To promote scholarship, disseminate information, and facilitate cross-cultural under standing among persons concerned with the teaching and learning of English in Korea The Newsletter of Korea Teachers of English to Speakers of Other Languages March 1998, Vol. 2 No. 2 KOTESOL PAC II Asian Youth Forum An Appeal for Participation... 11 Kip Cates A Teacher's Reflective Journal of the Classroom... 12 Becky Pearsall Professional Development through the Internet... 13 Larry Davies Cheating and Plagiarism.... 14 Also in this issue Encouraging Creativity with Management Case Study David McMurray, Fukui Prefectural University (Japan) E ducation programs in Asia are not producing enough students equipped with the complex skills required to meet the demands of the global economy. To meet those demands, Asian educators need to make a fundamen- tal shift in their education systems. English, financial skills and creative knowledge are key strategic assets, currently lacking in Asia, that are essential for success in the next century. -Continued inside, on page 6
Transcript
To promote scholarship, disseminate information, and facilitatecross-cultural under standing among persons concerned with theteaching and learning of English in Korea
The Newsletter of Korea Teachers of English to Speakers of Other Languages March 1998, Vol. 2 No. 2
KO
TESO
L
PAC II Asian Youth Forum An Appeal for Participation... 11Kip Cates
A Teacher's Reflective Journal of the Classroom... 12Becky Pearsall
Professional Development through the Internet... 13Larry Davies
Cheating and Plagiarism.... 14
Als
o in
this
issu
e
Encouraging Creativity withManagement Case Study
David McMurray, Fukui Prefectural University (Japan)
Education programs in Asia are not producing enough students equipped with the complex skills required to meet the demands of the global economy. To meet those demands, Asian educators need to make a fundamen- tal shift in their education systems. English, financial skills and creative knowledge are key strategic assets,
currently lacking in Asia, that are essential for success in the next century.
-Continued inside, on page 6
OUP
March 1998Volume TwoIssue Two
EnglishConnectionT
the Newsletter of Korea Teachers of English to Speakers of Other Languages
heCO
NTENTS Feature
Encouraging Creativity with Management Case Study... cover & 6-9David McMurray
Articles PAC II Asian Youth Forum An Appeal for Participation... 11
Kip Cates
Professional Development through the Internet... 13Larry Davies
ColumnsPresident's Message; The Next Stage of Growth... 5National Conference; 1998 Conference Slated for Kyung Hee University... 10Cultural Corner; A Teacher's Reflective Journal of the Classroom... 12FAQs; Cheating and Plagiarism.... 16Name That Member!; ... 19Teachniques; Go Fish... 20Book Reviews; Pair Work 1 and Pair Work 2, by Peter Watcyn-Jones... 21
For Your InformationContributor Guidelines... 13Calendar... 22-23Who's Where, in KOTESOL... 24-25Membership application... 26National Conference Presentation Proposal form... 27
The English Connection March 1998 Volume 2 / Issue 2
4
The English Connection
is a publication of Korea Teachers of English to Speakers of Other Languages
Editor-in-chief:
Kim Jeong-ryeol, Publications Committee Chair KoreaNational University of Education, Elementary Education Depart-ment Chungwon Gun Chungbuk 363-791 (e-mail) [email protected]
Section editors:
Robert J. Dickey (Feature Article), Miryang NationalUniversity English Department 1025-1 Nae 2-dong Miryang-siKyungnam 627-130 (H) 0527-52-1962 (W&F) 0527-50-5429 (e-mail)[email protected]
Carl Dusthimer (Chapter Reports) Hannam University,Department of English 133 Ojung-dong Taejon 300-791 (H) 042-634-9235 (W) 042-629-7336 (F) 042-623-8472 (e-mail)[email protected]
Column editors:
Carl Dusthimer (President's Message), see informationabove
The English Connection, published six times a year, bimonthly, is the officialnewsletter of Korea Teachers of English to Speakers of Other Languages(KOTESOL) (a membership organization) and is distributed free of charge as aservice to the members of KOTESOL.
Advertising is arranged through Tony Joo at; Samboo A.P.T. 31-23 Taepyung-dong Taejon 301-151. Telephone; 042-522-9769 Fax; 042-527-1146 E-mail;<[email protected]>.
All material contained within THE ENGLISH CONNECTION is copyrighted by the individualauthors and KOTESOL. Copying without permission of the individual author and KOTESOL beyondthat which is permitted under law is an infringement of both law and ethical principles within the aca-demic community. All copies must identify Korea Teachers of English to Speakers of Other Languages(KOTESOL) and THE ENGLISH CONNECTION, as well as the author. The ideas and concepts,however, are presented for public discussion and classroom use. Please write to the editors and indi-vidual authors and let them know how useful you find the materials, and how you may have adaptedthem to fit your own teaching style or situation.
The articles and opinions contained herein are solely those of the individual authors, and do notnecessarily reflect the policies of Korea Teachers of English to Speakers of Other Languages(KOTESOL), or the opinions of the editors, officers of KOTESOL, or individual members.
Jeanne E. Martinelli (Cultural Corner), Pusan NationalUniversity English Education Department Kumchong-ku Pusan609-735 (H) 051-510-2609 (W) 051-510-2650 (F) 051-582-3869 (e-mail) [email protected]
Printing, Kyongsang Printing, Masan, Republic of Korea
The English Connection March 1998 Volume 2 / Issue 2
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President'sMessage bybybybyby
Carl DusthimerCarl DusthimerCarl DusthimerCarl DusthimerCarl Dusthimer
The Next Stage of Growth
There are three letters that define growth in East Asia these days, IMF. As an organization that receives money from its
membership and uses that money to provide services to its mem-bers, these same three letters also restrict KOTESOL. The na-tional executive council met on February 21st to overhaul ourbudget for 1998. We made cuts everywhere we could, while atthe same time trying to preserve the core elements of the organi-zation: providing funds for the chapter to provide services fortheir members, such as chapter presentations, drama festivalsand mini-conferences. We also endeavored to maintain the mo-mentum for the projects we felt were vital for the growth of theorganization: the book project and the roving workshop.
These projects are very important to Korea TESOL, as they helpto broaden KOTESOL's role in helping to improve the teachingof English in Korea, but they involve a relatively small number ofpeople; a small amount of our resources. Our primary resourcesare, of course, the skills and talents of our members, and one ofour organizational objectives is to assist our members in devel-oping and improving their teaching skills. One way to help in thisregard is to provide presentations at our chapter meetings thattarget the specific needs of each chapters' membership. How-
ever, considering the broad range of needs represented within each chapter, chapter presentationsfall short of satisfying the needs of all of our members. What strategy might serve to fill the gap? Onesolution is relatively simple and straight forward. Special Interest Groups (SIGs). The idea is simple.Teachers who are interested in a particular area get together and discuss this common area of interestand try to find solutions to problems they encounter in their teaching or explore strategies for moreeffective teaching. For example, I taught at a teacher training center this past winter, and was fortunateenough to have a very enthusiastic group of middle school teachers. During the course of thesession, we had a chance to talk about the problems they encounter in their teaching: problems withthe curriculum they are expected to teach and problems in implementing more "communicative"activities like those we explored during our session. They expressed a desire to get together (with afacilitator) to talk about their teaching, so I agreed to meet with them and help them get started. Itseems only natural that this is perhaps the most efficient and effective way for teachers to reflect ontheir teaching and improve their skills.
As an organization of teachers and for teachers, Korea TESOL is a logical vehicle to provide a forum(or forums) for this kind of exchange between teachers. Meetings can be arranged in conjunction withchapter meetings, mini-conferences, or the national conference. Whatever your area of interest withinELT, KOTESOL can help you make connections with other teachers with similar interests. Currently,there are two SIGs in Korea TESOL, the TDV (Teacher Development) SIG and the Global Issues SIG.These are in different stages of development but both are made up of teachers who want to shareideas to help make their classrooms more lively and fulfilling for their students. These groups holdmeetings (which actually resemble mini-conferences) periodically and maintain discussions incyberspace on a variety of subjects. I would like to take this opportunity to invite you to get involvedin these SIGs or get together with other teachers in your area to talk about a particular topic and startyour own SIG. If I can be of any assistance in this regard, feel free to contact me anytime. Cheers!
The English Connection March 1998 Volume 2 / Issue 2
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The purpose of this article is to define theneed for encouraging creativity amongstudents of English studying in Asia. Us-ing case studies, to learn English and busi-ness, encourages creativity. The articlealso provides an example of Asian univer-sities using the Case Study approach inEnglish in their un-dergraduate andgraduate programs.It concludes with anexample of an origi-nal case named "CarWars" that has beenused with second-year university stu-dents studying Ba-sic Business En-glish.
THE NEED FOR CREATIVITY
Economic prosperity and trade levelsreached their peak throughout Asia in1997. Selling to world markets stimulatedlabor, management, and government offi-cials in many Asian countries to invest inforeign language skills (Rohwer, 1996).The economic turmoil faced by Asianstock markets in 1997 continues to stimu-late the demand for English for specificpurpose (ESP) language skills.
From 1975 until 1997, Asia grew faster thanany other region in the world. Much ofthe region's extraordinary growth was dueto its accumulation of physical and hu-man capital. The education policies of EastAsian countries were aimed at develop-ing human capital resources. Asian coun-tries were able to efficiently allocate physi-cal and human resources to highly pro-ductive investments and to acquire mas-ter technology (Johnes, 1993). In 1997however, the economies of several coun-tries suffered setbacks, notably Korea andThailand. Others such as Singapore andTaiwan have remained little affected.
At the close of 1997 one reason Korea,particularly the banking industry, requiredhelp from the International MonetaryFoundation (IMF) was because it wasn'table to extend its human resources im-provement strategy quickly enough toinclude the training of financial bankingexperts. In an effort to recover from thisoversight, companies have begun hiringoverseas staff and providing training in
modern banking methods. Personnel train-ing in current banking management willstrengthen the competitiveness of Koreain relation to Europe and North America.
In Singapore, the Education Ministry isreviewing its curriculum to better developthe creative thinking skills and learning
skills required for the future. The Ministryis being prodded by Prime Minister GohChok Tong to "promote greater creativityamong Singapore's test obsessed stu-dents to help them prepare for the 21stcentury". Educators in Singapore worryabout producing youths who have mas-tered the art of scoring high in examina-tions at the expense of creativity and in-dependent thinking. The education min-istry is looking at ways to reduce the quan-tity of content knowledge students arerequired to memorize, to allow for moretime to develop communication and deci-sion-making skills.
Singapore Education Minister, Teo CheeHean, stated at the Seventh InternationalConference on Thinking that "The singlemost important thing that any governmentcan do is teach constructive thinking toits people... as competition intensifies, sodoes the need for creative thinking.Singapore is doing a reasonably good jobin getting facts, curriculum, data into thebrains of our students. We are not doingnearly as good a job in teaching them tothink integratively and putting all the con-cepts together, in job-related environ-ment".
Asian governments therefore, whetherthey seek to put out the financial fires setin 1997 or to light torches to find their wayin the new millennium, underline that theircommon need is for their education sys-tems to increase the level of creativityamong their students.
CASE STUDY ENCOURAGES CREATIVITY
How can we provide a creative educationfor our students? One way is to considerways to develop an educational systemthat emphasizes creativity in business.Cases make the business concepts thatare being taught seem real to the students.In order to solve cases, quite a bit of work
is required by thestudents. It couldbe too over-whelming for anindividual or pair.The final project isgenerally a casewhere studentsmust develop theirown companiesand products andpresent them toclass.
Working together in groups enables thestudents in the class to learn from eachother. International students from China,Taiwan and Malaysia enrich the group dis-cussions. Students can consider the prac-tice of business from a global standpointand not just a domestic one.
Groups can consist of students from alllevels of language ability. By being in smallgroups, students are given the opportu-nity of leadership, building a sense of com-munity, a sense of ownership for their workand an exchange of shared knowledge andideas. Students arrive at all their answers,agreements and conclusions on their own.
Case Study Style questions
What is the case about?Who are the main characters?What is the problem?What could be causing the problem?What is an opportunity?Evaluation of the 3 best solutionsRecommendation.Plan of Action.
Management cases provide three levelsof learning: first, a chance to generalizedinsights of leading theoreticians; second,an opportunity to test the applicability andlimits of these theories in specific (cases)situations; third, the capacity to developone's own special amalgam of insights.Cases emphasize the full dimension of themanagement strategy process, corporate
-continued from front page
Asian governments, whether they seek to putout the financial fires set in 1997 or to lighttorches to find their way in the new millenium,underline that their common need is for theireducation systems to increase the level ofcreativity among their students.
Encouraging Creativity with Management Case Study
The English Connection March 1998 Volume 2 / Issue 2
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style, culture, historical backdrop, com-plete financial information, industry eco-nomics, competitive posture, change pro-cesses, technology impacts, and busi-ness-government interactions. Strategicplanning is a logical process for figuringout what we should do in the future -se-lection of areas of countries to do busi-ness and which kinds of products to de-velop. Cases provide an opportunity tounderstand the dynamics of an organiza-tion -- the historical context of the prob-lems it faces, the influence of its culture,its probable reactions to varying solutions,and so on.
There is no "correct" answer to any case.There may be several "good" answers andmany poor ones. There is no "one bestway" to create strategy, nor is there "onebest form" of organization. Different formswork well in particular contexts. One ofthe main goals of case study is to inte-grate a variety of views, rather than allowstrategy to be fragmented into just "hu-man issues" and "economics issues".Cases provide a basis of treating the fullcomplexity of strategic management.
As useful as they are, however, cases arenot really the ideal way to understand strat-egy: Involving oneself in the hubbub oflife in a real organization is. Reading twentypages on an organization will not makeyou an expert. Cases remain the most con-venient way to introduce practice into theclassroom, to tap a wide variety of experi-ences, and to involve students actively inanalysis and decision making.
UNIVERSITIES USING THE CASE
STUDY APPROACH
Representativesfrom the businessschools of over 90universities from 12countries attendthe annual MBAForum in Tokyo.Most of the pro-grams are providedin English. Of these,only three are Asianuniversities: AsianInstitute of Man-agement, Philippines; Hong Kong Univer-sity of Science and Technology, Schoolof Business and Management; Interna-tional University of Japan, GraduateSchool of International Management,Niigata. 60 of the schools are American
and the remaining from Canada and Eu-rope. The majority of overseas studentsapplying to enter the MBA programs arefrom Taiwan, China and Japan. Prospec-tive students must integrate the pieces oftheir application - GMAT scores over 650,TOEFL over 600, resume, recommenda-tions, essays and interview- into an at-tractive package to convince admissionsofficers to accept them.
International University of Japan, in NiigataPrefecture, encourages their MBA stu-dents to gain on-site experience in com-panies. Much of the work is done in En-glish. Teams of IUJ students study theoperations of small industries by observ-ing and interviewing employees in the fi-nance, manufacturing and sales depart-ments. Then they apply the conceptslearned from textbooks and case studiesto their findings. Students discuss thestrong and weak points of the companiesand how improvements can be made. IUJshows that business school don't need tobe dull!
Training in thinking on one's feet is animportant skill for university students toacquire. The idea of thinking on one's ownmay conjure up the image of a person sit-ting quietly, like Auguste Rodin's "TheThinker", but a thinker can also be a mover.Many economics students say they wantto join companies after graduating. Theywant to become managers who thinkthings out on their own.
AN EXAMPLE OF A CASE USED WITH
STUDENTS OF ENGLISH
CAR WARS: an International CaseStudy of Renault and Nissan
The setting for the case is a Tokyo bar. Akaraoke singing bar, named The Camellia.The color of camellia blossoms is bloodred. Unlike the beloved cherry blossoms,whose petals fall peacefully one by oneon fragrant winds, camellia petals drop all
together with a thud. In ancient times ofwar, samurai soldiers would refuse to lookat the flower prior to going to battle. Thesound and color of the falling blossomsstirred images of a beheaded warrior. Togrow a camellia tree in the garden of a samu-rai would be sure to bring bad luck...
Smoke filled the small karaoke singing bar.Louis Schweitzer, Chairman and CEO ofRenault, France's largest automaker wassitting in the corner seat of a black leathersofa. Beside him, Nissan PresidentYoshikazu Hanawa, was directing a host-ess to pour another drink - -Suntory whis-key -- for his guest. From their strategicposition in the room, the top officers couldwatch their employees who were talkingand singing together.
One month ago the Japanese team made aone-day tour to the French car-maker'splant in Vilvoorde, Belgium and then wentto Paris for further talks. The Japanese hadtried to form an initial working relation-ship with the Renault officers. In the springof 1997, a proposal to close the factory,cutting 3,000 jobs in Belgium and another3,000 in France set off a series of demon-strations. Renault has since then appeasedstriking workers, and got them back to workbefore the visit by the Japanese. Renaultsorely wants to return to profitability aftera $924 million loss in 1996.
An unfortunate combination of poor or-ganization, manufacturing inefficiency anda reluctance to venture too far from Francehas caused Renault to lose market share.Industry analysts believe a series of badmanagement decisions, made under gov-ernment pressure, led to the losses. In 1987,
Renault pulled outof the North Ameri-can market by sell-ing off a 46 per centshare in AmericanMotors to Chrysler.A planned jointventure with Swed-ish truck-makerVolvo fell throughtwo years ago. Ex-perts blame thegovernment pres-
sured Renault to scrap the deal when itbecame clear that the biggest changes andmost job losses would come not at Volvo'splants, but at Renault's inefficient facto-ries in France. In 1990, Schweitzer's ap-pointment as Chairman was also heavilycriticized as a poor, politically-motivated
Training in thinking on one's feet is an im-portant skill for university students to ac-quire. The idea of thinking on one's ownmay conjure up the image of a person sit-ting quietly, like Auguste Rodin's "TheThinker", but a thinker can also be a mover.
The English Connection March 1998 Volume 2 / Issue 2
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appointment. He's been described as a"very intelligent, thoughtful civil servant"yet "not an automobile man with gasolinein his blood". Renault spent the spring of1997 battling strikers and the early sum-mer bracing itself with a strategic plan toward off an expected invasion of Japanesecars. Europe is a 12 million-a-year car mar-ket. Expanding sales in Asia could be an-other line of attack. Investors were bitterabout the pullout from America. Theycould possibly belured back to investin Asian marketslike Viet Nam, Ko-rea, The Philip-pines, and Indone-sia.
Nissan MotorCompany, Japan'ssecond largestautomaker, is striv-ing to recover byrestructuring facili-ties. 500 office em-ployees were laid off or transferred to thesales network. Nissan hopes to catch in-dustry leader, Toyota Motor corporation.In 1996, Nissan saw its world market shareplunge 20 percent to the lowest level sinceits successful merger with Prince Motorin 1966. Honda Motors is right at their heelsin third place. In Europe, Nissan has faredbetter. It boosted sales 7.2 percent in 1996,selling 1.37 million cars. The main reasonsfor Nissan's woes are a costly sales net-work and its over investment in Japan-based plants. Their plant in Kyushu waslagging in operations. Nissan was readyto close it. To revive itself, Nissan says itis thinking about implementing cost-cut-ting measures, closing plants in Japan,shortening the time to develop new mod-els, and reducing the number of new mod-els. So far Nissan management hasn't takenaction.
Nissan aspires to boost its market shareto 25 percent by the year 2000 and 30 per-cent by 2010. Mr. Hanawa complains heneeds innovative management to carry outhis strategies. He wants to bolster headoffice performance. Nissan has been la-beled by analysts as 'bureaucratic' becausemost of its top executives graduated fromJapan's number one seeded university. TheUniversity of Tokyo is the alma mater ofmost of Japan's political and bureaucraticleaders.
At Orly airport, just before returning toJapan, Mr. Hanawa invited Mr. Schweitzerto come to Japan to outline a top-secretproposal that, he believes, would be intheir long term mutually profitable inter-ests. Mr. Schweitzer eagerly accepted, andtoday has brought his Chief Financial Of-ficer Monsieur Pepin; an economist, Ma-dame Benoit-Johnson; and two brightgraduate students from HEC Lausanne.Mr. Hanawa carefully selected different
officers than those who had gone to Eu-rope: Mr. Tanaka Nissan's Planning De-partment Chief; Mr. Hashimoto, an econo-mist; and two undergraduates of TokyoUniversity Miss Kawano and Miss Sakata.
HEC Lausanne student: What do youplan to do next year, Kawano?
Miss Kawano: After I graduate I'll geta job with Nissan because I go to Tokyo U.
HEC Lausanne student: How aboutyou, Sakata?
Miss Sakata: I'm a little worried becauseI heard that beginning in the spring of1998, Nissan is thinking about hiring stu-dents based on their job placement inter-view and not on the name of their univer-sity.
Monsieur Pepin: I'm glad to be singinghappy songs tonight. All our staff havebeen singing the blues about expectedplant shutdowns. The technicians andworkers are getting unreasonable.
Mr. Tanaka: My boss says all of ourtechnicians are highly skilled, but theyworked on their own in the past. Theydon't know the value of team-work withhead office staff. Head office is respon-sible for sales.
Madame Benoit-Johnson: There'sbeen quite a drop in European car sales inJapan. Have Nissan's overseas plantsbeen able to sell back many cars to Japa-nese customers?
Mr. Hashimoto: My company needs
smart sales staff. Reforms are needed inour domestic sales department.
Mr. Hanawa: Nissan needs people whoare full of what you might call a challeng-ing spirit. We have many employees whograduated from Tokyo University. I needmen who will revive my company. If I leavethe traditional setup of hiring non-think-ers, Nissan will never move up from thenumber two position in the industry.
Mr. Schweitzer: Well, what time shallwe start in the morn-ing?
Mr. Hanawa: Is10 o'clock conve-nient for you?
At 10:00 the nextmorning the Japa-nese team (differentofficers from thosethe night before)unveiled their plan.Nissan wanted tobuy a 50 percentshare in the plant lo-
cated near Brussels. They offered to in-vest heavily in machinery. The currentunions could remain. Nissan wanted tofurther attack the European market sharefrom a well-placed plant in Europe. In ex-change Nissan offered a 50% stake,through share exchanges, in their Japa-nese plant near Kyushu. Renault couldhave access to the Japanese sales marketand would be geographically well place toattack the Asian market. Leadership forboth plants was to be negotiated. Leader-ship was at the top of the agenda forNissan. Financial details would be workedout later, but Mr. Hanawa wanted to knowif Mr. Schweitzer was interested in pursu-ing the offer.
Note #1 Growing Car Markets (fromNikkei Weekly Newspaper)
New Asian Market: Car-makers need totarget Asian markets. Production of newlydesigned multipurpose cars are needed forTaiwan, the Philippines and Indonesia.Asia's rapid economic growth has in-creased demand, making the car marketincreasingly attractive to manufacturers.In Indonesia an eight-passenger wagonwith a diesel engine is needed to cope withthe country's rough terrain. Four-passen-ger cars are needed in The Philippines.The Taiwanese need more recreationalvehicles.
Cases make the business concepts that arebeing taught seem real to the students. Inthis case, they are real. The case is onemore part of a university program that isessential to develop abilities that will make itpossible for students to work on their ownafter graduation.
The English Connection March 1998 Volume 2 / Issue 2
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Note #2 Car Industry Analyses (fromReuter news, The Economist and CarMagazine):
Recent Merger: April, 1996. Mazda andFord Motor Company. Ford raised its stakein the Japanese automaker from 25 per-cent to 33. 4 percent. Mazda PresidentHenry Wallace (51 years old). Wallace hadjoined Ford in its European operations in1971. Current problem: too many vehiclelines, low sales volume.
Excess Capacity: Dick Donnely, Head ofGeneral Motors Corporation's operationsees a 4 million unit excess capacity 1998.A stagnant year is predicted. Recentchanges in the European economy,spurred by cuts in social programs, espe-cially in Germany and France have scaredaway buyers. The slashing of governmentbudgets to make way for a single currencyhave aggravated the trend.
TEACHING NOTES FOR THE CASE
CAR WARSThe case study, Car Wars, has been suc-cessfully introduced to university under-graduate students of Economics and Man-agement Studies. It is challenging enoughfor the graduate Economics programs ofuniversities where English is used as asecond or foreign language. It can serveas a refresher case to build team spiritamong newly hired employees.
Searching out analysts reports, financialstatements in libraries and book storestakes time and effort. The case containsall the information students need, but be-cause the case is based on actual finan-cial data, they are encouraged to supple-ment it. Seated somewhere in the librarywith beads of sweat on their brow oneteam will probably shine through with agood strategy. Cases make the businessconcepts that are being taught seem realto the students. In this case, they are real.The case is one more part of a universityprogram that is essential to develop abili-
ties that will make it possible for studentsto work on their own after graduation.
In order to solve STAR WARS, quite a bitof work is required by students. It couldbe too overwhelming for an individual orpair. Working together in groups enablesthe students in the class to learn from eachother. Groups can consist of students fromall levels of language ability. By being insmall groups, students are given the op-portunity of leadership, building a senseof community, a sense of ownership fortheir work and an exchange of sharedknowledge and ideas.
CASE STUDY QUESTIONS FOR
STUDENTS.In the classroom students should first roleplay the dialog, then answer these ques-tions.
Who are the main characters in thestory?
What is the problem facing Nissan?What is the problem facing Renault?What could be causing the problem?Why has Nissan offered a merger plan?What should Renault do next?Where are opportunities for the com-
panies?Which is the best of 3 possible strate-
gies that Mr. Hanawa can do.What is your recommended Plan of Ac-
tion?
Students arrive at all their answers, agree-ments and conclusions on their own. Gen-erally, students have three options. Oneis to accept the offer fully. The second isto walk away from it. A third is to acceptpart of the deal. Either Nissan should buyup part of Renault or Renault could do thesame in Nissan. For full marks studentsneed to detail a new hiring plan for Nissan.Students also need to make full use of thenotes when seeking solutions to the di-lemma facing Renault. If students proposeentering the potentially very lucrativeAsian market they should be aware of the
very low market at present and the currentfinanical turmoil.
THE AUTHOR
David McMurray graduated with an MBAfrom Laval University in Quebec, Canada.He was Director of a University of Torontoassociated research center until 1988 andthen began teaching in Taiwan and Japan.From 1993-95 he was President of JapanAssociation for Language Teaching, andis International Chair until January 1, 2000.McMurray teaches at Fukui PrefecturalUniversity; a university specializing ineconomics and Asian relations.
REFERENCES
Boyd, F. (1995). Making BusinessDecisons: Real Cases from RealCompanies. Longman.
English, L. M. & Lynn, S. (1995).Business Across Cultures: EffectiveCommunication Strategies.Longman.
Fowles, A. G., Miller M., & Stocker, J.(1995). Executive Decisions.Longman.
K. Kelly, (January 27, 1992). "Learningfrom Japan". Business Week 53.
Johnes, G. (1993). The Economics ofEducation. London: The MacMillanPress Ltd.
Mintzberg, H. & Quinn, J. B. TheStrategy Process, Concepts,Contexts and Cases (International.Ed.). New Jersey: Prentice Hall
Rohwer, J. (1996). Asia Rising. London:Nicholas Brealy Publishing.
Spring-Wallace, J. (1993). English forCorporate Communications: Casesin International Business. NewJersey: Regents/Prentice Hall.
Wright P., Kroll M., & Parnell J. (1996).Strategic Management Conceptsand Cases. New Jersey: Prentice HallInternational.
Wants your helpWriters, columnists, editors and productionists areencouraged to submit work and to contact theEditor-in-Chief, Kim Jeong-ryeol.
See page 4 for contact information.
ConnectionThe
English
The English Connection March 1998 Volume 2 / Issue 2
I am very excited to announcethat Kyung Hee University in
Seoul has agreed to host our1998 KOTESOL conference.Kyung Hee is a fabulous site fora conference. Not only is it con-veniently located near a subwaystop, bus lines, and variouslodgings, it is also a beautiful,compact campus. We will beusing the liberal arts building forthe publishers' displays, the pre-sentation rooms, and registra-tion. Just a hop, skip and a jumpaway is Crown Hall which willserve as the venue for our openingand closing ceremonies, our plenaryspeakers, and our Saturday nightbash. We are also trying to work outlow cost parking arrangements oncampus for those who want to drive.
The 1998 conference is a very impor-tant one as it will lead into the secondPan-Asian Conference (PAC) to behosted by KOTESOL in October 1999.It also follows our very successful1997 conference in Kyoungju, thanksto the hard work and leadership ofDemetra Gates, Kari Kuglar, andcountless others. The 1998 conferencepromises to be just as good. Thisyear's theme is "Advancing our Pro-fession: Perspectives on Teacher De-velopment and Education". Thanks toRobert Dickey for suggesting the title.
The conference committee is currentlyaccepting proposals for the comingconference. The deadline for receiptof proposals is May 15th. A copy ofthe call for papers was sent out to allKOTESOL members as part of a gen-eral mailing in mid-February. You canalso find a copy of the call for papers
on the back cover of this issue of The En-glish Connection. You may also contactme if you need additional copies.
The theme of teacher development andeducation is both a nebulous and a wideranging theme, and many presentationtopics fall under this umbrella. Such top-ics as peace education, global issues,teacher training, learning styles, learningstrategies, reflective practices, cross-cul-tural teaching methodologies, connectingtheory and practice, practical teaching con-siderations, Pan-Asian teaching concerns,and new teacher issues are all appropri-ate. A complete list is included with thecall for papers.
We hope that people from all over Korea,Asia, and the world will come to Seoul topresent and to participate. This year thanksto a TESOL speaker's grant and a travelgrant from the British Council, we will beable to bring two plenary speakers whosefocus is in line with our conference. Wehope to bring Rebecca Oxford, noted forresearch in language learning strategiesand for developing the Tapestry textbookseries. The second plenary speaker hasnot been decided yet, and the featuredspeakers for this year's conference will
come from our PAC associates;JALT, ETA-ROC, or ThaiTESOL.Look to future conference col-umns for announcements regard-ing the other plenary speakersand featured speakers.
In addition to many good presen-tations, the publishers' sessions,the 2 plenary sessions, and thefeatured speakers' sessions, wewill have several spots dealingwith the PAC series, including atalk by David McMurray of JALT.As in previous conferences, you
can expect to find the publishers' exhibi-tion, the employment center, and an infor-mation center. Some new features you canexpect this coming year are presentationsin Korean, poster presentations andteacher networking sessions. The teachernetworking sessions will be a chance forSIGs and teachers with common interestsor concerns to get together and share. Aspecial room and schedule will be set asidefor this purpose. Poster presentationswhich are a common feature at many con-ferences allow the presenter to design avisual presentation and to interact one-on-one with conference goers. If you areinterested in giving a poster presentation,please contact me directly. And if inter-ested in giving a presentation in Korean,please use the call for papers form. I canbe reached by e-mail at<[email protected]> or by tele-phone at my office +82 (042) 869-4698 orby cellular phone at +82 (011) 458-6467.
As always, a successful organizationneeds people willing to help out. We arelooking for volunteers to help out bothbefore and during the conference. Pleasecontact me with your pledge to help.
Central Office
KOTESOL has rented, furnished and staffed a new central office.
The Central Office staff can be reached at
P.O. Box 391-SeoTaejon 301-600
(Tel) 042-255-1095 (Fax) 042-255-1096
1998 KOTESOL conference slated for Kyung Hee University
The English Connection March 1998 Volume 2 / Issue 2
11
by Kip Cates (JALT Global IssuesN-SIG Coordinator)
The series of Pan Asian Conferences nowunderway is an exciting example of how lan-guage teachers are reaching out beyond na-tional boundaries to communicate with col-leagues in other lands about common con-cerns and innovative ideas related to foreignlanguage teaching in Asia.
A special project planned as part of the up-coming Second Pan Asian Conference (PACII) to be held October 1999 in Korea is an"Asian Youth Forum". This unique eventwill bring together young people studyingEnglish (and other languages) from Korea,Japan, Thailand and other Asian countriesto discuss aspects of language, culture, edu-cation and international understandingthrough the medium of English-as-an-Asian-language. The idea of having language stu-dents participate in an international languageteachers' conference is an exciting one. Evenmore exciting is the idea of having youth fromcountries throughout Asia assemble to dis-cuss their mutual problems, concerns andchallenges - both as young Asians and asAsian language learners - within the frame-work of a major international conference offoreign language teachers.
Though plans for this event are just begin-ning to be discussed, a number of excitingideas present themselves regarding the for-mat, participation, themes and outcome ofthe Forum.
The PAC II Asian Youth Forum will aim toinvolve youth from not only the three PAC-conference host nations of Korea, Japan andThailand, but as many Asian nations as pos-sible.
The Forum will aim to bring together youngAsian language learners from a variety ofacedemic backgrounds with a balance of bothgenders.
A series of international youth exchangesmay be set up a year or so prior to the PAC IIconference to begin individual student andclass exchanges on Youth Forum themesthrough letters, video and the Internet.
The PAC II Youth Forum itself may offer a
lively combination of academic and socialevents to deepen the educational experienceof the young people taking part. The aca-demic program could include a roundtableon language learning in Asia, workshops oncross-cultural communication, a speech con-test with the role of English in Asia as a topicfocus, seminars on Asian stereotypes inschool textbooks as well as discussions inEnglish of important global issues.
The social program, meanwhile, may involveguest speaker visits by young English-speaking Asians to local Korean schools,local sightseeing excursions led by Koreanyouth and intercultural performancesthrough which young people from acrossAsia could introduce the traditional music,costumes and arts of their countries.
For the participants in this unique event, theoutcomes might include a heightened aware-ness of Asia; a new appreciation of the roleof English and foreign languages in promot-ing pan-Asian communication; renewedmotivation to learn about Asian countries,cultures and issues; and an internationalyouth network of new Asian friends to com-municate and cooperate with into the 21stcentury.
Financing this Asia Youth Forum will be amajor challenge, but a number of ideas arebeing discussed:
One way to cover the costs of flying Asianyouth to Korea for this PAC II Youth Forumwould be to share costs among the youngpeople from the PAC host countries. Ashosts, the Korean young people could ar-range to cover in-country costs for theirAsian counterparts through organizing, forexample, local homestays. For their part, theJapanese young people could take advan-tage of the strong yen to focus on fund-raising in Japan to contribute to the travelcosts to Korea of youth from elsewhere inAsia. The Thai (and other Asian) youth fly-ing into Korea could investigate variousways in which they, too, could contribute tocovering the costs involved.
A number of scholarships could be offeredto young people in Asia to enable them to flyto Korea for the Asian Youth Forum. Appli-cants could be required to submit an essayin English on a topic such as English in Asiaor Language Learning and International Un-
derstanding. These essays could then bebound into book form and sold commerciallyfor further fund-raising.
Students from Asian countries could besponsored by individual chapters and spe-cial interest groups of Korea TESOL, JALTand Thai TESOL. These groups might thenarrange to raise funds on their own to flythose students to Korea for PAC II.
A special line could be added to the member-ship application/renewal forms of the threePAC II organizations - Korea TESOL, JALTand Thai TESOL - so that members of theseorganizations may easily contribute individualdonations to the project when paying theirmembership fees.
Funding and financial assistance could alsobe requested from international NGOs (non-governmental organizations) active in youthexchange projects (e.g. UNESCO), from Asianembassies and cultural centers and from in-ternationally-minded corporations (e.g. re-quests for free or discount air tickets frommajor Asian airlines).
While the initial idea for this PAC II AsianYouth Forum has come from a small numberof visionary language educators in Korea,Japan and Thailand, the project is open to allAsian educators and their students who wishto participate. At this early planning stage,ideas, suggestions and offers of help arewarmly invited from all interested people.Please help us brainstorm how we can makethis unique concept an exciting reality! Whileinitial organizing of this pan-Asian event willbe coordinated by Kip Cates in his capacityas coordinator of JALT's "Global Issues inLanguage Education" National Special In-terest Group, the organizers hope the re-sponse to this appeal will enable them to setup national and regional PAC II Asian YouthForum contact people and sub-committeesin Korea, Thailand and elsewhere in Asia.Please contact Cates now with your ideas,suggestions and offers of help for this excit-ing project:
PAC II Asian Youth Forum, c/o Kip Cates,Tottori University, Tottori City, JAPAN 680Tel/Fax: +81-857-31-5650 E-mail:<[email protected]>.
PAC II Asian Youth Forum An Appeal for Participation
The English Connection March 1998 Volume 2 / Issue 2
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I kept a journal while teaching at aKorean foreign language high
school. I documented such thingsas my relationship with my stu-dents, how I fit in as a teacher fromabroad, what classroom tools andteaching methods worked or didnot work and my relationship withmy colleagues. I kept track of mythoughts, specific situations, afterthoughts and reflections on events,and if my role as a foreigner had apositive or negative effect on thestudents. I have constantly re-ferred to my life in Korea as an emotionalrollercoaster ride and because of this I hadgrand experiences in the classroom almosteveryday. These experiences helped meto realize that my interactions with the stu-dents affected them, socially as well asacademically. The two certainly go handin hand.After ten months of teaching andwriting, I decided to go back through myjournal and answer those questions.
Before I even started my job I had the op-portunity to meet some of the studentsthrough the teacher that I was replacing.She was relieved that I had compassionand teaching experience. I could tell thatwe would be linked through the future.The students screamed with excitementwhen I came through the door. They wereexcited at the prospect of communicatingwith a foreign teacher.
The students asked my age, of my hometown, my first kiss... all kinds of questions.I gave them the answers they wanted. Iwould not have answered these questionsin the United States, but then Americanstudents might not ask these types ofquestions. This was my first hint of a cul-tural difference with Korean youth. I hadthought my age and marital status was noone's business but my own.
The questions asked were born out of aninnocent curiosity toward foreigners. Thisrealization brought me to one of my firstquestions; Am I here to teach English orshould I also include information aboutmy culture and how the two differ? Myanswer was that if the social and academicaspect of the classroom go hand in handthen cultural differences are directly re-lated.
I asked the students questions. One stu-dent, pointing at my backend, replied, "Myweekend was good. Becky has big hips."
I was so shocked that I made him repeathimself to be sure I heard correctly. With afirm look I asked him to get the dictionaryoff my desk. I had him look up rude andinconsiderate and translate the words tothe class. Most of the students laughed abit and this lead to a conversation aboutcultural differences. I kindly thanked thestudent for his participation and explainedthat I didn't want him to be embarrassed.My intention was to get the students andmyself begining to understand our cul-tural differences. I explained to the classthat communication depends greatly onhow we understand each other.
We discussed many cultural differencesthe first few weeks. The students askedquestions about high school students inthe United States. I gave the informationfreely. I tried to explain that though thefreedom in American schools seems nice,many students have extra time after schooland some use that time to be productivewhile others use it to get into trouble. Iemphasized the fact that there is no per-fect educational system. I try not to makeAmerica sound perfect, because it is not.It does have many more freedoms thanKorea, but these freedoms might not al-ways be healthy for students. People needstructure in their lives and if they don't getit at home, then hopefully they can findstructure in school.
CulturalCorner
edited byedited byedited byedited byedited byJeanne E. MartinelliJeanne E. MartinelliJeanne E. MartinelliJeanne E. MartinelliJeanne E. Martinelli
A Teacher's ReflectiveJournal of the Classroom
Becky Pearsall
A short lesson on the things thatmake you happy and the thingsthat make you sad, turned into avery passionate discussion aboutlife in Korean high schools. Thestudents talked of happy timeswith friends, eating food, heatersin the classroom and taking napsand of sad times being exhaustedfrom long hours at school, get-ting hit with sticks, treated disre-spectfully, the cold of winter, andno make-up or jewelry, The stu-dents also complained of mo-
notony and the social pressure to get intouniversity. I was shocked at what I heard.Most of the students agreed that highschool is very difficult, but some studentsthought that it is good that the disciplineis so tough because that is the only wayto survive in Korean culture.
The exhaustion is the most difficult for meto deal with as a teacher, because it di-rectly effects students learning. I usuallyrub napping students' backs and leavethem alone. I do not allow the same stu-dent to sleep every time in my class, butthat does not seem to be a problem. Whena student is looks at me with glossy eyes,I know they have no business stayingawake. If a student is sleeping, other stu-dents often explain that he or she is sick. Iknow that they are usually not, but allowthem to rest anyway.
There were many cultural differences vis-ible in my teaching, social interaction, andcommunication with the students and Ihope that through my constant adjust-ment, understanding, and tolerance that Iwas able to have a positive effect on thestudents. I write more of my experiencesnow and through my writing (which I sharewith my students) I hope to guide otherteachers to a positive teaching experience,which will reflect directly on the Koreanstudents.
Please send comments to: Jeanne E.Martinelli KOTESOL Second VicePresident Visiting Professor Depart-ment of English Language EducationPusan National University San 30Jangjeon-dong Kumjeong-gu Pusan609-735 South Korea office: +82(051) 510-2650 home: +82 (051) 510-2609 fax: +82 (051) 582-3869 pager:012-784-8644 email:<[email protected]>
my real intentionwas that the stu-dents and myselfmust begin to under-stand our culturaldifferences
The English Connection March 1998 Volume 2 / Issue 2
13
Lawrence B. Davies,Nagoya, Japan
Teachers who have a personal or schoolinternet connection and are looking
to develop professionally might want tolook at the following three sites:
1. WILD-E. <http://www.wild-e.org>. Thisbrand new site for "alternative" profes-sional development was cooked up by acouple of TEFL teachers at InternationalChristian University in Tokyo. It iscollababorative in its approach to teacherdevelopment, with many interactive pagesof ideas and discussions. Named afterOscar Wilde, the site attempts to get tothe core values of learning culture in theclassroom, and pushes the envelope ofimagination and creativity in it's use ofexploratory metaphors. Don't just visit in
<http://www.tafe.sa.edu.au/vet_div/irsi/best_prac/> which has the purpose "pro-mote educational effectiveness in voca-tional and technical training through stimu-lating conversation, improving under-standing, exploring benchmarking and in-viting collaboration." This site is designedfor serendipitous exploration and, like thetwo sites above, has a strong emphasison things collaborative. Dialoging is en-couraged throughout all stages of the site.It is also uniquely color coded with fivemajor themes or threads running throughthe site: Red, The Heart of the Matter,seeks to explain the site's organization. Thegreen sections explains the whys ofchange, the blue section, the whats. Yel-low is how the changes can be made, andmagenta is for integrating the thread to-gether. Worth a visit just to see how toorganize a website.
order to consume, be ready to contributeto its many discussion areas.
2. Resource Center for Cyberculture Stud-ies <http://otal.umd.edu/~rccs/> is a verywell-developed site that seeks to explainthe newly-emerging internet culture. It isalready a vast resource of studies in sev-eral different areas of cyberspace. Mostalluring are the "Internet interviews",where leading educators around the worlddiscuss the uses and abuses of the inter-net, and (though not EFL/ESL) links toseveral online courses being taught atvarious universities around the world.Definitiely worth a long visit to explore allthe nooks and crannies of this excellentsite.
3. The South Australian government hasfunded a site called "Demonstrating Edu-cational Effectiveness"
Professional Development Through the Internet
The English Connection Contributor Guidelines
The English Connection is accepting submissions on matters related to the teaching of English as a second or foreign language.Appropriate topics include, but are not limited to, classroom research, methodology, reports of events in Korea and commentaryon issues facing the TESL profession. See page four for contact information.
The English Connection welcomes any previously unpublished article in the following categories:
Feature articles should be 1000-4000 words and should present novel ESL/EFL methodology, materials design, teacher education,classroom practice, or inquiry and research. Feature articles should be lightly referenced and should present material in termsreadily accessible to the classroom teacher. Findings presented should be practically applicable to the ESL/EFL classroom. Thewriter should encourage in the reader self-reflection, professional growth and discussion.
Reports should be 500-1500 words and should highlight events of interest to TESL professionals of a noncommercial nature.
Guest Columns should be limited to 750 words. The English Connection publishes columns under the following banners: "CulturalCorner", submissions should discuss culture as it relates to the learning or teaching of English; "Name That Member!", submis-sions should introduce members of the KOTESOL organization; "Teachniques", submissions should present novel and easilyadopted classroom activities or practices with firm theoretical underpinning; and "FAQs", questions about the TESL professionor about the KOTESOL organization.
Reviews of books and teaching materials should be 300-700 words in length. Submissions should be of recent publications and notpreviously reviewed in The English Connection.
Calendar submissions should be less than 150 words for conferences and calls for papers, lessthan 50 words for events. Submissions should have wide appeal among ESL/EFL practitioners.
Your submission should follow APA (American Psychological Association) guidelines for sourcecitations and should include a biographical statement of up to 40 words.
Contact information should be included with submissions. Submissions can not be returned. TheEnglish Connection retains the right to edit submissions accepted for publication. Submissionswill be acknowledged within two weeks of their receipt.
The English Connection March 1998 Volume 2 / Issue 2
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PusanCho Sookeun
In January we had Jeff Elbow'spresentation concerning the
uses of the Internet in the class-room. He demonstrated how to accessvarious website, and use HTML, a pro-gramming language for making webpages.He recommended accessing Jon's ESLPage (http://www.seamonkey.ed.asu/~jonb/), Dave's ESL Cafe (http://www.pacificnet.net/~sperling/), andTESOL (http://www.tesol.com/ orwww.planetenglish.com/) for ideas con-cerning lesson plans and other teachingmaterials. Also recommended are equip-ping your computer with a "sound card,""video card," and "video capture card"for taking advantage of everything theInternet has to offer. A lively discussionensued regarding the various ways theInternet will effect the classroom environ-ment.
For our What Works - Ten Minute Lec-ture, Chapter President Cho Sook-eun pre-sented useful Korean phrases for theclassroom. She exhorted the foreign par-ticipants to correctly pronounce thephrases, while utilizing the Koreanspresent to assist with translation andcoaching.
This month we will change the place ofour meeting to the new building of theESS Language Institute in Kwang-bok-dong (near Nam-p'o-dong). Jon Marshallwill discuss practical steps for classroomdiscipline, and Darlene Heinemann willdemonstrate variations of the card gameFish for What Works - Ten Minute Lec-ture.
Our membership drive showed handsomeresults as our ranks swelled with new andenthusiastic members this month thankslargely to President Cho's visits to thecontinuing education classes for localteachers held at various area universities.Let's hope that Mr. Lebow's presentationwas sufficiently stimulating to keep themcoming back.
In March, Professor Lee Ho-young willgive a lecture entitled, Word Pronuncia-tion Problems that Korean Students Haveand Why and How to Teach. He has a
degree in the Phonetics of English andKorean, and teaches Korean Literature atPu-kyoung University in Pusan.
The Pusan conference is rapidly ap-proaching - May 9th! We are busy mak-ing our preparations, and ask everyone toconsider making a presentation or attend.This year the conference title is EnglishAcross Culture: It's Ever Changing Rulesin the Asian Context. The call for papersand preregistration forms are in the En-glish Connection as well as on our website,as well as <http://www.pusanweb.com/info/orgs/kotesol.htm>.
TaeguSteve Garrigues
For our November, 1997, meeting Mr.Lee Yong-hoon from the Kyongbuk
Foreign Language High School in Kumiintroduced some examples of dramatiza-tion activities using materials in class suchas literary works including poetry, essays,fairy tales, etc. Healso demonstratedthat pictures, car-toons, newspaperarticles, advertise-ments and TV com-mercials could begood material fordramatization aswell. The audiencewas divided upinto small teamswho then practicedseveral of the dra-matization tech-niques introducedby Mr. Lee.
At the Novembermeeting the newofficers for theTaegu Chapterwere announced.Ms. Oh In-sook,who has served asthe Treasurer for
the Taegu TESOL Chapter formore than five years, decided to"retire", and we all thank her forher sincere and dedicated efforts.Dr. Chae Joon-kee, who hasserved selflessly as the Presidentof the Taegu Chapter since its in-ception, has now taken on theresponsibility as the Treasurer.
The new President is Dr. Steve Garrigues,and the Vice President is Dr. Han Sang-ho.Ms. Park Hee-bon continues as the Secre-tary.
The speaker for the December meetingwas Professor. Rockwell "Rocky" Nelsonof Yeungnam University. He emphasizedthe usefulness of computers in the teach-ing of English, and how students as wellas teachers must overcome their computerphobia in order to utilize all the informa-tion and resources for the learning andteaching of English that can found on theinternet. Prof. Nelson illustrated his pre-sentation with the example of his univer-sity class "Computers and English Edu-cation" in which students wrote short sum-maries of what they had found on theWorld Wide Web and then presented themorally in class. After his main presenta-tion, Prof. Nelson conducted a "swapshop" for English teaching tips and ac-tivities. Everyone present enjoyed partici-pating in the group activities.
The English Connection March 1998 Volume 2 / Issue 2
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Two special events that the Taegu Chap-ter holds annually are buffet dinner meet-ings during the winter and summer vaca-tion periods. Our January meeting was asocial gathering and dinner at the TaedongHanshik Buffet Restaurant. Paid-up mem-bers were free and they were encouragedto bring their friends with them. The TaeguChapter has no meeting in February.
TaejonEdith Dandenault
Spring is in the air! As the cuckoos sig-nal the arrival of spring and nature's
rebirth, the Taejon chapter's activity alsoresumes. After a long winter's rest theMarch 12th meeting promises not a rudeawakening, but rather a ray of intellectualsunshine revealing the promise of whatlies ahead. The meeting's activity thatworks will be presented by the energeticCindy Newmann who will share some waysof using country music in the classroom.The main speaker, however, as of TECpress time was still undecided. Rumor hasit that the presenter will be a Koreanteacher who will share insights about Ko-rean culture and its influence on languageand language learning.
The April meeting will offer teachers asurely welcomed opportunity to shareideas and help each other. This meetingwill take the form of a swap shop whereteachers will bring copies of their best ormost useful teaching ideas and share themwith other teachers. Anyone, be it Koreanor native speaker, elementary teacher oruniversity instructor, is invited to bring
ideas and to share them either informallyor in the form of a 5-10 minute mini-pre-sentation. If you would like more informa-tion about the mini-presentations, pleasecontact Kirsten Reitan. Her contact infor-mation is below.
Finally, as "April showers bring May flow-ers" we're hoping that the "rain" from theApril meeting will lead to a flourishingdrama festival in May. Once again, theTaejon chapter will host its annualDRAMA FESTIVAL on Saturday, May16th. We are looking for 6 groups fromanywhere in Korea. Age, limited actingexperience, or language level should notbe barriers. All students with a desire toact and express themselves in English areencouraged to apply. Come join the fun!For more information or an applicationform, contact Kirsten Reitan 042-869-4698(office) or 011-458-6467 (cell) or Edith JulieDandenault 042-583-1553.
SeoulThomas McKinney
The winter doldrums have descendedupon us like the unusually large quan-
tity of snow in Seoul this year; chaptermeeting attendance is down as universi-ties are not in session, but it's expected toclimb again come March. Several of theSeoul chapter officers have vacation plansof their own, leaving me to "hold downthe fort," as the saying goes.
Don't let me mislead you, there are a lot ofexciting projects in the works for the Seoul
chapter! Top among them is the SeoulChapter website, now in the planningstages. I'm pleased to have long time col-league and friend Lee Devantier as my part-ner in the site development project.
Vice President Dennis Kim will be headingup our organization database project, inwhich we plan to compile every educa-tional institution in the designated SeoulChapter area (Seoul, Inchon, and Kyonggiand Kangwon provinces). Seoul intendsto raise interest in KOTESOL through aseries of surveys targeting colleges, sec-ondary schools and institutes where En-glish is instructed. Chapter members willfurther benefit through the availability ofinstitutional directories developedthrough this database.
Seoul Chapter workshops continue to bevery successful. For December's "TalentMonth" workshop, Robert Dickey, LeonPrzybyla and Seung-Yeol Yoo each pro-vided a short presentation on a particularlesson. This format seemed to work verywell and I hope we can make it a regularpart of our annual workshop schedule. InJanuary, Dennis Kim and Vincent Bour-geois combined to give us an informativeand entertaining presentation on the sub-ject of team-teaching. February will haveMary Lorna Kibbee of Kwangju leading adiscussion on "Using Music Effectivelyin the Classroom."
Finally, I'd like to thank the managementand staff of Kim and Johnson bookstorefor their invaluable support for ourmonthly workshops. Seoul KOTESOLlooks forward to a continuing strong rela-tionship with Kim and Johnson in 1998.
The English Connection is looking for a layout editor.The ideal person will...
know and have experience with PageMaker,
be able to meet deadlines,
have access to internet e-mail,
¨ have experience in publishing and layout,
¨ possess strong editing skills, and
know HTML.
Please direct all inquires to Kim Jeong-ryeol, Editor in Chief, at Korea National University of Education, ElementaryEducation Department Chungwon Gun Chungbuk 363-791 (e-mail) [email protected]
The English Connection March 1998 Volume 2 / Issue 2
Chungang University in Seoul,raised the following questionabout student cheating:
I have recently had discussionswith colleagues regarding stu-dents who cheat on written as-signments by downloadingfrom the internet, using other au-thors' works, etc. It would appear this prob-lem is widespread at the university level,and I would like to know if fellowKOTESOL colleagues have encounteredit on a large scale. If so, what actions doyou take for the individual(s) concerned,and how do you attempt to prevent theproblem from reoccurring? Is there a solu-tion?
From other parts of the world (throughthe internet). Here are three of the replies:
Yes, cheating does seem to be a wide-spread problem at the university level, andat the high school level as well, from whatI'm told. Most of the professors at the twouniversities I have worked at don't gener-ally get upset about it. It's just part of thegame. This seems to be a situation wherean up-front introduction to the studentsof western cultural attitudes, and theteacher's public acknowledgment of theKorean system, appears to be crucial.
My students know that I accept no"Kunning." I tell them, "You can be kicked
out of a university in America for cheat-ing." As they sit for their midterms, I showthem what I do for "Kunning" by tearing ablank test paper in two. "You don't get anF, you get a Zero. No 'I'm sorry,' No 'Please.'"Because, from the first day of class, I tellstudents that "the University Presidentwants me to teach this class like at UCLA,American style," I can get away with this.The students understand that I'm not play-ing the Korean game.
get rid of it completely), I wouldhave to make it more difficult. Mytechnique is simple. I make up tofour different forms of the sametest and checkerboard the class.I use a test-making program(Exam Bank) which simplifiesmatters significantly. The onlydrawback is having to check dif-ferent tests. But it's a joy to tellthe class that they and their
neighbor will have different exams (andthen hear the moans that follow). If any-one would like a copy of Exam Bank,please contact me (it's shareware). I canpost it on the KOTESOL web site.
As for plagiarism, it's rampant, and oftendone shamelessly. In the compositionclasses I teach, it felt like I was reading theoriginal articles or books (in some cases, Ihad). My favorite story about plagiarismactually involves an incident in the US(Florida State U, I believe). A studentbought a term paper and turned it in. Thepaper was excellently written, but the gradereceived was an F. The student said to theprof, "This was an excellent paper. Whythe bad grade?" The prof answered, "Yes,it was an excellent paper. Just as excellentas the day I wrote it." - Thomas Duvernay([email protected]),Dongkuk University, Kyungju
We will look at some of the other interest-ing responses to this perennial questionin the next issue of TEC.
(The responses used in this columnwere originally posted to theinternet discussion list <[email protected]>. To join thelist send an e-mail message to<[email protected]>The body of the message shoud read"subscribe Kotesol-l your_name".For more information, or if youencounter problems, contact GregWilson at <[email protected]>.)
As for unattributed papers, well, you canbuy term papers at every university inAmerica. And numerous Korean profes-sors have published works which werelittle more thantranslations of pre-viously publishedworks. (This prob-lem seems espe-cially rampant in thefield of Literature.)So I suggest thatone single course isnot going tochange a Korean student's perspective onan ethical issue that has little support out-side your classroom.
But keep trying. I would, if I had a compo-sition course to teach. -Robert J. Dickey([email protected]),Miryang National University
I myself went through almost an entiresemester of composition diligently check-ing homework every class only to dis-cover at the end of the semester (when
most bombed whatwas to be an easyfinal test) that mosthad been copyinghomework from thebrightest student inthe class. No won-der small-groupwork (peer editing)was a dismal failure!I was aware that
some were plagiarizing (and penalizedharshly for it, since I'd written "No plagia-rizing" on the syllabus itself), but thehomework issue was another (unexpected)matter. I'll teach composition differently thenext time around! - Terri-Jo Everest([email protected]), Pusan Uni-versity of Foreign Studies.
I learned years ago that if I wanted tolessen cheating in the classroom (you can't
one single course is not going tochange a Korean student's per-spective on an ethical issue thathas little support outside yourclassroom.
I learned years ago to that if Iwanted to lessen cheating in theclassroom ... I would have tomake it more difficult (to cheat).
The English Connection March 1998 Volume 2 / Issue 2
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Korea TESOL1997 Spring Drama Festival
May 16, 1997 2 P.M.
Hannam University, College of Liberal Arts Building 4
Once again it's time for the Kotesol Spring Drama Festival hosted by the Taejon chapter. Apply now to be oneof the six groups that show the world what you and your students can do. The festival, held every spring in
Taejon, is Korea-wide. Last year we had contestants from Naju and Pusan as well as Taejon. It is hoped that thisyear participants will come from all corners of Korea. The application deadline is April 30, 1998. Depending onthe number of applicants, a run-off by region may be necessary.
The festival is not for seasoned actors. Rather it is a chance for students with little or no acting experience to get upon stage and have some fun. Last year's festival drew actors of all ages and abilities. The main focus of the festivalis to give students an opportunity to improve their English speaking skills. If you are interested, the followinginformation will be important:
Stage dimensions are: rear 5 meters; front 9 meters.
For more information, contact:Kirsten Reitan Edith DandenaultSchool of Humanities, Kaist 277-72 Open English School373-1 Kusongdong Yusonggu Poksudong SeoguTaejon 305-701 Taejon 302-210Tel: 042-869-4698; 896-4914 Tel: 042-583-1553Fax: 042-869-4610 Fax: 042-583-6312
Application for Korea TESOL Spring Drama Festival
Please fill out and return this form to Kirsten Reitan: (address above)
Name of group leader/advisor ___________________ Name of group ___________________________Name of school/institution______________________ Telephone number_________________________Address___________________________________________________________________________E-mail____________________________________________________________________________
Type of play/skit _____Comedy _____Drama _____Other (specify) ____________________________
Title of play/skit ______________________________________________________________________
The English Connection March 1998 Volume 2 / Issue 2
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THE 1998 KOREA TESOL PUSAN CHAPTER CONFERENCEEnglish Across Cultures: Its Ever-changing Role in the Asian Context
May 9, 1998Pusan, S. Korea
CALL FOR PAPERS
The deadline for submission of abstracts is March 31, 1998.
The '98 Conference Committee is accepting presentation proposals in all areas relevant to teaching andlearning English in the environment of NE Asia, specifically Korea. Please submit proposals for the 1998Pusan Chapter of Korea TESOL Conference to:
Cho Sook Eun Office phone: +82 (51) 502-0398Sae Myung Institute Fax: +82 (51) 502-784950-17 Sajik 1-dong Dongrae-gu E-mail: <[email protected]>Pusan, Korea 607-121
THE 1998 KOREA TESOL PUSAN CHAPTER CONFERENCEPRESENTATION PROPOSAL
May 9, 1998
Presentation title: ___________________________________________________________Type (check one): ___Paper/Workshop ___Workshop ___PanelLevel (check all that apply): ___Elementary ___Secondary ___University ___Adult EducationEquipment needed (check all that apply): ___OHP ___VCR ___Cassette PlayerNumber of presenters for this presentation: _____List the following contact information for each presenter (Use a separate sheet if necessary):Name: _______________________________________________________________Fax: ___________________________ E-mail: ______________________________Work phone: _______________________ Home phone: __________________________Affiliation: _______________________________________________________________Address: _________________________________________________________________________________________________________________________________________________________________________________________________________________
Biographical data: Write a brief personal history of each presenter for the program. The maximum length is100 words. Use a separate sheet if necessary.______________________________________________________________________________________________________________________________________________
Use a separate sheet for your abstract. Be sure to include the title and name of the presenters on each pro-posal submitted. The maximum length is 150 words. Submit one copy of everything to Cho Sook Eun at theaddress listed above.
For more information, contact Cho Sook Eun above orShelby Largay at 82-51-850-1268 or via email at <[email protected]>
The English Connection March 1998 Volume 2 / Issue 2
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For this month's column I wouldfirst like to present an energetic
dynamic woman who works andlives in Pusan. She has owned andtaught at Sae Myong Hawgwanin Tongnae, Pusan since 1995.There she teaches English to 5thgrade elementary through to highschool students. She also does a 1hour daily radio program at TBNin Pusan. This program featuresnews, current affairs and interviewswith people.
In 1987 she received a B.Ed. in Edu-cation from Taegu University. Dur-ing her early university days shestarted working for the MBCbroadcasting station as a DiscJockey and as the hostess of a twohour talk show. Her 9 years withMBC set a record for the longest time awoman had been the hostess of a talk showin Korea.
In 1991 she set off for America to be a sum-mer camp counselor at an International GirlScout camp in Orlando Florida.
There, through the shared challenges andisolation she forged some close friendshipswith people from Russia India and HongKong.
After Florida she went on to New York andthen Paris, where she met up with her sister.They spent two months traveling throughmany European countries, Turkey and HongKong.
Returning to Korea she took two years off tostart a family before starting her business.
She has made three trips to India. Once spend-ing a month travelling through Rajestan withher best friend whom she met in America.
Additionally, she has taught Korean studentsat the International School, and volunteeredas a Red Cross First Aid Instructor at CampHaialia in Pusan from 1989-1991. In 1997 shehad a 5 minute English program on MBCradio.
She has been a member of the Pusan Chap-ter of KOTESOL for one year and this yearbecame the chapter president. She hopes topromote better cultural understanding be-tween Korean and Westerners.
When teaching children she tries to see thechild's point of view, by remembering theproblems and difficulties she had at that age.
Her future goals are to have an English Lan-guage Radio program, do a masters degreein TESL, continue teaching at her hakwon,and travel.
She is a woman who truly lives by her motto."If you want something -go and get it!"
Name that member! Cho, Sook-eun.
Our next featured member officially retired in1995 after teaching for 31 years at TeachersCollege Kyubuk National University inTaegu.
He received a B.Ed. in 1957. He completed aM.A. in Linguistics in 1967, his focus onEnglish Intonation, and a Ph.D. in 1980, on "The Relationship between teaching Englishand English Transformational Grammar". Allof the above degrees where done throughKNU.
At KNU he taught English Phonetics, En-glish Grammar, TESOL methodology,Psycholinguistics and Sociolinguistics forMA and Ph.D. classes, and conducted prac-tice teaching. He also taught Middle Schooland High School for seven years, previousto his work at KNU.
In 1951 his college education was interruptedby the Korean war. He became an interpreterat a M.A.S.H. unit in P'yonggang for fouryears. "It was there," he says," that I reallylearned spoken English".
In 1968 he spent half a year study-ing TESOL at Indiana University.From 1969-1975 he was the projectdirector for five Peace Corps pro-grams. One of these was an EnglishTeacher training program in NewJersey. The other four, in Korea,were for training volunteers to teachEnglish at Korean middle schoolsand high schools.
He has published several books:"English linguistics Structural andTransformational" (1975); "ModernEnglish Teaching Methods" (1984).And recently a collection of Englishessays, for the KNU newsletter,titled "Chewing the Fat". Theseessays are full of his insights onteaching English over many years,and convey his warmth and humor.
With Dr. Steve Garrigues he served as thepresident of the Taegu chapter of KOTESOLfor more than four years. Presently he is theTaegu chapter treasurer.
At KNU he held the positions of Dean ofTeachers College (1988-1991), Director theLanguage Institute (1980-1983) and Directorof the International Exchange programs(1983-1985).
He still teaches at KNU (TOEFL, TOEIC, read-ing, and everyday English) and also a fewhours a week at Ahyosung Catholic Univer-sity near Taegu.
When not teaching he enjoys playing Paduk.He is a class 4 or 5 player.
In his family are 3 sons, 1 daughter, and 9grandchildren.
His way of thinking and living? "Keep yourown pace. Avoid excessiveness and extrem-ism in anything. Don't get angry if you losethe game. Love your family first and thenyour neighbors.
Name that member! Dr. Chae, Joon-kee.
Dr. Chae wished to express his gratitude toDr. Steve Garrigues for his assistance withEnglish over the years.
Dr. Chae can be reached at the TaeguKOTESOL office, Prof. Emeritus room,Pockchikwan, KNU, Taegu.
Name thatMember edited byedited byedited byedited byedited by
Go Fish, is overused, perhapseven unduly exploited, to
practice one language target,namely yes-no questions with theauxiliary "go" and short answers.Thus, S1, holding a card depict-ing an apple, might ask S2, "Doyou have an apple?" S2 says "YesI do." if holding a matching card or "No, Idon't. Go fish!", if not. And so the game con-tinues with students asking rather robotic(often nonsensical) questions and deliver-ing equally robotic answers. It does little toimitate a real conversation since only onequestion and answer are exchanged. I wouldlike, therefore, to outline a variation on thegame I have devised which combines both anarrow grammatical focus (a yes-no ques-tion and short answer) and, to a degree, the"Free-talking" students rave about.
I have, incidentally, used it successfully withchildren (see additional comments below),teenagers, university students, businesspeople, and elementary school teachers.Many have played through breaktimes andeven after class has finished!
First, decide on a yes-no question which willmatch picture cards you already possess orwill make yourself. If you want to talk abouthobbies, for example, your question mightbe "Can you (play badminton)?" or "Do youlike to (play badminton)?" Picture cards with-out words may be useful for the followingreasons: (1) you can then use the cards totest students' lexical knowledge; (2) the cardscan be used to practice different verb tenses(thus, "Did you play badminton yesterday?""Are you going to play badminton tomor-row?" and so on) -- a mismatch between theverb form on the card and that being prac-ticed can be confusing. You can, however,make photocopies of cards bearing both pic-tures and words; distribute these to studentsbeforehand as a way to preteach vocabu-lary.
Sixteen different cards (here hobbies andabilities) is the maximum you should employ,twelve the minimum. Two matching cards isgood for partner work, four for small groups.Thus, you would have 64 cards per deck (fora group). Those I use include play badmin-ton; play baseball; play soccer; play tennis;play volleyball; play the guitar; play the pi-ano; bowl; cook; dance; drive; paint; ride abicycle; type; skate; and swim.
Next, cards in hand, introduce the game.Out-line the goal to students; to get as many
Go Fish!
matching cards as possible, put them on thetable, and have no cards in your hand. At thegame's end (when all cards in the deck aregone), students lose one point for each cardstill in their hand and gain one for each match-ing card they have collected. The studentwith the most points wins.
After that, tell and show the students how toplay. Using a rigged deck, model thegame.This variation is played similarly toother versions of Go Fish. That is playersask for cards matching those they hold intheir hand or have placed on the table. Eachplayer is dealt four cards with the remainderplaced face down in the center of the group.The player to the left of the dealer plays first.A question, "Can you play badminton?", forexample, is directed at another player whoanswers with, "Yes, I can.", if holding a bad-minton card, or "No, I can't." if not. In thecase of a postive answer the first studentmust ask a follow-up question -- Wh- or yes-no. For example, "How often do you playbadminton?" The second player answers andhands over the card. The matching pair isplaced in front of the first player. Player onethen may continue asking questions and fol-low-up questions until a negative answer isreceived. At that point he or she must drawfrom the center pile and play moves to thenext student. If the drawn card matches thequestion asked, student one continues theplay. If a student runs out of cards, he or sheshould draw one from the center pile. Thegame continues until the center pile is gone.
ADDITIONAL COMMENTS
This game works very well in groups of threeor four; five is too many. Students usuallylisten carefully to other players; by doing so,they can learn what cards others have andask for them in subsequent turns Studentssometimes ask more than one follow-up ques-tion out of genuine interest or to put a class-mate in the hotseat Students do need to betold to make up an answer if the hobby/abil-ity in question is not really their own. Lookout, too, for greedy card-collectors who do
not ask follow-up questions; tellplayers not to relinquish their cardsuntil AFTER such questions areposed. Sometimes students do notknow how to form follow-up ques-tions. You can help by assigningfollow-up questions and answersfor homework. You may have them
write such questions on the blackboard, orprovide a handout with possible follow-upquestions for each picture. Low-level stu-dents need not form a complete sentence,even: a Wh-word alone not only suffices butis also (sometimes) more natural (e.g. Afterasking, "Do you like volleyball?" A mightsay "Why?" rather than "Why do you likevolleyball?") Children learning about furni-ture in rooms of the house might, for example,ask "Do you have a (desk)?" then follow upwith "Where (is it)?"
There are many commercial flashcards on themarket though not all will meet your needs.Try making your own or have students makethem. To save yourself time, make a templatewith 16 squares on plain paper. Squares areeasier to shuffle and consolidate. Paste ordraw pictures on a photocopy of your tem-plate -- one picture per card. Then, photo-copy the filled grid four times. Color or havestudents color the pictures so that cards maybe more easily matched and to liven up theplay. Glueing the card on stiff cardboard andlaminating them will increase their lifespan.
VARIATIONS
* Class nearly over? Speed up the game byhaving students "fish" for two cards.
* Make non-verbal or verbal feedback (ex-pressing interest) rather than a follow-upquestion a requirement for a "Yes" answer.Thus, "mmm, mhmm, how interesting!, ohreally?" and so on.
* Get a third student (not those asking andanswering the yes-no question) to pose thefollow-up question.
* Omit the follow-up question if the first ques-tion is difficult. For example, "Do you have apolice officer who is driving a motorcycle?"(where the focus is on relative pronouns/subordinate clauses more than yes-no ques-tions).
* Students can ask for cards from all playersin the group (the game goes much morequickly this way, perhaps too quickly).
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Over the past few years,EFL publishers, among
others, have complained longand hard about pirating of text-books and other materials.
Recently publishers have in-creasingly adopted a policy of"If you can't beat 'em, join 'em"in the form of producing booksof legally photocopiable mate-rial.
Two newcomers to the legallyphotocopiable field are reprints of long-established titles by Peter Watcyn-Jones. Pair Work 1 and 2 appeared firstin 1981 and 1984 respectively, and be-came mainstays of British EFL class-rooms. Back in the '80s, British Councilteaching centres would have class setsof these and other resource books, butin less reputable schools, the anti-copy-ing ordinance was honoured more in thebreach than in the observance.
The new editions appear in standardphotocopy size (A4), larger than theirprevious format, and unlike in the ear-lier editions, the A and B parts for eachactivity are containedin the same book.Each book includes 10new activities in addi-tion to those that ap-peared earlier, makingin all 41 in each book.PW1 is aimed at el-ementary to pre-inter-mediate students,PW2 at intermediateto upper-intermediate(though teachers maywell disagree on occa-sion with the author's judgement). Bothcontain the same six main types of ac-tivities: role-plays (e.g. newspaper in-terviews), simulations (asking for infor-mation, about a tour in PW1, an easier-looking task about train times in PW2),information gaps (drawing, table andtext completion tasks), discussion activi-ties (usually questionnaires, rangingfrom likes and dislikes in PW1 to moralvalues in PW2) and problem-solvingtasks where partners have to share cluesto find an answer. The estimated timerequired ranges from 5 to 20 minutes.
The introduction includes some useful
hints on how to set up and use the ac-tivities in class.
A recent speaker at a KOTESOL confer-ence, Graeme Cane(1995) was scathinglycritical about textbooks which set tasksfor learners without giving any guidanceas to how the tasks may be accom-plished. I feel that most students couldbenefit from more support than is some-times given by Watcyn-Jones, espe-cially in the discussion activities.
The new editions look remarkably simi-lar to the old. Some minor changes havebeen made to the text (e.g. prices) but
the visuals have been largely un-touched, so the living room in Activity21 (Complete the drawing) has an old-fashioned record player but no CDplayer or computer.
These are small criticisms of what areextremely useful books. What is particu-larly commendable is the language in-put given, both in the activity pages thatthe students have and in the appendix,which lists the main structures and func-tions exercised in each activity. Al-though the author stresses that thebooks are designed for follow-up work
for structures and functions al-ready learned, students stillbenefit greatly from languagesupport at the point of speak-ing.
The language of these booksis British English, and theyhave been aimed primarily at aEuropean audience (The authorwas a university teacher inSweden). Therefore a few(though certainly not many) ofthe activities may be judged
culturally inappropriate in Korea, andsome would need minor modificationsto match, for example, typical Korean ex-periences. Most can be used as theystand.
There are teachers who believe that alltextbooks and other published materialare for wimps, but I would go along withthe opinion of another recent visitorhere, Julian Edge, who pointed out that"some teachers pour massive amountsof time and energy into producing apoor-quality, home-made version ofwhat is already available." (Edge, 1993).Even with price increases for imported
books looking likely, Iwould still rate theseas excellent value, par-ticularly if sharedamong a group ofteachers.
The ReviewerMike Duffy came to Ko-rea in 1988 after spend-ing two years workingin Hong Kong. He hasbeen a professor in theDepartment of English
at Dong-A University in Pusan since 1990.He was President of the Pusan Chapter ofKOTESOL for four years.
REFERENCES
Cane, G. (1995) Talking turkey; Teachingconversation skills more effectively.Language Teaching, Vol. 2, No. 4.
Edge, J. (1993) Essentials of EnglishLanguage Teaching. London,Longman.
Book Reviews
Pair Work 1 and Pair Work 2,by Peter Watcyn-Jones; Penguin Books.
reviewed by Mike Duffy
There are teachers who believe that alltextbooks and other published materialare for wimps, but Julian Edge pointedout that "some teachers pour massiveamounts of time and energy into pro-ducing a poor-quality, home-made ver-sion of what is already available."
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Calendar edited byedited byedited byedited byedited byRobert J. DickeyRobert J. DickeyRobert J. DickeyRobert J. DickeyRobert J. Dickey
CONFERENCES
Mar 14, '98 KOTESOL-Cholla "TESOL Traditions and Changes: AContinuing Tradition" Kwangju Find information within this TEC.Info: Ms. Choonkyong Kim (Tel-off.) 062-520-7928 (Tel-home)062-526-5521 (Email) [email protected]
Mar 14-17 '98 American Assn of Applied Linguistics Annual Con-ference Seattle, WA (The Renaissance Madison Hotel) PlenarySpeakers: Jodi Crandall, Shirley Brice Heath, Luis Moll, DennisPreston, Peter Skehan
Mar 17-21 '98 TESOL '98 "Connecting Our Global Community"Seattle, WA (USA) TESOL, Inc, 1600 Cameron St., Suite 300,Alexandria, VA 22314-2751 USA (Tel) +1-703-836-0774 (Fax) +1-703-836-6447 (Email) [email protected] (Web) http://www.tesol.edu
Mar 26-29 '98 Pacific Second Language Research Forum Hostedby the English Department Aoyama Gakuin University, Tokyo,Japan Aims: to provide a forum for research into second lan-guage acquisition/use taking place within the Pacific/South EastAsian region. Papers presented at PacSLRF can be presented inEnglish or Japanese. The 3rd PacSLRF conference will be broadin scope. Plenaries: Sachiko Ide, Japan Women`s University;Gabriele Kasper, University of Hawai i; Mike Long, University ofHawai i; Paul Meara, University of Wales, Swansea; ManfredPienemann, Australian National University; Miyuki Sasaki ,Nagoya Gakuin University. Contact: PacSLRF '98, Aoyama GakuinUniversity, Department of English 4-4-25 Shibuya, Shibuya-ku,Tokyo 150, JAPAN (Fax) +81-3-3486-8390 (Email)[email protected] (Web) http://www.als.aoyama.ac.jp/pacslrf/pacslrf.html
Apr 11 '98 HETA (Honam) Spring Conference "The Concerns andProspects of English Education in Korea in the 21st Century"Chonnam National University, Kwangju Info: Prof. Lee Heung-Soo (Tel/Fax) 062-520-6555
Apr 14-18 '98 32nd IATEFL International Conference UMIST,Manchester, England
Apr 20 - 22, '98 RELC Seminar on Language Teaching "New In-sights for the Language Teacher" Singapore. Aims: To examinethe changing role of teachers as they seek to prepare themselvesfor the challenges of a fast-changing world; to report on trends,innovations, projects, theories, and research findings in languageeducation that have a bearing on successful language teaching.Info: Seminar Secretariat, SEAMEO Regional Centre, 30 OrangeGrove Road, Singapore 258352 (Tel) +65 737 9044 (Fax) +65 7342753 (Email) [email protected] (Web) http://www.relc.org.sg
May 9 '98 KOTESOL-Pusan "English Across Cultures: Its Ever-changing Role in the Asian Context" Pusan National UniversityFind information within this TEC Info: Cho Sook Eun (Tel) 051-502-7849 (Email) [email protected] (ed. note -- these are #1,not "L") (Web) http://pusanweb.com/Info/Orgs/kotesol.htm
May 17 '98 JALT-Fukuoka KOTESOL-Vetted Speaker
May 30, '98 Youngnam English Teachers Assn (formerly PETA)"Searching for Better Classroom Activities" Pusan (Shilla Univ -- formerly Pusan Women's Univ) (begins at 2pm)
Jun 13-14 '98 IATEFL Teacher Trainer SIG Event Seto, near Nagoya,Japan Theme: Action Research Weekend Retreat
Jun 26-27 '98 TENTATIVE! KATE's summer conference
July 13-17 '98 WORLDCALL - Inaugural World Conference onComputer Aided Language Learning Univ. of Melbourne, Aus-tralia "CALL to Creativity" This reflects the organisers' desire toprovide a forum for discussion of some of the pressing educa-tional, social and political issues associated with the develop-ment of CALL. Professor Ben Shneiderman, world expert in hu-man-computer interface design, will be a Keynote Speaker. Objec-tive: To promote and develop national and international networksfor CALL research and practice. Information: Fauth Royale, P.O.box 895, North Sydney NSW 2060. (Tel) +61 2 9954 4544 (Fax) +612 9954 4964 (Email) [email protected] (Web) http://www.arts.unimelb.edu.au/~hlc/worldcall.html
Jul 25-26 '98 Thai Tesol Literature SIG Conference "Literature Path-ways To Language Learning III" Assumption University (ABAC),Bangkok, Thailand Info: Dr Stephen Conlon, Director EnglishLanguage Center Assumption University Ramkhamhaeng 24 RoadHuamark, Bangkapi Bangkok 10240, Thailand (Fax): +662 318 7159(Email) [email protected] (Web) http://elc.au.edu
Aug 29-30 '98 Thai Tesol Research SIG Conference "Research Waysand Means: Teacher Participation In Research Activities" As-sumption University (ABAC), Bangkok, Thailand Info: Dr StephenConlon, Director English Language Center Assumption Univer-sity Ramkhamhaeng 24 Road Huamark, Bangkapi Bangkok 10240,Thailand (Fax) +662 318 7159 (Email) [email protected] (Web) http://elc.au.edu
Oct 8-11 '98 Japan Association for Language Teaching AnnualConference Yokohama, Japan
Oct 17-18 '98 KOTESOL Annual Conference "Advancing Our Pro-fession: Perspectives on Teacher Development and Education"Seoul
Oct 20-22 '98 VoiceAsia'98 "The Role of Language in a BorderlessWorld: Harkening to the Voices of Asia". Nikko Hotel, KualaLumpur, Malaysia. Contact Dr Basil Wijayasuria, Faculty of Lan-guage Studies, UKM, Bangi 43600,Selangor, Malaysia. (Email)[email protected] or Nooreiny Maarof, Faculty of Lan-guage Studies, UKM, Bangi 43600, Selangor, Malaysia. (Email)[email protected]
Nov 13-15 '98 ETA-ROC (Taiwan) 7th International Symposium andBook Fair "English(es) for the 21st Century" National Taiwan
The English Connection March 1998 Volume 2 / Issue 2
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Normal University, Taipei, Taiwan. Info: Prof. Yiu-nam Leung (Email)[email protected]) or Prof. Johanna E. Katchen (Email)[email protected] Dept. of Foreign Languages & Litera-ture, National Tsing Hua University, Hsinchu 30043, Taiwan ROC.(Fax) +886-3-5718977
Nov 24-26 '98 Third Regional Conference on English in SEAsia:ASEAN Perspectives Universiti Brunei Darussalam aim: to bringtogether participants interested not only in research and theoreti-cal aspects of the English language but also in its use in commu-nities in a range of contexts. topics: as they relate to SoutheastAsia: Literacy, the Media, Language, CALL, ELT, the Internet,Languages in contact, Business Contact: Gary Jones, Depart-ment of English Language & Applied Linguistics, Universiti BruneiDarussalam, Bandar Seri Begawan 2028, Negara BruneiDarussalam. (Fax) +673-2-421528 (Email) [email protected]
Dec 27-30 '98 Modern Language Association San Francisco, Cali-fornia
Jan 21-23 '99 ThaiTESOL International Conference "Towards theNew Millennium: Trends and Techniques" Ambassador Hotel,Bangkok, Thailand Contact Suchada Nimmanit (Tel/Fax) +(66-2)218 6027. (Email) [email protected]
Aug 2-6 '99 AILA '99 The Organizing Committee for the Interna-tional Association of Applied Linguistics '99 Tokyo (AILA '99Tokyo) in conjunction with the Japan Association of CollegeEnglish Teachers (JACET) and the Japan Association of AppliedLinguistics in JACET (JAAL-in-JACET) are pleased to host the12th World Congress at Waseda University in Tokyo.
CALLS FOR PAPERS
due Mar 31 '98 May 30, '98 Youngnam English Teachers Assn(formerly PETA) "Searching for Better Classroom Activities"Pusan (Shilla Univ -- formerly Pusan Women's Univ) ProfYoon Woong Jin, Pusan National Univ, English Educa Dept(Tel) 051-510-2617
due Mar 31 '98 May 9 '98 KOTESOL-Pusan "English AcrossCultures: Its Ever-changing Role in the Asian Context" PusanNational University Call for papers inside this TEC. Info: ChoSook Eun (Tel) 051-502-7849 (Email) [email protected] (ed.note -- these are #1, not "L") (Web) http://pusanweb.com/Info/Orgs/kotesol.htm
due date unknown Jul 25-26 '98 Thai Tesol Literature SIG Confer-ence "Literature Pathways To Language Learning III" As-sumption University (ABAC), Bangkok, Thailand Proposalsare invited for papers, presentations and workshops (see nextfor details)
due date unknown Aug 29-30 '98 Research SIG Conference "Re-search Ways and Means: Teacher Participation In ResearchActivities" Assumption University (ABAC), Bangkok, Thai-land Proposals are invited for papers, presentations and work-shops Send the following details for each proposal submit-ted: * 2 copies of an abstract of 100-150 words * a passportsize photograph * a 100-word biographical statement Infor:
Dr Stephen Conlon, Director English Language Center As-sumption University Ramkhamhaeng 24 Road Huamark,Bangkapi Bangkok 10240, Thailand (Fax): +662 318 7159 (Email)[email protected] (Web) http://elc.au.edu
due May 15 '98 Oct 17-18 '98 KOTESOL "Advancing Our Pro-fession: Perspectives on Teacher Development and Educa-tion" Seoul Call for papers inside this TEC. Info: Kirsten Reitan(Tel-off.) 042-869-4698 (Tel-home) 042-869-4914 (Fax) 042-869-4610 (Email) [email protected]
due May 15 '98 Oct 20-22 '98 VoiceAsia'98 "The Role of Lan-guage in a Borderless World: Harkening to the Voices of Asia".The Faculty of Language Studies, National University ofMalaysia(UKM) Nikko Hotel, Kuala Lumpur. Contact: Dr Ba-sil Wijayasuria, Faculty of Language Studies,, UKM, Bangi43600,Selangor, Malaysia. (Email) [email protected], Nooreiny Maarof, Faculty of Language Studies, UKM,Bangi 43600, Selangor, Malaysia. (Email)[email protected]
Jun 15 '98 Nov 13-15 '98 ETA-ROC (Taiwan) 7th InternationalSymposium and Book Fair "English(es) for the 21st Century"National Taiwan Normal University, Taipei, Taiwan. Info: Prof.Yiu-nam Leung (Email) [email protected]) or Prof.Johanna E. Katchen (Email) [email protected] Dept.of Foreign Languages & Literature, National Tsing Hua Uni-versity, Hsinchu 30043, Taiwan ROC. (Fax) +886-3-5718977
Jul 15 '98 Nov 24-26 '98 Third Regional Conference on Englishin SEAsia: ASEAN Perspectives Universiti Brunei Darussalamaim: to bring together participants interested not only in re-search and theoretical aspects of the English language butalso in its use in communities in a range of contexts. Presen-tations at the conference will cover the following topic areasas they relate to Southeast Asia: Literacy, the Media, Lan-guage, CALL, ELT, the Internet, Languages in contact, Busi-ness Abstracts of no more than 200 words and a 50 wordbiodata should be sent to reach the address below no laterthan 15 July, 1998. Abstracts may be sent as hard copy or byemail. Contact: Gary Jones, Department of English Language& Applied Linguistics, Universiti Brunei Darussalam, BandarSeri Begawan 2028, Negara Brunei Darussalam. (Fax) +673-2-421528 (Email) [email protected]
EMPLOYMENT OPPORTUNITIES
to place an employment announcement contact Ben Adams(Email) [email protected] )
SUBMISSIONS
Robert J. Dickey Miryang National Univ., Miryang, Kyungnam627-130 (Tel/Fax) 0527-50-5429 (Email)[email protected]
The English Connection March 1998 Volume 2 / Issue 2
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NATIONAL OFFICERS AND COMMITTEE CHAIRS
Carl Dusthimer, President Hannam University, Departmentof English 133 Ojung-dong Taejon 300-791 (H) 042-634-9235 (W) 042-629-7336 (F) 042-623-8472 (e-mail)[email protected]
Woo Sang-do, 1st Vice President Kongju National Univ. ofEducation English Education Department 376Bonghwang-dong Kongju Chungnam 314-060 (H) 0416-856-3563 (W) 0416-50-1741 (e-mail)[email protected]
Jeanne Martinelli, 2nd Vice President JALT/ThaiTESOLLiaison Pusan National University English EducationDepartment Kumchong-ku Pusan 609-735 (H) 051-510-2609 (W) 051-510-2650 (F) 051-582-3869 (e-mail)[email protected]
Robert Dickey, Secretary Miryang National UniversityEnglish Department 1025-1 Nae 2-dong Miryang-siKyungnam 627-130 (H) 0527-52-1962 (W&F) 0527-50-5429 (e-mail) [email protected]
Park Joo-Kyung, Immediate Past President, HonamUniversity English Department Kwangju, 506-090 (H)062-267-9357 (W) 062-940-5310 (F) 062-940-5116 (e-mail)[email protected]
Kwon Oryang, Publicity Committee Chair Seoul NationalUniversity, English Education Department 56-1 Shinrim9-dong Kwanak-ku Seoul 151-742 (H) 02-533-5217 (W)02-880-7674 (F)02-536-7542 (e-mail)[email protected]
Kim Jeong-Ryeol, Pan-Asian Conference Chair, Publica-tion Committee Chair Korea National University ofEducation, Elementary Education Department ChungwonGun Chungbuk 363-791 (e-mail) [email protected]
John H. Kirkley, SeoulBeat Editor (P) 012-293-7343
PUSAN
Cho Sook-eun, President Sae Myung Institute 4/2 23-19 Sajik 1-dong Dongnae-ku Pusan 607-121 (W) 051-502-0398 (P) 012-591-1325 (e-mail) [email protected]
Who's wherein KOTESOL
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Jerry Foley, First Vice President Dong-Eui University 24,Kaya-Dong, Pusanjin-Ku, Pusan, 614-714 KOREA (W)051-890-1773, (F) 051-894-6211, (H) 051-890-1723, (e-mail)[email protected]
Claudia Kang, Second Vice President (W) 051-506-0371(H) 051-512-5961
Back Jinhee, Treasurer Chung-dong Elementary School 18Chunghak 2-dong Youngdo-ku Pusan (W) 051-414-9880 (H)051-466-6962 (e-mail)[email protected]
Shelby Largay, Secretary Kyungsang Jr. College 277-4Yonsan 8-dong Yeonjae-ku Pusan 611-701 (e-mail)[email protected]
Mary Wallace, President Honam University 59-1 Seobong-dong Kwangsan-ku Kwangju 506-090 (H) 062-943-5265(W) 062-940-5314 (F) 062-940-5005 (e-mail)[email protected]
Park Hee Jung, First Vice President
Kim Choonkyong, Second Vice President ChonnamNational University, Language Education Center 300Yongbong Puk-ku Kwangju 500-757 (e-mail)[email protected]
Tammy Park, Treasurer Chonbuk University of Education,English Department Dong-ah A.P.T. 112-903 Seoshin-dong Weonsan-ku Chonju, Chonbuk 560-170
Carol Ann Binder, Cochair Foreign Language InstituteCheju National University Ara-dong Cheju-si Cheju-do690-120 (H) 064-55-1831 (W) 064-54-2343 (F) 064-57-8716(e-mail) [email protected]
Hyun Sung-hwan, Cochair Namju High School 138-2Donghong-dong Sogwipo-si Cheju Do 697-070 (H) 064-32-9507 (W) 064-33-4513 (e-mail) [email protected]
Oh Kyung Yul, Secretary Samsung Girl's High School 103-204 Daerim Hanseop Villa 177 Kangjeong-dong Sogwipo-si Cheju-do 697-370 (H) 064-39-5642 (W) 064-62-2896
Laurel Luth, Academic Chair Foreign Language InstituteCheju National University Ara-dong Cheju-si Cheju-do690-120 (TEL) 064-54-2349 (F) 064-57-8716 (e-mail)[email protected]
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Korea TESOL
TEC 3-98
Membership Application / Change of Address
Please fill in each item separately. Do not use such timesaving conventions as "see above." The database programs used to generate
mailing labels and membership directories sort answers in ways that make "see above" meaningless. Long answers may be truncated. Use
abbreviations if necessary.
Please check the items that apply to you Type of Membershipo Individual (40,000 won/year)
o New membership application o Institutional (80,000 won/year) o Membership renewal o Commercial (600,000 won/ year) o Change of address / information notice o International (US$50.00 / year)
o Life Time (400,000 won/ year)
Payment by o Cash o Check o On-line transfer (Please make on-line payments to Yeom Ji-sook or KOTESOL at
Seoul Bank account number 24701-1350101. To ensure that your application is properly processed either include your name on the
bank transfer slip or send a photocopy of the bank transfer slip with this application.
First name: _______________________________ Last name: ___________________________
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1998 Korea TESOL Conference Presentation ProposalAdvancing Our Profession :
Perspectives on Teacher Development and EducationOctober 17 - 18, 1998
Seoul, South Korea
Presentation title: _____________________________________________________________________Type (Check one): _____ Paper _____ Workshop _____ Panel _____ Paper/WorkshopLevel (Check all that apply): _____ Secondary_____ University _____ Adult EducationEquipment needed (Check):_____ OHP _____ VTR _____ Cassette recorderPresentation language: _____English _____Korean ( ) _____ _____
How many presenters for this presentation? _____
List the following contact information for each presenter (use a separate sheet if necessary)
Name: __________________________________________________________________________ Email: ___________________________________________________________________________ Work fax: _______________________________________________________________________ Work phone:______________________________________________________________________ Home phone: _____________________________________________________________________ Home fax: _______________________________________________________________________ Affiliation: ________________________________________________________________________ Address: _________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Biographical data: Write a brief personal history of each presenter for the program. The maximum length is 100 words. Use a separate sheet if necessary.
Please check the times that you are available to present:
_____ Saturday, October 17, 1998, 9 am - 12 pm _____ Saturday, October 17, 1998, 1 pm - 5 pm _____ Sunday, October 18, 1998, 9 am - 12 pm _____ Sunday, October 18, 1998, 1 pm - 5 pm
Length of presentation: _____ 50 minutes _____ 90 minutes
Use a separate sheet for your abstract. Be sure to include the title and names of the presenters on each proposalsubmitted. The maximum length is 150 words. Submit one copy of everything by May 15th, 1998 to Korea TESOLCentral Office. An answer will be mailed by June 15th as to whether your proposal has been accepted for presenta-tion.
Thank you very much for your interest in the 1998 Korea TESOL Conference!
THE 1998 KOREA TESOL CONFERENCEOctober 17-18, 1998Seoul, South Korea
Advancing Our Profession:Perspectives on Teacher Development and Education
Call For PapersThe deadline for submission of abstracts is May 15, 1998
Mail (do not fax) submission to:Korea TESOLP.O. Box 391
Seo Taejon Post OfficeTaejon, S. Korea 301-600
Tel : + 82-42-255-1095Fax : + 82-42-255-1096
The '98 Conference Committee is accepting presentation proposalsin the following areas of ESL/EFL teaching and learning:
( )
* Alternative approaches to teaching * Technological approaches to language teaching and learning * Globalization and/or Internationalization in Asia * Cross-cultural teaching methodologies and Pan-Asian teaching concerns * CALL (Computer Aided Language Learning) and other related topics * Testing and evaluation techniques * Multi-media in language learning * Elementary and secondary school English education * Classroom management * Issues dealing with peace, justice, and social/environmental education * ESP (English for Specific Purposes) * Course and Curriculum Development * Materials development for English in Asia * Incorporating Reflective Practices * Continuing Development needs for teachers * Pedagogical variations necessitated by differences between TEFL and TESL * Linguistics in teaching communication * Teacher training and development
See reverse side for abstract form. For additional information, contact the following individual.This is information only. Send submissions to address above.
Kirsten ReitanKAIST School of Humanities373-1 Kusongdong Yusong-gu
