LANGUAGE TEACHING The Korea TESOL Toumal a
KOTESOL '94 WHERE THE PAST MEETS THE FUTURE PREPARING EFL LEARNERS FOR THE 21ST CENTURY OCTOBER 14-16 SOGANG UNIVERSITY SEOU ES E P MEETS THE FUTURE PREPARING EFL E E C URY OCTOBER 14-16 SOGANG UNIVERSIT SE 4 RE THE PAST MEETS THE FUTURE PREP IN THE 21ST CENTURY OCTOBER 14-16 SOG GUN OL '94 WHERE THE PAST MEETS THE F UR RNERS FOR THE 21ST CENTURY OCTO - 6 AN IVE EOUL KOTESOL '94 WHERE THE PAST MEETS THE FUTURE PREPARING EFL LEARNERS FOR THE 21ST CENTURY OCTOBER 14-16 SOGANG UNIVERSITY SEOUL KOTESOL '94 WHERE THE PAS MEETS THE FUTURE PREPARING EFL RS FOR THE 21S NTURY OCTOBER 14-16 SOGANG NIVE ITY SEOUL KOTES 94 WHERE THE PAST MEETS THE FUTURE PREPARI E T ~1111.W SOGAN E '9 R ST THE FU E S CEN CTO EO H P I EF A ER 0 E T CENTURY OCTOBER 14-1 SOGANG UNIVERSITY SEOUL KOTESOL '94 WHERE THE PAST ME THE FUTURE PREPARING EFL LEARNERS FOR THE 21ST CENTURY OCTOBER 14-16 SOGANG UNIVERSITY SEOUL KOTESOL '94 WH HE PAST MEETS. THE FUTURE PREPARING EFL LEARNERS FOR E 21ST CENTURY OCTOBER 14-16 SOGANG UNIVERSITY SEOU 0 ' E EETS THE FUTURE PREPARING EFL L R 21 RY OCTOBER 14-16 SOGANG UNIVER Y L RE THE PAST MEETS THE FUTURE PR A N R HE 21ST CENTURY OCTOBER 14-16 N SI SE L ESOL '94 WHERE THE PAST MEETS THE FUTURE PREPARING EFL LEARNERS FOR THE 21ST CENTURY OCTOBER 14-16 SOGANG UNIVERSITY SEOUL KOTESOL '94 WHERE THE PAST MEETS THE FUTURE PREPARING EFL LEARNERS FOR
Vol.2,No.3 October 1994 ~ LANGUAGE TEACHING October1994 Vol. 2, No. 3 ~ The KDrea TESOL [ournal REPORTS Korea TESOL chapter activities 51 New LT publication schedule 52 EDITOR The Korea TESOL calendar 53 DwightJ. Strawn CETA Snippets: Notes from the July conference 54 ASSOCIATE EDITORS KOTESOL ' 94 John F. Holstein, Jack D. Large Carl Dusthimer, Tish Metheny Conference Schedule 56 Daniel Roberts, Shane Carter Eric Shade FEA T URES Richard A. Orem: Facing the challenge of a changing MAN AGI N G ED I TO R world: The personal journey of an ESOL educator 59 Terry Nelson Kip A. Cates: Initiatives in global education 63 Language Teaching: The Korea Donald R. H. Byrd: What EFL teachers need to know TESOL Journal is published four about communicative materials 67 times a year as a service to mem Marc Helgesen: Schema activation and listening: bers of Korea TESOL, a profes Where the learner's past meets the future 70 sional association of language teachers in Korea which is affili Brenda Bushell and Sonia Yoshi take: Building cross-cultural ated with the internationalorga understanding through students' experiences 74 niz.ation Teachers of English to J.W.: On Korean, Cows, James Joyce, and Ernest Hemingway 75 Speakers of Other Languages. For information about member MAKING CONNE C TIONS ship in Korea TESOL, please see page85. Conferences and institutes around the world 78 Viewpoints expressed in this publication are those of the indi CAREER MOVES vidual writers and do not neces Job openings 81 sarily reflect positions or poli cies of Korea TESOL or the F. y . I. editors. The editors welcome let ters, news reports, announce Korea TESOL Directory 83 ments, reviews and articles re Constitution and Bylaws of Korea TESOL 84 lated to all aspects of language Information for Contributors 85 teaching. Please see "Informa tion for Contributors" on page Membership Application/ Change of Address Notice 85 85. FROM THE EDITORS Language Teaching: The Korea TESOL Journal is the successor to ffiGH AUTUMN SKIES and cooler nights bringing welcome the newsletter of the Association l A TITH of ~~lish Teachers in Korea V V relief from the summer heat, Korea TESOL members look for (AETK), which in October 1992 ward to meeting again at the annual Korea TESOL conference, to be joined with the Korea Associa held on the campus of Sogang University in Seoul beginning Friday, tion of Teachers of English October 14 and continuing through Sunday, October 15. An occasion (KA TE) in the establishment of Korea TESOL. The first AETK for renewing friendships and for sharing insights, observations, ex newsletter was published in perience, and research results related to the teaching of English in 1982 with the name Teaching En Korea, the conference will include more than fifty presentations on glish in Korea. The name was various aspects of language teaching and other opportunities for changed to AETK News in 1985, teachers to share their experiences and learn from each other. to AETK Bulletin in 1987, and then toAETK Newsletter in 1990. In this issue, in addition to the conference schedule, we have The last issue ofAETK Newsletter attempted to provide a small sample of the wide range of themes and appeared in December 1992, at questions that will be discussed at the conference as scholars and which time the publication was professional language teachers from several countries in and outside re-established under its present name. of Asia gather to offer their ideas on the present state and future Editors: Barbara R. Mintz direction of English language teaching. (1982-1984), Dwight J. Strawn Looking ahead to our next issue, we hope then to bring you more (1985-1989), R.A. Brown and articles about the conference presentations and an overview of the Cha Kyung-Whan (1990), John faces and events that made the conference. Please note that we have F. Holstein (1991-1992), Dwight J. Strawn (1993-). changed our publication schedule to give you more time to write up and send in your contributions for that issue. (See the announcement Please address all inquiries to on page 52 and "Information for Contributors" on page 85.) Managing Editor Terry Nelson Meanwhile, more changes are in store for Korea TESOL as new at Pagoda Language School, 56- 6 Chongno 2-ga, Seoul 110-122 officers are being elected for the coming year. We trust that the new (Tel 02-362-4000 or 02-712-3378, leaders will continue to guide the association toward its goals of Fax 02-278-4.533). • promoting scholarship and the exchange of information related to English language teaching in Korea. - DJS & JFH REPORTS Korea TESOL, an affiliate of TF.SOL International, was estab lished in 1993 to promote schol Korea TESOL /ari (learning field), a program arship, disseminate information, which enables teachers to make and facilitate cross-cultural un chapter activities up test questions incorporating derstanding among all persons animation and voice, and to eval concerned with the teaching and learning of English in Korea. compiled by Kim /eong-Ryeol and uate students' academic ability Membership is open to all pro Ju Yang-Don on-line. Running onanIBM-com fessionals in the field of language patible PC with Windows, this teaching who support these authoring ware provides an effi goals. Please see the membership cient means for the diagnosis of application on page 85. Seoul any student's problem areas and it lets teachers strengthen the T THE JUNE MEETING we la area by feeding in many supple Officers 1993-1994 Amented the lack of collegial mentary materials and ques PRESIDENT ity among teachers and at tions. SJ.nee everything from Scott Berlin, tempted to share the experiences writing the questions to doing Kongju National University, Kongju which any principled account of the grading is done on-line, the what ESL is must take as its data feedback is almost instantaneous FIRST VICE-PRESIDENT Critical incidents recounted in for students and extremely effi Kim Jeong-Ryeol, cluded the suspicion felt by stu cient for the teacher. Korea Maritime University, dents when it is suggested to Following the demonstration, Pusan them that having fun is an impor Dr. Jeong-Ryeol Kim gave a pre SECOND VICE-PRESIDENT ESL Lan tant goal of the class, the fuss sentation on Multimedia in Patricia E. Hunt, kicked up when they are not al guage Teaching in which he Yeungnam University, lowed access to transcripts of summarized the development of Taegu hearing passages, the disorderli language-teaching methodolo ness of children trying to get into gies and computer technology SECRETARY class before the others can get related to the topic, giving a Elaine Hayes, Sogang University out, and the lack of freedom of ratherdetailedexplanationofthe Institute for English as an teachers to be their real selves. technological bridge between the International Language, At the July meeting we dis proficiency movement and mul Seoul cussed the status of grammar, timedia technology and its future which has been put on the defen direction. ACTING TREASURER Ae Kyoung Large, sive by functions, tasks and ac After the June meeting, the Iri quisition. Points raised included participants went out for dinner the grammaticality of "John is and tea and promised to meet one of those who is/ are with again in September after the Chapter Representatives you," the differences between summer vacation. "this" and "it," and the differ SEOUL ence in the positions of NS and Greg Matheson NNS. Taegu TAEJON At the August meeting we Ju Yang-Don held an activity swap shop. One N JULY 16TH the Taegu activity was "Ship or Sheep OChapter held a dinner and TAEGU Shout" by David Hirst. This was social at a buffet restaurant in Chae Joon-Kee a minimal pair activity, but in central Taegu. Special recogni stead of pitting individual stu tion was given to Chuck Mason, CHOL LA dents against the truth, students one of the co-founders of the Pak Joo-Kyung each had one half of the minimal Taegu Chapter, who returned to KYOUNGJU pair and had to cooperate in de the US in August. He will be Thomas Duvemay ciding whether their words were greatly missed, both in the Taegu minimal pairs. Chapter and in Korea TESOL on PUSAN the national level as well. Mike Duffy On Saturday September 3rd Pusan Dr. Stefan Bucher of Kyongbuk University gave a presentation Advisory Board T THE PUSAN CHAPTER on the use of television commer Ahn Jung-Hun, Kwon Oryang, A June meeting, the Samsuk cials in language teaching. The Kim Nam-Soon, Dwight J. Computer Company demon presentation was very entertain Strawn, John F. Holstein strated its authoring tool Baewum ing and educational.
October1994 Language Teaching: The Korea TESOL Journal 51 There will be no chapter meet from on a variety of topics in Following the presentation ing in October. We are looking cluding the use of video in the Professor Ju explained that Sug forward to having most of our classroom, vocabulary acquisi gestopedia as a teaching tech members attend the 1994 Korea tion, jazz chants, role-plays and nique may not always be appro TESOL Conference October 14 more. The conference had some priate in certain classroom through 16 at Sogang University thing for everyone from elemen environments, but he remfrlded in Seoul. tary to university level teachers. us that we could use certain as The November 5th meeting We are looking forward to see pects of the technique when will feature a workshop on ing everyone at the National teaching. games. Time for socializing will Conference on October 15. For After the coffee break Carl follow the presentations. more information about the Dusthimer from Hannam Uni The last Taegu Chapter meet Cholla Chapter, feel free to con versity held a class for secondary ing in 1994 features Dr. Ahn tact J ookyung Park or Scott school teachers. He explained Jung-hun from Pusan National Payne at 062-520-7928. how to play two games, one for University. He will demonstrate studying directions and another the fundamentals of the lan for studying vocabulary. Profes guage teaching method "The Si Taejon sor Dusthimer had participants lent Way." practice the games. We are fortunate to have had a N JUNE 25 of this year our Our chapter did not hold any successful year. We appreciate Ochapter was pleasantly sur general meetings during July the individuals who have given prised as several new faces and August, buton5eptember24 of their time to make interesting showed up for the first meeting Thomas Farrell from Korea Uni presentations. We hope to con of the summer. During the meet versity in Seoul gave a presenta tinue this tradition. For more in ing Professor Ju Yang-Don of tion on how to examine, evaluate formation about the Taegu TaejonJuniorCollegegaveapre and take steps to improve our Chapter, please call Professor sentation on Suggestopedia, a classroom teaching. Chae Joon-Kee (053-950-5830) or teaching technique that employs For information about Taejon Steve Garrigues (053-952-3613). waking-state suggestions and Chapter activities, please contact unusual presentation styles to one of the executive members: accelerate the learning process. Carl Dusthimer (042-629-7338), Cholla The method, developed by the Ju Yang-don (042-584-6700), Kim Bulgarian psychotherapist and Won-Myoung (042-527-8895), or N MAY 28 the former educator George Lozanov, uses Seo Eun-Mi (0654-60-3369).• OChonbuk Chapter of Korea several key techniques to aid in TESOL was expanded to include foreign language education. all of Cholla province. We were First, the teacher must ensure New LT publication very happy about the turnout for that students are sufficiently re our first meeting-66 people laxed. This is accomplished via schedule were present and more than half various physical exercises, re CHANGFS are being made in the were potential new members. laxed breathing exercises and publication schedule for Lan Claudia Hett Payne presented even calming music. Emphasis is guage Teaching: The Korea TESOL the stimulating and challenging placed on mental as well as phys Journal. The deadlines for the re activity "Messenger Dictation." ical relaxation. Next, material ceipt of material for each issue This activity combines reading, from the previous class is briefly have been revised, and the issue writing, listening and speaking reviewed, and then the lesson for scheduled for December will in a game format which, based on the day's class is passively pre now be published in January in the content of the dictation, can sented. stead-giving contributors more focus on anything from grammar Professor Ju suggested using time to submit articles after the to vocabulary to pronunciation. role playing, songs, self-cor annual October conference. The In the business meeting it was rected quizzes or games when new deadlines are as follows: decided that the meeting loca ever appropriate. For the presen April issue February 1 tions should alternate betWeen tation he demonstrated how to July issue May 1 Chonnam National University teach simple greetings using October issue August 1 and Chonbuk University. lines of students facing each January issue November 1 The August 20 Mini-confer other who exchange greetings Articles to be considered for ence was a success! We had ap and then move one place to the publication must be received by proximately 45 participants in left or right and repeat the pro the deadlines. Letters to the edi cluding a few fellow Korea cess. At the close of the lesson tor, short news items, notices of TESOL members from even as far students should again be encour meetings, and job announce away as Seoul. Thanks for the aged to relax while the teacher ments may be sent at any time support! Those who attended reviews briefly what has been (see additional information on had six presentations to choose taught. page85).• 52 Language Teaching: The Korea TESOL Journal Vol.2, No.3 The Korea TESOL calendar
Date: October 14-16, 1994 Date: December 3, 1994 Name: The 1994 Korea TESOL Conference Name: Cholla Chapter Meeting Place: Sogang University, Seoul Place: Chonbuk University Topic: Where the Past Meets the Future: Prepar- Contact. Jookyung Park or Scott Payne, Tel 062-520- ing the EFL Leamer for the 21st Century 7928 Contact: Carl Dusthimer, Conference Co-Chair, Dept. of English Language & Literature Hannam University, 133 0-Jung Dong, Taejon 300-791, Korea, Tel 042-623-8472, Date: December 19, 1994, 2:00 PM Fax 042-623-8472 Name: Seoul Chapter Meeting Place: Pagoda Foreign Language Institute, Chongno 2-ga Date: November 5, 1994, 2:00-4:30 PM Contact. Greg Matheson, Tel 02-413-2692 Name: Taegu Chapter Meeting Place: Taegu American Center Topic: Workshop on Games and Other Teaching Date: February 25, 1995 Activities f\lame: Cholla Chapter Meeting Contact. Chae Joon-kee, Tel (W) 053-950-5830, Fax Place: LRC, Chonnam National University 053-950-6804; Steve Garrigues, Tel (H) 053- Contact. Jookyung Park or Scott Payne, Tel 062-520- 952-3613; Patricia Hunt, Tel (W) 053-810- 7928 3157
Date: March 25, 1995, 3:00 PM Date: November 19, 1994, 2:00 PM Name: Pusan Chapter Meeting Name: SeoulChapterMeeting Place: ESS Institute Place: Pagoda Foreign Language Institute, Topic: Junior High School Textbooks Chongno 2-ga Speaker: Jung-Hun Ahn & Patricia Hunt Topic: Reflective Teaching Contact. Mike Duffy (Tel 051-248-4080) or Kim Speaker: Tom Farrell Jeong-ryeol (Tel 051-4104449) Contact. Greg Matheson, Tel 02-413-2692
Date: April 15, 1995 Date: November 26, 1994, 3:00 PM f\lame: Cholla Chapter Meeting Name: Pusan Chapter Meeting Place: Chonbuk University Place: ESS Institute Contact. Jookyung Park or Scott Payne, Tel 062-520- Topic: Speaking 7928 Speaker: Bill Richey, British Council Contact. Mike Duffy (Tel 051-248-4080) or Kim Jeong-ryeol (Tel 051-4104449) Date: April 29, 1995, 3:00 PM Name: Pusan Chapter Meeting Place: ESS Institute Topic: Bilingual Education Date: December 3, 1994, 2:00-4:30 PM Speaker: Whang Byung-yeol Name: Taegu Chapter Meeting Contact. Mike Duffy (Tel 051-248-4080) or Kim Place: Taegu American Center Jeong-ryeol (Tel 051-4104449) Topic: The Silent Way Speaker: Dr. Ahn Jung-hun, Pusan National Univer sity Contact. Chae Joon-kee, Tel (W) 053-950-5830, Fax Please send announcements ofJu ture Korea TESOL meet 053-950-6804; Steve Garrigues, Tel (H) 053- ings and other Korea TESOL events to Dwight T. Strawn, 952-3613; Patricia Hunt, Tel (W) 053-810- Yonsei University English Department, Seoul 120-749. 3157 Fax 02-364-4662. Email [email protected].
October 1994 Language Teaching: The Korea TESOL Journal 53 CETA Snippets: Notes from the July Conference by Greg Matheson
HE College English Teachers at all levels of school, and hu with their confidence correlated TAssociation of Korea ( CET A) manities majors. with the help which they felt her held its annual international con Choi Yeon-Hee investigated instruction provided. The con ference July 22-23 on the Korea the effects of familiarity of con trol group's confidence was University campus in Seoul. Re tent, difficulty of language and (more) dependent on their atti ports of empirical studies out listening proficiency on listening tude to their previous instruc numbered the theoretical and re comprehension. Less able stu tion. view presentations, and with dents found unfamiliar topics Lee Dami looked at grammat scholars in attendance from sev more difficult to comprehend icality judgments by Koreans in eral countries, all of the presenta than more able students did. the US of "Ernie is dreaming that tions, handouts and questions Lyuh Inok elicited refusal Mickey Mouse is pointing at were in English. strategies from American and himself." In Korean this kind of Brief summaries of some of the Korean EFL students and com sentence is accepted even when presentations are given below; pared judgments from them as to "himself" refers to Ernie. She look in the CETA journal English the likelihood they would use concluded that when Ll is a Teaching for longer articles. items selected from the resulting superset of L2, as in the case of Song Mi-Jeong reported some lists. In comparison to the results Korean and English, negative non-quantitative research into of another study, which found datais needed to reset the param the reasons Korean, Japanese that Americans were less likely eters of universal grammar. and Taiwanese students are reti than Japanese to state a philoso Park Jun-Eon presented a par cent in ESL classrooms. Con phy or principle to justify their adigm for deciding what matrix struct analysis showed that the refusal, Lyuh ' s Korean group language an utterance is in when problems are lack of vocabulary was even less principle-oriented the speaker switches languages and listening and discussion than the American group. . in the middle of the utterance. skills, differences between Peter Gordon spoke of the im Important determinants were American and Asian classrooms portance of the critical period for word order and topic structure, in terms of participation and in Korean learners in acquiring de but if the switching occurs at an struction, domination of other terminers, plurals and verb sub object it is impossible to identify ethnic groups, perfectionism, in categories, replicating Krashen' s a matrix language. tolerance of ambiguity, and a finding that the older are quicker Thomas S.C. Farrell reported lack of confidence. but the younger are better. on what happened when he and Song He-Shim used think Chin Kyungae compared per four Korean teachers explored aloud protocols and interviews formance on articles by ad their teaching using Fanselow' s to elicit students' reading strate vanced Spanish, Arabic and Ko FOCUS scheme as a framework gies and ideas they have about rean speakers and found the for observing teacher and stu reading. She found that word groups ranked in this same dent behavior in their own class by-word text-bound readingwas order, with larger differences for rooms. The venture appeared associated with perceived pov "a" than "the." Support was fraught with emotional content. erty of personal resources and found for the contrastive analy John Wells talked about the having an orientation of lan sis hypothesis, which views the differences between native and guage study as opposed to con problem of acquisition as being non-native speakers and re tent study. due to the relative differences be viewed dictionaries as a way of Kim Sung-Ae looked at the tween the determiner systems of bridging the gap. reading abilities of ninth-grade the three languages and English. David Wilkins analyzed more Korean students and found that However, no support was found recent rivals to his functional syl though they could identify what for Kellerman' s subjective con labus like the procedural, pro was important in a text, they trast hypothesis, because Span cess and task-based syllabi. He could not recall it any better than ish speakers regarded the Ll-L2 was sympathetic to the task unimportant material. Good differences as great but Arabic based syllabus. He saw the issue readers were an exception to this speakers regarded them as not as one to be decided by ex rule. slight. perimental studies, but as a mat Lee Hyo-Woon administered Kim Hyun-Sook tested the ter of convincing the people in Oxford's Strategy Inventory for value for students of her identifi the field. He adduced the mes Language Learning and found ability analysis of "the" against sage of SLA, which was that more use of strategies by univer another form of instruction more learning is holistic, not a matter sity studWlts, boys, high- and commonly used here. The exper of accumulative course elements. middle-leVel proficiency groups imental group made less errors In a second lecture he discussed and became more confident, the tension between grammar
54 Language Teaching: The Korea TESOL Journal Vol.2,No.3 and lexicon as a matter to be con TEFL: ungrammatical English of Minoru Ike outlined the his sidered in organizing courses teachers and in materials, misdi tory of English education in and, while still recognizing lan rected testing, overly-theoretical Japan, which started with the guage as rule-governed., said it teacher training programs, Min work of missionaries and bene was lexically, not syntactically, istry of Education strait-jackets, fited from the methods used to driven. blind faith that an earlier start study the Chinese classics. More Christine Pearson Casanave will solve everything, brain recently, the work of Charle& reflected on the context in which washing that English is difficult Fries in the 1960s gained more she finds herself in college and that you should not open acceptance than Harold Palmer's classes in Japan, delineating pur your mouth if you are unsure of work in the 1920s and 1930s had poses, procedures and personal yourself, and lastly, rampant, un received, but in the overall pic ities, issues that she thinks may scrupulous commercialism. He ture written entrance examina be too much to ask tired and busy advocated an awareness cam tions have been the dominant in teachers to think about. Because paign, research into problems fluence in determining the way changing the context is agoniz and solutions, and the establish English is taught in the scho~ls. ingly slow, some fight small bat ment of an agency to enforce reg Yoshio Narisawa reported a tles in class rather than big ones ulations. program to introduce word pro outside. She also discussed. ways Kim Kun-Ok proposed a phil cessing to college students in of making social issues the basis osophical interpretation of En place of traditional English writ for course design. These are cen glish tense influenced. by Oller' s ing classes. This included teach tral because of the responsibili view of pragmatism. The present ing them to type. Students were ties of the FSL teacher in the field tense stands above the other so excited they were speechless. of personal and intellectual de tenses, which are merely spatio Kim Duk-Ki raised questions velopment. temporal realizations of it. Her about an identity crisis in English John W. Oller, Jr. had recourse teaching method, logical map education departments. Is En to pragmatism and its theory of ping, involves students figuring glish teaching knowledge representations to show that, in out the commonalities in the dif driven (based on the study of lin the classroom, only the true nar ferent Korean tense equivalents guistics and literature), a rative case (a true account of a to one English tense, linking the position which allies education real event) allows the discovery logic of Korean tense to that of departments with departments of any meaning whatsoever. The English tense. of language and literature; or is it alternatives-fiction, errors, lies Choi Soo-Young described re practice-driven (without a recog and nonsense-are degenerate. cently developed CALL (com nized. knowledge base), which Meaning makes all the differ puter assisted. language learn would separate the depart ence. The second lecture was a ing) courseware, including that ments? Kim favored the latter, more empirically oriented re produced in Korea. There have supporting a professional FSL view of the effects that meaning, been advances over earlier soft pedagogy which he admitted in the form of schemata and co ware, which offered mainly lock was less prestigious. FSL teachers herence, have on language learn step programmed instruction, should know some descriptive ing. Abstract (higher meaning) and with newer software stu and historical linguistics, cul schemata produce most agree dents are given the opportunity ture, SLA and testing, but most ment and learning. Unaltered (as to play games and compare their important is the ability to help opposed to scrambled.) texts and pronunciation with that of a na their students develop commu very long stories (as opposed to tive speaker. nicative competence.• vignettes) produce the best doze Hiroshi Suzuki used com results. puter-generated speech record David Birch sounded a critical ing techniques to graft the pitch, note, arguing that the conference stress or durational characteris had failed to put on the agenda tics of a native speaker's reading the most important issue for of a text onto a reading of the teachers, which was the fear of same text by a Japanese English uncertainty. He was unhappy speaker. The version which had about the analyses of language high pitch falls and long dura put forward by the other pre tions on accented syllables senters because they were ideal sounded most native-like. ized and abstract rather than Seiji Shibata discussed. theo- messy and "real." Their analyses . retical concerns as they affect of the language learning situa early immersion in elementary tion were also unsatisfactory be schools, an issue seen to be made cause they were apolitical. relevant for Japan by the return Park Nam-Sheik tackled vari of the children of business people ous kinds of pollution in Korean with a lack of skills in Japanese.
October 1994 Language Teaching: The Korea TESOL Journal 55 KOTESOL '94: WHERE THE PAST MEETS THE FUTURE-PREPARING EFL LEARNERS FOR THE 21ST CENTURY Conference Schedule
Friday Conference Reception (Free to all) Oct.14
Saturday 8:30AM Conference Registration and Publishers' Displays Oct. 15 9:30AM Concurrent 1. English for a Specific Purpose: Results ofa Ten-week English Sessions Program Kazuko Kaneko, Japan 2. Group Ware for the Media Mix Education System Hiroshi Tanabe and Yuka Shigemitsu, Japan 3. Cooperative Assessment: Negotiating a Grading Scheme with Japanese University Students for Assessing Spoken English Performance Jeanette McLean, Japan
10:30AM Opening Remarks, John Harvey, Sogang University
11:10AM Concurrent 1. Teaching for World Citizenship Sessions Kip Cates, Japan 2. The Effectiveness of Using Various I.earning Strategies on Thai Students W anpen Chaikibnongkol, Thailand 3. Preparing Learners: Interaction for the English Language Classroom George Scholz, Indonesia 4. Bilingualism and Ethnic Identity ofKorean Students in Japan Hiroyuki Miyawaki., Japan 5. The Use ofHigh School English Textbooks in Japan Atsuko Okada, Japan 6. Talking Turkey: Teaching Conversation Skills More Effectively Graeme Cane, Japan
12:10PM Lunch and Publishers' Displays
1:30PM Plenary 1. Facing the Challenge ofa Changing World: The Personal Journey Sessions ofan ESOL Educator Rick Orem, USA 2. Is "Real" Communication Possible in the Language Classroom? Donald Byrd, USA
2:40PM Concurrent 1. Active Listening Sessions Marc Helgesen, Japan 2. Laying Out the Fluency Game Plan Carol Kim, Korea
3. Implementing EIL: The Medium is the Message Peter Hassell, New z.ealand 4. Interchange: Introducing a New Level ofCommunication Stephen McGinn, England
56 Language Teaching: The Korea TESOL Journal Vol.2,No.3 Saturday 2:40 PM Concurrent 5. Dynamic and Effective Presentations: A Methods Course Scott Berlin, Korea Oct. Sessions (Continued) 6. Cobuild 2nd Edition: The New Generation 15 David Gray, Japan 7. You Can Get Your Students to Talk Tina Carver, Singapore 3:40PM Concurrent 1. Motivating Beginners to Communicate Sessions David Paul, Japan 2. Global Issue Teaching Activities Kip Cates, Japan 3. Student Centered Lesson Plan Development for Maintaining Motivation Gerald Couz.ens, Japan 4. Interactive Multimedia Courseware for Language Learning George Farina, USA 5. Toward Internationalization: The Future of English Education in Korea Kwon Oryang, Korea (Presented in Korean) 6. Re-examining the L1 Prohibition in Language Learning Guy Modica, Japan 7. Intercultural Communication: A Model and Its Pedagogical Implications for Preparing the Global Citizen of Tomorrow Anne Conduit, Japan
4:40-5:30 PM Korea TESOL Annual Business Meeting
7:30PM 1994 Korea TESOL Conference Banquet (W12,000)
Sunday 8:45AM Conference Registration Oct. 16 9:00AM Special Program
9:40AM Concurrent 1. Using Cross Cultural Differences to Teach EFL Sessions Surai Pongtongchareon, lhailand 2. Effective Teaching of English in the Elementary Classroom Yeom Ji-sook, Korea (Presented in Korean) 3. Communicate: A Course that Fully Involves Beginners David Paul, Japan 4. Effectively Integrating CALL into the Curriculum Scott Payne, Korea 5. Communicative Grammar Translation-Say What? Robert Weschler, Japan 6. Multimedia ELT: Education in the (CD-ROM) Driver's Seat William Gattonn, Japan
10:40AM Concurrent 1. Ugly Americans, Ugly Koreans: A Lesson in Cultural Differences Sessions Rick Orem, USA, Min Byoung Chul, Korea 2. Effective Receptive Skills for EFL Students in Secondary Schools Ju Yang-don, Korea (Presented in Korean)
October 1994 Language Teaching: The Korea TESOL Journal 57 Sunday 10:40AM Concurrent 3. Motivate Your Business Students David Fisher, Singapore Oct. Sessions (Cantinued) 4. CALL Around the World: How CALL is Being Used in the EFL 16 Classroom Amelia Staley, Japan 5. Good Morning Vietnam & War Games: How to Investigate Your Teaching Thomas Farrell, Korea 6. Cross CuJtural Pragmatics in the EFL Classroom: The First Six Steps Craig Smith, Japan 7. Integrative Actiriities for Improving Pronunciation Oaudia Hett-Payne, Korea 11:40AM Featured 1. Activities That Work Speakers Marc Helgesen, Japan 2. Global Education Curriculum Design Kip Cates, Japan 3. Training Korean Children to Be Active Learners David Paul, Japan
12:50PM Lunch and Publishers' Displays
2:10PM Concurrent 1. Spectrum Sessions Donald Byrd, USA 2. Open House: An Actiznty Course for Young Learners John Raby, Japan 3. The Functional-Notional Syllabus: A Model for Korea Stefan Bucher, Korea 4. Survival English for Professional People Vaughan Jones, England 5. Global Village: Positive or Negative? Lee Henn, Korea 6. Using Simulation to Address Cross Cultural Issues in the Language Classroom Char Heitman, Japan 3:10PM Concurrent 1. English Firsthand: Effectively Using a Textbook Sessions Marc Helgesen, Japan 2. Parade: The New Childrens' Program David Gray, Japan 3. (Topic to be announced) Ian Holden, Japan 4. Bingo Mania Andy Kirn, Korea 5. MAT Program Options at the School for International Training Larraine Wright, USA 6. On Teaching Presentation Skills in EFL Johanna Katchen, Taiwan, ROC
4:10PM Final Bash (Free to all)
58 Language Teaching: The Korea TESOL Journal Vol.2,No. 3 fEATURES Facing the challenge of a changing world: The personal journey of an ESOL educator by Richard A. Orem Northern Illinois University
HALLENGE AND CHANGE ... two words anti-war movements. Detroit, Atlanta, Chicago, which have entered our active vocabulary and Los Angeles, among many other urban centers, Cas never before. With an increasingly were recovering from the devastation of riots and changing world, our future is that much arson following the death of Martin Luther King, less predictable, and with low predictability comes Jr. Woodstock and Easy Rider came to symbolize the high instability. It is significant, therefore, that we culture of rebellion of a generation raised in the meet at this conference in Seoul, capital of a rela heat of cold war politics, guerrilla warfare in South tively new and modern nation, and new player in east Asia, and the civil rights marches from Selma world politics, but home to one of the world's to Chicago. oldest civilizations, to talk about our future as a As for me, I quietly found myself by the end of profession in a changing world. the summer in anew TEFL program which brought What I propose to do is survey the landscape of together the resources of the Peace Corps and the the professional field of TESOL, where we have Teacher Corps. I spent The 1%9-70 school year been and where we are going. I am particularly teaching 8th and 9th grades in Atlanta and waiting interested in three subjects which will become the for my new Peace Corps assignment, which was to dominant foci of my remarks: materials develop be Tunisia, at the Bourguiba Institute of Modern ment, the technology of TESOL, and the profes Languages. My cohort of PCVs made up virtually sional development of TESOL educators. After a the entire English Department. There I taught En survey of where we have been, I will then attempt, glish to adults, remaining faithful to my training cautiously I might add, to cast a net to the future, and the philosophy of Charles Fries and Robert to begin to paint a picture of our world, our TESOL Lado, designers of the Michigan approach, an au world, in the next 25 years. diolingual approach using materials developed at Finally, I will conclude by attempting to draw the University of Michigan for university students implications from our past for our future. What and which were exported worldwide through the does this possible scenario mean for us as practi efforts of thousands of young impressionable PCVs tioners? How will events in North America help like myself. Looking back, I believe I was too shape your daily practice in Korea? To accomplish caught up in my own acculturation into Tunisian this I will frame my remarks in the form of a per society to really critically examine the materials sonal journey over the last 25 years, as an educator and techniques I was trained to use. and teacher trainer, practitioner and researcher, in But really neither did any of my colleagues for the United States and elsewhere in the world. none of us had any training in linguistics or educa I must begin by first sharing with you some of tional psychology, a prerequisite to work in the my background, as such self-disclosure is impor Peace Corps at the time. For us those two years tant in helping you understand why I have selected represented a period of personal change and chal my topic and have shaped my remarks in this way. lenge which was never fully realized, perhaps not I entered the TESOL profession as a teacher of En even yet. glish as a foreign language 25 years ago. The year What I remember more from those two years is was 1%9when I accepted an invitation from the US the people I interacted with on a daily basis, the Peace Corps to teach English to elementary school friendships I developed, the transformation of a children in the Libyan desert of North Africa. No city of strange smells, sounds, and ritual, to a city sooner had I begun my training than I became an which became a second home. unwitting participant in global politics. After a And then my return to the United States and training period that subjected me and most of my graduate school, first a master's degree in language fellow American trainees to our first experience in education which concluded my Teacher Corps and Arab-Israeli politics, we were all soon looking for Peace Corps experience, then two years of English a new program before even arriving in Libya, for it teaching in the Atlanta Public Schools, and another was September 1, 1%9, that Moamar Ghaddafi graduate degree, this one a doctorate in adult edu overthrew King Idris and established a socialist cation, again from the University of Georgia. pan-Arab government that no longer needed a US In 1978 I went to Northern Illinois University, agency in their schools and communities. where I was able to bring together my training in 1969 ... a period of challenge and change. Amer English as a foreign language and in adult educa ican society was buffeted by the civil rights and tion into a full time tenure track position at a major
October 1994 Language Teaching: The I 60 Language Teaching: The Korea TESOL Journal Vol.2,No.3 uninteresting. Although some creative educators by including for perhaps the first time the affective would draw authentic materials from their own dimension of language learning. Later I became environment, the major proponents of language acquainted with Earl Stevick, a language teacher at teaching emphasized the need for high structure the Foreign Service Institute, a remarkable man, provided by the teacher. quiet, gentle, but obviously the embodiment of In the 1970s we began to see a significant shift what we have come to call the reflective practi first in Europe, then in North America, from this tioner, not content to do only what he had done for grammar-based approach to communicative ap years, but studiously absorbing these new ap proaches. The nature of our students was also proaches, and publishing a series of books which changing. Regional wars, economic hardship, and soon became the gospel to a new generation of other pressures were forcing worldwide move language teachers. ments of refugees and immigrants in record num Although I am including the general concept of bers. War in Southeast Asia, and the Middle East, teaching techniques in this discussion of technol starvation in Africa and political repression in ogy of TESOL, I must also point out that during this Latin America, all served to force record numbers time period, the personal computer had developed of refugees to new lands. Canada and the US be from the idea stage to a full fledged integrated came countries of choice for literally millions of component in the classroom. But most teachers these refugees. And, of course, to help in their would still rely on paper and pencil, chalkboards, assimilation they needed to learn English. and overhead projectors. And in many countries Adult ESL instruction began to be shaped by the pragmatic needs of these new language learners. The need for job skills led to development of voca ... the reflective practitioner, not tional English language programs. Materials began to reflect this change by incorporating authentic content to do only what he had done activities and sources of the language. Yet, these for years, but studiously absorbing materials continue to be heavily influenced by these new approaches ... grammar-based approaches. Internationally, au diolingualism continues to dominate materials be cause of the primary goal for most learners to learn academic English, to improve reading ability in where English was being taught as a second lan order to access the growing knowledge base avail guage, teachers would have to rely on limited re able increasingly only in English, and to better sources, maybe a textbook, maybe a chalkboard, understand the broadcasts of CNN and MTV. En but primarily their own imagination. glish had indeed arrived as The World Language. In the TESOL world of the 1990s, technology has come to include everything from chalkboards and overheads, to CD-ROM and distance learning net ECHNOL(X;Y IN TESOL. The technology of works complements of INTERNET. Newer technol Tteaching language had also begun to change. ogies are accessible to a larger number of educators My initial training in 1969 and 1970 focused en and second language learners in classrooms tirely on developing drills and dialogues with around the world. The potential for linking class heavy reliance on prescribed, rigidly sequenced rooms internationally is real. With the impact of activities. Shortly thereafter, communicative ap technologies on materials development and lan proaches emphasized meaning and comprehen guage teaching methodologies comes a related im sion, and avoidance of rote memorization. pact on teacher preparation. A" silent revolution" brought with it radical new approaches based not so much on theories of lan guage, but on theories of learning. Within a space EACHERPREPARATION.AdultESL becamethe of ten years we were introduced to the Silent Way, Tfertile field of exploration and discovery in lan Community Language Learning, Total Physical guage teaching methodology and language learn Response and Suggestopedia, to name only those ing in the 1970s and 1980s. My best explanation for which seemed to draw the most interest. I remem this phenomenon is that the absence of certification ber going to my first TESOL convention in 1977 and and the predominance of a part-time, transient being struck by all the commotion created by a teacher force, coupled with the needs of a new type certain Caleb Gattegno and his iconoclastic view of of language learner, drove the need for experimen language learning embodied in the Silent Way. tation and provided TESOL with a generation of Later I met Jenny Rardin and other followers of language teachers who sought out the new ap Charles Curran who advocate a humanistic philos proaches. Their training had largely occurred ophy under the title of Community Language through inservice workshops provided by state Learning. Their approach to this model of language agencies, not the traditional training offered by teaching was almost spiritual. This was not just a university linguistics programs. set of techniques, it was anew philosophy of teach Materials also slowly evolved during this period ing and learning which spoke of the whole learner to reflect changes in language teaching approaches. October 1994 Language Teaching: The Korea TESOL Journal 61 Concepts from Silent Way, Community Language meet the needs of their learners. New tedmologies Learning, Total Physical Response, and other com will go far in helping teachers individually, but municative approaches began to shape classroom there is an assumption that teachers have access to materials. Parallel developments in other teaching these technologies and that once they have them, fields began to spread to TESOL through joint ef they will know what to do with them. Increasing forts with various other professional organiza availability of desktop publishing could enable in tions, such as the National Council of Teachers of dividual teachers to literally produce their own English, and the International Reading Associa materials, from workbook to audiovisual aids. tion. Whole language, and the whole learner, Again, the assumption is that the teachers are pre sought authentic materials and authentic applica pared to do this. The danger inherent in this avail tions to real world situations. ability is that we become too reliant on technolo At the same time, certain other international in gies, that they become the ends of instruction, fluences began to catch our eyes and ears in North rather than another means. America. The message of Paulo Freire of Brazil Technology can empower both teachers and spoke of empowerment, of empowering learners learners, but both have the obligation to learn how and their communities. Political and social dimen to make the best use of this technology. In the sions of learning and teaching began to replace the October 1993 special issue of TESOL Journal, de purely psychological dimensions. This began to voted· to the topic of technology and TESOL, Simon occur as the profession began to look at itself in Murison-Bowie of Oxford University Press spoke more political terms. of the enabling role of technology and teachers' Throughout all of this turmoil in the field, obligations. He said, "The obligation of teachers teacher preparation programs in the USA have re with respect to technology is similar to other kinds mained largely unchanged. In numbers they have of obligations they face. Teachers need to be inquis grown considerably in response to the increasing itive about the world in which they and their stu demand for skilled ESOL teachers in the schools dents live-a world that includes technology-and and colleges of the USA, but also as a result of the make connections between this world and their demand expressed internationally. But in structure teaching. Being open to new ideas means being they remain relatively unchanged, providing ready to spend time becoming familiar with them teachers with heavy doses of conventional wisdom in order to make them one's own." (p. 6) in language theory and teaching pedagogy. Part of Teacher preparation will need to include new the resistance to change can be found in the conser approaches to second language teaching. We will vative nature of highered ucation. As I have discov need to emphasize more the concept of learning to ered, seeking substantial change in how we ap learn both for ourselves, and for our students. The proach graduate and undergraduate teacher need for lifelong learning and reflective practice is education can lead to its own frustration. becoming key to success in our practice as educa One of the more significant changes in teacher tors and learners. preparation programs is the increasingly political To do this, teacher preparation programs will nattue of our work. We need to be preparing edu need to rethink their mission. Can one program cators to work in political environments, where prepare teachers for a variety of potential roles as programs live and die on the basis of how we a second language teacher ranging from the urban remain accountable to funding agencies. In the schools and bilingual programs of Chicago, Los USA, second language teaching and bilingual edu Angeles, and Miami, Florida, to the refugee pro cation in the schools are still not well understood. grams of Indonesia and Thailand, to the schools Adult ESL programs are nearly entirely dependent and tmiversities of Seoul, Korea? Will this diversity on grants from state and federal agencies. ESOL of need for English language teaching create new teacher preparation programs in higher education structures in teacher preparation programs? Will are vulnerable to political gamesmanship every we see increasing specialization within our pro day. grams, or will we begin to see development of core knowledge areas which become the foundation or stepping stones to specialization in the world of MPLICATIONS FOR THE FUTURE. So what can we practice? I expect to find in our future world of TESOL? It Again, politics and economics come into play. US appears that certain forces, including economics universities, where the vast majority of TESOL and politics, will continue to shape and drive our teacher preparation programs are offered, are com field, and I might argue that these forces are insep ing under pressure to increase their productivity as arable and should be examined as one. measured by graduates in programs serving local At least in the USA, economics and politics are needs. Some public universities are being forced to the greatest shapers of education, elementary, sec cut back programs which, on the surface at least, ondary, higher and adult. Commercial materials appear to be supported by demands coming from are still developed to earn a profit and to appeal to outside local service regions and from outside the the largest possible audience. Teachers will need to US. In my own university, for example, a recent be prepared to know how to adapt materials to university-wide program review led to a recom- 62 Language Teaching: The Korea TESOL Journal Vol. 2, No.3 mendation to eliminate our Ph.D. degree program students. However, the initial investments in de in economics, one reason being that over 50% of veloping and installing these technologies are out doctoral candidates were non-US citizens. At an .of reach of many institutions. Institutions with re other major university in my state, the institution sources will continue to move ahead of the pack, itself recommended elimination of the TESOL increasing certain disparities within society. master's program, again largely because over half of the enrolled students were not US citizens. This is a frightening trend in a society which talks about increasing globalization of schools and work. HALLENGES AND CHANGES ... Up to now I But teacher preparation programs operate Chave identified a number of challenges facing within institutions that are fighting harder for us as a profession in a changing world. But I prefer fewer resources. Just as teachers and learners work not to look at challenges as barriers but as oppor with schools which are having to share limited tunities. Likewise, changes offer us the chance to resources within their communities. In these times, grow and learn. We have a responsibility as TESOL who will advocate for the learner? Who will advo professionals, not only to effectively teach English cate for the teacher? to those who come to us with a variety of personal Technology is seen by some as a possible solu and professional goals, but also to challenge our tion to this dilemma of shrinking resources, by students and each other to act as responsible par linking schools and classrooms via distance learn ticipants in an increasingly changing world. I offer ing technologies. Fewer teachers could serve more this challenge to you today.• Initiatives in global education by Kip A. Cates Tottori University, Japan S LANGUAGE TEAG-IERS in the 1990s, daily by international problems and issues. As one we live in critical times. Our world faces global educator has noted, A serious global issues of ethnic conflict, Hardly a day goes by without an announcement social injustice, AIDS and environmental of terrorist activities, the newest lake poisoned by destruction. How can we prepare our students to acid rain, the latest energy crisis, the suffering of cope with these problems? What is our responsibil displaced people in refugee camps or the repres ity as language teachers in a world of war, poverty, sion through violent means of people seeking their prejudice and pollution? human rights. (Kniep, 1987) Because of the interconnected nature of our global village, it is impossible to ignore these is Education for a global age sues. We live in a world where "a distant political struggle is a luggage search for plane passengers at LOBAL EDUCATION is an exciting new field a local airport, an upheaval in Iran is a lowered Gwhich addresses these concerns. It has been thermostat in Buenos Aires, an assassination in defined as "education which promotes the knowl India sparks off demonstrations in South London" edge, attitudes and skills relevant to living respon (Pike & Selby, 1988). Despite this, many concerned sibly in a multicultural and interdependent world" educators feel that our young people are not being (Fisher & Hicks, 1985). It aims at "bringing about adequately prepared to cope with these problems. changes in the content, methods and social context This concern has been expressed by international of education in order to better prepare students for figures such as Edwin Reischauer, who states: citizenshipinaglobalage" (Kniep, 1987). The fields We need a profound reshaping of education... hu of peace education, human rights education, devel manity is facing grave difficulties that can only be opment education and environmental education solved on a global scale. Education is not moving are usually designated as the four content areas of rapidly enough to provide the knowledge about global education. A global education approach to the outside world and the attitudes toward other foreign language teaching can thus be defined as people that may be essential for human survival. one which aims at enabling students to effectively (Reischauer, 1973) acquire a foreign language while at the same time The goals of a /1 global" approach to education empowering them with the knowledge, skills and are generally divided into the four domains of commitment required by world citizens for the knowledge, skills, attitudes and action. Knowledge solution of global problems. about world problems is the first goal. If we want What is the rationale for global education? Part students to really work for a better world, they of living in today's world means being bombarded must at least know the nature of world problems, October 1994 Language Teaching: The Korea TESOL Journal 63 their causes and viable solutions. Acquiring skills education groups such as the American organiza necessary to solve world problems is the second tion Educators for Social Responsibility and the goal. These include effective communication skills, Russian Educators for Peace movement, global critical and creative thinking, cooperative problem issue groups such as Friends of the Earth and Am solving, non-violent conflict resolution, informed nesty International, and world bodies such as the decision-making and the ability to see issues from United Nations and UNESCO. The Network issues multiple perspectives. Acquiring global education the "Global Issues in Language Education News attitudes is the third goal. These include global letter," a unique 24-page quarterly newsletter awareness, an appreciation of other cultures, re packed with up-to-date news on global education spect for diversity and a commitment to justice and and foreign language teaching. Each issue contains equality. The final goal is action and participa a wealth of information-from suggestions for tion-democratic participation in the local and teaching about human rights in language classes to global community focused on action to solve world reports on international pen pal programs, from problems. ~ reviews of books on environmental education to Global education thus aims at helping students global awareness teaching activities. There is also develop an awareness of our interconnected world a special section where readers can write in to and a commitment to solving the global issues we recommend global education teaching materials or face. Though a growing number of language teach to get information on topics such as recycled paper. ers are interested in teaching about world problems A major activity of the Global Issues Network is and adding an international dimension to their organizing global education presentations for classes, many are unsure of how to go about this. local, national and international language teaching In this article, therefore, I'd like to briefly introduce conferences. In Japan, recent conference sessions the "Global Issues in Language Education Net have included a colloquium on peace education work" and describe some of the exciting initiatives and language teaching, panel discussions on teach taken by instructors round the world who are ing global issues in English classes in Japan, work working to integrate a global perspective into their shops on designing socially responsible teaching foreign language classrooms. materials and seminars on how to make language teaching more environmentally friendly. Interna tionally, Network members have given presenta The Global Issues in Language Education tions on global education in such diverse countries Network as Korea, Vietnam, Malaysia, Hungary, Egypt, Greece and Canada. HE Global Issues in Language Education Net The Network also runs various projects. These Twork is an international Japan-based organiza include a computerized data bank of Network tion, founded in 1989, which comprises over 600 members, annotated bibliographies on global edu classroom teachers, school directors, publishers cation, and directories of movies and pop songs on and textbook writers from over 30 countries world global issue themes. Research projects carried out wide who share a special interest in global educa include a content analysis of peace and environ tion. At present, this is the only international lan mental topics in Japanese high school EFL text guage teaching organization which has as its main books and a survey of teacher and student attitudes aim the promotion of global awareness, inter to studying world problems in language classes. national understanding, and the study of world Other activities include an EFL book donation to problems and foreign cultures through language Vietnam, fund-raising for children's homes in teaching. In addition to the Global Issues Network, India, Japan lecture tours by Russian and German a Global Issues in Language Education National peace educators, and promotion of international Special Interest Group (N-SIG) has also been estab events such as Earth Day. lished (in June 1991) within the Japan Association of Language Teachers (JAL1). The aims of the Global Issues in Language Edu cation Network are (1) to promote the integration Global issues in the language class of global issues, global awareness and social re sponsibility into foreign language teaching, (2) to EMBERS OF THE Global Issues Network are promote networking and mutual support among M actively invoived in integrating global educa educators dealing with global issues in language tion into their teaching. Rethinking our teaching teaching, and (3) to promote awareness among materials is one way to start. As Provo (1993) notes, language teachers of important developments in "We all need to use reading passages, dialogues global education and the related fields of environ and discussions in our teaching, so why not design mental education, human rights education, peace these materials with content that informs students education and development education. of important world issues and challenges them to The Global Issues Network has a wide variety of consider solutions?" contacts in Japan and abroad. These include lan Some teachers thus choose reading passages guage teaching groups such as TF..50L and IATEFL, which deal with themes of intercultural communi- 64 Language Teaching: The Korea TESOL Journal Vol. 2, No. 3 cation, global awareness or world peace. Others vision violence or AIDS, or recycling surveys at have written their own language lessons on topics home or in the community. as varied as refugees, recycling and rainforests. Some have adapted materials from global educa tion texts such as World Studies 8-13 (Fisher & Global education beyond the classroom Hicks, 1985) and Making Global Connections (Hicks & Steiner, 1989). Yet others are trying out some of ur-OF-CLASS activities comprise another area the exciting new English textbooks built around Owhere teachers can help their students acquire global issue themes-Japanese EFL texts such as a global perspective while giving them additional Our World (Peaty, 1990) and Green Issues (Okajima language practice. Some teachers take students to & Hartley, 1993) or UK/US texts such as Global visit refugee centers, to pick up litter from local Views (Sokolik, 1993) and Contemporary World Is beaches orto see and discuss English films on social sues (Light & Fan-Ying, 1989). issues. Yet others invite their sh1dents to join them Course design is another area where language in volunteer work for charity. According to teachers are experimenting with global education. Bamford (1990), for example, Teachers such as McHugh (1992) and Shang (1991), Volunteer work with global issues can be a perfect for example, have designed entire courses on the context for teacher-student contact outside class. theme of world cultures in which students read and Personally, because I'm committed to a just world give oral presentations on countries from around free of war, hunger and poverty, and because I'm the world. Other instructors have designed English committed to my students learning English, I find language courses on human rights (Peterson, 1990) there's no better combination than working on and world hunger (Matsuda, 1992). One Tokyo global issues with students outside the classroom. instructor has even built a complete college EFL While students get the language practice that I course around the movie Gandhi which aims at need them to get to complement my classes, we are improving students' English language skills while working together for the future world of our choice. allowing them to explore themes such as racism, coloniaHsm and non-violence (Mark, 1993). Global One activity carried out by Bamford is a charity education is not just for advanced learners. walk-a-thon in Tokyo in which students and teach Yoshimura (1993),forexarnple,hasdesigned a one ers practice speaking English while walking up to year global issue beginner's EFL course for chil 35 kilometers to raise money for groups protecting dren. This introduces basic English speaking and the environment or working to end world hunger. writing through songs, games and drills on inter International links beyond the classroom are an national themes such as endangered animals, refu other way to promote language learning and global gees and the United Nations. awareness. Some classes adopt a Third World fos Global education is as much a matter of how we ter child or political prisoner to promote English teach as of what we teach. For many global English writing practice with a global dimension. Others teachers, this involves a shift from passive to active set up international pen pa] programs or E-mail learning and from language-as-stmch1re to lan exchanges between their classes and students in guage-for-communication-about-the-world. There countries as varied as Syria and Singapore. More are a number of strategies global language educa ambitious teachers get involved in sh1dent excur tors are using to bring the world into their class sions abroad. While many of these overseas trips rooms. Some teachers invite to class guest speakers involve English native speaker countries such as from foreign countries or from groups such as the US and UK, educators such as Hinkelrnan (1993) Amnesty International. Students thus get a chance have described how powerful global and language to practice communicative English skills while de learning can also result from Third World English veloping interest in world culhires and human sh1dy tours to countries such as Mexico and the rights. Some instmctors experiment with experien Philippines. tial education in their classes. This can range from Teacher training is a final area where language simple student role plays of blacks and whites in professionals are carrying out interesting initia apartheid South Africa to mini-dramas about the tives in global education. In Japan, for example, the dash of logging companies and tribal peoples in Language Instih1te of Japan (LJOJ) and the Tokyo tropical rainforests. More ambitious language YMCA both nm annual intensive summer work teachers have organired complete United Nations shops with a global perspective for high school simulations in which students pick a country out English teachers. These aim at improving the of a hat and then become ambassadors from vari trainees' teaching methodology and language ous nations around the world (Henry, 1993). Proj skills through using English both to learn about ect work is another activity which can develop global education and to study social issues such as global awareness and language skills. This can in world hunger and medical ethics. Another initia volve students in language learning projects such tive is a unique global education course offered by as group reports on international organizations the MA in TESOL program of Teachers College, like UNICEF, oral presentations on Nobel Peace Columbia University. This cotirse permits gradu Prize winners, interviews with people about tele- ate sh1dents sh1dying for an advanced language October 1994 Language Teaching: The Korea TESOL Journal 65 teaching degree to explore fields such as peace Provo, J. (1993, March 18). Teaching world issues education and environmental education, and to not all gloom. Daily Yomiuri Newspaper, p. 9. design and teach model language lessons on global Reischauer, E. (1973). Toward the 21st century: Edu education themes. cation for a changing world. New York: Knopf. Shang, S. (1991). Incorporating culturgrams into the EFL curriculum. FORUM, 29 (4). Getting involved Sokolik, M.E. (1993). Global views: Reading about world issues. Boston: Heinle & Heinle. GROWING NUMBER of language teachers are Yoshimura, M. (1993). Teaching global issues to A finding that global education presents an ex children. The Language Teacher, 17 (5), 11-15. citing approach to language teaching for interna Tokyo: JAL T. tional understanding. For Korea TESOL members interested in this area, there are many ways to get involved. One way is to explore the field of global Global education organizations education through the many new books now avail able (see the references and recommended read (Ask for their global education catalogs) ings listed below). Another is to experiment in your Social Studies School Service, 10200 Jefferson Blvd, classes with global education content and activi Rni Y, PO Box 802, Culver City CA 90232-0802 ties. A third way is to share with colleagues-infor USA mally, in journal articles or through conference Center for Teaching International Relations, Uni presentations-ideas about how language teach versity of Denver, Denver CO 80208, USA ing can contribute to promoting international un American Forum for Global Education, 45 John St., derstanding and resolving world problems. Fi Suite 908, New York NY 10038, USA nally, teachers in Korea wishing to join their Educators for Social Responsibility, 23 Garden colleagues worldwide who are dealing with global Street, Cambridge, MA 02138, USA education are warmly invited to join the Global Worldaware, 1 Catton St., London WClR 4AB, UK Issues in Language Education Network and to Centre for Global Education, University of York, begin receiving its quarterly newsletter.• Heslington, York Y01 5DD, UK References Recommended readings Bamford, J. (1990). Education and action beyond the classroom. The Language Teacher, 14 (5) Global education Tokyo: JALT. Fisher S. & Hicks, D. (1985). World studies 8-13. Henry, J. (1993). The "Model United Nations": A Edinburgh: Oliver & Boyd. language learning simulation for global aware Hicks, D. & Steiner, M. (1989). Making global connec ness. The Language Teacher, 17 (5), 45-47. Tokyo: tions. Edinburgh: Oliver & Boyd. JALT. Kniep, W. (1987). Next steps in global education: A Hinkelman, D.W. (1993). Overseas tours to re handbook for curriculum development. New York: search social issues: Language learning through American Forum for Global Education. experiential education. The Language Teacher, 17 Pike, G. & Selby, D. (1988a). Global teacher, global (5), 5-10. Tokyo: JALT. learner. London: Hodder/Stoughton. Light, R. &Fan, L. (1989). Contemporaryworldissues. Reardon, B. (1988). Educatingfor global responsibility. New York: Collier MacMillan. New York: Teachers College. Mark, K. (1993). Some thoughts about "global" Rosengren, F., et al (1983). Internationalizing your content. The Language Teacher, 17 (5), 37-40. school. New York: NCFLIS. Tokyo: JALT. Global issues Matsuda, M. (1992). Global education EFL course de Stradling, R., Noctor, M., & Baines, B. (1984). Teach sign. Presentation at the 1992 conference of the ing controversial issues. London: Edward Arnold. Japan Association of Language Teachers, Harris, R. (Ed.). (1986). The teaching of contemporary Kawagoe, Japan. world issues. Paris: UNESCO. McHugh, C. (1992, May). Designing and teaching Peace education an EFL course on foreign countries. Global Issues Drew, N. (1987). Learning the skills of peacemaking. in Language Education Newsletter, 8. Tottori, Rolling Hills, CA: Jalmar Press. Japan. Hicks, D. (Ed.). (1988). Education for peace: Issues, Okajima, S. & Hartley, S. (1993). Green issues. principles and practice in the classroom. London: Tokyo: Kirihara Shoten. Routledge. Peaty, D. (1990). Our world. Tokyo: Eichosha Long Leeds, C. (1987). Peace and war: A first sourcebook. man Books. Cheltenham, UK: Stanley Thornes. Peterson, J. (1990). Human rights education and Reardon, B. (1988) Comprehensive peace education. action. TESOL Newsletter, 24 (6). New York: Teachers College. 66 Language Teaching: The Korea TESOL Journal Vol. 2,No. 3 Human rights education Franz, D. (1987). Exploring the third world. New Pike, G. & Selby, D. (1988b). Human rights activity York: American Fomm for Global Education. file . London: Mary Glasgow. Fyson, N. (1984). T1ze development puzzle. London: Shiman, D. (1993). Teaching human rights. Denver, Hodder & Stoughton. CO: CTIR, University of Denver. Environmental education Greig, S. (1987). Earthrights: Education as if the planet The Global Issues in Language Education really mattered. London: WWF. Network Mason, A. (1991). The green classroom. Ontario, Can ada: Pembroke Publishers. c/ o Kip Cates, Tottori University, Tottori City, Development education JAPAN680 Cooke, D. (1986). Teaching development issues. Man Tel: (81) 857-28-2428 or 31-5650 Fax: (81) 857-28- chester, UK: Manchester Development Educa 6343 or 31-0930 tion Project, Manchester Polytechnic. Quarterly newsletter: US$15 per year (make cheques payable to Kip Cates) What EFL teachers need to know about communicative materials by Donald R. H. Byrd Hunter College, City University oJNew York Students of English often ask questions like these: sociolinguists and still being expanded upon by language teaching theorists. 1. "How do you say' ... ' in English?" Carefully planned communicative courses, al "What's the English word for ' ... ' ?" though not grammar-driven per se, must, how "What's the past tense of' ... '?" ever, treat questions of both types above. This in clusive coverage should come as some relief to But how often have you heard questions like these: teachers committed to a grammatical focus. Gram mar is not discarded; rather, it fits into a greater 2. "How do you express disagreement in English?" whole. Grammar is seen as a "means" to an" end," "How do you address an older person?" not an" end" unto itself. That" end" is the ability to "How do I ask for directions?" function and interact with other speakers of the language, that is, to communicate effectively in various settings. The deliberate and planned treat RADIDONAL grammar-based courses ment of both grammar/ vocabulary (FORM) and very narrowly provide answers to ques the personal/ social concerns embodied in various Ttions of the first type (focusing on form), intentions of native speakers (FUNCTION) serves to leaving questions of the second type (fo support the non-native EFL teacher by specifying cusing on wider personal and social concerns) to be all the variables involved in these real interactions treated by the classroom teacher-if they are with other speakers. Just how can this interaction treated at all. This narrowness may tax non-native between form and function be implemented? EFL teachers to the limits of their perlormance, A truly communicative course presents the total particularly if they are unsure of how native speak ity of communication broken down in various com ers of English use the language in real communica municative acts ("who is communicating what to tions. whom and under which circumstances?"). At best, grammar is merely a pedagogical con These communicative acts can be analyzed into venience, but many teachers still see grammar as teachable "isolates." From a pedagogical point of their sole obligatory teaching goal in the language view, it probably does not matter whether the" iso classroom, particularly those teachers who feel un late" treats a grammatical rule or a functional one comfortable with the uncertainties of teaching since it has to be singled out for practical teach communicatively. They equate the teaching of ing/ learning purposes. However, there is some grammar with the teaching of English, unaware or thing different about teaching formal and func perhaps unwilling to accept the distinction be tional "isolates." tween "linguistic competence" and "communica A grammatical "isolate" is easily verified. Cer tive competence," posited years ago by various tainly one of the appeals of grammar is that it is so October 1994 language Teaching: The Korea TESOL Journal 67 ve1ifiable. We either know if a form is grammati 5. HOW is the communication carried? cally correct or we can look it up in a dictionary or =MODE a reference grammar or ask a knowledgeable (in speech, in writing, by gesture?) speaker of the language. In order to be deemed 6. WIBCH language forms are used to carry "correct," a grammatical "isolate" explicitly meets the communication? certain criteria of well-formedness. =GRAMMAR AND VOCABULARY A functional" isolate," however, is different, and (the appropriate expression-" exponent" - its "correctness" has little to do with traditional that carries the message) views of correctness or well-formedness. (Even more recent theories do not fully account for the The WHY question, the overall FUNCTION, re "correctness" of functional "isolates." Krashen' s fers to the intention or the purpose of the commu Monitor Theory, as currently delineated, is nar nicator. According to van Ek, regardless of the rowly concerned with grammatical well-formed language we use, there are basically only six gen ness.) How does "correctness" apply to functional eral functions: "isolates"? Think of this question: Is it possible for 1. informational (asking for/ giving informa an utterance to be grammatically correct and still tion); be unacceptable? 2. intellectual ((dis)agreeing, denying/ Of course, many languages require users to accepting); make formal/ informal distinctions such as in the 3. emotional (expressing (dis)pleasure, vous and tu forms in French. Using tu in a situation (dis)satisfaction, preference); where vous is required (or vice versa), although 4. moral (expressing (dis)approval, apologizing, grammatically intact, is unacceptable. A functional showing indifference); "isolate," then, calls for a different kind of evalua 5. suasive (attempting to influence another's tion to test its usage: appropriateness of the lan behavior by suggesting, commanding, in guage as used naturally by participants in a given structing, advising, and so on); and situation. 6. social (greeting, taking leave, getting acquainted). The WH-'s of communication In general, these sub-functions (the elements in parentheses) can be expressed in a number of ways; EACHING A COMMUNICATIVE COURSE re each rendering is called an "exponent." The gram Tquires the language teacher to be aware of the matical means (the exponent) that native speakers components of any communicative act, which are choose to express these functions usually varies called here the WH-' s of communication. They are according to the context. For example, suppose a the WH-questions that can be asked and answered speaker wants to ask someone to open a window about any verbal exchange, whether in speech or in (a suasive function). There are a number of expo writing, in order to specify fully the variables of nents for requesting, ranging in formality, polite any communicative act. Communicative materials ness, directness, grammatical difficulty, and vo do not always spell out all these components ex cabulary frequency: plicitly, but effective materials use other means to "Would you be so kind as to open a win contextualize the language. Additional informa dow?" tion about the context can be provided by textbook "Would you open a window please?" illustrations, which should help the teacher and the "(Please) open a window." students understand at least implicitly the totality "Could you open a window?" of the communication. These WH- questions fol "Don't you think it's a little hot in here?" low, and after each one is the technical term used and soon.... by sociolinguists. Which one of these exponents should students 1. WHY is the participant communicating? learn first? That choice calls for a standardized =FUNCTION rationale. There are many considerations that come (the purpose or intention) into play (frequency of use, basis for language ex 2. WHAT is the concept being expressed? pansion), but basically there are two criteria that =NOTION influence the choice of exponent: (1) naturalness of (the perception and interpretation of the real expression and (2) grammatical/ lexical difficulty. world, time, space, etc.) Notice the order of these criteria. Naturalness of 3. WHERE is the communication taking place? expression comes before grammatical difficulty. In =LOCATION other words, in communicative materials, one has (outdoors, indoors, on the phone?) the obligation to present the language used natu 4. WHO is communicating with WHOM? rally by native speakers in authentic exchanges = PARTICIPANTS regardless of its difficulty! (relationship between communicators: for Difficulty, at best, is a relative criterion, depend mal/ informal; register, etc.) ing on various factors like language transfer and 68 Language Teaching: The KDrea TESOL Journal Vol. 2, No. 3 other learning strategies. The temptation to take that one is remembering something pleasurable authentic-but-difficult language and simplify it to and satisfying (food or a rendezvous), but the suit the level of the students must be resisted. Sim major thrust of that exponent might in fact be a plified language is a distortion of authentic input. recommendation for a nice restaurant, a suasive But input, if it is to be instructional, must be com function. Exponents, then, must be seen as mallea prehensible to the students. How can one mediate ble servants to the intentions of the users of the this dilemma? One way is to search diligently for language. models that are "simple," not "simplified," a valu able distinction for teachers Difficulty is not always intrinsic to the language A checklist for communicative materials specimens. The difficulty may involve the tasks or exercises chosen, that is, what the students are HE CHECKLIST for communicative materials asked to do with the language. Exercises can expe Tserves here as a culminating summary of the dite or hamper the understanding of authentic lan various points in this article. When evaluating or guage, and deftly designed exercises build under developin g materials that emphasize language standing, a receptive skill, before production. A used in social settings, see how they measure up on sequence of reception-to-production tasks can help this checklist. I to alleviate barriers of initial difficulty. Students are 1. Is the language natural and authentic? eased into the input by responding to receptive 2. Is the language appropriate to the setting? but-dynamic, manipulative tasks such as eliminat 3. Is the language suitable to the roles of the ing irrelevant information, giving true or false re speakers? sponses, choosing multiple-choice options, 4. Is the purpose (function) of the language rearranging items, ordering elements, and so on. clear? After students gain a measure of receptive famil 5. Are the functions fully and clearly labeled? iarity with the materials, they can then be asked to 6. Is the grammar naturally carried? do more productive, relatively more difficult tasks. 7. Do the artwork and illustrations help to Another way of handling difficulty in authentic clarify the function, roles, intent, style, and materials is for the teachers to adjust their method register? ology to compensate for it, as presumed in the 8. Are the sentences cohesively connected? suggestion above. The presentation of receptive 9. Can learners immediately use isolated items? tasks before productive ones means that the teacher 10. Do the isolated items meet the learners' basic plays an important role in deciding on sequence, communicative needs? the amount and kind of practice, and the focus of 11. In general, is there a clear distinction between the practice (on form, function, or content). production and reception? In those frequent cases where natural, authentic 12. Do exercises provide enough guidance for exponents are intrinsically complex, one opts for an both learner and teacher? alternative teaching procedure; the presentation of 13. Do exercises leave room for various learner "fixed exponents." Such expressions are merely and teacher strategies? presented without grammatical analysis; no gram 14. Are exercises varied in content and task type? matical rule is offered. However, the contextual 15. Do exercises encourage students to engage in circumstances for the use of these formulas are real communication with each other/ the clearly specified. This treatment of fixed expres teacher? sions or formulas is not really new. Traditional 16. Do skill-focused activities actually focus on a materials have presented many of these expres single skill? sions in context with no grammatical analysis 17. Are there synthetic activities that integrate ("Thank you" and "You' re welcome," for exam skills or bring together previous items? ple.) 18. Are there imaginative features that capture The ultimate, overriding force of exponents is student and teacher interest (humor, flair)? sometimes unclear. In other words, there is no 19. Are there activities that incite the learners to one-to-one correlation between an exponent and a use the language to accomplish real missions? function. "Don't you think it's a little hot inhere?" 20. Is the reality appropriate to survival needs, might appear to be a straightforward request for interests, and level of the students?• confirmation of the temperature, but in the context of a stuffy room, it may be a request to open a window. Or "I didn't catch your name" is more than a declaration of one's poor memory; it's a request for clarification of information, but at a party or meeting, it might be part of a social routine. This article is an adapted and abbreviated version of a Furthermore, functions often overlap. "There's longer one with a different title that is to appear in The this wonderful little bistro on the Left Bank" obvi Applications of Linguistics: Introductory Readings ously has an emotional tone to it, but remembering by Donald ByrdandMartirz Gitterman. It also appeared it is an intellectual function; it is obvious, though, in the journal TESOL FRANCE. October 1994 Language Teaching: The Korea TESOL Journal 69 Schema activation and listening: Where the learner's past meets the future by Marc Helgesen Miyagi Gakuin Women's College, Sendai, Japan N OCTOBER, the Korea TFSOL conference will class with years of experience and knowledge of meet under the theme, "Where the past meets the world. These three strengths-v~cabtilary, I the future." No doubt this theme will be con gr~ and life..experience-can be the tools for sidered from a variety of viewpoints. Some ~ffective listenin - will discuss the transition from more traditional approaches to language teaching such as Gram mar-Translation and audiolingualism to more Bottom-up vs. top-down processing communicative methodologies. Others will con sider the evolution of the role of English from that O SEE how to make use of these tools, it's im of an academic subject/ rite of passage (i.e., learn it Tportant to understand what learners are going or you don't get into university) to a more inclu through as they listen in English. Consider the sive, international language. While those topics are "bottom-up vs. top-down processing" distinction, interesting and important, this article will focus on a metaphor proposed by Rumelhart and Ortony the conference theme as it affects individual learn (1977) and expanded upon by Chaudron and Rich ers: How can what they've studied and achieved in ards (1986), Richards (1990) and others. The dis the past be used to make them more effective lis tinction is based on the way learners process and teners in the future? attempt to understand what they read or hear. With There is no doubt that practice is an important bottom-up processing, students start with the com part of learning to listen in a foreign language. ponent parts: words, grammar and the like. Top However, practice alone isn't enough. Students down processing is the opposite. Learners start need to learn how to listen. from their background knowledge, either content Lis enin is one of the most difficult-even pain schemata (general information based on previous ful-aspects of learning English for many learners. learning and life experience) or textual schemata Sometimes, although our effort is well-intended, (awareness of the kinds of information used in a what we do in the listening class may not be partic given situation). (See Long, 1989). ularly effective: We walk in and sa " · enin " This is perhaps better understood by another ~students free_ze. They know listening is tough metaphor. Imagine a brick wall (see Figure 1). If and they're about to be subjected to it. We assign you are standing at the bottom looking at the wall the task and play the tape. Some students under brick by brick, you can easily see the details. It is stand, but many don't. So we play the tape again. difficult, however, to get an overall view of the And again. And again. Finally, by piecing together wall. And if you come to a missing brick (i.e., an the bits, they've got it. The problem is what they got-a two-minute piece of tape they'll never hear again. Top-Down And there we sit, frustrated. We know they've based on already studied English for years. Why can't they general knowledge/life experience understand? Perhaps, rather than focusing on (content schemata) learner weaknesses, it would be more productive knowledge of situational routines to look at their strengths. Think about your stu (textual schemata) dents. What are they good at? ~aspects oL English do they ~17 Write at least two: When I've done this exercise in workshops, two answers come up regularly: yocabulary and gram ~- Our students, due to their years of study via Bottom-up Grammar-Translation, tend to have huge vocabu knowledge of laries relative to the rest of their knowledge of grammar (structures) English. They also usually have a solid, if receptive, vocabulary knowledge of English grammar. t sounds There's one item, often overlooked, that I'd like to add to the list: life experience. Learners come to Figure 1. Top-down vs. bottom-up processing 70 Language Teaching: The Korea TESOL Journal Vol.2,No.3 unknown word or unfamiliar structure) you're Man: So the office is, what, on the fifth floor? stuck. If, on the other hand, you' resitting on the top Woman: That's right, fifth floor. Room 503. of the wall, you can easily see the landscape. How Man: Where's the-oh, there it is. Well, shall ever, because of distance, you will miss some de we go up? tails. And, of course, the view is very different.1 Woman: Yeah. Let's go. (From Helgesen & Brown, 1994, p. T8) _Most stuJients hayg learned English via Gram Qlar-Translatio_n,_a bottom-u rocessin strat~gy, Their primary goal has been reading.-Because of this background, they tend to approach English as Prediction as a key if it were Korean in code: If they can figure out the meaning of each word and re-order the words to HE SIGN does mean "elevator." However, the Timportant thing isn't whether or not learners ~~!!1:h~c:n~~=:r:s~~!~/~~~:~::i~~ predicted correctly, although the fact that they've ~ time-consumil}g, "w_nrci.=by:-word, sentence made a guess may make them more interested and by-sentence" approach leads to slow, Jnefficient invested so they'll focus to see if they were correct. reading. When the strategy is applied to listening, What is important is the process students go it almost guarantees failure. There is simply no through as they predict. Had they done the predic time for translation when listening to English spo tion in pairs or predicted individually and then ken at a natural speed. It is difficult for native and talked to each other about why they chose their advanced non-native English users to experience answers, they would have been basing their predic what learners go through. However, try reading tions on their life experience, and in the process of the following.from right to left. arriving at their answer, would likely have used some of the vocabulary and structures likely to a at word one ,slowly English process you When carry the information. The result is an activation of the catch to easy is it ,now doing are you as, time is it ,However .word individual each of meaning the English they already know plus an integration meaning overall the understand to difficult very of top-down and bottom-up processing (see Figure .passage the of 3) . This particular example was content-driven. You understood the paragraph: However, prediction can also start from either grammar or vocabulary. If, for example, learners When you process English slowly, one word at a are going to do a "following directions" listening time, as you are doing now, it is easy to catch the meaning of each individual word. However, it is task, one way to activate their language is to have very difficult to understand the overall meaning of them work in pairs. They write as many "giv the passage. ing/ following directions" phrases ("Go straight." "Turn left." "Go past the X.") as they can in a given While reading, however, it is likely you felt the time period. This reminds them of the grammar for frustration of "Q_ D Keep to the left. D Elevator Bottom-up Figure 3. Interactive top-down/bottom-up Figure 2. A public symbol processing through schema activation October 1994 Language Teaching: The Korea TESOL Journal 71 coming). As they listen, students number the pic tures to show the order. In this case, students can Listening Training Tips look at the pictures and name two or three things in each picture that they think will be mentioned. 1. Peopfe usually think of Hstening as a This activation starts from vocabulary, may in solo skill-students do it alone even if clude some of the structures included in the seg they are in a room with lots of other ment and will almost certainly get the learners learners. If a listening task is difficult, try speculating about the actions in the pictures, there dotng the task in pairs. Each pair uses fore the content of the segment. only one book or worksheet. That way, Y ~ction can be a key to increasing students' by leamers help each other pointing listening effectiveness. It makes use of the vocabu out what they did understand rather lary and grammar they've already learned as well than worrying about what they missed. as their considerable life experience. It builds on the students' past to make them better listeners now 2. If a particular tistening segment is very and in the future. As such, it is a very useful strat difficult, pick a specific item ( cOlon~. egy. place names, etc.) .that occurs 4-8 times. Students close.their books. Play the tape. Students qo a physical ac Awareness of task: What are they tion such as topping their desks or rais' listening for? ing their hands each time they hear the target item. The task is focused: ANOTHER IMPORTANT STRATEGY is tJl--in; enough that most learners can ac- complish it. The physical action gives ~ase_ students' awareness-of what they are immediate feedback/support to listening for. We listen in different ways, depend ing on our purpose or task Our focus during a learners who missed it on the tape. lecture is quite different from when we listen to music. Watching a news program on TV isn't the 3 . After students have heard the seg- same as watching a comedy. ment, gbeck ilgs 9 grqµp. The teacher Learners should always know what their task is writes the answer on the board. Then before listening to something. Additionally, it's play the tape agairt Learners choose useful for them to be aware of the type of listening their own level of support. they' re doing. Probably the most frequent task • Those who basicoHy understood type-at least in textbooks-is listening for specific close thetr eyes and try to Imagine information: Students listen and catch phone num- the conversations. hers, names, times and other bits of concrete data. However, too many students assume they are sup- • Those who understood some posed to catch everything and use the information watch their books and try to hear ~ they need. That's not how listening for specifics the Items mentioned. L works. Going back to our "elevator'' example, learners need only catch a fraction of the words to • Those who found it quite challeng- understand. The rest they just skip over. What they ing should watch you. As you play need to understand is something like this. the tape, point to the Information Man: # ## ### ###on ###fifth floor? of the board just before it is men- ~' Woman: ### ### fifth floor. Room 503. tioned · V Man: Where's ### 1here it is. ### ###go up? Woman: ###. :##go. 4. If your students found natural speed tapes very challenging at the begin Learners aware of their task can listen for what ning of the course, go pa_ck after a they need. Listenin for specific information is not rtionth or two. Replay a tape segment a matter of understan g everything and using they heard earlier. They'll usually find it ~hat you need; it is understanding what you need and much easier. It helps the students see fisteningfor that. their progress. At times, we don't need to listen for specifics. Often, just following the general theme-the gist 5 . .Q_on't give students the tapescript. It is adequate. It is a bit like an" English shower." The reinforces word and sentence level language just flows over us. We get the main ideas (bottom-up) processing and rein but don't need to worry about the details. forces the myth that they can't under Progressive listening materials do contain "lis stand meaning without catching ev tening for gist" activities. If, however, you' re using erything. an older or more traditional book, it is easy to add gist-type listening through a listening preview. Have the students close their books. They listen 72 Language Teaching: Tiie Korea TESOL Journal Vol.2,No.3 once and decide-in a general way-whatthe topic Complete your task. Then look at the two other is. To provide more support, especially at lower tasks. If you were trying to get the gist, you could levels, it may be useful to give the learners a choice easily understand that the weather is the key point, of two or three topics and they chose the main idea. even though there are others: friends are talking, A third listening type is inference-listening be they mention the window. Had you been trying to tween the lines. This is the type learners often find catch specific information, you would have had no the most frustrating, not surprisingly, since more trouble understanding that it was raining. As for of their experience is with bottom-up, one-word inference, obviously they aren't going outside. at-a-time processing. Inference requires them to Who would want to play tennis in the rain? understand meaning that isn't stated directly. Take As useful as distinctions such as specific infor the following exchange: mation, gist and inference can be, it is important to remember that listening, like all parts of learning a A: The phone's r~,png. B: I'm in the bath.c language, is very complex. It is rare that things fit into neat, preordained categories. For example, it We know that B means either that A should may well be specific words that give the students answer the phone or that A isn't available to talk. the needed clues to do a gist task. Catching the Yet neither of those possibilities is stated directly. overall flow may help learners infer. However, Look again at our /1 elevator'' example. No one men while listening types may not be as black and white tions the word /1 elevator." However, with the talk as we'd like, all three types are important and it is of /1 floors," "looking for something" and "going essential that we expose learners to them all. up," students can understand. It is important to realize that understanding in ferences is a specific listening skill and it can be Conclusions taught, even at lower levels. Unfortunately, it is overlooked in most listening materials. Unlike the EARNERS BRING A GREAT DEAL to the class 11 close your books and listen for the topic" trick that Lroom: a large vocabulary, a knowledge of En can be used to add /1 gist-listening" to a text, there glish grammar and years of life experience. Unfor is no /1 quick and easy" technique to add inference. tunately, they also bring some bad habits they have Rather, we need to look specifically at the text and acquired over years of bottom-up processing. As try to find information that can be understood teachers, we need to help them activate their although it isn't stated explicitly. knowledge through prediction. We need to make sure they are aware of their purpose in listening and experience a variety of types of listening. When It 's not what we listen to. It's what we we do that, we're helping them use what they've listen for. learned and are learning to be more effective listen ers. Their past accomplishments can be the first NCREASING STUDENT AWARENESS of listening steps, not just to success somewhere in the distant I types makes learning more effective because it future, but right away.• makes it clear that what is crucial is not so much what they are listening to. Rather, it is what they are listening for. For example, choose one of the Notes following listening types: D Gist D Specific in formation D Inference. 1. Thanks to Brian Tomlinson for suggesting ex Now read your task. Do NOT look at the other plaining top-down vs. bottom-up processing tasks. with the brick-wall metaphor. Gist. What is the main idea: 2. Thanks to Kevin Bergman for suggesting this D friends D the weather D the window? analogy. 3. I learned this example from Sandra Savignon at Specific information. What is the weather the Japan Times English Teaching Seminar, like? Fujinomiya, Japan. June, 1992. Thanks to Kazue Takahashi for the art work in Figurel. Inference. Will the people go outside? Dyes Ono References Read the conversation below and answer the question in your task. Chaudron, C., & Richards, J. (1986). The effect of Man: Let's go outside. We could go for a walk. discourse markers on the comprehension of lec Maybe we could play tennis. tures. Applied Linguistics, 7 (2), 113-127. Woman: Look out the window. It's raining. Helgesen, M., Brown, S., Mandeville, T., & Jordan, Man: Raining? Oh no! R. (1991). New English firsthand. Harlow, Essex: (From Helgesen & Brown, 1994, p. T2) Lingual House (Longman). October 1994 Language Teaching: The Korea TESOL Journal 73 Helgesen, M., & Brown, S. (1994). Active listening: Modley, R. (1976). Handbook of pictorial symbols. Building skills for understanding. Teacher's edi New York: Dover. tion. Cambridge: Cambridge University Press. Richards, J. (1990). The language teaching matrix. Helgesen, M., & Brown, S. (Forthcoming). ,dctive Cambridge: Cambridge University Press. U.~Jening: Introducing skills for understanding. St. Gair Stokes, J. (1984). Elementary task listening. Cambridge: Ca,pt.,bridge University Press. Cambridge: Cambridge University Press. Harmer, J., & Surguine, H. (1987). Coast to coast, Rumelhart, D.E., & Ortony, A. (1977). The repre student book one. Harlow, Essex: Longman. sentation of knowledge in memory. In RC. An Long, D. (1989) . .Second language listening com derson, R.J. Sprio, & W.E. Montague (Eds.), prehension: A schema-theoretic perspective. Schooling and the ac.quisition ofknowledge (pp. 99- Modern Language Journal, 73, 32-40. 135). Hillsdale,NJ: Lawrence Erlbaum. Building cross-cultural understanding through students' experiences by Brenda Bushell and Sonia Yoshitake Japan Association of Language Teachers OMMUNICATING in a foreign language their food, but that I missed my food and would involves not only rhetorical manipulation like to make them a typical family dinner from my Cof the language, but also coping with country. sociocultural factors that make the utter Once this information-gathering stage is com ance meaningful. Therefore, to help students func pleted, the teacher can read through the incidents, tion effectively in a new language and culture, select three or four, and rewrite them into situa students need to rehearse in a variety of situations tional descriptions. and contexts. Learning to communicate in a new language, by being in a situation that calls language Example I: The English foreign language teacher forth (Wilkinson, 1989) allows students to develop at your school has outlined in her class require ments that students who do not participate ac and extend their language abilities, as well as their tively in class discussions will receive a low grade. cultural awareness. You really want to participate, but it's vexy diffi This lesson plan developed by two teachers of cult since all your other teachers have used a vexy EFL is designed around student-generated materi traditional lecture style of teaching. What should als dealing with cross-cultural aspects of language you do in this situation? learning. The task, focusing on cultural incidents which students have encountered, has proven not Example II: You have been living with your host only to be engaging, due to the relevance it has with family for more than one month and have not yet their own cultural experiences, but also successful had a chance to eat rice! Although you like the food in terms of language acquisition. your host parents make, you are really homesick To accurately identify the cross-cultural situa for a simple home cooked meal from your countxy. Your homestay will continue for one more month. tions which students can relate to, a simple ques How should you deal with this problem? tionnaire can be constructed. The questionnaire should be designed to elicit information about the students' own cultural experiences, particularly those which left them feeling frustrated when cul Helpful Expressions tural differences blocked effective communication. Offering to Help Example I: The Canadian teacher I have for my Would you like me to ... ? English content course just doesn't understand Let me know if I can help ... how hard it is for me to speak up in class. She says that anyone who doesn't participate in discussions Asking Permission will get a low grade. Would it be alright to ... ? Do you mind if ... ? Example II: I stayed with a host family in Minne sota, in America, for 2 months and they did not Asking for Help make rice once! Although the food was good, I Could you help me ... ? missed my country's food. I was really frustrated I'd like some advice .. . ? because I wanted to tell them politely how I liked 74 Language Teaching: The Korea TESOL Journal Vol. 2, No.3 In a follow-up class, the teacher can explain the oriented. As the knowledge of the students grows, importance of not only recognizing cultural differ their self-confidence and self-respect increases, ences, but also of being able to deal with them along with their knowledge of vocabulary and lin effectively in specific situations by using appropri guistic forms. ate language and strategies. The rewritten situa tions from the previous day can then be distributed to all students and the class can be divided into Cross-Cultural Strategies groups of three or four. Each group should then be given a chance to read over the situations, discuss observing the foreign culture the most culturally appropriate way of dealing explaining your own culture with them, and decide on the most appropriate stating directly English phrases or expressions for resolving them. asking questions about the Upon completion of the group discussion, one foreign culture student from each group should report back to the asking directly rest of the class how their group would respond to being flexible each situation. The final stage of the lesson can become more guided, with the teacher focusing on two or three This lesson plan provides an effective learning .. ofthe situations previously presented, and discuss environment in which students can develop and ing with the students the "helpful expressions" and extend their language abilities and cultural aware "cross-cultural strategies" appropriate for each sit ness using materials that were generated from their uation. own cultural experiences.• This student-centered lesson provides a rich en vironment for students to interact, explore and work cooperatively in solving issues which are personal and cultural in scope. The lesson engages Reference students' interests and requires students to interact meaningfully with others. It integrates language Wilkinson, A. (1989). Language and Education. Ox functions and language skills, while being content- ford: Oxford University Press. On Korean, Cows, James Joyce, and Ernest Hemingway by J.W. Note: This article is presented because of the insight it offers for teachers of writing in understanding some of the expressions they may find in students' compositions in English. The source of the article is unknown; if a reader can kindly let us know the source, we will print an acknowledgment in our next issue. - DJS S IT JUST ME, a Korean translator, or do other possible, and our readers may not applaud our translators look over their work and find them success in this even should we succeed. In deciding Iselves saying "I know this is not what it says, upon the likely meaning, the translator has to draw but this is what it means;" or "I know this looks the line somewhere, to take risks. Translating a dumb, but I'm not sticking my neck out further to document and then signing a statement that "this make it read well in English;" or even, "Yes, it could is a true and accurate translation," as we are some mean something else, but this is what it would times called upon to do, can be a very unsettling mean to most people?" Is Korean the most foreign business. Personally, I would be more comfortable language of all? with "this is an expert opinion of the intended Noting every possible alternative translation meaning." or even some of the more likely ones-would yield I would like to think that most editors and other a long and cluttered document indeed. Preserving readers know translating is not an exact science. ambiguities in the English translation is seldom But then again, next time you hear the term /1 ma- October 1994 Language Teaching: The Korea TESOL Journal 75 chine translation" used, look around and see how often are ambiguous. Look at the little particles that few people are smiling. Korean may not be the hold them together and you'll note that this one can most foreign language, but it certainly is illustra mean either "and" or "thereby"; that one can be tive of the fact that translating often is hardly more translated either "if" or "when"; this combination scientific than interpreting a painting. You get up of a conjunction followed by a comma probably close to examine the parts, step back to see how the equates to a period, and so forth. Even having whole fits together, decide what the author in decided you have, say, an "in order to" kind of tended, and then convey that collection of thoughts relationship, you still must decide how many of the very much in your own words. phrases and clauses belong to that relationship and how many are separate thoughts altogether. Is it "We must do X, and we must do Yin order to Z"? The Joyce Factor Is it "We must do both X and Yin order to Z"? Or "We must do A in order to X, Y, and Z"? l A THAT MAKES Korean so foreign? First, Korean V V sentences are long. The last Korean transla tion job I did consisted of 28 pages-and a total of Bell(s) Toll(s) 18 sentences. One sentence was seven pages long, another five. That was an extreme case, but a Ko HIRD, like some other languages, Korean does rean sentence typically is a string of phrases and Tnot concern itself with number, gender, and clauses that would be absolute gibberish if ren tense. This is a cause for great joy when you are a dered as just one or two English sentences. More student of the language. When you are a translator, over, there are relationships and sub-relationships however, you find that Korean leaves you the prob woven throughout. You rarely can tell what the lem of deciding whether the Korean sentence first word of your translation will be until youve means: "A Orinese soldier [customarily] crosses the read and pondered a very large passage. "So just Yalu" or"Chinesetroopsarecrossingthe Yalu." Both break it up," you say. I'll go along with "break it versions are correct, but unfortunately only one is up," but not with the "just" part. If you gave me a accurate. And military readers have a certain inter completed jigsaw puzzle of a cow and wanted me est in knowing which. to make the cow face the other way, would you say Finally I would note that the Korean concept "just break it up?" Or would you add: "Make sure occasionally does not make any sense in English no it's still a Holstein-in fact make sure it's the same matter how it's translated. Call it "losing some- Holstein. And you can add or leave out a few pieces thing in translation" if you want. If the Koreans say of the grass or sky in the background, but don't "Places where people live are populated places," mess with the cow." what would you have me do? Would you prefer When attacking one of these Korean sentences, "Wherever man abides, there is the dwelling place you might first compose an English sentence that of mankind"? Be my guest. We probably say things accounts for the first Korean clause and the main that seem pretty silly to them, too. verb (located six lines down at the end of the Ko There also are specific little annoyances that reg rean sentence). Next you can do the old "By doing ularly crop up in Korean translation to destroy so, we can... " trick to account for, say, the two whatever shred of certainty you might have pre pieces near the middle and that word over there. served. The common conjunction ttonun can mean Okay, what's next? Ah, you can account for this "and,"" or," or even" and/ or" (if you consider that thought here and half of that one over there by third alternative acceptable). This came to me first writing a sentence that includes a paraphrase of as a horrifying suspicion and then was confirmed that clause you did earlier. And so on. Obviously, by consulting with native speakers. "Sometimes there is a certain amount of creative writing going you can tell from the context," they say. Great. on here. Parts essential to a good English sentence Consider this sentence, which I encountered in may be missing, even from a short, straightforward translating a Korean law: "The penalty for viola Korean sentence, and must by supplied by the tion of Article 7 is a fine of 50,000 won ttonun translator. Editors and other readers can get very imprisonment for up to 5 years." What do you upset when they ask a translator, "How did they think, fellow translators? Should ttonun be trans say this part here?" and the translator replies "They lated as "and" (both), "or'' (one or the other), or didn't." "and/or'' (one or both)? Cleverly looking at the To minimize these unpleasant encounters and to context, you note that Article 7 is a rather silly law, avoid taking truly unacceptable liberties, Korean really, that truly doesn't warrant automatically translators resort to passive voice and other less locking a poor guy up, especially in the context of than-ideal English phrasing. It is a rare Korean his having a family to support and all. Ah, there's translation that can be both accurate and crisp. If science! Any day now we'll be able to just pull the your Korean translator is consistently giving you staples and feed these right into the old translating Hemingway, you'd better doublecheck. machine. Second, relationships between the many indi Then there are the red herrings. Take hanpyon, vidual thoughts in these long Korean sentences which, the dictionary says, means "on the one 76 Language Teaching: The KDrea TESOL Journal Vol. 2,No.3 hand." So you write that down and, after several in slogans. The North's campaign to upgrade rural pages, you realize that "the other hand" has failed clinics to hospital status thus yielded the slogan to appear. In other words, you've been had because "Let us hospital-ize clinics!" A movement to instill the dictionary failed to note that hanpyon some class consciousness in cadres came out "Let us times means absolutely nothing. Another word dass-ify cadres!" To avoid these perversions in used to introduce a passage, kuronde, similarly can English, translators have to be creative-and send you off stalking the old herring. You may wordy, probably leaving some readers wondering translate it "however," as the dictionary says, only how the Koreans can shout such long slogans. Fans to find there is nothing contrary in the text that of the North Korean theoretical journal KULLOJA follows and that sometimes it means more like" so, are no doubt familiar with the call "Let us dye the anyway, to go on with what I was saying. ... " Tung entire society with the one color of Chuche is another in this category, capable of causing you thought!" Actually, the verb" dye" and some other to sit bolt upright in bed the night after you turn in odds and ends are not really there in the original. your translation. Any dictionary or speaker of ele Your translator made them up and generally mentary Korean will tell you tung means "etc." So played fast and loose with the original to spare you what do we make of passages like the following, the awkward, if not incomprehensible, "Entire so which, again, appeared in a law, where we might ciety with Chuche thought one-colorize!" expect a little precision: "Only three categories of So, when you ask your Korean translator for the persons are entitled to this subsidy: disabled veter vernacular and there isn't any, be kind. When the ans; single parents of minor children; orphans translation reads more like James Joyce than Hem under 21 years of age; tung." Boinggg! In this case ingway, be understanding. And when you read you may conclude that tung means "Okay, I've any Korean translation, be aware that to a certain finished the list now." But what about next time, extent you're getting only an expert opinion.• when there is no "only" to tip you off? There is also the challenge of hwa, meaning The author asks that his full name not be revealed lest "-ize" or" -ify." Hwa can be added as a suffix to any his customers decide that expert opinions are not what Korean noun. The North particularly likes to use it they had in mind. -Ed. [of the source publication]. TEACHERSOFENGLISHTOSPEAKERSOFOTHERLANGUAGES,INC. The Twenty-Ninth Annual Convention and Exposition A joint conference with the California Association of Teachers of English to Speakers of Other Languages (CATESOL) TESOL'95: Building Futures Together -- March 28-April 1, 1995 The Long Beach Convention Center Long Beach, California USA World-known Speakers, Preconference Institutes, Papers, Workshops, Colloquia, Poster Sessions, Educational Visits, Fun Run, Swap Shop, Discussion Groups, Breakfast Seminars, Interest For more information please contact: TESOL, Inc., Conventions Department Section Events, Affiliate Events, 1600 Cameron Street, Suite 300 Exhibits, Employment Oearinghouse, Alexandria, Virginia 22314 USA Video Showcase, Software Fair, and Tel +1-703-836-0774 the glorious California sunshine! Fax +1-703-836-7864 October 1994 Language Teaching: The Korea TESOL Journal 77 MAKING CONNECTIONS Place: Tucson, Arizona, USA Contact: Dean Jensen CESL University of Arizona Tucson, AZ. 85721, USA Conferences and institutes Tel +1-602-621-9943 around the world Fax +1-602-621-9180 Please send conference announcements for this column to Dwight J. Strawn, Yonsei Date: October 22, 1994 Name: California TESOL San Diego University English Department, Seoul, Korea 120-749. Fax +82-2-364-4662. Regional Conference Email [email protected]. Place: Palomar College, San Mar cos, California, USA October 1994 Tel 514-271-3700 Contact: Kristine Assouad Fax 514-~1231 Exhibits C~Chair, ESL Date: October 6-9, 1994 Palomar Community Col Date: October 13-15, 1994 Name: Second language Research lege Forum Annual Conference Ncrne: Carolina TESOL/Foreign 1140 West Mission Road Language Association of Place: Concordia University, Mc.G San Marcos, CA 92069, USA North Carolina Conference ill University, Montreal, Can Fax +1-619-941-0597 ada Place: Holiday Inn Four Seasons, Theme: Perspectives on Input in L2 Greensboro, North Carolina, Date: October 28-30, 1994 Acquisition USA Name: New York State TESOL An Contact: SLRF 1994 Symposia Contact: Marcia Fisk Ong nual Fall Conference Department of Linguistics 1001 Greenhurst Road Place: Long Island Marriott Hotel, McGill University Winston Salem, NC 27104, Uniondale, New York, USA 1001 Sherbrooke St., W USA Contact: Linda Ann 0Malley Montreal, Quebec H3A 1G5, Tel +1-91~765-9755 235 Doherty Avenue Canada Fax +1-91~765-1315 Elmont, NY 11003, USA Tel (H) +1-516-352-2141, (W) Date: October 7-8, 1994 Date: October 13-15, 1994 +1-511>-877-1260 Name: Texas TESOL IV Regional Name: Society of Pakistani English Fax +1-516-742-2015 Convention Language Teachers 10th In Contact: Betty Gilfillan ternational Conference Date: October 28-30, 1994 Houston Community Col Place: Karachi, Pakistan Name: TESOL France XIII Annual lege System Contact: Nasreen Hussain Convention Intensive Language Program cfo Aga Khan University Place: Paris, France 5407 Gulfton School of Nursing Contact: Linda Thalman or Suzanne Houston, TX 77081, USA Stadium Road Burdon Fax +1-713-662-9224 POBox3500 16 ave des Sablons Karachi, Pakistan 91350 Grigny, France Date: October 7-9, 1994 Tel +33-1-69-25-83-82 Name: International Association of Tel 4930051, Ext. 2242/2324 Fax +92-21-4934294 Fax +33-1-69-25-83-82 Language and Business Email thalman®nea.fr (IALB) Annual Congress Date: October 13-15, 1994 Place: Strasbourg, France Name: TESOL Chile Date: October 29, 1994 Theme: Unity and Diversity: Cross Place: Santiago, Chile Name: Baltimore Area TESOL An Cultural Issues in language Contact: Adriana Lopez de Richards nual Conference and Business Universidad Metropolitana Place: Catonsville Community Col Contact: Barbara Dehlinger de Ciencias de la Educacion lege, Catonsville, Maryland, 7 Rue des Acacias Dept de Ingles USA F-67110 Niederbronnles Jose Pedro Alessandri 774 Contact: Doris Yaffe Shiffman Bains, France Nunoa, Chile Language Teaching Center Date: October7-10, 1994 Tel 005-622-392-522 ext. 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Greece Conference Date: Novembers, 1994 Tel3635793 Place: Edinburgh, Scotland Name: Three Rivers TESOL Fax3600478 Contact: Jean Mccutcheon Place: Wheeling Jesuit College, Date: November 13-14, 1994 14 Oswald Court Wheeling, West Virginia, Name: First EFL Skills Conference Edinburgh EH9 2HY, UK USA Place: American University, Cairo, Tel +44-31-667-7645 Contact: Steve Brown Egypt University of Pittsburgh Contact: Center for Adult and Contin Date: November 21-24, 1994 Linguistics Department uing Education Name: Central States Conference CL2816 American University in on the Teaching of Foreign Pittsburgh, PA 15260, USA Cairo Languages Tel+ 1-412-624-5913 POBox2511 Place: Kansas City, Kansas, USA Date: November 5-6, 1994 Cairo, Egypt Contact: Jody Thrush Name: TESOL Macedonia-Thrace Tel 202-355-7565 (Egypt) Madison Area Technical College Annual Conference Date: NovemberlS-17, 1994 Place: University of Macedonia, Name: Technology, Reading, and 3350 Anderson Avenue Thessaloniki, Greece Learning Difficulties, 12th Madison, WI 53704, USA 1heme: Recent developments-fu Annual National Conference ture prospects Place: San Francisco, California, Date: November 24-26, 1994 Contact: TESOL Macedonia-Thrace USA Name: TESL Canada/TESL Ontario 211 Vassilisis Olgas St. Contact: Educational Computer Con Joint Conference Thessaloniki 546 46, Greece ferences Place: Ramada Hotel, Toronto, On 1070 Crows Nest Way tario, Canada Date: November 11-12, 1994 Contact: Carol Penny Name: TESOL Italy Richmond, CA 94803, USA Place: Tel+ 1-510-222-1249 c/ o TESL Ontario Hotel Parco Dei Principi, 27 Carlton Street, Suite 407 Rome, Italy Date: November 17-19, 1994 Toronto, OntarioM5B 1L2, Contact: Lauren Collura Name: Colorado TESOL Canada Via Boncompagni 2 Place: Northglenn, Colorado, USA Tel+l-416-593-4243 00187 Roma, Italy Contact: Debra Daise Fax +1-416-593-0164 Tel +39-6-4674-2432 University of Colorado, In- October 1994 Language Teaching: The Korea TESOL Journal 79 December 1994 Fax 662-2477050 Date: March 31-April 3, 1995 Email Name: Association for Language Date: December 1-2, 1994 scpvt®mucc.mahidol.ac .th Learning, Language World Name: Chulalongkorn University Conference Date: January 15-19, 1995 language Institute 1994 Na Place: Boras, Sweden Name: Australian Council of tional Conference Contact: Jorgen Tholin TESOL Associations and As Place: Bangkok, Thailand Studentragen 12 sociation of Teachers of lheme: Maximizing Learning: Inte S-523 33 Ulricehamn, Speakers of Other Lan grating Media and Method- Sweden ology in English Language guages New South Wales Teaching (ATESOL NSW), National Contact: Chaniga Silpa-Anan, Direc Conference and 9th Summer April 1995 tor, CULI School Date: April 17-19, 1995 Place: Sydney, Australia Prembrachatr Building Name: Southeast Asian Ministers of Theme: Language and Literacy: Phyathai Road Education Organization Re Finding the Balance Bangkok10330, Thailand gional Language Centre Contact: Patricia Tart Tel 662-254-7670 (SEAMEO-RELq 1995 Australian Convention and Fax 662-252-5978 Seminar Travel Services Email Place: Singapore GPOBox2200 [email protected] Theme: Exploring Language, Cul Canberra,. 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Dennis Woolbright SC, USA 21bori Kong Contact: Billie Edmonds Kokura-Kitaku Pokfulam Road, HONG 412 Harrell Drive KONG Kitakyushu 803, Japan Spartanburg, SC 29307, USA Tel +81-93-591-1991 Tel +85-2-859-1936 Fax +81-93-581-6501 Fax +85-2-857-9564 Date: March25-28, 1995 Email [email protected] Name: American Association of Air Date: May 25-28, 1995 Date: December 27-30, 1994 plied Linguistics (AAAL) Ncrne: World Englishes 2nd Inter Name: Modern Language Associa Annual Conference national Conference tion (MLA) Annual Confer Place: Long Beach, California. L"'SA Pbce: Nagoya International Cen- ence Contact: AAAL ter, Nagoya. Japan Place: New York, New York, USA Tel +1-612-953-0805 Proposds Contact: MLA Date: March.28-April l , 199'5 Due .Nm-ember 30, 1994 10 Astor Place Name: 29th Annual TESOL Contact: I.any Smith (IAWE) New York, NY 10003-6891, Convention East-West Center USA Place: L.ong Beach, California,. CSA 1777 East-West Road Tel +1-212-614-6370 Theme: Building Futures Together Honolulu, HI 96848, USA Contact: TESOL January 1995 1600 Cameron St.. Suite 300 Alexandria. VA 2231 ~USA Date: January 12-14, 1995 Tel +1-703-836-0774 Name: Thai TESOL 15th Annual Fax +1-703-83&-7864 Convention Place: Ambassador Hotel, Bang Date: March 30-April 2, 1995 kok, Thailand Name: Central States Conference Theme: Diversity in the Classroom on the Teaching of Foreign Contact: Prapa Vittayarungruengsri Languages Annual Conven Dept. of Foreign Languages tion Faculty of Science Place: Denver, Colorado, USA Mahidol University Contact: Madison Area Technical Rama6, Bangkok 10400, College Thailand 3550 Anderson Street Tel 662-2461377 Madison, WI 53704, USA 80 Language Teaching: The Korea TESOL Journal Vol.2,No.3 CAREER MOVES Duties: Planning and teaching Pagoda Language School, 56-6 2nd classes; completing a staff develop Street, Jong-ro, Seoul, Korea. Tel 02- ment project within each 9-week pe 277-8257. Job openings riod. Teaching responsibilities will SAMSUNG HUMAN R~ not exceed 22 hours/week. Salary: SOURCES DEVELOPMENT CEN BCM LANGUAGE CENTE~ From US$13,000 to US$18,000 (paid TER, Yongin, Kyonggi-do. Position: Seoul. Position: English conversa in Won), depending on qualifica English instructors for Samsung em tion instructors. Qualifications: tions and experience. Benefits: Fur ployees, ages30-42, who have exten TESL certification, minimum 4-year nished, shared apartment, health in sive contact with speakers of En degree, experience preferred. Sal surance, RT airfare for teachers who glish. Qualifications: MA in ary: W12,500/hour, minimum 100 stay 2 years. Visa Sponsorship: Yes. EFL/ ESL or related field. Duties: Up hours monthly. Visa Sponsorship: Apply by: (Open). Contact: Jim to 25 contact hours per week, from (Information not supplied). Apply Richardson, Daejon Junior College, 7:00 AM to 4:10 PM Mon-Fri. Salary: by: (Open). Contact: Shane M. Peter 226-2 Jayang-dong, Dong-ku, Wl,650,000/month, negotiable de son, Coordinator, or J.H. Kim, Man Taejon 300-100, Korea. Tel 042-625- pending on qualifications. Benefits: ager, BCM Language Center, 1318-8 7250. - 50% of medical insurance, semi-fur Socho-dong, Socho-ku, Seoul. Tel PAGODA LANGUAGE SCHOOL, nished apartment, transportation to 02-569-3161. Fax 02-556-m9. Seoul. Position: ESL instructors. and from HROC, 6 wks vacation. DAEJON VOCATIONAL JUNIOR Qualifications: Degree in TESOL. Visa Sponsorship: (Information not COLLEGE & DON~A LANGUAGE Salary: Commensurate with experi supplied). Apply by: (Open). Con INSTITUTE, Taejon. Position: En ence. Benefits: RT airfare, help with tact: W.S. Kim, Samsung Human Re glishinstructors. Qualifications: Na housing, medical expenses & other sources Development Center, Cen tive speaker of English with a BA in benefits. Visa Sponsorship: (Infor ter for the Study of Foreign English, linguistics or education and mation not supplied). Apply by: Languages, 12-21 Kasil-ri, Pogok some TESOL experience or certifica (Open). Send: Resume and photo. myun, Yongin-kun, Kyonggi-do tion, or MA in linguistics or TESOL. Contact: Steve Bagaason, Director, 449-810, Korea. Tel 0335-30-3472. • Position Announcement for Language Teaching: The Korea TESOL Journ al The editors welcome an 1 1 nouncements ofposition open ings and ask that prospective e employers provide details Name of Institution about responsibilities, visa or Program: I support, requirements and benefits. However, we cannot Location (City, Province): 1 I vouch for the status ofan insti Position Title: IPosition Available from(Date): tution listed here, nor can we I certify the veracity or accuracy I of the information published. Qualifications: The publication of an an nouncement for an institution does not constitute an endorse ment of that institution by Duties: Korea TESOL or the editors. Organizations wishing to place an announcement on this page may do so by completing the form at right and sending Application Deadline and Application Materials Requested: it to the editor, Dwight J. Strawn, at 2-91 Shinchon dong, Suhdaemoon-ku, Seoul 120-140; Fax 02-364-4662. Salary & Benefits: Employers and applicants are reminded that foreign teachers are not allowed to ac cept employment without a visa status that permits it. Em Is visa sponsorship provided? D Yes DNo ployment in part-time posi tions outside the scope ofone's Contact Name, Address, TeVFax: visa may require special per mission from the immigration authorities. October 1994 Language Teaching: The KDrea TESOL Journal 81 F. y . I. Who's where in Korea TESOL Hwang Pyung-Young, Treasurer Daejin Apt 1-131, 1 Dongsam-dong, Youngdo-ku, Pusan Korea TESOL Directory 607-122. Tel (W) 051-517-1616; Tel (H) 051-501-1757. National Officers & Committee Chairs Seoul Chapter Scott Berlin, President Greg Matheson, President Dept. of English Language & Literature, Kongju Na Chamsil Ju-Kong Aft 111-412, Songpa-ku, Seoul. Tel tional University, Kongju City, Chung-Nam314-701. Tel (W) 02-724-2349; Te (H) 02-413-2692; Fax (W) 02-732- (W) 0416-53-2151Ext.594; Tel (H) 0416-856-7822; Fax (H) 4125. 0416-856-7822. Fred Bauer, Vice-President Kim Jeong-Ryeol, 1st Vice-President A-507Dongja Apts, 19 Dongja-dong, Yongsan-ku, Seoul Korea Maritime University, 1 Dongsam-dong, 140-170. Tel (H) 02-757-5639. Youngdo-ku, Pusan 606-791. Tel (W) 051-410-4449; Tel Lee Young-Nam, Secretary-Treasurer (H) 051-895-7117; Fax (H) 051-404-3988. Dongsan Middle School, 97 Songlim-Don~_Dong-gu , Patricia E. Hunt, 2nd Vice-President Inchon 401-040. Tel (W) 032-523-4187; Tel (H) 032-763- Yeungnam University English Education Dept., 214-1 7829; Fax (W) 032-764-7825. Dae-dong, Kyoungsan, Kyoungbuk 712-749. Tel (W) 053-810-3157; Tel (H) 053-959-9974; Fax (W) 053-814- 7876. Taegu Chapter Elaine Hayes, Secretary Chae Joon-Kee, President Inst. for Engl. as an International Language, ~iang 10-25 Taebong 1-Dong, Chung-gu, Taegu 700-431. Tel University, CPO Box 1142, Seoul 100-611. Tel (W) 02- (W) 053-950-5830; Tel (H) 053-424-7158; Fax (W) 053-950- 714-5104; Tel (H) 02-790-9284; Fax (W) 02-701-6692. 6804. Ae Kyoung Large, Acting Treasurer Steve Garrigues, 1st Vice-President Youngdeung-dong, Dongshin Apt 106-901, Iri-shi, Kyoungbook University, Taegu. Tel (H) 053-952-3613. Jeonbuk 570-160. Tel (W) 0653-834-8529; Tel (H) 0653- Hwang Dai-Gun, 2nd Vice-President 834-8529; Fax (H) 0653-857-9170. Taegu Education Office, Department of Secondary Ed Carl Dusthimer, 1994 Conference Co-Chair ucation, 119-2 Soosung 2-ga, Soosung-gu, Taegu 706- Han Nam University English Department, Ojung-dong 032. Tel (W) 053-757-8249; Tel (H) 053-52-1571. 133, Taejon 300-791. Tel (W) 042-629-7336; Tel (H) 042- Oh In-Sook, Secretary-Treasurer 623-8472; Fax (H) 042-623-8472. Sinsaekae Apt. 3-1207, Soosung-gu, Taegu 706- October 1994 Language Teaching: 17ze Korea TESOL Journal 85