Dr.
Park, Joo-kyung
ABSTRACT
As of 1997, teaching English in elementary schools was
implemented in Korea as a way of achieving its national motto,
"globalization" or securing "international competitiveness" of
its future leaders. Since then, a lot of change has been made
resulting in both positive and negative effects at all
educational levels and domains of ELT in Korea. Teacher
education, a second-to-none important factor of successful
education, has also gone through its developmental stages. This
presentation reviews what has been done so far and what projects
need to be pursued. It discusses issues and concerns with such
areas as teacher training program/curriculum development,
instructional methods and materials, facilities and equipment,
evaluation, and most importantly, teacher trainers and trainees.
It will provoke thought and make some suggestions on how to
create optimal conditions for teaching and learning English in
Korea.
Bio:
Dr. Joo-Kyung Park, a former president of Korea TESOL, earned
her Ph.D. from Texas A&M University, specializing in ESL/EFL/Bilingual
Ed. Her teaching and research interests include teacher
education, teaching speech/pronunciation, and intercultural
communication. She has presented in USA, U.K., Thailand, Taiwan,
Japan and Korea. She has been involved with many in-service
teacher training programs for elementary and secondary teachers
of English in Korea as a program coordinator and instructor.
Currently she is an associate professor of English at Honam
University in Gwangju, South Korea, and serves as General
Secretary of Asia TEFL and International Affairs Coordinator of
KAFLE.
¡¡
Ritsuko Nakata
The MAT Method
Abstract:
Excitement is contagious, and a motivated teacher will make
motivated students. The popular MAT METHOD helps to do this with
quick-paced 6-second drills, along with quick, fun activities
that get your students talking immediately and with natural
speed and rhythm. You can teach your students phonics through
gestures and sound subtraction, and all of this and much more
can be found in Let's Go, the most popular series for kids.
Bio:
Ritsuko Nakata has taught students of all ages and specializes
in teaching
children and training teachers of children. She is the creator
of the MAT
METHOD which focuses teaching on output - in oral as well as in
reading and writing skills through unique fun techniques. Ms.
Nakata is also well-known author of the LET'S GO series (Oxford
University Press) and others which reflect the MAT METHOD. In
Japan she was on the private board of the Minister of Education
to revise teaching curriculum in schools, and is also on the new
NPO board for training English teachers of public schools.
¡¡
Laurence Alter
The Sophisticated Child of English
Abstract:
The presentation will rest on four ideas:
1) Is sophisticated language necessary for (successful)
sophisticated communication?
2) Do higher-level ideas require higher-level language?
3) Are higher-level ideas beyond a young learner's thinking
ability, and
4) Is sophisticated _expression from a child, in public,
undesirable at some level?
The S.E.N.T. technique--Simple _Expression/No Translation--will
also be
shown, utilizing five strategic words from the adult version.
Bio:
The presenter has worked intermittently with youth for two
decades in the Orient, and has come to realize that textbooks
and students themselves insufficiently acknowledge how
sophisticated EFL learners are, especially for those in the 10
to 12-year-old range.
¡¡
Eowyn Brown
Be
Their Best Teacher! Classroom Routines For Young Learners
Abstract:
Learning English requiries energy and commitment from all
students--and young learners are no exception. Providing a safe
and predictable environment for young learners is paramount for
their success. As teachers, we can accomplish this by
establishing classroom routines that capitalize on younger
learner strengths: their tendency to play with language and
their unabashed use of their expansive imaginations. Classroom
routines help very young students to understand what is
happening, to stay focused, and, sometimes, to forget that the
fun they are having is actually educational. Chants and songs,
verbal and nonverbal signals, and correctly paced activities
help young learners maximize their time in the classroom and
learn to their fullest potential
Bio:
Eowyn Brown is Head Teacher at TOPIA English Zone in Uijeongbu,
and has been teaching elementary school children for two years.
She recently authored a multi-level speaking class textbook for
fourth, fifth, and sixth graders that is used by over 1,000
students in three TOPIA schools. Eowyn is also designer of a
storytelling class for first, second, and third graders that
will be implemented in the fall. She graduated with honors from
Central Washington University in 1996 with a BA in Geography.
Abstract
GenkiEnglish.com author Richard Graham will introduce many of
the games and songs that are described by Japan's Daily Yomiuri
as "Taking Primary Schools By Storm."
Bio:
After graduating from universities in the UK and France, Richard
Graham spent three years teaching in Japanese elementary schools
for the government's JET program. There he developed and
collated the most effective games and songs from his lessons,
and published them on the GenkiEnglish.com website. This turned
into his full time occupation as an Education Consultant, making
resources and leading workshops throughout Japan and Thailand.
Also, due to the Internet, he assists over 2000 teachers a day
in more than 50 different countries.
¡¡
Chris Gunn
www.bogglesworld.com

Another, The Other, Articles, And the Way Things Should Be
Abstract:
Articles have always been problematic for Korean speakers. In
structural based textbooks, elaborate rules are drawn up
describing situations when particular articles are used, and
which words take which articles. The complexity of these rules
is such that nobody recommends trying to teach young learners
these rules at an early age. Yet, children as young as two and a
half, without being taught, have already begun to master
articles and difficult adjectives that continually dumbfound
even university students.
Alternatively, verbal and written correction and feedback are
seemingly ineffective, as the same errors crop up repeatedly.
Given this situation, the focus of the presentation is to
explain an alternative view of articles and their usage that
makes sense to students. It will discuss six fluency activities
for use in the classroom while emphasizing that language
teaching cannot be limited to the sentential or word level. In
effect, the teacher and students must refer to and use
sentences, phrases and even paragraphs to be most effective.
Bio:
Chris Gunn is currently teaching at a university in Korea. He is
also a principle contributor of materials to Bogglesworld.com, a
popular ESL website.
Hae-Ri Kim
Integrating Poetry in EFL Curricula
Abstract:
This presentation integrates poetry within EFL curricula by
connecting diverse activities associated with poems and dialogue
journal writing. It first proposes that poetry, especially that
written for children, is a good instructional resource to
develop EFL learning. Second, it introduces dialogue journal
writing, which has been employed for language learners and is
especially beneficial in developing writing skills and promoting
written communication in EFL classrooms. It then connects poetry
and dialogue journal writing, in order to integrate poetry in
meaningful ways by considering the linguistic development of
language learners and providing an opportunity to extend their
literary experience. For this purpose, it introduces a variety
of poems that EFL teachers can integrate in their curriculum,
and illustrates diverse activities when using them in the
classroom environment. Last, how EFL teachers can connect poetry
with dialogue journal writing by modeling a poem for students,
or by suggesting how students may respond to the poems they
read, is presented.
Bio:
Hae Ri Kim has taught English as a foreign language since 1984.
She also taught Korean as a heritage/foreign language in the
United States. From 1996 to 2002, she studied in the United
States and earned a doctoral degree in English Education,
concentrating on EFL teaching with a focus on a literature-based
approach using diverse genres of children/adolescent's
literature.
Kim is now a full time lecturer at Kyungil University. She is
also developing and teaching an English storytelling program at
Kyungpook National University in which she provides diverse and
current language teaching methods to future and current English
teachers.
¡¡
Emily Strauss
Emily Strauss
Professional Development in ESL/EFL
Bio:
Mrs. Emily Strauss has 30 years of experience in ESL, an MA in
TESOL, and experience as a TESOL curriculum developer and
instructor in several countries.
¡¡ |