"NNS and Invisible Barriers in ELT" George Braine (The Chinese University of Hong Kong)
Braine wrote the article about "NNS and invisible barriers in ELT". He indicated that NNS English teacher has been discriminated in their job because they are not native speakers.
The most excuse for this discrimination is that "ESL students prefer to being taught by NS". And another reason for not hiring NNS English teacher is the complex legal process that employers must go through in order to recruit foreigners.
But Braine also said that NNS teachers have strong advantages that NS doesn't have. For example, they can give multicultural and multilingual experience to their student.Braine insisted that the discrimination that NNS teachers face is ironic because it is caused regardless of their ability and proficiency of language.
According to Braine.G(1998), NNS teachers should accept that the playing field will not be level for NNS English teachers. And they must grow as professionals, taking active roles and assuming leadership in teacher organization.
In conclusion, he tried to encourage NNS teachers by saying that NNS teacher can teach English well passing over their accent and pronunciation.
Kim sung-jin, in his editorial piece of Korea Herald, wrote about why Korean students don’t speak English. According to him, even though strong effort of the Ministry of Education to boost up English communication skill, they are not effective, because “Korea has traditionally been a strong collectivistic society.”(p.1) He continued that in a collectivistic society which values “we-ness, respect to authority, and face-consciousness”, self-expression, critical thinking, discussions and debates are not expected and desirable behaviors in classroom. As a result, students avoid speaking English in the classroom and outside the classroom, from the fear of singling out from the group and the intention not to embarrass peers by criticizing. Therefore, in his point of view, the biggest challenge to speak English is collectivism in Korean society.
Mr. Uldis Straujums and Ms. Liga Ramana(2000) 'An Internet-Based System of Teaching Aids for High Schools in Latvia' Baltic IT&Tl (p133-136)
This article, "An Internet-Based System of Teaching Aids for High Schools in Latvia" is written by Mr. Uldis Straujums and Ms. Liga Ramana.
They introduced 'LllS', Latvian education Informatization, which is made by more than 200 people who are teachers, researchers professors and students. it is a very large amount of educational software which can be accessed among other education resources through Internet and can be downloaded from a server.
The author mentioned learning through LllS has several main goals that can be achieved. They will be discussed below individually. First, "The teachers will receive additional possibilities in teaching various disciplines especially dealing with dynamic precess". Secondly, "new teaching aids will be created and made easily to access". Thirdly, "being distributed free of charge should equalize the possibilities of students". Lastly, "additional training using electronical teaching aids".
To support this, the author provided some related electronic educational resources such as "A Latvian sign language dictionary", "Geography an history of Latvia", "Histroy of Lavian and world culture for high school",
Lastly, the author warned that although LllS program is a powerful tool for giving teachers and students information, it's not replacing teachers in school.
"Ban on cell phone use at elementary schools" From KBS NEWS article
The Seoul Metropolitan Council has surveyed concerning legislation banning cell phone use at elementary school.
In the process of surveying there were two controversies. One is that "younger students are difficult to control and they lack self control so a complete ban is the best way". The one is that "cell phones are no longer only for communication but rather comprise a bigger part of youth culture".
Besides there were more specific reasons in each side. I think the most persuasive reason for restriction was that "cell phones seriously hinder classroom teaching". On the contrary the most principal reason against restriction was that "Phones are for emergency contact".
The participants of the survey were students and teachers including parents. 30.2% of the students,77.9% of the teachers and 53.2% of the parents were for restriction while 69.8% of the students, 22,1% of the teachers and 46.8% of the parents were against restriction.
In conclusion the survey tells us hat "seven out of ten students opposed the measure" while almost eight out of ten teachers and more than half of the parents consented to the legislation baning cell phone use at lementary schools.
Summary of “Collaborative EFL teaching in primary schools”
by Mobu Kim, Unice Jung,
David Carless, an Associate Professor in the Faculty of Education, Hong Kong University, wrote this journal in 2006. This journal is to discuss “innovative program of collaborative EFL teaching in Hong Kong primary school” (328p) Prof. Carless had research of collaborative working of NETs(Native English Teachers) and LETs(Local English Teachers) in Hong Kong Primary school by offering questionnaire surveys, E-mailing, interviewing and observing classroom. And also, with that collected data, He exanimate of three main objectives of the scheme: “impact on pupils, innovative teaching and professional development.” As a result, Prof. Carless found the positives and discussed more of implication for collaboration and the development of NETs
Reference David, C (2006) Collaborative EFL teaching in primary schools ELT Journal V.60/4
Extensive reading was reconsidered by Timothy Bell in his article (2006). He said that reading programs can develop learners' reading ability and reported on the subject by first outlining the research that highlighted its benefits, and second by highlighting results from his own six month program among elementary level adults in Yemen.
Based on previous research, extensive reading could help students in various ways. These include providing 'comprehensible input' that aids language acquisition, enhancing learners general language competence through easier word recognition, helping build confidence with extended texts especially for academic reading, encouraging the use of 'textual redundancy' and facilitating the development of reading prediction skills, and also includes motivating learners to read in the target language.
Furthermore, the improvements were not just limited to reading development, but had a 'spread effect' to other language skills and systems - such as motivating them to improving writing skills and syntax, and increasing knowledge of vocabulary. Moreover, extensive reading could also be used as a tool to reinforce language learnt in class through graded readers.
In his own research he stressed the importance of keeping students motivated through multi-media presentations of topics related to the stories in the reading library, providing culturally accessible material, peer feedback on books they had read and giving students a sense of autonomy and ownership in the process.
In conclusion, the author found that learners could read spontaneously while sustaining their interests and integrating reading, writing and speaking skills through extensive reading programs. Finally, he pointed out that the reading program should be "widely adapted and particularly be situated in countries where material financial resources are adequate"(Bell 2006;6).
References Bell, T (2006) 'Extensive Reading: Why and How?' at http://iteslj.org/Articles/Bell-Reading.html
Sabio, Rafael (2007). English Education in Korea: It’s time for Accountability, Korean Times (http://www.koreatimes.co.kr/www/news/special/2007/08/181_7525.html)
In this article, the writer, Rafael Sabio, addressed curiosity that even though Korean people spent over $10 billion on English education, still there has been no remarkable amelioration. In addition, he mentioned the reason of this phenomenon was derived from some factors; “the lack of competent instructors and the increasing number of private education market.” (Sabio. 2007. p1)
First of all, Korean government has loose qualifications in employing both native English teachers and non-native Korean English teachers. They just have required native and non-native English speakers “wishing to teach English as a foreign language" to meet minimal requirements. (Sabio. 2007. P1)
Furthermore, he insisted that due to the demand currently outweighing the supplying, the private English education has significantly been aggravated. As the market of private English education is getting larger, its influence on public educational policies has been increased, and, thus, affected lowering threshold for the unqualified applicants to be able to become English teachers in Korea. This kind of connection makes it hard for people to answer the question who are responsible for the problems that Korean English education is now confronted to.
In summation, Korea needs changes starting from within and is required to realize this. It is not justifiable to shift the responsibilities in relation to the stagnation of English education completely to English teachers. It is time that the Republic of Korea should take accountable action in finding the breakthrough, rather than try to find faults with English teachers (both Korean and foreign) for the adversities of the Korean education system.
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ReplyDelete"NNS and Invisible Barriers in ELT"
ReplyDeleteGeorge Braine
(The Chinese University of Hong Kong)
Braine wrote the article about "NNS and invisible barriers in ELT". He indicated that NNS English teacher has been discriminated in their job because they are not native speakers.
The most excuse for this discrimination is that "ESL students prefer to being taught by NS". And another reason for not hiring NNS English teacher is the complex legal process that employers must go through in order to recruit foreigners.
But Braine also said that NNS teachers have strong advantages that NS doesn't have. For example, they can give multicultural and multilingual experience to their student.Braine insisted that the discrimination that NNS teachers face is ironic because it is caused regardless of their ability and proficiency of language.
According to Braine.G(1998), NNS teachers should accept that the playing field will not be level for NNS English teachers. And they must grow as professionals, taking active roles and assuming leadership in teacher organization.
In conclusion, he tried to encourage NNS teachers by saying that NNS teacher can teach English well passing over their accent and pronunciation.
-Ok ji-hye, Park mee-kyung
Kim sung-jin, in his editorial piece of Korea Herald, wrote about why Korean students don’t speak English.
ReplyDeleteAccording to him, even though strong effort of the Ministry of Education to boost up English communication skill, they are not effective, because “Korea has traditionally been a strong collectivistic society.”(p.1)
He continued that in a collectivistic society which values “we-ness, respect to authority, and face-consciousness”, self-expression, critical thinking, discussions and debates are not expected and desirable behaviors in classroom.
As a result, students avoid speaking English in the classroom and outside the classroom, from the fear of singling out from the group and the intention not to embarrass peers by criticizing.
Therefore, in his point of view, the biggest challenge to speak English is collectivism in Korean society.
-Sara, Christine, Jenny-
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteMr. Uldis Straujums and Ms. Liga Ramana(2000) 'An Internet-Based System of Teaching Aids for High Schools in Latvia' Baltic IT&Tl (p133-136)
ReplyDeleteThis article, "An Internet-Based System of Teaching Aids for High Schools in Latvia" is written by Mr. Uldis Straujums and Ms. Liga Ramana.
They introduced 'LllS', Latvian education Informatization, which is made by more than 200 people who are teachers, researchers professors and students. it is a very large amount of educational software which can be accessed among other education resources through Internet and can be downloaded from a server.
The author mentioned learning through LllS has several main goals that can be achieved. They will be discussed below individually.
First, "The teachers will receive additional possibilities in teaching various disciplines especially dealing with dynamic precess". Secondly, "new teaching aids will be created and made easily to access". Thirdly, "being distributed free of charge should equalize the possibilities of students". Lastly, "additional training using electronical teaching aids".
To support this, the author provided some related electronic educational resources such as "A Latvian sign language dictionary", "Geography an history of Latvia", "Histroy of Lavian and world culture for high school",
Lastly, the author warned that although LllS program is a powerful tool for giving teachers and students information, it's not replacing teachers in school.
"Ban on cell phone use at elementary schools"
ReplyDeleteFrom KBS NEWS article
The Seoul Metropolitan Council has surveyed concerning legislation banning cell phone use at elementary school.
In the process of surveying there were two controversies. One is that "younger students are difficult to control and they lack self control so a complete ban is the best way". The one is that "cell phones are no longer only for communication but rather comprise a bigger part of youth culture".
Besides there were more specific reasons in each side. I think the most persuasive reason for restriction was that "cell phones seriously hinder classroom teaching". On the contrary the most principal reason against restriction was that "Phones are for emergency contact".
The participants of the survey were students and teachers including parents. 30.2% of the students,77.9% of the teachers and 53.2% of the parents were for restriction while 69.8% of the students, 22,1% of the teachers and 46.8% of the parents were against restriction.
In conclusion the survey tells us hat "seven out of ten students opposed the measure" while almost eight out of ten teachers and more than half of the parents consented to the legislation baning cell phone use at lementary schools.
- Belle & John -
Summary of
ReplyDelete“Collaborative EFL teaching in primary schools”
by Mobu Kim, Unice Jung,
David Carless, an Associate Professor in the Faculty of Education, Hong Kong University, wrote this journal in 2006. This journal is to discuss “innovative program of collaborative EFL teaching in Hong Kong primary school” (328p)
Prof. Carless had research of collaborative working of NETs(Native English Teachers) and LETs(Local English Teachers) in Hong Kong Primary school by offering questionnaire surveys, E-mailing, interviewing and observing classroom. And also, with that collected data, He exanimate of three main objectives of the scheme: “impact on pupils, innovative teaching and professional development.”
As a result, Prof. Carless found the positives and discussed more of implication for collaboration and the development of NETs
Reference
David, C (2006) Collaborative EFL teaching in primary schools ELT Journal V.60/4
Extensive reading was reconsidered by Timothy Bell in his article (2006). He said that reading programs can develop learners' reading ability and reported on the subject by first outlining the research that highlighted its benefits, and second by highlighting results from his own six month program among elementary level adults in Yemen.
ReplyDeleteBased on previous research, extensive reading could help students in various ways. These include providing 'comprehensible input' that aids language acquisition, enhancing learners general language competence through easier word recognition, helping build confidence with extended texts especially for academic reading, encouraging the use of 'textual redundancy' and facilitating the development of reading prediction skills, and also includes motivating learners to read in the target language.
Furthermore, the improvements were not just limited to reading development, but had a 'spread effect' to other language skills and systems - such as motivating them to improving writing skills and syntax, and increasing knowledge of vocabulary. Moreover, extensive reading could also be used as a tool to reinforce language learnt in class through graded readers.
In his own research he stressed the importance of keeping students motivated through multi-media presentations of topics related to the stories in the reading library, providing culturally accessible material, peer feedback on books they had read and giving students a sense of autonomy and ownership in the process.
In conclusion, the author found that learners could read spontaneously while sustaining their interests and integrating reading, writing and speaking skills through extensive reading programs. Finally, he pointed out that the reading program should be "widely adapted and particularly be situated in countries where material financial resources are adequate"(Bell 2006;6).
References
Bell, T (2006) 'Extensive Reading: Why and How?' at http://iteslj.org/Articles/Bell-Reading.html
- Genie, Simon, Avigale, Tan, Hanna -
Sabio, Rafael (2007). English Education in Korea: It’s time for Accountability, Korean Times (http://www.koreatimes.co.kr/www/news/special/2007/08/181_7525.html)
ReplyDeleteIn this article, the writer, Rafael Sabio, addressed curiosity that even though Korean people spent over $10 billion on English education, still there has been no remarkable amelioration. In addition, he mentioned the reason of this phenomenon was derived from some factors; “the lack of competent instructors and the increasing number of private education market.” (Sabio. 2007. p1)
First of all, Korean government has loose qualifications in employing both native English teachers and non-native Korean English teachers. They just have required native and non-native English speakers “wishing to teach English as a foreign language" to meet minimal requirements. (Sabio. 2007. P1)
Furthermore, he insisted that due to the demand currently outweighing the supplying, the private English education has significantly been aggravated. As the market of private English education is getting larger, its influence on public educational policies has been increased, and, thus, affected lowering threshold for the unqualified applicants to be able to become English teachers in Korea. This kind of connection makes it hard for people to answer the question who are responsible for the problems that Korean English education is now confronted to.
In summation, Korea needs changes starting from within and is required to realize this. It is not justifiable to shift the responsibilities in relation to the stagnation of English education completely to English teachers. It is time that the Republic of Korea should take accountable action in finding the breakthrough, rather than try to find faults with English teachers (both Korean and foreign) for the adversities of the Korean education system.
Ryan & Amy