Assignment #1:

A language planning and policy of TOSS program

Jung Min Lee

jungminl@hawaii.edu

Fall 2006 SLS 660:

Sociolinguistics and Second Languages

Instructor: Dr. Christina Higgins

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Introduction

Nobody denies the reality that English is the main concern in Korea’s foreign-

language education. In 1998, a novelist Bok proposed to adopt English as a co-official

language with Korean in his book Ethnic Languages in the Age of a Global Language,

which engendered a lot of controversy. (The Chosun Ilbo, 1998). This “EOL debate”

obviously convinced that English is not merely one of foreign languages, rather has a

great influence over Korean society. The expenditures of the private sector in English

education have already expanded beyond those of public English education and the

number of students going abroad in order to learn English has increased magnificently

every year. In a sense, the pressure of English proficiency has accelerated the world of

the English Language Teaching (ELT) industry in Korea.

TOSS (Training On Screen System) English Program commenced as one small

product of the ELT industry and has been expanding the market rapidly in Korea albeit

such a short history. TOSS had started with just four branches in 2004 and will have over

fifty in November in 2006. This institute apparently demonstrates the current English

education trend, and induces the clients who are so sensitive to this movement and

desperate for their needs.

The purpose of this paper is to probe the language policies of TOSS English Program

(TOSS henceforth), value them with the norm of sociolinguistic theories and research,

and provide sociolinguistically informed ideas and arguments. I will make use of

Canagarajah’s ethnographic approach to language policy. The data were gathered by my

personal experiences of having involved in that institute for an year and a half, discourse

analysis depicted on the website of this institute, and informal interviews with currently

working instructors and an academic supervisor by email.

To begin with, I will briefly review English policies in Korea and the policies of

TOSS. Right after assessing the currently working policies locating the strengths and

weaknesses of them, I will present some counterproposals for the intention of amending

the inefficiency of the existing policies. Finally, I will end up this paper with discussion.

Review of English Policies in Korea

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The importance of English in Korea is mirrored in national language policy for

foreign language education. In the early 1990s, the president Kim Young Sam proclaimed

a national globalization project, Segyehwa, which affected English education to a great

extent. Extra-curricular English education started for the fourth, fifth, and sixth graders in

elementary school in 1994, and English became a mandatory subject for the third graders

in elementary school in the seventh educational curriculum in 1997 (Shim & Baik, 2000).

The seventh national educational curriculum primarily emphasizes communicative

competence of English and understanding of foreign cultures. This typically means that

Korean government promotes the importance of English as a communication tool and

apprehension of English cultures to redress traditional grammar-focused English

education resulting in incompetent English speakers incessantly. Also, it highlights equal

educational opportunity and information technology. Prior to launching this more oral

communication-based English program in school, the Korean government spent two

years developing a national curriculum, providing English teacher training for elementary

teachers, organizing multimedia facilities, and publishing textbooks (Ministry of

Education, 1997). In 2001, the Ministry of Education suggested an English-only policy in

English education for the third and fourth graders in elementary school and the seventh

graders in junior high school with the policy affecting one higher grade each year (H.

Shin, 2004).

The implementation of this English education curriculum, especially English-only

policy, however, by some means accompanied negative reactions. Teachers in school

reported unconstructive sociocultural impact of this policy on other subjects (Jung and

Norton, 2002) and argued for the need for critical pedagogy, while challenging the

‘native speaker myth’ (H. Shin, 2004). Meanwhile, many private institutions involving in

English Language Teaching (ELT) industry quickly adjusted themselves to external

changes and allured the parents and students who were struggling to meet the needs of

the times.

According to the tentative draft of revision by Korea Institute of Curriculum and

Evaluation (KICE, 2005), the next educational curriculum will preserve the main thread

of the current educational policy without being reformed to a large extent. This report

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predicts to some degree how English education in school and institution will evolve in the

next couple of years.

The Context of TOSS

TOSS is a private English institute established in June 2004. It has now more than

forty branches in Korea including probably more than ten thousand students. This

business essentially targets elementary and middle school students, advertising that the

program is formulated for the purpose of enhancing communicative language

competence. Its motto is “learning English just like our mother tongue, Korean”. The

primary mission of TOSS is to provide genuine English education context, that is, to

assist learners to acquire English while learning various English contents by means of

innovative media. Specifically, its goals are; (a) to develop English skills comparable to

native speakers and to make those abilities manifested themselves based on the

development, and (b) to understand and learn the cultures of English countries via various

English contents.

Approximately ninety percent constituents of TOSS are elementary school students

and less than ten percent are middle school students. Most of the students who enroll this

institute fundamentally aim at learning or increasing their communicative competence of

English. Some are planning to go overseas for the English-learning program or regular

school, and some planning to maintain their English proficiency after coming back from

studying abroad. Some join TOSS because they are tired of other institutes forcing them

to memorize tons of vocabulary, typically to focus on grammar, and to do overwhelming

homework and test. A number of parents send their kids with aspiring for them not to

lose interest in English because they know grammar-focused English learning for the

entrance exam will obsess them in high school. The announcements of the top-rank

universities that both writing and speaking skills in English will be considered as part of

the criteria of admission also arouse the interest in TOSS.

As for teachers, TOSS does not hire any so-called native speakers. It says that this is

because the contents per se of movies and books are the inspiring teachers and a human

being teacher is just an assistant. In other words, traditionally renowned teachers’ major

duty, teaching, is not functioning as it is in TOSS; rather, conveying their role to media.

When hired, all teachers are required to obtain a teacher education for a week. Not

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learning English itself, but they are mostly trained how to manipulate DVD players

capably, to exploit various activities to get an attention of easily-bored students in the

classroom, to support students to be on the right track of TOSS Way such as English only

policy or mimicking, to counsel with demanding parents, and to deal with other

unexpected circumstances. At the end of the teacher education course, they have to pass

the written and oral test with showing an example of class.

Issues relevant to TOSS Policies

Before presenting some suggestions, I will offer some issues relevant to TOSS

policies and then assess them on the basis of reviewing literature and my empirical data.

The issues are: (a) using media for communicative language learning, (b) the criteria of

choosing DVD, (c) student-centered and/or media-centered class, (d) hiring Korean

Teachers only, (e) a report card, and (f) arranging students according to their age.

Using media for communicative language learning

Above all, authentic video is motivating (Beeching, 1982; Terrell, 1993) and input is

more likely to be received as intake when it is interesting and relevant to the learner

(Krashen, 1981) and triggers some aspects of background knowledge (Sato & Jacobs,

1992). Many advocate that the input should be interesting, not grammatically sequenced,

somewhat beyond the learners’ present linguistic control, and should be encountered

naturally in a nonthreatening setting (Krashen, 1982). I remember that the students in

TOSS were exciting about watching movies, especially when they feel that the main

characters are seemingly identical to themselves and the stories correspond to their

interests. They apply themselves closely to their homework and show more energetic

participation in class activities. However, some instructors point out that slow learners

have hard time following the story because of their lack of background information,

intelligence or cultural difference and thus lose their interest in English.

Besides, authentic video reflects current linguistic changes more in effect than printed

sources (Richardson & Scinicariello, 1989) and provides natural, content-rich samples of

the target language (Bacon & Finnermann, 1990). Authentic video has been loaded with

“sensory impact”, affective factors that aid comprehension (Wen, 1989, p.246) and

exposure to visual stimuli increases students’ comprehension and retention of lexical

items (Snyder & Colon, 1988). Table 1 (attached in Appendix) informs that all of the

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movies are featured earlier than 1990, in which students can contact latest language. With

movie DVD, TOSS uses book DVD as well. The book DVD contains the content of the

printed sources as it is and a narrator reads the story with showing sentences on the

screen. The students tired of looking at the paper welcome this storytelling function of

book DVD with image because it is visual and helps them understand and remember

better.

Finally, visual aids help today’s students with cultural awareness (Martinez-Gibson,

1998) and video is full of source for teaching culture because it presents students with an

image of a “living vibrant people who use the target language for daily communication”

(Shrum & Glisan, 1994, p.249). Without going outside of the country, children in TOSS

can aware cultural differences on the screen. They confront different races having

distinctive characteristics, parts of which minimize the cultural shocking and furnish the

diverse perspectives.

The criteria of choosing DVD

TOSS claims that DVD is the best apparatus for the learners to acquire the target

language and to become competently native like English speakers. TOSS website

compassionately illustrates the criteria of selecting DVDs and books for the students.

These following are what it says:

TOSS selects DVDs with caution in terms of their amusement, appropriateness to the

children’s education, and refined English.

The books TOSS chooses judiciously are significantly high-quality books favored by

American children, namely, best selling, literary-awarded, and school-recommended

books.

In spite of the optimistic value of using media, several side effects emerge while

choosing movies and books. Almost all of the selected movies are featured by American

Movie Companies such as Disney Channel, Fox, or Warner Bros and non-fiction movies

are national Geographic or broadcasting series on PBS or Discovery Channel (refer to

Table 1 and Table 2 attached in Appendix). Lippi-Green reports in her research (1997)

that Disney films are the way in which we perpetuate stereotypes on the basis of

language. For instance, while characters with strongly positive actions and motivations

are tremendously speakers of socially mainstream varieties of English, characters with

strongly negative actions and motivations often speak varieties of English linked to

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specific geographical regions and marginalized social groups. The American imperialistic

feature is more obvious concerning books used in TOSS; most of books are Newberry

Honor books, Hello Readers, or Guardian Children’s book, which are mostly read by

American Kids. TOSS even enunciates straightforwardly that American English is the

most favored and the most correct standard language.

In addition of this American English preference, stereotype of gender can be another

issue to discuss. Lippi-Green (1997) points out that the majority having widest variety of

life choices and possibilities are male, however, the world for females is demonstrably a

smaller place. Female characters are almost never shown at work outside the home and

family; where they do show up, they are mothers and princesses, devoted or (rarely)

rebellious daughters. When they are at work female characters are waitresses, nurses,

nannies, or housekeepers. Men, conversely, are doctors, waiters, advisors to kings,

thieves, hunters, servants, detectives, and pilots. This pigeonhole is still dominantly

reflected in most of the selected DVDs and books in Toss, but the female-centered

movement is to some extent on the rise. Introduction of a girl as a main character in a

movie or book such as Daphne in what a girl wants or Tessa in Blue Eyes Better shows

that the perspective on female is slightly shifting.

Student-centered and/or media-centered class

In TOSS, a teacher is no longer the center of attention as the transmitter of knowledge

and a student does not spend most of class time listening to the teacher’s one-way lecture.

This approach (Nunan, 1988) more focuses on the transformation of the students in the

process of learning. Student-centered teaching is based on the constructivist theory in

which students construct rather than receive or assimilate knowledge. Constructivists

believe that for higher levels of cognition to occur, students must build their own

knowledge through activities that engage them in active learning.

TOSS believes that to minimize teachers’ role and maximize media’s will produce

shifting from talking-head, teacher-centered, passive-student model to independent-

learning, student-centered, empowering model (Markel, M., 1999). Because DVDs have

a major part on acquiring English as resourceful and dependable teachers, what a living

teacher does is to motivate the students using DVD and help them acquire the target

language efficiently following TOSS Way. Thus, they are fairly enforced to restrain their

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input in a class. How much student and media interact with or without help of a teacher

would hold the key to learners’ language learning.

Every classroom is equipped with a TV and DVD player, which are used throughout

the class. There are two sections of the lesson: movie DVD class and book DVD class. In

the first class, students watch 10-minute movie clip, do mimicking and do workbook like

filling in the blanks as listening, answering the comprehension questions, and

summarizing the story. In the second, students watch 10-minute book DVD, read after the

storyteller, and do workbook just like doing in the first class. A teacher mostly exclaims

exaggeratedly to boost the morale of the learners saying like “Let’s watch today’s

exciting movie clip!” “Now, listen carefully and repeat aloud after the line!” “Excellent!”

“Could you try to mimic one more time with the action?” “Great!” “What is the story

about?” and the like. The teacher also relates a lot of game-like activities such as role-

playing, doing puzzles, and musical chairs with class. Because of these roles, teachers in

TOSS often call themselves entertainers and guides. After the class, students do

homework, which is watching 10-minute movie clip three times, reading aloud 10-minute

passages of book DVD after the storyteller five times, and doing workbook with DVD.

The students, who get used to manipulating DVD player and typical features of

homework, report that they spend at least one or two hours to complete their homework.

Hiring Korean Teachers only

Instead of hiring native English foreigners who are on highly demand in ELT industry

in Korea, TOSS only works with Korean. This policy seems problematic to the parents

who recklessly believe children can only learn resourcefully when accompanied native

English speaker teachers. TOSS uploads any news dealing with the qualification of

foreign language teachers to rationalize this policy. For instance, news that a native

English speaker who does not have a degree of bachelor, comes into the class, spends his

time to get paid without any consideration of teaching is the perfect resource to report.

TOSS additionally states that children, especially the young first learners, feel more

comfortable with Korean teachers emotionally, and the most of instructors and parents

agree on that aspect.

Even though the input of teachers is highly reserved in the class, the qualifications of

Korean teachers are still main concern. Most of the instructors have experiences having

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studied English abroad, especially in inner circle countries (Kachru, 1989). The academic

supervisor I interviewed says that this inclination is not just limited to one specific

branch, rather affects the whole. Table 3 (attached in Appendix) shows English

background of the instructors at Chamwon division in TOSS. None of them have lived to

study English in outer circle countries such as Singapore, India, or the Philippines

(Kachru, 1989). TOSS, on its website, explicitly broadcasts that people educated in

America, England, and etc, and Korean American are greatly preferred. This policy is

seemingly given a rousing reception by administrators and most of parents; however,

some parents and the actually working instructors sense that this is contradiction in terms

of teachers’ least roles.

A report card

TOSS officially does not provide any form of tests to the students during the course.

TOSS says that this is because tests are likely to put an anxiety to the learners and hinder

their achievement, namely, acquisition of English. Moreover, TOSS recognizes the

unfavorable effect of test that can lead to the irreversible and far-reaching high-stakes

decisions (Shohamy, 2001). Instead of tests, the students receive a report card every

month to assess their achievement. The report card deals with attendance, participation,

homework, cooperation, and English progression. Mostly, the students in TOSS are very

content with this policy and involve themselves in language learning more joyfully

without any concern about a test. The decrease of anxiety seems to lead to increase of

motivation somewhat.

However, some pitfalls of this policy emerge because the report card does not pull its

weight as it is planned. First of all, the report card does not have numeric scales but

comments like excellent, good, or poor for assessment of four English skills – listening,

speaking, reading, and writing. This means the report card does not inform the students’

achievement specifically. How good is good? How bad is bad? What is between good

and excellent? How much should the student try to be better? Which particular part in

listening section? These vague comments are not valuable feedback for the students after

all. Secondly, students are not really concerned about the report card because every

month they get the similar comments on their report card, which make use of repetition

and incantation. These hackneyed feedbacks do not truly make an impression them, so

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some of the students do not even want to receive them. They also know their results do

not influence their future level of class because almost everyone goes up to the next class

altogether without any tests. Of course, some extremely slow-moving learners are

advised to take the same course again; however, if a student does not leave behind solely

in the same course and if accompanied by his parents’ claim, he can move up with his

peers. Therefore, the report card does not motivate the students. Thirdly, every report

card is entirely accomplished by a single teacher, which can make a quite difference of

the results. For instance, the same student gets a good evaluation in one class and a

different result in another. This happens because TOSS does not provide any detailed

rubric for assessment and teachers are not trained about evaluating their students fairly

and professionally at all. While I was working as an instructor, my colleagues and I used

to share information about the students because we did not know how to value the

students. Moreover, we are afraid of losing our students next month, which can somewhat

affect our records of performance. We, therefore, used to make up sweet talk comments

just to flatter the students and their parents. The presently working instructors reports that

things are not much changed even though TOSS has been working on developing

standards of evaluation recently.

Arranging students according to their age

When registering, students should have an interview with an academic supervisor.

The perfunctory interview is mostly about the purpose of registering TOSS, the length of

English learning, and the distinct personality of the students, conducted in either English

or Korean. Almost all of the children, excluding those who have experiences of having

lived in an English speaking country for a while or prove substantial English proficiency,

are directly stationed to the class in accordance with their age, not their level of English.

TOSS believes that low-level students can learn from high-level students, and the high-

level students can also learn in some way while helping the low-level students if they

study in the same class.

However, this policy does not cleanly correspond with their intended planning; rather,

it seems to generate a gap between the high-level students and the low-level students.

Quick and proficient learners eager to move up to the next step to learn more, while, the

slow and less proficient necessitate more time and assistance to follow the class. Before

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having time to adjust themselves, these novices are easily intimidated by the veteran

students and turned out to be introvert with denying language learning in certain cases.

Parents concern about their children with this policy and often request on building level-

based class. Teachers also agree with the parents because they struggle to manage level-

mingled classes.

Language Policy Proposal for TOSS

Based on the analyses of the issues I brought up, I will present some suggestions to

improve the policies of TOSS. The suggestions are about:(a) promotion of World

Englishes, (b) effective use of a report card, and (c) arranging students in terms of both

their age and level of English.

Promotion of World Englishes

Numerous scholars have agreed that speakers of World Englishes and English as a

Lingua Franca vastly outnumber those of English as a native language and even those of

English as a second (immigrant) language (ESL) and English as a foreign language (EFL)

(Jenkins, 2006). Thus, American English only preference no longer goes with the current

stream, that is, English does not owned by one particular country and there is no single

form for Standard English (Pennycook, 2001).

To comply with this current movement, TOSS should be more considerate selecting

materials such as DVDs and books and then make the students be aware of these

varieties. TOSS imports all DVDs and books from America, which means that American

English is governing in those materials. This is to say that the students have less chance

to contact diverse Englishes such as French English, Spanish English, Japanese English,

or Korean English from those supplies. Thus, it would be one way to promote World

Englihes to use the materials from other countries as long as English is the main

communication tool in the movies and books. Furthermore, this promotion should cover

the criteria of hiring teachers. The input of teachers have is limited in the class, which

does not mean that students are not affected at all from their teachers. Still, the students

learn something from their teachers in some way consciously or unconsciously. Thus, it

would be more effective for students to have teachers from different background of

English education. These efforts will assist students’ to understand multiplicity of English

and enhance their communicative language competence after all.

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Effective use of a report card

Shohamy (2001) points out that tests originally developed for democratizing purposes

have been utilized in undemocratic acts, as they have become tools for centralized

authority for power and control and for the manipulation of educational systems. She

advises that language testers should monitor the power of tests, use critical language

testing, develop shared and collaborative assessment models, and protect test-takers from

the authority and misuses of tests.

As aforementioned, a report card replaces a test in TOSS. This is to say that a report

card in itself is an alternative tool of assessment of the learners’ achievement, which is a

good way because it takes student’s diverse aspects such as attendance, participation,

homework, cooperation, and English progression into consideration for measurement.

The students in TOSS do not feel any pressure to learn by rote for the tests like the

learners in other institutes or schools.

However, it is necessary to make the report card more efficient to clearly inform the

learner’s accomplishment and motivate them such as using numeric scales and valuable

comments together, which has need of rubric after all. Moreover, teachers should be

trained in how to maneuver the report cards with the help of the rubric and discussion

with other coworkers.

Arranging students in terms of both their age and level of English

The seventh national educational curriculum (1997) has promoted the class according

to the learning level of the learners. This policy deems highly of the notion that every

learner has his own pace to digest the learning. The children learners are so affected by

their classmates that not only age but also learning level should be indispensable factors

to construct a class and run the class.

Discussion

In this paper, I have reviewed national English policies in Korea and discussed issues

relevant to TOSS valuing their language policies. My discussion topics were: (a) using

media for communicative language learning, (b) the criteria of choosing DVD, (c)

student-centered and/or media-centered class, (d) hiring Korean Teachers only, (e) a

report card, and (f) arranging students according to their age. Also, I suggested some

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possible solutions, which were: (a) promotion of World Englishes, (b) effective use of a

report card, and (c) arranging students in terms of both their age and level of English.

In addition of the issues I brought up, there would be some other controversial and

valuable subjects to discuss later. I will list succinctly those issues for the future research.

1. Possibility of ESL setting in EFL environment.

2. Possibility of acquiring foreign language like mother tongue providing ESL

environment

3. Relationship between second/foreign language acquisition and critical period

4. Effectiveness of Mimicking

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www.toss.co.kr

Appendix

1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade JuniorJan The Rescuers

Down Under (1990)

The Country Bears (2002)

Beethoven (1992)

The Emperor's New Groove (2000)

Snow Dogs (2002)

Shark Tale (2004)

What a Girl Wants (2003)

Feb James and the Giant Beach (2004)

Jasmine's Enchanted Tales(1996)

Anastasia (1997)

Toy Story (1995)

Toy Story 2 (1995)

Snow Day (2000)

Kangaroo Jack (2003)

Apr Piglet's Big Movie (2003)

Home on the Range (2004)

Muppets from Space (1999)

Shrek 2 (2004)

Richie Rich (1994)

Cheaper by the Dozen (2003)

The Princess Diaries (2001)

May

The Trumpet of the Swan (2001)

Veggie Tales (2003)

The Iron Giant (1999)

Because of Winn-Dixie (2005)

The Hunchback of Notre Dame (1996)

Garfield of the movie (2004)

Herbie Fully Loaded (2005)

Jun The Rescuers Down Under (1990)

Jasmine's Enchanted Tales (1996)

Shrek (2001)

Rugrats in Paris (2000)

Jimmy Neutron: Boy Genius (2001)

Shark Tale (2004)

Robots (2005)

Jul Veggie Tales (2003)

Heroes (2006)

Matilda (1996)

Inspector Gadget (1999)

A Bug's Life (1998)

Free Willy 2 (1995)

New York Minute (2004)

Aug The Three Musketeers (1993)

The Magic Sword (1998)

The Cat in the Hat (2003)

Free Willy (1993)

Sky High (2005)

Dr. Dolittle (1998)

The Haunted Mansion (2003)

Sep Jakers! The Adventures of Piggley Winks (2003)

Lilo & Stitch (2002)

Beethoven (1992)

Jumanji (1995)

Toy Story 2 (1995)

Rebound (2005)

Cheaper by the Dozen 2 (2005)

Oct Lady and the Tramp11-Scamp's Adventure (2001)

Pocahontas (1995)

Anastasia (1997)

The Emperor's New Groove (2000)

Snow Dogs (2002)

Little Secrets (2001)

The Incredibles (2004)

Table 1. Selected DVD Titles (fiction)

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Table 2. Selected DVD Titles (non-fiction)

1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade JuniorJan Monkey

Business and Other Family Fun

Awesome Animal Builders

Dinosaurs and Other Creature Features

The Magic School Bus: Gets Planted

The Magic School Bus: Works Out

Top Ten Toylands

N/A

Feb Monkey Business and Other Family Fun

Awesome Animal Builders

Dinosaurs and Other Creature Features

The Magic School Bus: In the Rain Forest

The Magic School Bus: Recycling

Top Ten Toylands

N/A

Apr Cool Cats, Raindrops, and Things That Live in Holes

Bear Cubs, Baby Ducks, and Kooky Kookaburras

Chomping on Bugs, Swimming Sea Slugs, and Stuff That Makes Animals Special

Cracks a Yolk (Eggs)

In a Beehive (Honeybees)

Getting Energized (Energy)

N/A

May Cool Cats, Raindrops, and Things That Live in Holes

Bear Cubs, Baby Ducks, and Kooky Kookaburras

Chomping on Bugs, Swimming Sea Slugs, and Stuff That Makes Animals Special

Goes to Seed (Seeds)

Under Construction (Structures)

Plays Ball (Forces)

N/A

Jun Sunburn Chickenpox Danger! Earthquakes

Lightning! Capital Kids Mapman Travels the Globe

N/A

Jul Tadpoles, Dragonflies, and the Caterpillar’s Big Change

Camouflage, Cuttlefish, and Chameleons Changing Color

Farmyard Friends

Kicks Up a Storm(Weather)

Sees Stars(Stars)

Going Batty(Bats)

N/A

Aug Tadpoles, Dragonflies, and the Caterpillar’s Big Change

Camouflage, Cuttlefish, and Chameleons Changing Color

Farmyard Friends

Wet All Over(Weather)

Gains Weight(Gravity)

Revving Up(Engines)

N/A

Sep Thanksgiving Baby Animals

Dive!: A Book of Deep-Sea Creatures

The Story of Toilets, Telephones & Other Useful Inventions

Cool Science Jobs

That’s Science?: Bad Hair Days and Other Experiments

N/A

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Oct Flying, Trying, and Honking Around

Hot Dogs & Cool Cats

Monkey Business and Other Family Fun

Secret Weapons and Great Escapes

Works Out Top Ten Toylands

N/A

Table 3. English Background of the Instructors at Jamwon branch

Position Country Years Purpose1 Instructor A Canada 1 year Language Course2 Instructor B Canada 8-9 years Regular School3 Instructor C Canada 8-9 years Regular School4 Instructor D USA 1 years Language Course5 Instructor E USA 2 year Language Course6 Instructor F USA 12 years Regular School7 Instructor G Australia 2 years Language Course8 Instructor H Australia 2 years Language Course

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