware new idea. De Anne Julius, Formerly Bank of Award for Effective Transfer of English- England; Sir Peter Marshall, Chairman, language skills and knowledge which ThaiTESOL has also been encouraging its Joint Commonwealth Societies Council; Sir contributes to Sustainable Development. membership to think about the theme of John Morgan, Chairman, East European This award is sponsored by the British professional development and how to Development Fund Ltd.; Sir Mark Moody- Council to encourage businesses with make changes for the better. They invited Stuart, Former Chairman of Shell; long-term economic, social and Kathleen Bailey, past-president of TESOL, Rosemary Righter, Associate Editor, The environmental sustainability in their to address over 1,000 attendees of the 22nd Times; Andrew Rogerson, The World communities. In 2001, the award was Annual ThaiTESOL International Bank; and Graham Young, Founder of presented to EuroCenter in Romania. Conference held in Chiang Mai in January Traidcraft Exchange. 2002. She shared the results of a survey To gain recognition for her hard-working investigating the kinds of professional Perhaps one of the reasons why volunteer language organization, Suchada development that Thai teachers are ThaiTESOL leaders are successful in Nimmannit, the current president, currently engaged in and confirmed that carrying out their many projects is their submitted a proposal entitled: Thailand these teachers are able to make positive ability to share a clear mission statement TESOLs 22 Years of Service to English changes in their own work. She noted that with their members and to set clear goals Language Education. She listed the many the common problems facing for their officers. For example, the aim of changes that have been successfully professionals in the service industry this years conference, appropriately titled, introduced by members of her association (teaching English) include our ELT 2003: Culture, Content, who are local leaders in the English depersonalized working environment, Competency, is to provide ELT language teaching profession. Her team reduced sense of personal professionals a forum to promote of officers also proposed an innovative accomplishment, and emotional approaches and methods that enhance project entitled e-groups for professional exhaustion. Her paper detailing these three learners communication skills, to devise development for review by a panel obstacles was also published in the strategies and schemes which relate to EFL commissioned by the Worldaware judges August 2002 issue of ThaiTESOL Bulletin. culture as well as to examine ways of using to shortlist a number of entries. Details of Also included in that issue is a paper by a English to access information and acquire the award can be viewed at team of four teachers from Japan who knowledge while developing cultural www.worldaware.org.uk focus on sustained content in the sensitivity and appreciation. Incoming language classroom. This notion of president Manapeen is starting the year ThaiTESOL has been developing sustained content fits quite well with what off right with a membership in an upbeat competency among its member teachers the teachers in Thailand are trying to mood and a new project. Representatives who are interested in researching how introduce. have been invited to a gala presentation students use the internet. Kasamaporn ceremony in London early in 2003 to Maneekhao, a lecturer at the School of Quite likely the strategic effect of focusing receive their hard-won recognition for Liberal Arts in King Mongkuts University its membership on professional promoting activities that lead to of Technology located in Thonburi, development and providing creative ideas sustainable growth. Congratulations Thailand, recently wrote a 9-page article of how to change in a sustainable manner, ThaiTESOL! in the ThaiTESOL Bulletin explaining how led to ThaiTESOLs success in applying a number of Thai teachers are now for the Worldaware award. As the Pan Asia welcomes 800-word articles revising their teaching approach to proposal from ThaiTESOL for developing about teaching English anywhere in Asia. include task-based and content-based more e-groups among professionals as a Send proposals or manuscripts to the learning, but project-based learning is a means of promoting sustainable editor, David McMurray, by email: topic that is just taking root. Project-based development went through the final stages [email protected] 16 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Etymological Excavation: Tools of the Trade Word by Word-crazed in university years, I was wr, gh, gn, and kn Germanic. wont to grab Websters dictionary mid- Word initial sk-, however, often signals Whys Terri-Jo night and quell etymological cravings. Pity Scandinavian ancestry (cf. skirt and Everest my hapless roommate, intent on a sound native shirt). Finally, soft consonant, sleep. Had I then only armed myself word- (or syllable-) initial g or c plus comes from IE *ped-: pedal, with a few tools for etymological e, i, or y generally proceed from podiatrist, pajamas, feet, fit, and excavation! Now, the least I can do is arm Latin, perhaps via an intermediary, and fetch. Fortunately, linguistic leaps are other would-be word sleuths in hopes they ch, pronounced /k/, from Greek. less footloose with (word-initial) maintain both sanity and friends. consonants. In the p/f parallel above, A third tip is to tail morphemes, as they original IE /p/ remains in classical Detective work begins with macro-level are rather mafia-like, i.e., loyal to their languages (and loanwords), but becomes examination of the entire English corpus, linguistic families. Knowing, then, that /f/ in Germanic ones. This systematic whose lexicon stems from three main prefixes con-, ex-, and pre- come sound change, along with other similar sources. Most everyday monosyllabics from Latin, you might conclude -clude ones, bears the lofty title Great and compounds are Germanic in also does [Beware: hybrids are Consonant Shift. provenance. Increase the odds for closed exceptional, but several shady insiders, word classes, such as pronouns, articles, including Indo-European (IE) *in-, Last, surrender to the pleasure of semi- conjunctions, or prepositions. double up with Romance and Germanic serendipitous finds. Perhaps the only arms Polysyllabic technical terms, however, roots]. Learning common morphemes needed are those piloting a mouse or usually issue from Latin or Greek, and meanings, or better yet another language, propping up wordy tomes. Why not be weird-looking words from other less is, en passant, also beneficial. an armchair etymaholic? common tongues. A penultimate point: track verbal varieties Note: The wor(l)d-crazed author is outward At the micro-level, orthography and intra- or inter-linguistically by playing with bound on a bicycle, but welcomes pronunciation of individual corpses or variable vowels or more constant correspondence: Opportunities for publishing abound. Consider: Korea TESOL Journal, the PAC Journal, KOTESOL Proceedings, and The English Connection! 18 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Now our spotlight on members shines on (2001), both from Kyungpook National Heebons favorite travels have been Heebon Park-Finch. Born in Daegu, she University in Daegu. She attended the several visits to European countries, and says she benefitted from a warm and English Language Program at the she had unforgettable literary tours supporting family, and a city which University of Pennsylvania in the USA around England and Wales in 2002, visiting provided a sound education and (1997), and completed one year of study Shakespeares Stratford-upon-Avon, the opportunities for personal growth. at Graduate School of International hometowns of Charles Dickens, Thomas Heebon was just recently offered a Studies at KNU (1999). Currently, she is Hardy, Jane Austen, Rudyard Kipling, and position on the 2003 Gyeongju World working on Ph.D. coursework in English Dylan Thomas. Culture Expo Organizing Committee as Literature (focusing on Modern British and International Coordinator and Official American Drama), also at KNU. Heebons long term plan after finishing Interpreter. the Ph.D., is to do some post-doctorate Becoming active in KOTESOL in 1995 studies either in England or the United Heebon has held the following positions: Daegu Chapter Secretary (1995-1997), Special Events Coordinator (1997 International Conference), National Membership Treasurer (1999-January 2001), Daegu Chapter Vice-President (2002-present). Spotlight She also includes that she has attended by ThaiTESOL (2001 & 2002) and JALT (2001) Jerry Foley Conferences (with husband Andrew, of course!). States. Her future dream is teaching About her teaching philosophy and style, English literature to Korean university this is how Heebon answers: I have been students, helping them understand life, Previously Heebon worked for the 1998 interested in the pursuit of knowledge and enjoy literature and culture, and Kyongju World Culture Expo Organizing truth, and my aim therefore is to develop eventually be able to prepare for their Committee (1997 to 1999), organizing this approach to life and share it with future with more confidence and maturity. World Folk Performances and others through everything I do. In terms Her short-term goal is visiting Australia National Day ceremonies. At the same of teaching this means motivating and next year. time she was a scriptwriter for Daegu MBC encouraging students by my own positive English TV program (1997). example, doing my best in everything. To Concepts of trust and responsibility have students, I hope to inspire confidence, been central to my life. In all these things Heebon explained that following this and a creative and positive way of dealing I have come to understand the importance Various translation and MC assignments with the various problems that are a part of respecting others, and most importantly, for international symposiums resulted in of everyones life. Andrew has always been my inspiration. being offered the post of Social Secretary to the Ambassador in the Embassy of Pakistan, and I moved to Seoul where I was able to further my interest in culture “A good life is one inspired by love and and diplomacy an interest that had guided by knowledge.” grown with my involvement in the Kyongju World Culture EXPO. This philosophy partly comes from my Having married and moved back to Korea, During my career I have been an English own secondary education. I was always this awareness has been heightened and instructor at various times for various elected as class chairperson from has helped me further to appreciate the institutions, including LG Electronics, elementary school through high school, a beauty of literature and different cultures. Kyongsangbuk-Do Provincial Govern- position that I valued for the opportunities ment, Daegu Polytechnic College, and learning experiences it offered in terms Finally, my personal motto is something Yeungjin Junior College, ChungAng of being a responsible leader while also that I came across when tutoring students University and several Teacher-Training helping and motivating classmates. in college. This phrase has stayed with Institutes. me since then and sums up my approach As to hobbies and extra-curricular to life: In 2001, Heebon moved to Hong Kong for activities, Heebon says that she and her six months with her husband, where she husband are both great music lovers. She A good life is one inspired by love and worked as a Research Associate at Hong loves jazz and film adaptations of literary guided by knowledge. Kong Polytechnic University. works. They have wonderful collections of classic movies and CDs, and their Ed- Heebons husband Andrew Finch Heebon has a BA in English-Education evenings are spent with them. On was featured in this column the summer (1993) and a MA in English Literature weekends they like driving and traveling. of 2000. 19 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Speaking of e-mail, we have a lot of out- KATE and ALAK, to bring in speakers GANGWON of-date e-mail addresses in our address from diverse backgrounds to address a book. If you live in Jeolla province and do wide range of topics. Also, members of not receive monthly e-mail updates, the executive attended the leadership by Ryan Cassidy please let us know at retreat on December 14th and 15th in [email protected]. Daejon, to discuss these and related issues The chapters first year is quickly drawing affecting both the chapter and the national to a close. The last meeting of the school We had two great speakers at our organization. year was held on December 7th at December meeting. Tory Thorkelson Gangneung University. We had a nice spoke to us about the difference between turnout despite some rather challenging a game and an activity, and then Nicki SUWON-GYEONGGI weather conditions. We trust that Janczak taught us a new activity to use everyone made it home safely. with our students. by Gyehyeong Yu We are now on our winter break, but will be starting up again in March, with a On December 7th, no less than 57 people What's Up meeting in Jeonju (date TBA). Check out attended our meeting held at the newly the Jeolla Chapter section of the built Complex Lecture Hall at Suwon in OTESOL KOTESOL website for forthcoming details. University, and we spent a very rewarding K time listening to two presentations by our Finally, here is a heads-up to all KOTESOL speaker, Kelly Kim from Longman. Her first edited by Michael Duffy members. The Jeolla KOTESOL Regional talk was about how to use dictionaries in Conference is coming up in April, again in class. After trying out some activities, The year 2002 was a promising start for Gwangju. If you are interested in participants agreed that vocabulary Gangwon Chapter. With the first meeting presenting or attending, you can find more should best be learned in context, and in in May, and each subsequent meeting, we details on the website. sentences. Next, we heard about how to have been encouraged by the interest and apply grammar in a fun and efficient way. enthusiasm of the attendees. Despite Kelly had prepared lots of materials, and Gangwons members being dispersed SEOUL through games and activities with over a large geographical area, people have partners, the participants were able to learn made the effort to attend meetings, and some new techniques and methods. In the thereby get in touch with other like-minded by Tory Thorkelson. broken sentence game, for example, teachers of English. We can look forward students must concentrate on to next year to build on the foundations November saw the beginning of a new era pronunciation and listening for grammar. that have been laid, and to develop some at Seoul Chapter. With the transfer of We were also introduced to deductive and of the ideas that have been put forward. leadership from Dr. Myung-Jai Kang and inductive ways to teach grammar. The Our thanks go to everyone who has Kevin Landry to Dr. Kyung-Seok Yeum method can be varied according to the helped make this a successful first year. and Roger Fusselman, we returned to the students level, and of course, each format of two presenters at our monthly method has its own advantages and We can now look forward to the winter meetings. disadvantages. Through trying out the recess. For those fortunate enough to have various activities, we were able to make a vacation, enjoy yourselves. And for On November 16th, Roger spoke on up our minds what methods most suited those who will be working, our thoughts Cognitive Teaching Techniques. He us. This meeting is the last one of 2002. will be with you. To everyone, have a happy focused on epistemology, the branch of We will meet next on April 5th, again at holiday season we look forward to seeing philosophy that analyzes how thinking our new venue. you at the first meeting of 2003, to be held identifies reality, and showed its on March 8th at Hallym University, application in classroom techniques and Chuncheon. cognitive activities. He was followed by CHEONGJU Melanie Proctor, who spoke on Service Learning in Korea. Melanie described JEOLLA how students interacting with the by Jim McMillan community beyond the classroom, through charity or volunteer work, can Our regular monthly meeting in November by Allison Bill broaden their experiences and educational included a swap shop because our opportunities. featured speaker was quite suddenly Are you dreaming of the turkey you had stricken by the flu bug. Members and other on Christmas, or the Tater Tot casserole Dr. Yeum and the executive are seeking to attendees presented and discussed and scrumptious pasta salad we enjoyed improve the membership and appeal of teaching activities that they have found at our annual Christmas party? If you Seoul Chapter for both Korean and foreign to be successful here in Korea. The werent able to join us this year, keep an teachers at all levels. As part of this effort, openness of the topic provides everyone eye out for an e-mail reminder next year. they will contact organizations like KTT, with an opportunity to participate actively 20 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 and leave the meeting with some useful patterns in narratives and discussed difficult. All that is necessary is promoting ideas for the future. cultural differences in storytelling and YL issues in your area by advertising the narratives. We looked at the organization YL SIG and creating a network of YL At this meeting, the chapter also chose its of stories and different styles of written teachers, administrators, and curriculum executive for the coming year. Paul Hwang and spoken discourse. Mr. Kimball developers in your chapter. If you are was acclaimed and will return as President. shared an especially nice narrative activity interested, please contact us for further Nicole Hyeran Kim will be our new Vice- and a rubric for assessing narratives. It information. Happy New Year, and best President as well as retaining her post as was fascinating and practical! wishes for a productive and peaceful Year Treasurer. Miri Choi and Jim McMillan will of the Ram. continue their positions as Membership Josef Kerwin spoke about humor in the Coordinator and Secretary respectively. classroom at our December meeting. Humor makes learning more enjoyable and TEACHER EDUCATION Unfortunately, the chapter must say helps everyone to relax, which is especially goodbye to Larry Hoffarth. He has helpful in second language acquisition. & DEVELOPMENT decided it is time to pull up stakes and We talked about the appropriate and seek his fame and fortune back home in inappropriate use of humor in the SIG Canada. Larry was an active chapter classroom and cultural perspectives on member for several years and the past year humor. It seems that sarcastic humor may served as Vice-President, Chapter not be well received by Korean students, by Kevin Laurence Landry Webmaster and National Webmaster. All whereas, a great way to make English more of us who worked with him, both locally accessible for EFL learners is using funny The group has really taken off with 85 and nationally, will remember Larry not stories and videos, or acting out members listed on the yahoo site. Some only as a very amicable and helpful something in a funny way. After all, topics discussed or at least brought up colleague but also as an individual who laughter is the best medicine. and posted online included: brought a high level of professionalism to all aspects of his KOTESOL functions. We We hope to see you at our next meeting 1. Role of a SIG facilitator: starts the wish him all the best!! on January 4th. In the meantime, we hope discussion (and then gets out of the way you have a nice holiday season. if its going well, without losing the right In lieu of a December meeting, the chapter to speaks ones own mind). will hold a Christmas party on the 21st of the month. Regular monthly meetings will YOUNG LEARNERS 2. Student standards: Im not sure resume on the last Saturday of March. Our standards for learning outcomes is a featured speaker will be Tammy Fisher- SIG direction Id want to explore, though Heldenbrand from the Jeolla Chapter, and standards in teaching practice would be. she will discuss teacher motivation. As usual, the meeting will begin at 2:00 p.m. in by Jake Kimball 3. Culture in EFL: whenever this topic Room 312 in the Humanities Building of comes up, I always find myself in the Cheongju University. Hope to see you Welcome to all new members of the Young minority. I just dont think culture needs there! Learner Special Interest Group. With your to be taught in EFL situations. support and participation we will continue to grow in many ways. We are looking 4. A fascinating online learning site: DAEGU-GYEONGBUK forward to 2003 as one with great potential http://www.fathom.com/ All types and for those involved in the YL scene. For formats of online courses from free lectures those of you who have not joined this to short courses to degree programs. by Julie Stockton group, consider this your personal invitation it is never to late to get 5. A questionnaire by Diane Brochu, who Our meetings are exciting because we involved! The first event worth is in the midst of data collection on the have such a diverse group. Professors, mentioning is a Busan-Gyeongnam teaching styles of NESTs in Korea. English teachers, researchers, university Chapter sponsored symposium slated for students, and business people all attend. March or April. The tentative theme is 6. Research on pre-service English teacher We also have a healthy mix of foreigners Focus on the Learner. Although the training programs in Korea. How did you and Koreans, so its always inter-cultural. event is not specifically for YL teachers, prepare for teaching during your There are many opportunities for cross- there will be YL based presentations of University years? What were your cultural and professional collaboration. interest. Look for a full-blown YL University classes like? What do you feel Symposium later in the fall. was a strength and a weakness of the At our November meeting, Jake Kimball current program? spoke about using storytelling and Because growth and participation are our narratives in different ways. He suggested number one goal this year, we would like Posters on our site included Jake Kimball, that students interact with the story: to request the help of one YL specialist/ Robert Dickey, Kevin Parent, the elusive roar, stand up, hold up an object, etc. He enthusiast in each chapter to act as a tanantan, Kirsten Reitans requestee also explained different styles of thought liaison with the YL SIG. The job is not Kevin Landry, and Shannon Tanghe-Yoo. continued on page 26 21 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Jun 26-28 03 English Language Policy and Curriculum KATE International Conference. Daejeon. For more info, (Web) http:/ / www.kate.or.kr Jul 5-7 03 5th Annual Conference of the Japanese Society for Calendar Language Sciences, Kobe, Japan. Contact: Takashi Torigoe (Email) [email protected] (Web) http:// compiled by cow.lang.nagoya-u.ac.jp/jsls/2003/index-e.html Jul 10-12 03 Babble, Babel & Beyond AFMLTA 2003, Louie L. Dragut Brisbane, Australia. Contact: (Email) NGLISH ... needs proofreaders, layout artists, writers, EFL cowboys, The E and language teaching professionals. If you want to participate in production or just provide valuable feedback, CONNECTION contact us at [email protected] 22 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Deadline Unknown Sept 20 03 Making glish for Specific Purposes, Bilingual Bangkok, Thailand. Contact: Kanwipa the Transition: Moving from the Class- Education, Multicultural Education, Ridhiprasart (Email) room to the Real World KETA Fall In- Communicative English Teaching. [email protected] (Web) http:// ternational Conference. Featuring Dr. Contact Professor Leung, Yiu-nam, www.culi.chula.ac.th/culiright.html Stephen Krashen. Dongseo University, (Email) [email protected], Busan. For more info, (Web) http:// (Web) http://www.eta.org.tw www.yetahome.com, contact Maeran Feb 28 03 Nov 21-23 03 Keeping Cur- Park (Email) [email protected]. (O) rent in Language Education JALT SUBMISSIONS 051-620-6687. 29th National Conference. Shizuoka, Feb 28, 03 November 7-9 03 Curricu- Japan. Information: Have a "Special Interest" in English Teaching? Special Interest Groups (SIGs) allow you to focus on your particular interest area with concerned others. Haven't found the SIG you need? Start a SIG. We can help you find others. Contact Paul Mead for more info (see page 24). This section redacted 23 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 KOTESOL Ambassadors A new service-oriented group is forming this year. This group of the main purpose of this table is so new members can meet non-elected volunteers will work to encourage membership someone from their chapter. New members will be given growth by introducing KOTESOL to those attending various information about their local chapter, and the information will gatherings of English teachers. include a map to the local site, meeting times and dates, special events information such as regional conferences, drama festivals, What are KOTESOL Ambassadors? SIG information and how to become active in their local chapter. A list of officers and at least one contact for the meeting will also KOTESOL Ambassadors are volunteer KOTESOL members that be provided in the local chapter information are well informed and helpful to other attendees of KOTESOL events or activities where KOTESOL is represented. They are At other events: people who can represent KOTESOL in a favorable light KAs will attend other events based on invitations from those What will a KOTESOL Ambassador do? groups. There will typically be a small display table for KOTESOL brochures, where KAs can answer questions. Furthermore, KAs KOTESOL Ambassadors (KAs) are the face of KOTESOL. Their may have the opportunity to approach various individuals big day will be at the National Conference where they assist concerning their potential involvement in KOTESOL. attendees. They also will appear at other events, promoting our organization without denigrating the role of other groups. What are the qualifications of a Every chapter will be asked for four volunteers to work as a KA, KOTESOL ambassador? two Korean members and two native speakers. Duties and events A KA should have excellent communication skills. They should could be rotated so no one is doing all the work for their chapter. be outgoing, friendly, helpful, and able to handle stress under fire. What are the responsibilities of a KOTESOL Ambassador? A KA should be actively involved in their local chapter . They should be customer service-oriented, and able to not take criticism For the National Conference: personally. Their responsibility will be to arrive an hour early on the morning They should be committed to one year of service. of the conference and familiarize themselves with the conference site and schedule. They should be willing to represent KOTESOL outside of the regular meetings, wherever there is a high number of non- KAs need to know everything from where the toilets are to the KOTESOL members represented. location of the main auditorium. KAs attend seminars and participate in the conference as well. Their presence is the The KA should present a professional appearance. message. A KA should be well-informed about KOTESOL. If they are During the lunch break an area in the cafeteria will be set aside actively involved in their local chapter, this should not be a for new members and KAs to eat and meet other members. KAs problem. will share information about their local chapters. Here KAs make new members more welcome at the local chapter meetings. For More Information The thrust of the program is to provide directions and insights If you are interested in working in this minimal-commitment into KOTESOL membership. After guests register, they may position, please contact Tammy V. Fisher-Heldenbrand at (Email) visit the KA table for any questions they might have; however, Professional growth is both a duty and an opportunity. Who else will be the Mentors and Advisors for future novice teachers, if not us? Professional growth is a focus of KOTESOL -- * Chapter Meetings * * Conferences * * KTT Events * * SIGs * * Publishing in Korea TESOL Journal / KOTESOL Proceedings / The English Connection * Are you working towards your next professional step up? 24 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 PAC4 Conference Report by Douglas Margolis including the teachers assumptions, and presenters to submit high quality papers (3) encourage students to be flexible and prior to the event, ensuring that papers June 24-27, 2004, is fixed in my calendar open-minded as they look for causes and could be published and distributed to all for the PAC5 conference in Vladivostok, solutions to problems. participants, and by providing recognition Russia. Organizing for PAC5, hosted by to the best ones, helped to increase the the Far Eastern English Language John McRae, from the University of overall quality of the conference. The Teachers Association (FEELTA), is Nottingham also spoke in a similar vein. practice also helped tip me off to several steaming full speed ahead on the energy He argued that the four traditional macro- presentations that I might not otherwise and inspiration burgeoning from the PAC4 skillsreading, writing, listening, and have attended. conference in Taipei, Taiwan, last speakingrequired a fifth. He didnt call November. it critical thinking, but his terminology, Final Details & Call for processing and thinking skills, At PAC4, hosted by the English Teachers suggests a link. His emphasis was not Papers Association of the Republic of China social responsibility, yet he recognized (ETA-ROC), over 2700 teachers and ELT that students need more ability to deal with The weekend was full of interesting professionals from throughout the world language issues critically, instead of via surprises too, like a welcome from the gathered, including renowned authors H. simple dichotomies suggested by clear cut Mayor of Taipei spoken in fluent English, Douglas Brown, Neil Anderson, Stephen rules. He suggested that most language students from the Asian Youth Forum Krashen, and Carolyn Graham, to name a classrooms deal with referential language, addressing the opening ceremony in their few. In fact, David Kim, the KOTESOL where words and utterances correspond countrys traditional attire to thank National Conference Co-chair, who also with specific referents. In contrast, he teachers for their teaching, and an evening trekked to Taiwan for the event, dutifully believes that communication generally jazz party hosted by Oxford University lassoed a few dignitaries into this years occurs via representational language, Press with an incredible spread of food, KOTESOL international conference in where exact referents are unclear and drink, and the powerful singing voice of Seoul. interlocutors must bring imagination and Carolyn Graham. critical thinking to aid comprehension. A Smorgasbord of Hence he argues for the fifth skillcritical On Saturday afternoon, the PAC thinkingto be added to our traditional organizations gathered for an official Presentations four to facilitate student use and interaction meeting. In addition to other business, with representational language. Tom Farrell, the editor of the PAC Journal, The conference packed 500 or so put out a call for Action Research papers. presentations into the three day affair, The PAC Journal hopes to publish action offering attendees a smorgasbord of Ideas for KOTESOL’s research reports that directly aid teachers topics in the field. For me, the opportunity Conferences in solving the problems they face in the to hear H. Douglas Brown after trying to classroom. teach by his principles for the last seven In addition to presentations, the years was like getting to meet a superhero conference book fair impressed me. Eighty The most important item that came out of in the flesh. Browns plenary lecture some publishers filled open spaces the meeting, however, was FEELTAs raised the question: Can you be throughout the complex of buildings, report about their organizing of PAC5. The politically correct and pedagogically displaying the latest textbooks, software, PAC5 conference, as mentioned above, is critical in your classroom? He advocated and teacher education materials. Like scheduled to be held in Vladivostok June a place for critical thinking skills in ELT. other conference goers, I spent a lot of 24-27, 2004. The deadline for submitting He offered a number of language learning time browsing the new titles, purchasing presentation proposals is December 1, activities that focus student attention on items, and discussing strengths and 2003, so there is plenty of time to prepare. global concerns, human rights, and social weaknesses with their authors and The theme for PAC5 is Sharing justice issues. developers. Having the opportunity to challenges, sharing solutions: Teaching catch such a panoramic view of the languages in diverse contexts. If PAC4 Browns plenary talk resonated with other available materials both inspired and is any indication of the value of PAC5, presentations at the conference. Richard humbled me. Our field is vast and much serious ELT professionals will not want to Day, from the University of Hawaii, for work is developing it in every direction. I miss the opportunity. example, also addressed the issue of wish KOTESOL would adopt a book fair critical thinking. He suggested that TEFL for our conferences. Respectfully submitted, teachers should (1) help students differentiate between fact and opinion, (2) Another feature I liked was the awarding Douglas Margolis guide students to examine the of prizes for the best papers submitted to International Graduate School of English assumptions behind various positions, the conference. This practice encouraged KOTESOL Teacher Training Coordinator 25 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 continued from page 21 current teachers in the trenches most to hold workshop events in various desire. communities throughout Korea. KTT The long-term plan is to use survey results A lot of work is ahead of us if we are to to develop pre-conference workshops at transform this plan into fact, so as always, by Douglas Margolis this years international conference. The we look forward to volunteers stepping idea for the pre-conference workshops forward. Anyone interested in teacher During the winter cold, many KOTESOL comes from our President, Dr. Sangdo training, development of teaching materials, Teacher Trainers scurry off to warmer parts Woo, and Conference Chair, Dr. Yangdon and teacher training experience should of the globe. However, not all is quiet on Ju, who, together with National Treasurer, join our team to get all three and lots more. the KTT front. At last years international Dr. David Shaffer, and the KTT The new year is an opportunity for a new conference, for example, a teacher training Coordinator held an ad hoc KTT caucus beginning for KTT. With your energy and needs analysis was planned and nearly in the midst of the December 7th ALAK ideas KTT can go a long way to helping implemented, although postponed at the (Applied Linguistics Association of advance the teaching and learning of last minute due to schedule conflicts. At Korea) conference to discuss various KTT English in Korea. If you are interested, send present, were working out a strategy for issues. After the pre-conference me an email at [email protected] or administering the survey to obtain workshops are tried and tested, the plan check out our website (www.kotesol.org/ information about the kinds of training would then be to escort our training team ktt) for more information. T HE ENGLISH CONNECTION Contributor Guidelines THE ENGLISH CONNECTION is accepting submissions on matters related to the teaching of English as a second or foreign language. Appropriate topics include, but are not limited to, classroom research, methodology, reports of events in Korea and commentary on issues facing the TESOL profession. See page four for contact information. THE ENGLISH CONNECTION welcomes any previously unpublished article in the following categories: Feature articles should be 1,500-2,500 words and should present novel ESL/EFL methodology, materials design, teacher education, classroom practice, or inquiry and research. Feature articles should be lightly referenced and should present material in terms readily accessible to the classroom teacher. Findings presented should be practically applicable to the ESL/EFL classroom. The writer should encourage in the reader self- reflection, professional growth and discussion. Short Features or Reports should be 500-1500 words and should focus on events of interest to TESL professionals of a noncommercial nature. Guest Columns should be limited to 750 words. THE ENGLISH CONNECTION publishes columns under the following banners: "Teachniques" (submissions should present novel and easily adopted classroom activities or practices with firm theoretical underpinning); "Global Contexts" (submissions should describe language teaching in countries other than Korea), and "Training Notes" (submissions should address one teaching issue and give relevant practical solutions). Reviews of books and teaching materials should be 300-700 words in length. Submissions should be of recent publications and not previously reviewed in THE ENGLISH CONNECTION. Calendar submissions should be less than 150 words for conferences and calls for papers, less than 50 words for events. Submissions should have wide appeal among ESL/EFL practitioners. Your submission should follow APA (American Psychological Association) guidelines for source citations and should include a biographical statement of up to 40 words. Contact information should be included with submissions. Submissions cannot be returned. THE ENGLISH CONNECTION retains the right to edit submissions accepted for publication. Submissions will be acknowledged within two weeks of their receipt. Submit to the relevant editors, as listed on page 4. We welcome alternative suggestions as well. Offers to write/edit ongoing columns/sections are welcomed and will be assessed, in part, on the writing skills and experience of the proponent, and the level of interest to be expected from our readership. 26 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Resume Building... Isn't that what half of life is about? KOTESOL recognizes that most teachers of English are not as far up the career path as we hope to be, and KOTESOL has opporunities for you to "beef up" that resume. Publications and presentations are the first issues for many academicians. Both areas are available to you: Papers are welcomed in KOTESOL's two professional publications: The English Connec- tion (TEC) and the Korea TESOL Journal. KOTESOL Conference Proceedings are available as well, to those who present in the annual International Conference. Presentation opportunities are too numerous to count. There are Calls for Papers for local and the International Conference, as well as in KTT (KOTESOL Teacher Training) programs. Every Chapter meeting hosts one or two presentations at each monthly meet- ing. And other presentation opportunities are presented in the Calendar section of TEC and in announcements on the email discussion list KOTESOL-L and via direct emailings to members. Group work more your style? How about working for conference development, or in on- going chapter activities? Look for contact info for any KOTESOL activity in the "Who's Where" section near the back of each issue of The English Connection. Other opportunities are available in Special Interest Groups (SIGs). SIGs are organized around specific areas of interest in ELT. You can discuss research areas, professional development, and other professional topics with fellow KOTESOL members who share similar orientations, or work towards producing special SIG projects. Contact our Na- tional 2nd Vice President for more information on SIGs. Editors and Layout assistants are always welcomed for the various KOTESOL publica- tions. Though hidden from the public eye, future employers are always looking for people who can help in organizational publications. Have an idea for something you want to do, that KOTESOL isn't already doing? Contact any of the executives listed in "Who's Where" and share your ideas! KOTESOL is a professional society -- we depend on your professionalism, and we foster professionalism in others. By getting involved, you improve the teaching profession for all of us, and brighten your own professional future as well. We look forward to hearing from you! From Publishing to Teacher Development, KOTESOL is where it's happening. Contact the officers and chapter reps listed in the "Who's Where" section for more Volunteer: information. 27 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Who's Where BUSAN CHAPTER OFFICERS Jason Renshaw, President (Email) Dr. Woo Sangdo, 1st Vice President Gongju Nat'l University of DAEJEON CHAPTER OFFICERS Education. 376 Bonghwang-dong, Kongju, Chungnam 314-711 (W) 041-850-1741, (WF) 041-850-1700, (C) 011-436-1749 (Email) SEOUL CHAPTER OFFICERS KOTESOL DEPARTMENTS Dr. Yeum, Kyung-sook, President Sookmyung Women's Univer- Research SIG sity (Email) CALL SIG the CALL SIG is looking for a facilitator. Contact Paul Mead DAEGU-GYEONGBUK CHAPTER (Cell) 019-463-0582, (Email) Income 110 Dues: Individual Memberships 16,500,000 400 regular x 40,000 won 16,000,000 25 student x 20,000 won 500,000 120 Dues: Associate Members 26,000,000 1 Donator x 5,000,000 5,000,000 20 Associates x 1,000,000 20,000,000 2 Teacher Training Assoc's x 500,000 1,000,000 150 Advertising (TEC, Journal, Proceedings) 1,000,000 159 Interest on Funds 1,000,000 180 Conference NET Revenues (excluding memberships) 1,000,000 181 International Conference Advance Reimbursement 7,000,000 182 National Conference Advance Reimbursement 3,500,000 Total Income 56,000,000 Expenses 310 Chapter Dues Shares (Half of Individual Dues) 8,250,000 319 Special Grants for Chapters 1,000,000 Officers’ Discretionary Fund Allocations 1,950,000 321 * President 400,000 322 * 1st Vice President 200,000 323 * 2nd Vice President 400,000 324 * Secretary 100,000 325 * Treasurer 150,000 326 * Conference Committee Chair & Co-Chair 600,000 327 * Elections & Nominations Committee Chair 100,000 Department Allocations 32,585,000 341 * National Program Committee 3,850,000 343.1 Technology Committee Training Program 1,000,000 343.2 Technology Committee Discretionary Fund 150,000 344 * Research Committee 2,275,000 345 * Publications Committee 14,550,000 346 * Domestic Relations Committee 400,000 347 * International Affairs Committee 5,620,000 348 * Membership Committee 3,440,000 349 * AM Liaison (Discretionary) 300,000 390 * Regional Events Support 1,000,000 441 Executive Council Meetings: Travel (3 times) 1,500,000 442 Executive Council Meetings: Food & Beverages 500,000 443 Leadership Retreat 3,500,000 450 Chapter Leaders’ Meetings (2) 2,000,000 460 Elected Officers’ Domestic Travel (incl. 2 trips/chapter) 800,000 500 Office Matters 1,300,000 510 Stationery, Printing, Fax/Email Fees, etc. 500,000 520 Award Plaques, Gifts, etc. 800,000 710 Equipment Purchases (through TechComm) 1,000,000 810 KOTESOL International Conference Advance 7,000,000 820 KOTESOL National Conference Advance 3,500,000 Total Expenses 64,885,000 Gain / (Loss) (-8,885,000) Closing Balance 76,115,000 30 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 The 11th Korea TESOL International Conference Gateways to Growth: Exploring ELT Resources October 18 - 19, 2003 Seoul, Korea Call for Papers In the past decades there have been tremendous developments in the area of ELT (English Language Teaching) within and outside of Korea. Alongside traditional teaching methods and resources, innovations have been developed and introduced to shape the vast EFL (English as a Foreign Language) realm of today. Both veteran and neophyte English language educators face many challenges in navigating the ELT resources world, from simply selecting then adopting EFL resources to their unique classroom context, to pioneering new ways of instructing students and researching the field. The hope for the KOTESOL 2003 International Conference is to provide a forum for educators to tell their stories to fellow educators in the following areas: • Elementary Education • Secondary Education • Adult Education • Learning strategies and learning styles • Action research/classroom based research • Music, Art, and Literature in the EFL classroom • Video in the classroom • Cross cultural teaching methodologies and approaches • Global and environmental education • Trends in second language acquisition/applied linguistics • Testing and evaluation techniques • Alternative approaches and methodologies • Teaching techniques for mono-lingual classrooms • Course and curriculum development • Issues in language and literacy • Teaching in under-resourced environments • English for specific purposes (ESP) • Computer Assisted (CALL) or Multimedia Assisted (MALL) Language Learning • Socio-linguistics in the classroom • Teacher training and development • On-going research • Other relevant areas of EFL and foreign language teaching The closing date for the receipt of abstracts and biographical data is June 15, 2003. THIS DEADLINE WILL NOT BE EXTENDED. See below for Presentation Proposal form. PLEASE NOTE: It is now the policy of Korea TESOL that all non-commercial presenters at the Korea TESOL International Conference be members of Korea TESOL at the time of the Conference. Check the KOTESOL web page for updates: www.kotesol.org 31 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 2003 Korea TESOL International Conference Gateways to Growth: Exploring ELT Resources October 18 - 19, 2003 Seoul, Korea Presentation Proposal Please follow the instructions below or you will be required to resubmit information: 1. Do NOT fax any documents. Submissions must be received by June 15th, 2003. THIS DEADLINE WILL NOT BE EXTENDED. 2. Presenters are encouraged to submit several proposals. HOWEVER, please note: Only 2 [TWO] academic proposals per person will be accepted. 3. Proposal titles are limited to 7 words in length. 4. Abstracts must not exceed 150 words and will be used in the program, so please edit carefully. 5. Biographical data must not exceed 100 words per presenter and should be in the third person. 6. Use separate sheets for your biographical data and abstract. 7. Only e-mailed proposals will be accepted. Please send in the body of the e-mail OR as an .RTF, .TXT, or .DOC attachment. Attachments must be IBM-Compatible. 8. Please email to: [email protected] Please include the following information with your submission Presentation title: ______Length: _____ 20 minutes ____ 50 minutes _____ 80 minutes Type: ____ paper _____workshop ____ panel ____colloquium ____ poster Number of presenters: _____ Equipment: __OHP __ TV & VCR** __Cassette __ CD __ Computer (Windows/PC) & Beam Projector** ** Please note: Requests for multi-media equipment will be charged a rental fee. Category of presentation (see other side for categories): ______Presentation time preferences (please mark at least 2 choices) _____Saturday, Oct 18, 9 am – 12 noon _____Saturday, Oct 18, 1 pm - 6 pm _____Sunday, Oct 19, 9 am – 12 noon _____ Sunday, Oct 19, 1 pm - 4 pm Family Name______Given Name ______Affiliation (Work)______Mailing Address______E-mail(s): ______Work fax: ______Work phone: ______Home fax: ______Home phone: ______Are you, at present, a member of Korea TESOL? ____Yes _____ No Please direct any questions concerning SUBMISSIONS to KOTESOL Conference Program Committee Professor Gerry Lassche, Chairman Please direct all general inquiries and concerns about the conference to [email protected] 32 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Constitution & Bylaws of Korea TESOL Constitution (Adopted April 1993 II. Membership and Dues 1. Qualified indi- 4. Minutes of the Council shall be available to Amended October 1996, March 1998) viduals who apply for membership and pay the members of KOTESOL. the annual dues of the organization shall be 1. Name The name of this organization shall be enrolled as members in good standing and V. Committees 1. There shall be a National Korea TESOL (Teachers of English to Speak- shall be entitled to one vote in any Program committee chaired by the Second ers of Other Languages), herein referred to as KOTESOL action requiring a vote. Vice-President. The Committee will con- KOTESOL. The Korean name of the organi- sist of the Vice-Presidents from each of the zation shall be . 2. Private nonprofit agencies and commercial Chapters. The Program Committee shall organizations that pay the duly assessed dues be responsible for planning and develop- II. Purpose KOTESOL is a not-for-profit or- of the organization shall be recorded as insti- ing programs. ganization established to promote scholar- tutional members without vote. ship, disseminate information, and facili- 2. There shall be a Publication Committee tate cross-cultural understanding among 3. The dues for each category of membership responsible for dissemination of informa- persons concerned with the teaching and shall be determined by the Council. The tion via all official publications. period of membership shall be twelve (12) learning of English in Korea. In pursuing 3. The Council shall authorize any other stand- these goals, KOTESOL shall cooperate in months, from the month of application to the first day of the twelfth month follow- ing committees that may be needed to appropriate ways with other groups hav- implement policies of KOTESOL. ing similar concerns. ing that date. Renewals shall run for a full twelve (12) months. For those members 4. A National Conference Committee shall be III. Membership Membership shall be open whose membership would lapse on the date of the Annual Business Meeting in 1998, responsible for planning and developing to professionals in the field of language the Annual Conference. The National Con- teaching and research who support the their renewal year will commence on Oc- tober 1, 1998. ference Committee Chair shall be elected goals of KOTESOL. Nonvoting member- at the Annual Business Meeting two years ship shall be open to institutions, agencies, prior to serving as Chair of the National and commercial organizations. III. Duties of Officers 1. The President shall preside at the Annual Business Meeting, Conference Committee. This person shall IV. Meetings KOTESOL shall hold meetings at shall be the convener of the Council, and serve as Cochair of the National Confer- times and places decided upon and announced shall be responsible for promoting relation- ence Committee for the first year of the by the Council. One meeting each year shall ships with other organizations. The Presi- term. In the second year of the term the be designated the Annual Business Meeting dent shall also be an ex-officio member of Cochair shall become the Chair of the Na- and shall include a business session. all committees formed within KOTESOL. tional Conference Committee. The first and second Vice-Presidents shall V. Officers and Elections 1. The officers of cooperate to reflect the intercultural dimen- 5. There shall be a Nominations and Elections KOTESOL shall be a President, a First sion of KOTESOL. Committee responsible for submitting a Vice-President, a Second Vice-President, complete slate of candidates for the respec- a Secretary, and a Treasurer. The First Vice- 2. The First Vice-President shall be the super- tive positions of KOTESOL to be elected. President shall succeed to the presidency visor of the Chapters and work with the The Chair of this Committee shall be the following year. Officers shall be elected Council representatives from each Chap- elected by a majority vote of members. The annually. The term of office shall be from ter. The First Vice-President shall also un- Chair is responsible for appointing a Nomi- the close of one Annual Business Meeting dertake such other responsibilities as the nation and Elections Committee and for until the close of the next Annual Business President may delegate. conducting the election. Meeting. 3. The Second Vice-President shall be the con- VI. Chapters 1. A Chapter of KOTESOL can 2. The Council shall consist of the officers, vener of the National Program Committee and be established with a minimum of twenty the immediate Past President, the chairs of shall be responsible for planning, develop- members, unless otherwise specified by the all standing committees, and a representa- ing and coordinating activities. Council. tive from each Chapter who is not at present 4. The Secretary shall keep minutes of the 2. The membership fee shall be set by the an officer, as well as the KOTESOL Gen- Council, 50% of which will go to the Na- eral Manager. The Council shall conduct Annual Business Meeting and other busi- ness meetings of KOTESOL, and shall tional Organization, and 50% will belong the business of KOTESOL under general to the Chapter. policies determined at the Annual Business keep a record of decisions made by the Meeting. Council. The Treasurer shall maintain a list of KOTESOL members and shall be the cus- 3. The Chapters will have autonomy in areas not covered by the Constitution and Bylaws. 3. If the office of the President is vacated, the todian of all funds belonging to KOTESOL. First Vice-President shall assume the Presi- IV. The Council 1. All members of the Coun- VII. Parliamentary Authority The rules con- dency. Vacancies in other offices shall be tained in Robert's Rules of Order, Newly dealt with as determined by the Council. cil must be members in good standing of KOTESOL and international TESOL. Revised shall govern KOTESOL, in all cases in which they are applicable and in VI. Amendments This Constitution may be 2. Five members of the Council shall constitute which they are not inconsistent with the amended by a majority vote of members, Constitution and Bylaws. provided that written notice of the proposed a quorum for conducting business. Council members shall be allowed to appoint a quali- change has been endorsed by at least five VIII. Audits An audit of the financial trans- members in good standing and has been fied substitute, but that person shall not be allowed to vote at the meeting. actions of KOTESOL shall be performed distributed to all members at least thirty at least (but not limited to) once a year as days prior to the vote. 3. The KOTESOL General Manager (GM) directed by the Council. shall be an equal member of the Council _ _ _ in all respects, except that the GM will be IX. Amendments The Bylaws may be excluded from deliberations and voting amended by a majority vote of members concerning the hiring, compensation, re- provided that notice of the proposed change Bylaws (Adopted April 1993 Ammended tention, discipline, or termination of the has been given to all members at least thirty March 1998) GM or affecting the position of GM. The days before the vote. The Bylaws may be GM serves as Chief Executive Officer for amended without such prior notice only at I. Language The official language of KOTESOL, and retains such authority as is the Annual Business Meeting, and in that KOTESOL shall be English. vested by the action of the Council for day- case the proposal shall require approval by to-day management of KOTESOL activities. three-fourths of the members present. The approved minutes of recent KOTESOL Council meetings may be found on the website. 33 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 KOREA TESOL MEMBERSHIP INFORMATION All English teachers, regardless of level or nationality, are invited to join KOTESOL. We welcome native and non-native speakers teaching at elementary, middle and high schools, hagwons, colleges and universities. College students are also welcome to join as student members. The student rate only applies to undergraduate students; graduate students are under the regular membership category. People who are interested in the Learning and Teaching of English in Korea are also welcome to join, as regular members, even if they are not currently teachers or students. MEMBERS ... 1. Can attend chapter meetings (of any chapter), and conferences and other events. Currently Korea TESOL has 8 active chapters: Jeolla, Daejeon, Chongju, Suwon-Kyonggi, Seoul, Daegu-Kyongbuk, Busan, and Gangwon. 2. Can participate in KOTESOL SIG (Special Interest Group) activities, which currently include Global Issues, Research, Writing & Editing, Young Learners, and Teacher Development & Education. 3. Receive The English Connection (TEC), a bi-monthly publication featuring articles related to language teaching/learning, teaching tips, reviews, job announcements, and notices of upcoming meetings and conferences, as well as information about a variety of language teaching materials. 4. Receive The Korea TESOL Journal, an annual publication featuring both practical and theoretical articles and research reports. 5. Receive the annual Conference Proceedings, a publication of papers and important releases from presentations of the annual International Conference and Educational Materials Exposition. 6. Receive a local chapter newsletter (whichever chapter you officially signed up through). 7. Advance announcements, pre-registration discounts, calls for papers, and early registration for the annual KOTESOL conference and other events (drama festivals, regional conferences, etc.). 8. Opportunities to build a network of important professional and cross-cultural contacts. 9. Access to the latest in quality teaching resources and related materials. 10. Access to employment postings and the Employment Center. 11. Professional recognition as a member of the leading multi-cultural EFL organization in Korea. 12. Opportunities to give presentations at KOTESOL venues and publish articles in TEC, the Korea Tesol Journal, Conference Proceedings, etc. 13. Opportunities to gain experience as a KOTESOL volunteer and leader at both national and local levels. Regular Membership, Annual dues are 40, 000 won.* Undergraduate Student Membership, Annual dues are 20, 000 won.* International Membership, Annual dues are US$50.* Lifetime Membership, Lifetime dues are 400,000 won. Educational/Institutional Membership & Associate/Commercial Membership, see the website. * Period of membership: 12 months, from the month of application to the 1st day of the 12th month following that date. * Renewals shall run for a full 12 months. Membership expiry date: 1st line of address label used to mail TEC magazine. We need your feedback, active participation and help! Join us! www.kotesol.org Email: [email protected] Rev. 2002-01-10 34 The English Connection Jan-Feb 2003 Volume 7 / Issue 1 Korea TESOL Membership Application / Change of Address Please fill in each item separately. Do not use such timesaving conventions as "see above." Long answers may be truncated. Use abbreviations if necessary. Please complete this form in English -- and also include Hangul if possible. ❑ New membership ❑ Membership renewal ❑ Change of address / information Type of membership: ❑ Individual (40,000 won/year) ❑ Lifetime (400,000 won) ❑ International (US$50.00/year) ❑ Undergraduate Student (20,000 won/year, attach ID) ❑ 2-Year Individual (70,000 won/2-year) NEW!! Payment by ❑ Cash ❑ Check ❑ Online transfer Please make online payments to " (KOTESOL)" at Gwangju Bank ( ), account number 004-107-002321. If you transferred funds online, please indicate: Bank Name:______City:______Date of Transfer:______Family name: ______Given name: ______Title: ______ Chapter Affiliation (circle your choice): Seoul, Gyeonggi-Suwon, Cheongju, Daejeon, Daegu-Gyeongbuk, Busan, Jeolla, Gangwon, International. Confidential: ❑ YES or ❑ NO (If you answer YES, the following information will not be included in any published form of the membership database. The information will be used by KOTESOL general office staff only for official KOTESOL mailings.) Email address(es): ______, ______Telephone: Home Phone: (_____)______Work Phone: (_____)______Fax: (_____)______Cell Phone: (_____)______Work Address: ______School/Company Name ______Address Line 1 ______Address Line 2 ______City / Province / Country * POSTAL CODE * Home Address: ______Address Line 1 ______Address Line 2 ______City / Province / Country * POSTAL CODE * To which address would you prefer KOTESOL mailings be sent? ❑ Home ❑ Work (Please complete both areas) Please check all those areas of ELT that interest you: ❑ Global Issues ❑ Elementary Education ❑ Teacher Development ❑ Reading/Writing ❑ Secondary Education ❑ Learning Disabilities ❑ Speech/Pronunciation ❑ Post-Secondary Education ❑ Inter-Cultural Communication ❑ Video ❑ Adult Education ❑ Applied Linguistics ❑ CALL ❑ Intensive English Programs ❑ Research ❑ Testing ❑ Teaching English to the Deaf ❑ Other: ______ Date: ______Signature: ______Send this form to: (Fax) 054-746-1097 or (Email)