Papers in English Teaching
The Asian EFL Journal, 2019
Women professionals often face a “glass ceiling” as well as numerous other disadvantages. This ap... more Women professionals often face a “glass ceiling” as well as numerous other disadvantages. This appears to be true also in the field of English language teaching, and more specifically, in TESOL teacher associations, but to date there has been no consolidated data to examine. Historical data collected from 83 ELT teachers associations across the globe suggests that while the trend for women top-leaders has improved, these numbers may not yet reflect the membership of these societies, nor the teachers in the classroom; furthermore, there are distinct differences across geographic regions.
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Presentation before the Korean Grammar Society, 1998
Despite the fact that they may have minimal proficiency in English themselves, Korean teachers ar... more Despite the fact that they may have minimal proficiency in English themselves, Korean teachers are expected to become models of English for their students. Merely running a video or audio player is not enough, and using native-speakers of English as models of English is no longer an option. A re-thinking of the teacher-learner relationship is required to enable students to fully realize their individual learning capabilities. The Learner-centered classroom aims to do so. This paper presents one option for teachers to present authentic in-context English to students, who will not only learn the language more rapidly, but also be further convinced of the usefulness of English and the English abilities of their instructors. Various terms used in the topic area are examined to promote clarity in the discussion: Classroom English is defined as a subfield of teacher talk, and distinguished from dialogues loosely centered in the classroom. The Learner-centered approach is summarized, and the merits and concerns of teacher talking time and a bi-lingual approach to teaching are discussed. Specific guidance for developing personalized Classroom English language is offered.
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Are women well-represented in leadership of our professional communities? Even in women-dominant ... more Are women well-represented in leadership of our professional communities? Even in women-dominant professions? Perhaps no groups of professionals are more aware of “voices” and “diversity” than ESOL educators. The two leading global organizations of TESOL professionals celebrated their 50th anniversaries this year, so it is a time of reflection and repurposing. As this special issue of the Fourth Estate focuses on leadership, we take a look at how the role of women as leadership in our professional organizations has evolved. Both international and local TESOL associations are be scrutinized for their diversity and balance.
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The PAC Journal, 2001
The emerging concept of " action research " in ELT offers a number of different perspectives of w... more The emerging concept of " action research " in ELT offers a number of different perspectives of what teacher research is, should be, and might be. Three popular " teacher as researcher " resources provide an array of concepts in action research, the following discussion points out some of the distinctions and variations offered.
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Across the Borders: Content-Based Instruction in the EFL Contexts (Proceedings of the 2009 KATE International Conference, Seoul, July 3-4 2009), Jul 2009
Content-based instruction (CBI), under any of its more than 40 different labels, including Conten... more Content-based instruction (CBI), under any of its more than 40 different labels, including Content and Language Integrated Learning (CLIL), Teaching Math in English, and Foreign Languages Across the Curriculum), is often subdivided in what might be called a “typology” of this field. May Shieh (1986) and Deborah Snow (1991) presented two of the earlier classifications, including ideas such as immersion, topical/modules, “sheltered” subject matter courses, and adjunct courses. Pally (2000) added “sustained” content.
In East Asia, most scholars and teachers make use of these labels when discussing their own work. However, there is a lack of agreement on definition and usage. The situation in East Asia is different than that of North America (the “inner circle,” in Kachru’s (1985) terms) and that of “outer circle” Singapore and the Philippines, as well as in plurilingual Europe, which, on the surface perhaps, fits in the same “emerging circle” classification as most of East Asia. However, important distinctions, such as the linguistic and geographic “distance” from English, as well as important cultural differences, add to the difficulties in relating these typologies to what is occurring in Asian classrooms.
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The TESOL Encyclopedia of English Language Teaching, 2017
see full article at https://onlinelibrary.wiley.com/browse/book/10.1002/9781118784235/toc
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Proceedings of the 1998 Korea TESOL Conference, 105-109., Sep 1999
This workshop consisted of an open discussion on the need for and orientation of a possible code ... more This workshop consisted of an open discussion on the need for and orientation of a possible code of ethics for EFL teachers in Asia. A 10-page handout of definitions and citations from publications, as well as specific codes from various professional sources, was used as a starting point for discussions.
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Proceedings of the 1998 Korea TESOL Conference, Sep 1999
It is uncontested in the ELT profession that listening practice makes a direct impact on not only... more It is uncontested in the ELT profession that listening practice makes a direct impact on not only the listening comprehension, but also the production skills of our students. In order to maximize student use of listening opportunities, we must address three student concerns: topical interest, difficulty, and authenticity. In the classroom we must generalize, and point to areas of common ability and interest (we hope!) in addressing the first two concerns. Authenticity is the step-child of teaching. Teachers struggle to find and use authentic material, and textbooks claim use of authentic material. However, despite definitions, everyone wonders what “authentic” really is, and when it might become unauthentic due to age, formatting, editing, or mere inclusion in a book! Because of the difficulty in preparing current authentic materials, most teachers settle for something less. A source of authentic listening materials exists in Korea which nearly every student can access-the radio. Of course, the English language instruction programs broadcast over the radio are an option, but we might find these to be hardly authentic, considering how the authentic” movie and music clips are utilized. Better programs are nevertheless available.
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A version of this was published in International Language and Literature Vol 7 (June 2003) [a Korean pubilcation], ISSN: 1229-8468], 2003
Students are attempting to learn to speak English, in many cases a North American “Standard” vari... more Students are attempting to learn to speak English, in many cases a North American “Standard” variety of English, but often their books, dictionaries, and even teachers do not provide support for the variety they wish to learn. Visual aids are often scientifically correct yet unclear, and phonetic alphabets often represent sounds for a variety other than that which the students are hearing or wish to learn. This paper discusses the need for appropriate pedagogical tools, clear and dynamic imagery that assist students in discovering the proper placement of articulators; as well as the students need to learn phonetic alphabets that match their dictionaries and aural inputs so they can be empowered to learn proper pronunciation for unknown words.
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International Language and LIterature, 19, 61-81 (ISSN: 1229-8468), Apr 2009
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Journal of the Communication Association of Korea (7) 167-191., 1999
This study examines the situation of Native Speakers of English and Korean faculty as they intera... more This study examines the situation of Native Speakers of English and Korean faculty as they interact in Korean University English Departments: the problems in communication, and the sources of those problems. A survey was used to test generally accepted perspectives of cross-cultural communication and statements from the literature. It was found that there were differing perspectives on personalization of communication, and the definition and practices of collegiality. Correlations were found between the respondents' comfort in cross-cultural environments and a number of issues in this area.
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Technological advances have offered many new resources to the classroom. At the same time, there ... more Technological advances have offered many new resources to the classroom. At the same time, there is increased pressure for English teachers at all levels to increase the use of English for instructional purposes (i.e., Teaching English Through English). The easy solution for many has been to substitute technology for teacher talking time. While there are numerous quality discussions of the benefits of intelligent use of technology in the
classroom, there have been few discussions of what happens when technology is turned off. The following is a critique and discussion of appropriate uses of Classroom English and
Teaching English through English, with reference to content-based instruction as an avenue for further consideration.
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How long do professional qualifications last? For those of us who aren't required to hold a "curr... more How long do professional qualifications last? For those of us who aren't required to hold a "current license" in our profession (ignoring, for this session, the question of whether or not teaching is a profession!), do our qualifications ever "expire"? What happens if technology or the ever-expanding knowledge-base leap past the teacher's current skill levels? These are the critical issues this conference addresses; this seminar looks only at the efforts one might undertake outside of a formal "Continuing Education" scheme or advanced studies related to pedagogy in general or the substantive area of instruction.
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Language Magazine 1(4) December 2001, Dec 2001
Student self-assessment is a popular modern educational theme, highly regarded in much of the con... more Student self-assessment is a popular modern educational theme, highly regarded in much of the contemporary literature. This short investigation uses an element of the self-assessment tool-kit-student assessment of their own performance-to assess whether have reasonable expectations of their probable grades.
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American Language Review May-June 1999 issue, pp. 46-49, May 1999
"Your class is only a conference call away."
Robert J. Dickey describes how he established a co... more "Your class is only a conference call away."
Robert J. Dickey describes how he established a course for long distance learners in South Korea.
A more complete version including all references, is in
“Make it a conference call: Telephoning for an English conversation course in Korea.” In Lynn Henrichsen
(Ed.), Case Studies in Distance Learning Programs. TESOL Publications in association with Brigham Young
University Press. 2001.
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International Journal of Educational Engineering No. 8, Oct 2004
A semester long collaborative action research study assessing learner improvement in English list... more A semester long collaborative action research study assessing learner improvement in English listening skills through Suggestopedia-like background music in university General English conversation courses in Korea reveals through both qualitative and quantitative assessments that while little growth in listening skill may be realized through these classes, the use of recorded music may provide some advantage without impacting other choices in instructional method.
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It is uncontested in the ELT profession that listening practice makes a direct impact on not only... more It is uncontested in the ELT profession that listening practice makes a direct impact on not only the listening comprehension, but also the production skills of our students. In order to maximize student use of listening opportunities, we must address three student concerns: topical interest, difficulty, and authenticity. In the classroom we must generalize, and point to areas of common ability and interest (we hope!) in addressing the first two concerns. Authenticity is the step-child of teaching. Teachers struggle to find and use authentic material, and textbooks claim use of authentic material. However, despite definitions, everyone wonders what “authentic” really is, and when it might become unauthentic due to age, formatting, editing, or mere inclusion in a book! Because of the difficulty in preparing current authentic materials, most teachers settle for something less.
A source of authentic listening materials exists in Korea which nearly every student can access-the radio. Of course, the English language instruction programs broadcast over the radio are an option, but we might find these to be hardly authentic, considering how the “authentic” movie and music clips are utilized. Better programs are nevertheless available.
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Despite the fact that they may have minimal proficiency in English themselves, Korean teachers ar... more Despite the fact that they may have minimal proficiency in English themselves, Korean teachers are expected to become models of English for their students. Merely running a video or audio player is not enough, and using native-speakers of English as models of English is no longer an option. This paper presents one option for teachers to present authentic in-context English to students, who will not only learn the language more rapidly, but also be further convinced of the usefulness of English and the English abilities of their instructors. Various terms used in the topic area are examined to promote clarity in the discussion: Classroom English is defined as a subfield of teacher talk, and distinguished from dialogues loosely centered in the classroom. The merits and concerns of teacher talking time and a bi-lingual approach to teaching are discussed. It is noted that teachers in a teacher training program indicated that Classroom English should be granted more time in that program. Specific guidance for developing personalized Classroom English language is offered.
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Papers in English Teaching
In East Asia, most scholars and teachers make use of these labels when discussing their own work. However, there is a lack of agreement on definition and usage. The situation in East Asia is different than that of North America (the “inner circle,” in Kachru’s (1985) terms) and that of “outer circle” Singapore and the Philippines, as well as in plurilingual Europe, which, on the surface perhaps, fits in the same “emerging circle” classification as most of East Asia. However, important distinctions, such as the linguistic and geographic “distance” from English, as well as important cultural differences, add to the difficulties in relating these typologies to what is occurring in Asian classrooms.
classroom, there have been few discussions of what happens when technology is turned off. The following is a critique and discussion of appropriate uses of Classroom English and
Teaching English through English, with reference to content-based instruction as an avenue for further consideration.
Robert J. Dickey describes how he established a course for long distance learners in South Korea.
A more complete version including all references, is in
“Make it a conference call: Telephoning for an English conversation course in Korea.” In Lynn Henrichsen
(Ed.), Case Studies in Distance Learning Programs. TESOL Publications in association with Brigham Young
University Press. 2001.
A source of authentic listening materials exists in Korea which nearly every student can access-the radio. Of course, the English language instruction programs broadcast over the radio are an option, but we might find these to be hardly authentic, considering how the “authentic” movie and music clips are utilized. Better programs are nevertheless available.
In East Asia, most scholars and teachers make use of these labels when discussing their own work. However, there is a lack of agreement on definition and usage. The situation in East Asia is different than that of North America (the “inner circle,” in Kachru’s (1985) terms) and that of “outer circle” Singapore and the Philippines, as well as in plurilingual Europe, which, on the surface perhaps, fits in the same “emerging circle” classification as most of East Asia. However, important distinctions, such as the linguistic and geographic “distance” from English, as well as important cultural differences, add to the difficulties in relating these typologies to what is occurring in Asian classrooms.
classroom, there have been few discussions of what happens when technology is turned off. The following is a critique and discussion of appropriate uses of Classroom English and
Teaching English through English, with reference to content-based instruction as an avenue for further consideration.
Robert J. Dickey describes how he established a course for long distance learners in South Korea.
A more complete version including all references, is in
“Make it a conference call: Telephoning for an English conversation course in Korea.” In Lynn Henrichsen
(Ed.), Case Studies in Distance Learning Programs. TESOL Publications in association with Brigham Young
University Press. 2001.
A source of authentic listening materials exists in Korea which nearly every student can access-the radio. Of course, the English language instruction programs broadcast over the radio are an option, but we might find these to be hardly authentic, considering how the “authentic” movie and music clips are utilized. Better programs are nevertheless available.
Korea provides an excellent model for the investigation of local governmental leadership in Asia, as a number of stages in the evolution (and reverse) of local autonomy have been present in the course of a single lifetime. Prior to the localization reforms of the early 1990s, there had not been opportunity for local leaders to exhibit much of the "leadership behavior" typically cited in western scholarship. Furthermore, a Confucian and Buddhist cultural heritage deeply affects the behavior expected of leaders in any type of organization, governments included.
There is little question that governance, as opposed to structured government, requires leadership. Devolution of government and decentralization must therefore be distinguished from local autonomy and local governments. "Snapshots" of perspectives on leadership by the citizenry and local public servants captured as part of a long-term study on local governmental leadership in Asia raise the question of whether Korean local governance can be realized in the short-term future when there is a perceived absence of leadership by elected and professional governmental elites.
approach to projects affecting the community.
Sailing metaphor for governance (p.98):
"Sailing demands the collaboration of numerous actors (crew) to coordinate the forces of wind, currents, tides, waves, drag, and inertia, in order to attain a mutually desired outcomes more or less on schedule. ... Neither the helmsman nor pilot-tactician can claim exclusive right to steer. Navigation and propulsion are imperfect. Roles frequently adapt to changing circumstances."
Ideas to empower local and provincial governments through constitutional revisions have been promoted, and some institutional changes have been made -- in law, at least. ...
This paper explores the administrative, fiscal, and social issues specific to the Caparazzi program, contrasting with other volunteer-based and technologybased enforcement and safety systems.
While a constructive tension can provide many benefits to modern society, there are some fundamental issues that warrant standardization. Rather than some "Great Crusade" in a drive or campaign to wipe out corruption and ensure transparency, attention should be focused on appropriate steps to bring about needed change. Transparency is not some "holy grail" requiring a spiritual "quest" by "knights in shining armor," rather more of a fertile field that requires patient and ongoing tilling by the average citizen-farmer.
This paper looks to the international community for guidance
while considering recent episodes. The initial discussion focuses
on definitions and general concepts, then moves on to specific
Issues.