the english connection july 2002 volume 6 / issue 4 t he e ... · the english connection july 2002...

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The English Connection July 2002 Volume 6 / Issue 4

What's Inside?

To promote scholarship, disseminate information, and facilitatecross-cultural understanding among persons concerned with theteaching and learning of English in Korea.

continued on page 6

www.kotesol.org

A Publication of Korea Teachers of English to Speakers of Other Languages

Volume 6

Number

4

2002

T H E E N G L I S H

CONNECTION

July

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.netElicitation:Concepts and ErrorCorrectionTechniquesby Peter Nelson

Among the many techniques teachers use to help theirstudents learn another language, few are as well known—butinsufficiently used—as elicitation. Although we frequentlygive verbal or visual prompts to our students to get them torespond in either controlled or unstructured classroom

environments, we commonlyuse only three or four methods.This is usually because we arefamiliar and comfortable withthem, or because we are notaware of many diversealternatives. Given thisparadox, it is valuable toconsider different facets ofelicitation: why it is used,language features that can beelicited, useful classroommaterials, and differenttechniques. In particular,different methods for verbalerror correction are identifiedand explained.

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Conference 2002by Craig Bartlett ... 9

Training Notes:Top Down & Bottom Up Listeningby James Ranalli ... 8

Pan Asia: Japanese Young Learnersfall in Line ... 16

In Response To:Setting the Record Straight ... 12


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Korea TESOL Journal Call for Papers

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CO

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Elicitation: Concepts and Error Correction Techniques ... 1Peter Nelson

ColumnsPresident's Message: Seeing the future ... 5Training Notes: Top Down & Bottom Up Listening Instruction (Part 1) ... 8Conference 2002 ... 9Research Acts ... 11Global Contexts: Indonesia ... 12In Response To: Setting the Record Straight ... 13Membership Spotlight ... 15Word Whys: Body Language ... 17Web Wheres: Redtape ... 17Pan Asia: Japanese Young Learners Fall in Line with the Rest of Asia to Learn English ... 18

What's Up in KOTESOL (Chapter Reports, etc...)Busan-Gyeongam, Cheongju, Daegu-Gyeongbuk, Gangwon, Jeolla, Seoul, Suwon-Gyeonggido, Global Issues SIG, and KTT ... 22-242002 National Executive Council Candidacy and Election ... 19

For Your InformationCalendar ... 20AYF International Youth Essay Writing Contest Info ... 25Who's Where in KOTESOL ... 26-27Membership Application and Information ... 29-30KOTESOL Constitutions & Bylaws ... 31

July 2002Volume 6Number 4

ISSN: 1598-0456

www.kotesol.org

A Publication of Korea Teachers of English to Speakers of Other Languages

T H E E N G L I S H

CONNECTION


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is a publication of

Korea Teachers of English to

Speakers of Other Languages

The English Connection, published six times a year, bimonthly, is the officialnewsletter of Korea Teachers of English to Speakers of Other Languages(KOTESOL), an academic organization, and is distributed free of charge as aservice to the members of KOTESOL.

Advertising is arranged through Robert Dickey at <[email protected]>or contact KOTESOL by fax at 054-746-1097.

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The articles and opinions contained herein are solely those of the individual authors and do notnecessarily reflect the policies of KOTESOL or the opinions of the editors, officers of KOTESOL, orindividual members.

PRICE: FREE to members / 2,000won (US$2) to non-members

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President'sMessage

byRobert J.

Dickey

We professional educators have future-oriented directives.

Rather than producing X number of “widgets” per day, our aims are to develop the underlying competencynecessary for our students’ future skills, knowledge, and performance. After all, we know that learning does notprogress on a smooth, even basis; there are ebbs and flows, and both learners and teachers alike can be disappointedwhen the learning growth curve plateaus. We must look beyond this week, this month, or this semester.

It is natural, therefore, for a president to look beyond the immediatepresent when considering the work of a teachers’ society. As ever, wemust consider the past as we envision.

English has been institutionalized within the elementary schoolcurriculum for several years now, and these early English students arenow entering middle and high schools (and beyond). They will likelyhave better “English conversation” skills; this will influence how theyhandle grammar-based lessons in secondary school. It appears thatthe new secondary school curriculum won’t adjust far enough, andthat this will create hardships for teachers and students alike.

Students’ reading and writing skills will decline. The high schoolcurriculum has added great emphasis on listening (and to a lesser degree,speaking) without adding a commensurate amount of lesson time.

University general studies English programs will shrink. This one iscontroversial, but let’s face it, English has been something of a fad thepast seven years. Some universities are already starting to cut back onthe number of hours required, others are discussing removing therequirement completely for some majors.

Fewer class offerings will allow more selectivity in the hiring of English teachers. We can see a parallel withJapan in the 1990s, where university employers began requiring MATESOL or equivalent degrees and mostprivate language institutes required some type of teacher certification (or an unpaid orientation/practicum). Expectproof of initial and continuing professional training as a requirement for both expatriates and Koreans alike inbetter-paying positions.

KOTESOL will continue to grow, and become formally recognized by employers. The first step begins thisautumn, when the international conference returns to the traditional requirement that all attendees be currentmembers. That’s a pull to membership. The push will begin when employers recognize KOTESOL conferences,SIGs, and chapter meetings as important forms of continuing professional development. That day is coming.Some employers are now paying conference and membership fees for their faculty.

Changes in English education in Korea will lead to greater professionalization in the teaching community. Primaryand secondary school teachers are already faced with curriculums that don’t match their skills & training; theirmemberships are rising. Change will inevitably continue at all levels, from pre-school children to businessEnglish classes. I believe KOTESOL can and should be at the forefront of the movement to upgrade teacher competence.

Communicative competence in Korea will continue to rise. The pre-service language skills of young teachers,plus professional development activities, will result in Korean self-sufficiency for English language instructionwithin the next two decades. Many more Koreans with near-native fluency and a high degree of teaching expertiseare coming forward. It is they, and not the expatriates like myself, who are the future of English education in Korea.

Collegially,

Seeing the future


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continued from page 1

Why do we elicit?

While the concept of elicitation is wellknown, many teachers do not realize whyit is used. There are several reasons, butthe main purpose is to increase studentinvolvement, motivation and participation(Harmer, 1991). When the teacher in afriendly, non-threatening manner singlesout a student to respond to a question, forexample, the student can easily feel (s)heis receiving special attention andencouragement. Even when the teacherprompts a small group or the entire class,there is a sense of individual identity,purpose and incentive to participate in theactivity. While this desire for recognitionis perhaps most obvious in children, it isalso evident in older students and adults.In essence each of us wants to feel valued,and elicitation aids this desire.

There are other reasons as well. Elicitationenables the teacher to see what studentsalready know, or perhaps have recentlyremembered and applied. It is a form oftesting and can be used for this purpose.It can be used to acquaint students withobjectives of a lesson, or to bringembedded information to the front of theirminds. Last, because it is feedback based,it can be used by either the student orteacher to dictate the pace of interactionfor new or recalled information. Thesediverse functions, therefore, ensure thatelicitation holds an established place in theteacher’s quiver of techniques and methods.

What can a teacher elicit?

This is simple to answer—virtuallyeverything! The resourceful teacher canelicit vocabulary, elements of grammar,language functions, word context and evenideas. Elicitation is not restricted byaspects within language, but by lack ofimagination or unwillingness toexperiment. Even time need not be ahindrance, as individual exercises can takeas little as 30 seconds.

What materials can beused to elicit?

A wide variety of teaching materials canbe used effectively. Standard classroomitems include flashcards, wall charts andboard drawings, with the teacher pointing

out or otherwise indicating special featuresthat underlie the prompt. With a littlecreativity, however, much more can bedone. Role play, mime and gestures areimaginative uses, as are questions. Specialapplications include realia (e.g. postcardsfrom other countries, household items) orCuisenaire Rods (Scrivener, 1994). Evencoins can be used: for example, to illustrateprepositions of place, the teacher can holdone coin stationary and use the other to go“above,” “under,” next to,” and so on,asking students to say aloud the nextpreposition as the coin is moved intodifferent positions.

What types ofelicitation exist?

The versatility of elicitation lies in thecombination of purpose and classroommaterials (Cross,1999). Simplifiedactivities such as choral response can belimited to hand and finger motions, or byshowing flash cards, photos or pictures tostudents. Yet more evocations arepossible: gap fill exercises, illustrative

in front of peers when performing, yet theteacher—in controlled exercises— mustoften indicate where an error has occurred(Brown, 2001). Effective correctionshould be brief, non-threatening, non-humiliating, have lasting impact and,hopefully, provide a role model for otherstudents. Elicitation satisfies these criteriaand also provides a wide variety of usefultechniques that are adaptable to manydifferent situations.

Perhaps the most common technique isusing your fingers to isolate errors(Scrivener, 1994, Underhill, 1994). Forexample, you may have asked In-ah whatshe did last night, and she replies, “Lastnight I eat chicken at KFC.” You can makethe correction orally, but an oral/visualcombination makes a stronger impression.To do so, hold out your hand so all fingersare visible, and then consecutively toucha finger and repeat each word up to theerror. At this point you hesitate, repeatthe error in a questioning fashion, and waitfor the correct answer. Hence “Last—night—I—eat???—chicken.” If In-ahdoesn’t understand at first, repeat the

Asking familiar ‘ W h ’ questions can oftenevoke correct responses

body language, guessing and predicting (asin movies or fairy tales), using synonymsand antonyms, and getting students torespond to common sounds (animals,vehicles). More exotic techniques includecommunication games that stress verbalor visual cues, or memory games in whicheach student adds another piece ofinformation to a story. These forms canbe targeted to an individual, small group,or the entire class, in each of the fourcommunication skills. Selection isgenerally dependent upon time available,the teacher’s purpose, class skill levels,and other objective criteria, not inherentlimiting factors within elicitation.

How can I useelicitation to correctverbal errors?

The educational value of elicitation isapparent when the teacher needs a tactfulyet impressionable way to correct speakingerrors. No student wants to look foolish

procedure, which generally produces thedesired correction. If this still does notwork, ask the class for the correct answer,then repeat the entire sentence with them.

Referring to another student or the classfor error correction is a popular form ofelicitation. Korean students genuinelyenjoy choral response activities, and thisis a good way to engage everyone withoutmaking any one student feel insecure bypossibly providing an incorrect answer. Ifyou prefer asking only one student and notthe class, be sure to ask different onesrandomly lest it appear that one or a feware disproportionately favored.

A variation of the above is to tell the erringstudent or class the category of error. WithIn-ah, for instance, the teacher can say“verb tense” to evoke a better response.Other prompts: saying ‘pronunciation‘,‘article‘, ‘noun’, ’syntax’ and so on,help students correct their own mistakeswhile reinforcing rules of grammar orspeaking characteristics. Moreover, themethod engages them verbally.

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Gestures are wonderful ways to highlighterrors, especially if done so using humor.Frowns, looking shocked, grimaces andthe like can put students at ease whilesuccessfully addressing a problem area. Ioccasionally combine a gesture with aremark to get them laughing. For example,when an incorrect answer is given to myquestion, I may say “Good answer,” givea ‘thumbs up’ and look positive. Then, afew seconds later, I give a ‘thumbs down’and say “Wrong!” in a lighthearted way.Students frequently wait for this correctiontechnique and focus intently on myquestions, wondering who will be the next

Figure 1. “Last night I ate at KFC.”

Past Present Future

_____X_____ __________ _________

Figure 2. “Last night I was eating at KFC.”

Past Present Future

____XXX____ _________ _________

Figure 3. “Last night my hand phone rang while I was eating at KFC.”

Past Present Future

__XXXXXX__ _________ _________

Figure 4. “While I was eatin g last night at KFC, I knew the phone would ring in my office tomorrow morning.”

Past Present Future

__XXXxXX__ _________ ____x____

nightmare, yet they can be easilyillustrated. In this instance, I place severallarge XXX ’s about 10 cm apart in the‘Past’ section to show the ongoing act ofeating. I then place a smaller X within thelines, to show that the phone rang for ashort period while I was eating. Thistechnique can be extended to even morecomplex patterns, as in “While I waseating last night at KFC, I knew the phonewould rin g in my office tomorrowmorning,” which combines simple past,past continuous and anticipated futuretenses in a tortuous yet illustrative way.(Figures 3 and 4)

The point here is to use the techniquesparingly and to ensure it is adapted to yourstudents’ capabilities. In this instancethere are twin objectives: explanation andelicitation. Accordingly, after I explain thetime line I use a pointer to highlight thedifferent verb forms, and then ask thestudents to say what the corrected sentenceis. Given the high possibility of failure inunderstanding exactly what is wanted, Inever ask an individual to make a sentence,

culprit. Although helpful, it isimportant not to overuse this approachas it will quickly lose its effectiveness.

Two other techniques are useful to bothteacher and students. The first is usingconcept questions after the mistakeoccurs. If appropriate to the type ofmistake, asking familiar ‘Wh’questions can often evoke correctresponses from the erring student or theclass itself. In the case of In-ah,however, asking “When?” might beconfusing, since she correctly said “lastnight” but got the verb tense wrong. Abetter way might be re-stating the errorand then asking, “Is ‘ate’ past tense?”or “What tense is ‘ate’?” Using directyes/no and simplified conceptquestions, then, can be effective toolsto help students recognize errors andmake necessary corrections.

The second technique is to use timelines. When discussing verb tensepatterns, for example, I may go to thewhiteboard and draw a horizontal linesufficiently large for the whole class tosee easily. I then divide it using spacesat approximately 25 centimetersintervals, and label the segments asPast, Present and Future. If, say, theverb is simple past tense, I put a shortvertical line or an X in the Past segment,as in “Last night I ate at KFC.” I canalso make a comparison to the pastcontinuous tense by drawing two verticallines or multiple XXX ’s 4-5 cm apart, asin “Last night I was eating at KFC.”(Figures 1 and 2)

With advanced students, time lines canshow more complex relationships, as in“Last night my hand phone rang while Iwas eating at KFC.” Verbally describingthese two past activities can become a

only the class as a whole. If appropriate,parallel examples are given using the timeline structure.

A final technique here is to give anotherlinguistic pattern, then ask the student orclass to provide additional examples. Ifyou want to show the difference betweenan infinitive and a gerund, for instance,you could say, “I like to fish”; “I likefishing.” After students see the pattern,you can proceed to new examples: eat/eating, drink/drinking, walk/walking andso on. Using the In-ah example above, acontrastive form could be "ate/was" eating,

and done after the first verb tense erroris corrected. It is important, however,that the students see and understandthe correction before you give anotherpattern.

Elicitation is a powerful technique thatserves several purposes. It is a gentleerror correction tool that also has awider variety of applications.Moreover, when used effectively, itcan encourage students to be moreattentive while improving theircommunication skills. Like any otherteaching method, though, the teachermust determine when elicitation issuitable, for how long, and in whatcontext. Knowing this, s/he is thenfree to choose the most appropriatemethod.

The Author

Dr. Nelson teaches at Chung AngUniversity in Seoul and is active inKOTESOL as a presenter, editor andwriter. This article is a prose versionof an elicitation presentation he hasgiven at KOTESOL conferences. Hemay be contacted [email protected] [email protected].

References andAnnotations

Brown, H.D. (2001). Teaching byprinciples: an interactive approach tolanguage pedagogy, 2nd ed. WhitePlains, NY: Addison-WesleyLongman. [ Ch. 17 (TeachingFeatuSpeaking) sets out a model forthe correction of speech errors.]

see Feature on page 15


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TrainingNotes

edited byDouglas Margolis

Top Down & Bottom Up ListeningInstruction (Part I)

By James Ranalli

Editor’s Note: This is the first half of atwo-part article about teaching listeningskills.

Field (1998) observed that “teachers focuson outcomes of listening, rather than uponlistening itself, upon product rather thanprocess.” This means there’s a tendencyto focus on the answers, rather than on howstudents arrived at them. While producingcorrect answers is important, especially inan exam-driven educational system, theimportant focus for learners should be onthe processes of listening. That is, how isit possible to listen to the strange soundsof a foreign language and make meaning?

Another tendency in teaching listening isthat wrong answers are generally sweptunder the rug. (One writer has summarizedcurrent listening methodology as “give theanswers and move on.”) The fact is,however, that wrong answers are usuallymore instructive than correct ones. Toreally teach listening, says Field, “teachersneed to follow up on incorrect responsesin order to determine where understandingbroke down.”

Top-down versusbottom-up

Part of the problem is that listeningexercises nowadays tend to focus too muchon top-down processing. Before studentslisten, they are usually prompted to makepredictions and to use pre-existingknowledge about the world, the context/situation, the topic at hand, and so forth,in order to make logical guesses aboutwhat they are listening to. With this

“schematic” knowledge they can fill in anygaps in their perception and avoidstraining to hear every word.

Now this is good – and necessary.Learners must exploit top-downknowledge when they listen. For thisreason, teachers should build up studenttolerance of ambiguity, helping learnersto be comfortable making guesses andfilling in gaps without a hundred percentcertainty. Fortunately, many listeningmaterials currently in use support this typeof practice.

Moreover, top-down listening is alsoadvanced by giving students practice atlistening for different purposes, such aslistening first for gist and then again fordetail or inference.

The problem with top-down listeningpractice, however, is that too often theother half of the equation, bottom–upprocessing, gets left out. Bottom-upprocessing is the nuts and bolts of listening.It refers to the way we perceive individualsounds, hear them in words and phrases,and chain these words and phrases intopropositions that carry meaning. Whenpeople listen, they use both top-down andbottom-up knowledge in combination tomake sense of what they hear. It follows,then, that learners will need practice inboth types of processing to become goodlisteners in the target language.

Where to start –reworking the basiclistening procedure

The first step, according to Cauldwell(2002), is that “teachers should beprovided with the skills of observing andexplaining the features of fast speech.”This means that we may need a bit moretraining in phonology. (An excellentresource for introducing yourself toconnected speech, as well as otherfundamentals of phonology, is thebook Sound Foundations by AdrianUnderhill, published by Macmillan-Heinemann.)

Teachers should also become familiar withother non-phonological characteristics offast speech. Field (1998) and Cauldwell(2000) have identified some of these:

* hesitations, repetitions and falsestarts

* long, loosely structured sentences* turn-taking features* ellipsis* non-standard grammar

This knowledge increases understandingof spoken English and can help teachersidentify where students are havingproblems.

The next step is that we should not shelterour students from authentic listeningmaterial, as so often happens, on thegrounds that it is “too difficult.” ELTlistening texts that have had the “warts andall” of natural spoken English sanitizedout of them may make for problem-freelistening activities, but they are notpreparing learners for real-life interaction.The challenge for teachers is to findauthentic or semi-authentic materials,which are appropriate to the students’level and which offer challenging butachievable tasks.

Next, we need to give attention to theprocess of listening. This means focusingon the steps that one goes through whilelistening, which varies depending onpurpose and content. For example,attention changes depending on whetherwe are listening for specific information,like directions to the post office, or merelyentertaining ourselves watching a soapopera. Helping students think about theirattention and how they apply it to differentlistening tasks may help them betternegotiate meaning.

Finally, avoid sweeping student mistakesunder the rug. You don’t need toemphasize that students made a mistake,but look at errors as learning opportunities.Something was misunderstood or notheard properly. Direct student attentionback to the trouble spot and do some“microteaching,” a topic that I’ll cover inmore detail in the next issue.

see Training Notes on page 15

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Conference2002 by

Craig Bartlett

Greetings to all fellow KOTESOLers.

The work for the 10th Korea TESOLConference continues. Even though it issummer, we on the Conference Committeecontinue to work to make sure that thisConference will be one to remember.There have been a number of develop-ments since the last Conference Column– allow me to bring you up to date.

First, we are glad to announce theconfirmation of two more InvitedSpeakers for the Conference:

Martin Bygate is Senior Lecturer in theGraduate School of Education at theUniversity of Leeds (UK). He has doneextensive research and writing in the areasof teaching oral communication and theuse of tasks in language learning. We lookforward to Dr. Bygate’s participation inthe Conference as a Plenary Speaker.

Pauline Rea-Dickins is Reader at theUniversity of Bristol. She has doneresearch and writing in the area of testingand assessment, an area that has nottraditionally received a lot of attention. Sheis a recent recipient of the Frank Bell Prizefor excellence in ELT writing for a recentbook she co-authored on assessment. Dr.Rea-Dickins will be a Featured Speaker.

Both these Invited Speakers havecontributed to the series LanguageTeaching: A Scheme for TeacherEducation (OUP).

Second, I’d like to write about thepre-registration procedures for thisyear’s Conference. Some of you may bewondering about the fact that you haven’tseen any pre-registration forms in recentissues of TEC yet. Well, that is becausethere won’t be any. This year’s pre-registration procedure will be done online.Beginning this year, you don’t fill out pre-registration forms and fax them in. Instead,you visit the Conference website

(www.kotesol.org/conferences/2002) andfollow the links to our online pre-registration form. Fill out the form, clickon “Submit”, and you will receive aconfirmation number in your email shortlythereafter. We all hope that this onlineprocedure will be quick and easy, and thatit will take some of the hassle out of thepre-registration procedure.

Thirdly, the process of reviewing thepresentation proposals has begun, now thatthe submission deadline has passed. Itlooks now like our Conference maybecome more “International” than ever,as we have received a huge number ofpresentation proposals from abroad. Thisis indeed promising news, as it meansKorea TESOL is becoming increasinglywell known internationally, and scholarsand teachers from around the world areseeing Korea TESOL as a legitimate placeto report the results of their work andresearch. This is due to the hard work ofmany people, both in the past and in thepresent, who have endlessly sought tomake this organization the best it can be.To all those people, I can only say thatyour efforts are much appreciated.

Finally, I’d like to share some personalreflections with you. As I write, a nationis amazed, astounded, and gladdened bythe exploits of twenty-three of its citizens,as the Korean national football team makea dream run at the World Cup finaltournament. It is truly amazing. This teamis achieving things that no one expected,perhaps not even the players themselves.They should be congratulated on theirtireless effort, their hard work, and theirmarvelous showing.

Yet, it should not be overlooked that thisteam is achieving such tremendous resultsis due in no small part to the efforts of anexpatriate – namely Guus Hiddink, theirDutch coach. It is through his insistenceon hard work and tough physicalconditioning, and his ability to implement

a successful playing system, that theKorean team have been able to achievewhat they have achieved. As I havewatched this sports drama unfold, thosefacts have not been lost on me. To me, Ihope that Guus Hiddink’s success with theKorean team might be seen as an object

lesson for many. Namely, I hope thissuccess might cause others to realize thatthe expatriates who come to Korea to workgenuinely want Korea to be successful inthe world arena.

Perhaps the very fact that our organizationexists serves to show people in Korea andabroad that it is possible for Koreans andexpatriates to work together productivelyand respectfully to achieve a commongoal. It may sound like a bit of a platitude,but we are truly in this together. All those,Korean or expatriate, have something tooffer in the ELT world. We are allinterested in improving the learningconditions for learners of English. We areall interested in developing the art and craftof teaching. Does everything go well allthe time? No. However, if we keep ourcommon goal in mind, we can achievemuch. With that in mind, we hope that the10th International Conference willcontribute to the goal of improving Englishlanguage teaching here in Korea.

See you next issue.

Cheers,

Craig BartlettChair, KOTESOL Conference Committee

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ResearchActs by

AndrewFinch

Action research is aboutunderstanding our ownclassroom first, and telling peopleabout it afterwards.

In view of requests for more information,this article continues to look at the “nutsand bolts” of action research. The questionof disseminating information will thereforebe postponed to the next article.

Action research starts with inquiry in andabout the learning environment. Thus ARis different from other research in that:i. it is carried out by the practitioner

(classroom teachers);ii. it can be collaborative or individual;iii. it is situational (identification and

solution of problems in a specificcontext);

iv. it can be aimed at changing things(improving the current state of affairs)

(Nunan, 1992:17).

Here are some sample issues that a teachermight want to investigate:1. How much time do I spend talking in

the classroom?2. How do I correct errors?3. How much feedback do I give to the

learners?4. How do I provide this feedback?5. How much time do I allow for my

learners to interact with each other?6. How much of my lessons do I spend

in teacher-fronted activities?7. How can I improve my classroom

management skills?8. How much attention do I give to

individual learners?9. How do certain tasks promote

collaborative work?10. How do learners carry out the same

task in different ways?11. How difficult do some learners find

certain types of tests?12. How do certain classroom materials

work better than others?13. How learners are better motivated in

some classes than in others.(Rhea-Dickins & Germaine, 1992:65, 69)

When carrying out the investigation, weneed to have a plan of action, just as inother types of research. Action researchtherefore involves: a.Planning action to improve what is

already happening;* Select your setting (learning situation)* Identify what you wish to evaluate.

* Narrow your focus as much aspossible.

b.Acting to implement the plan;* Select or design your data collection

procedures. c.Observing the effects of action in the

context in which it occurs;* Collect the data

d.Reflecting on these effects as a basisfor further planning, subsequentaction and so on, through a succes-sion of cycles.* Describe the data collected.* Analyze these findings with

reference to your original purpose(s).(Adapted from Kemmis & McTaggart,1982:7)

Note that this sequence is process-basedand formative, in that the research isdesigned to feed back immediately into thelearning environment, in a continuousprocess of inquiry and adaptation.

When collecting data for the “Observation”stage, there are a number of qualitativeobservation methods that can be used:

1. Self-assessment forms: Learners benefitfrom keeping an ongoing record of theirlearning and responses to the program ofinstruction. Teachers can adjust the programaccording to this information.

2. Questionnaires: E.g.: learningpreferences, learning environment, language-learning beliefs, Multiple IntelligencesSurvey (MIS), Classroom EnvironmentQuestionnaire (CEQ), Learning-styleInventory, Strategy Inventory for LanguageLearning (SILL), Foreign LanguageClassroom Anxiety Scale (FCLAS),Classroom Environment Scale (CES)

3. Observation: The teacher watches anddescribes events in the classroom. A videocan be used for this, either used by a student,another teacher, or set up on a tripod.

4. Checklists/inventories: A guest teachercan also be useful for making checklist-style observations. As with #3 above,checklists can be extremely useful inidentifying information which is easilyquantifiable and objective. Thus the teachermight simply be interested in his/her use ofclassroom language, or even in the amountof time he/she spend talking in the class.

5. Interviews: These can be a valuablesource of student opinions and perceptionsabout learning, but we need to remember thatthe responses given in an interview are open

and non-predictable, and can thereforeinvolve a great deal of time spent later inlistening, transcribing, and looking forpatterns of behavior and opinion. It isimportant to limit the number of questions inan interview session.

6. Teacher-diary: Information provided bydiaries is not restricted by multiple choicequestions or checklists. These provide aninteresting teacher/learner perspective onclassroom practices.

7. Learner-diary: Learner diaries areuseful means of observing and promotingthe learning process. These can besuccessfully triangulated with otherobservational instruments.

Depending on the students themselves, weneed to consider the language used forthese instruments. Are they functioningsolely as sources of information (in whichcase it might be best to present them in theL1), or are they also part of the learningprocess? (in which case the target languagemight be used)? As mentioned in point 7,any of these methods can be triangulatedto produce a composite picture of percep-tions, opinions, and behaviors. If we use anumber of subjective research instrumentsto examine the same issue, then resultsfrom these can be compared, and an overallpicture emerges, instead of a single snapshot.

Remember that the goal of AR is toimprove the immediate learning environ-ment. Thus information about things thatdon’t work is just as valuable as inform-ation about things that do work.

ReferencesKemmis, S. & McTaggart, R. (1982).

The action research planner.Victoria, Australia: The DeakinUniversity Press.

Nunan, D. (1992). Research methods inlanguage learning. Cambridge:Cambridge University Press.

Rea-Dickins, P. & Germaine, K. (1992).Evaluation. Oxford: Oxford Univer-sity Press.


12

GlobalContexts

edited byjen lalonde

Context: IndonesiaBy Esther Kuntjara

Esther Kuntjara, PhD

DemographicInformation onIndonesia

The Republic of Indonesia has apopulation of over 200 million people,consisting of different ethnic groups, andapproximately 670 languages. The largestethnic group, which comprises about 45percent of the Indonesian population, arethe Javanese, who live primarily on theisland of Java, which is the fifth largestisland in the Indonesian archipelego. InJava alone, there are approximately 170related but mutually unintelligiblelanguages. Bahasa Indonesia wasdeclared the national language ofIndonesia long before Indonesia gainedindependence in 1945. It is the mostwidespread lingua franca in Indonesia andhas confirmed its status as administrativelanguage and the medium of instructionin education. The Indonesian languageuses a Latin alphabetic writing system. Thechoice of Indonesian (Bahasa Indonesia)as a national language is remarkable. It wasa politically fortuitous choice because itwas so strongly associated withnationalism. Today, Indonesian enjoyshigh prestige in an extremely linguisticallydiverse country as the official language ofgovernment, education and masscommunication, while local languages arestill spoken at home, at school, in offices,in local gatherings and traditional rituals.

English in Indonesia

Before Indonesian independence, theforeign language widely used in Indonesiawas Dutch, due to the Netherlandcolonization period in the archipelegowhich lasted for over three hundred years.

After independence, English as a foreignlanguage was taught as a required subjectin schools starting in elementary schooland continuing to high school. English wasregarded as the most important foreignlanguage students had to learn sinceEnglish was widely used as aninternational language. Students learnedmostly English structure and reading. Themedium of instruction was mostlyIndonesian since most English teachersthemselves were not confident enough tospeak the language. As well, students hadto be prepared to face the state final examwhich consists of questions in grammarand reading comprehension. The resultwas that students were hardly able tocommunicate in English after theygraduated from high school.

At present, English is still taught as arequired subject for all students fromelementary school to high school. TheEnglish curriculum has basically stayed thesame, i.e. focusing mainly in Englishstructure and reading. Instruction is givenin a mixture of English and Indonesian.Big classes in many Indonesian schoolsalso make it difficult for the teachers toteach oral communication effectively.Globalization has caused manyIndonesians to feel the need to masterEnglish communication. Many studentstake extra-curricular classes, which areusually smaller, to learn to speak inEnglish. Many of them are also taught bynative speakers of English. There are alsokindergartens and primary schools whichuse English as a medium of instruction.Hence, more and more Indonesians areusing English for communication. Theability to communicate in English has alsobeen considered prestigous for thespeakers, while it also enhances theirglobal communication ability.

At the tertiary level, English is offered asan optional subject to non-English majors.Many faculties offer English classes forspecific purposes based on theirdepartmental needs. Those who want todeepen their English will enroll in eitheran English Teacher Training Institutue orin the English Department where studentslearn English literature and linguistics. Thecurriculum in the English Teacher TrainingInstitute provides the students with

language teaching methodology andteaching practice besides strengtheningtheir speaking, reading, listening, andwriting skills in English. Appliedlinguisticsis taughtas a sup-port tot h e i rteachingprofession.The skillscoursesare alsotaught tothe stu-dents ofEngl ishliterature and linguistics as well. Here,students are encouraged to develop theirability to analyze English literature, andapply their knowledge in linguistics toanalyze the use of language in naturalsettings. The English curriculum alsoaddresses the needs of students to learnthe cultures of English-speaking peoples.Hence, at upper levels, courses are offeredmore as interdiciplinary studies oflanguage, literature, and culture. Recentlyour university has started to prepare forthe establishment of a bilingual(Indonesian and English) program for non-English departments even though theimplementation of it may still have a longway to go.

Native English speakers who would liketo teach in Indonesia may find that thesalary many institutions provide for themis not comparable to the remunerationgiven by other Asian countries like Japan,Korea, or Hong Kong. In my ownuniversity, most native English speakingteachers are sponsored by otherorganizations outside Indonesia. Otherscome to teach in Indonesia to do someresearch of their own while teaching. Ibelieve it is necessary for native speakersof English to learn the local culture beforeembarking on their teaching job.

The Author

Dr. Kuntjara is faculty member of PetraChristian University, Surabaya. Email:[email protected]

13


In Response to . . .Setting the Record Straight: Presentation-Practice-Production (PPP)and Task-Based Learning (TBL), by David P. Ellis

Editors' Note: We welcome readers'comments, and will endeavor to publishthem as space allows.

I’d like to thank Mr. Ellis for raising manykey concepts relevant to languageteaching. However, I would like torespond to his charge that the results of astudy (Makarchuk 2000) I conducted inwhich I compared two ways of languageteaching, one using PPP and the otherTBL, are largely invalid.

Ellis (2002b:8) claims that “the researchwas predicated on the false notion that itis feasible to compare TBL and PPP.” Hetakes the view, I think, that the two entitiesare fundamentally different. I quite agreewith Ellis about this, but I’d like to point

the explicit language content-the lexicalchunks. If other language learning occurs,all the better.

I assert, then, that it is possible to comparea treatment based on PPP and usingparticular language content, and a TBLtreatment with an instructional focus whichuses the same language content.

One reason why people might confuse PPPand TBL, if they do, may be because“methodology” has two commonly usedmeanings: one referring to “a particularprocedure or set of procedures”(Webster’s New Collegiate Dictionary1977: 723--also used this way in White1995), and the other referring to a moreinvolved description of how to teach a

practice stages. While it is true that thestudy does not mention this variation, itwas not the intention of the study to testthis variation. Furthermore, it seems to methat the ordering of stages most frequentlyfound in the literature is the one that beginswith the presentation stage and ends withthe production one. It is unreasonable, inmy view, to claim that the existence of thisvariation on the PPP sequence invalidatesthe results of this study.

In closing, I would like to thank Mr. Ellisfor raising the level of awareness of thePPP and TBL in Korea, and forhighlighting the need for further research.At the same time, I strongly dispute thegrounds on which he based his critique ofmy study. I also thank him for helping mesee that the title of my article may havecaused some confusion in that it may haveled some readers to think that PPP andTBL are the same manner of beast.

Don MakarchukDivision of Western Languagesand LiteratureKyonggi UniversityEmail: [email protected]

ReferencesBrown, H. D. (1994). Teaching by

principles. Englewood Cliffs:Prentice Hall Regents.

Ellis, D. P. (2002b). Setting the recordstraight: Presentation-practice-production (PPP) and Task-basedlearning (TBL). The EnglishConnection 6, 3, p.1.

Makarchuk, D. (2000). A comparison ofpresentation-practice-production andtask-based learning with respect tolanguage learning in South Korea.KOTESOL Proceedings 2000, pp.57-68.

Richards, J. & Rodgers, T. (1995).Approaches and methods in lan-guage teaching. Cambridge:Cambridge University Press.

Webster’s new collegiate dictionary(1977). Springfield: G. & C.Merriam Co.

White, R. (1995). The ELT curriculum.Oxford: Blackwell.

The end result is that the treatments consistedof roughly comparable components whichmakes a comparison possible.

out that my study compared two far moresimilar treatments. The PPP treatmentincluded not only the procedures used toteach language (PPP), but also thelanguage content, lexical chunks.Together with guidance about learner andteacher roles and instructional materials,they form what Richards and Rodgers(1995: 28) call the “design” part of amethod. The TBL treatment also includeda procedure for teaching language (tasks),linguistic content (highlighted lexicalchunks) and the other elements of the“design” component. The end result isthat the treatments consisted of roughlycomparable components which makes acomparison possible.

One of the problems with comparing PPPand TBL (theoretically) when stripped ofthe language content (lexical chunks) isthat TBL carries with it an inherent focuson language. This is the language that thelearners use to do the task whichpresumably is developed through theinteraction. I acknowledge this differencebut regard it as unimportant as thecomparison is based solely on the use of

language including an approach, methodand techniques (Brown 1994). The formermeaning would refer to an entity like PPPwhile the latter would better describe TBL.Another example of potentialterminological confusion exists in Ellis’(2002a:6) use of the word “approach” todescribe PPP when it is commonly usedto describe the theoretical underpinningsof a methodology. [See Brown (ibid) orRichards and Rodgers (1995).]

Ellis (2002b) further claims that the studyresults are invalid because the studyconfuses PPP with a synthetic-typesyllabus. I hope that the above discussionshows that PPP was never considered asyllabus in this study, but rather a set ofprocedures for teaching pre-specifiedlanguage content (grammatical structuresand/or functions, for example).

Finally, Ellis (ibid) claims that thedefinition of PPP in the study is inaccuratebecause it fails to mention that the PPPinstructional sequence can be re-orderedso one begins with the production stageand then proceeds to the presentation and


14

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15


MembershipSpotlight

edited byJerry Foley

Now our spotlight on members goes toDavid Kim, employed in the Departmentof English Language and Literature atKonkuk University in Seoul. Hishometown is Toronto, Canada, butpresently he is residing in Suwon. David has

attendedt h eUniversityof Tor-o n t o ,Canada,receivinga Bach-elor ofSciencedegree,a n dC h u n gA n gUniversity

in Seoul, for a Master of Arts degree, bothdegrees in the field of psychology.

Having been involved with KOTESOLsince 1995 David Kim has/is served/serving in various capacities: KOTESOLNational Research Committee member;Seoul Chapter Research AdvisoryCommittee member; Conference Chair forthe KOTESOL Kyonggi-Seoul 1999Regional Conference and the SecondAnnual Seoul-Kyonggi-do 2000Conference; Symposium Chair at theEighth Annual International 2000Conference and Publisher’s Exhibit inDaegu; Research Chair for KTT(KOTESOL Teacher Training); and

Facilitator for the Research SIG (SpecialInterest Group).

While he has certain ideas of whatteaching, learning, and research are allabout, David says he feels approach/methodology fashions come and go, butthe foundation for being a good educatoris based on three principles: teach,motivate, and learn. That is, he believesas professional educators “we are expectedto adroitly impart knowledge, and providetraining, related to our subject areaexpertise; however, sadly enough there islittle expectation for teachers to motivateand encourage students.” He alsobelieves, “we should continually strive toengage in the process of learningourselves, not only to better our teaching,but also to better ourselves.” He suggestsone effective manner of learning is toconduct research in an area of interest tothe educator.

Following his own advice, he has beenactively conducting language educationresearch in Korea. His research interestsare varied, covering teaching/learningissues related to culture and language,psycholinguistics, teaching methodology,language testing (e.g., English pro-nunciation), and investigating learnercharacteristics in language acquisition, toname some. His research findings, andother writings, have found their way intothe Korea TESOL Journal and KOTESOLProceedings, as well as The EnglishConnection.

David is married and his wife’s name isMyung Shin. Samuel, their son, for themost part is said to be a “bundle of joy,”but as all infants are, is a “terror” at times.David has many hobbies and is engagedin several extracurricular activities, some

of which are playing with their son of 13months, strumming a tune or three on theguitar, and watching movies. As to plansfor the future, he hopes to continueconducting language learning/teachingresearch in Korea.

For travel experiences David Kim says thathe has been all over North America, bothCanada and the USA, and variouscountries in East Asia, such as Japan, HongKong, Bangkok, etc. He has not been toEurope as of yet, but it is on his “Places tovisit” list.

As a closing comment David Kim wantedto add: “I feel pleased and honoured tobe associated with many wonderful peoplein KOTESOL. It makes the labour ofteaching bearable.”

Featurecontinued from page 7

Cross, D. (1999). A practical handbookof language teaching. Harlow, Essex:Longman. [Ch. 6 (Oral Work:Elicitation Techniques) lists a widevariety of methods.]

Harmer, J. (1991). The practice ofEnglish language teaching. Harlow,

Essex: Addison Wesley Longman.[Ch. 6 (Introducing New LanguageStructure) provides a general modelfor new language forms, while Ch. 7(Practice) considers specific tech-niques and drills.]

Scrivener, J. (1994). Learning teaching.Oxford: Heinemann. [Ch. 11 (Toolkit2: Activities, Lessons, Courses,People) indicates how Cuisenaire

Rods (small colored blocks of woodor plastic in different lengths andcolors) can be use to illustratesyllable stress and stress errors.]

Underhill, A. (1994). Sound founda-tions: Living phonology. Oxford:Heinemann. [Pages 160-166 showhow finger correction exercises areuseful for identifying errors inconnected speech.]

Training Notes


The AuthorJim Ranalli coordinates training anddevelopment at Yonsei University’sForeign Language Institute. He has trainednative-speaker and Korean Englishteachers on the Cambridge CELTA and

DTEFLA courses and at the Seoul TeacherTraining Center.

ReferencesCauldwell, R. (2000). Grasping the

nettle: The importance of perceptionwork in listening comprehension. EgerJournal of English Studies.

Field, J. (1998). Skills and strategies:towards a new methodology forlistening. ELT Journal 52(2): 110-118.

Field, J. (2000). Finding one’s way inthe fog: listening strategies andsecond-language learners. ModernEnglish Teacher 9(1).

Underhill, A. (1994). Sound foundations.London, Macmillan-Heinemann.

David D. I. Kim


16

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17


WordWhys by

Terri-JoEverest

WebWheres

edited byTrevor Gulliver

Today is June 15th, advent of the WorldCup’s Second Round. By TEC’s presstime, just one hopeful team will havetriumphed over all. However, hope springseternal in the toponymic “Word Cup”,where things aren’t done by halves or evenquarters. In the word world, all countrynames qualify, and can be broadly classifiedas descriptive and anthroponymic in origin.Let the name games begin!

We kick off with descriptive place names,whose elements are often cartographic.Austria, for example, means “easternkingdom” (< German) and Yemen “south”(<Arabic). Similarly, Norway’s (=northern way) neighbour, the Netherlands,is “nether”, quite unlike the land “downunder”, Australia (< Latin, “terra australisincognita”, “unknown southern land”).Finally, in South America, one finds Ecuadorand its telling doublet the “equator”.

Descriptive place names often deal, then,with directions, but may also encompasstopography and meteorology. Thus Congomeans “mountains” (< Bantu), Japan

Word Cup “rising sun” (< a Chinese transliteration),Maldives “thousand islands” (< Sanskrit),and Costa Rica “rich coast” (< Spanish).Rich resources within a country are alsoan appellative source: the Ivory Coast wasnamed for its ivory trade, Senegal its“Seneca” snakeroot, Argentina silver (cf.Latin “argent-”), and Brazil tropical wood(“pau brasil”). Chile, however, hails fromQuechuan “snow” or “cold” rather thanred-hot peppers.

In the second half, we tackle countriesnamed after people(s) - famous, sometimeseven divine, figures and groups. To wit,Colombia and America inherited thenames of explorers Christopher Columbusand Amerigo Vespucci respectively, thePhilippines that of Spain’s King Philip II,and Bolivia a freedom fighter, SimonBolivar. Other captivating commendationsinclude Mexico, from the Nahuatl war god“Mexitli”, and Venezuela, a diminutivevenerating the love goddess “Venus”(Italian explorers named it after theirhometown Venice).

We’re heading into the homestretch withcountry names attributed to groups.

Exemplary are England (< Angles, aGermanic tribe), France, whose fortunate“Franks” (< Latin “francus”, “free”) ruled

Frankish Gaul, and Slavonia with its lessfortunate “Slavs” (< Greek “sklabos”,“slave”). Finally, refer to China and Korea,with their “Ch’in” and Koryo” dynasties(cf. Korea’s local name, “Hanguk”,whose first element may be connected withindigenous “Hans” and the “Han”Dynasty).

Our cup runneth over, but we’re alreadyinto overtime. The same classificationsand more also apply to other toponyms,but in our defense, that’s a whole ’notherball game. Oh no! Time over.

Suggestions? Shoot: [email protected]

Javascript is a programming language.Like any computer programming languageit takes years to learn, even if one is agenius and attends M.I.T. and studies veryhard. Once one learns it, one should expectto receive $500 per hour for one's time. Ifyou believe this, please send $250 for thehalf hour I’m about to spend writing thisarticle to the address on the secret pagepasted between pages 21and 22 of thisissue.

The truth is that computer languages are alot simpler than human languages with amore easily codified syntax and a clearerrelationship between form and function.As with human languages, computerlanguages are more easily learnt if oneapproaches them purposefully.

In this issue’s WebWheres, I point youtowards a few sites dedicated towardshelping ESL and EFL teachers develop anew addiction to creating Javascriptquizzes and such for their students.

Our first stop is Matt Stanton’s CyberEFL.This site is dedicated to helping “EFL/ESL

Wake up your teaching with Java (script)teachers … make interactive webpages fortheir students.” The presentation is clearand examples are given; you can tell thisguy is a teacher. Find it at: http://members.tripod.com/matt_stanton/.

Need something more remedial? Stillaren’t even sure what javascript is? Thispage from the University of Illinois atUrbana-Champaign (http://www.iei.uiuc.edu/JS4LL/) has sometutorials and exercises that should help.Print out some of Matt Stanton’s code anduse the tutorials and explanations from thissite to help you make sense of it.

Don’t want to do it yourself? This pagepromises to do it for you. Visit http://www.aitech.ac.jp/~iteslj/quizzes/js/help/write-fb.html. Last time I looked, morechoices were offered somewhere aroundhere: http://lang.swarthmore.edu/makers.Their server was down at press time, buttry it anyhow.

If you don’t find what you want at the sitesabove, try: http://www.aitech.ac.jp/~iteslj/links/TESL/Internet/Javascript/. This page

has a number of links that should help youto get what you need.

If you’re still reading this article but haveyet to create a page in HTML, then youare a brave sort! Here’s a quick tutorialon HTML from some nice souls at theCollège Édouard-Montpetit — http://www.collegeem.qc.ca/cemdept/anglais/tutorial/index.htm.

And now for something completely different:http://www.everythingesl.net/ claims to have,well, EVERYTHING for ESL students andteachers! They don’t, but they try.

Contact WebWheres with questions,answers, advice, and ideas:[email protected]


18

Pan Asiaedited by

David McMurray

Young learners in school classrooms allacross Japan in June of this year dreamedabout becoming World Cup soccer heroesmuch the same as Korean children did.This year elementary children in Japan also

began studying English and learning aboutother countries in much the same way astheir counterparts do in Korea.

In a major shift in primary education andlanguage policy, the Japanese Ministry ofEducation, Culture, Science andTechnology (MEXT) trimmed the contentrequirements of courses such as math andsciences to make room for English.Principals were instructed to base the newgeneral program on the perceived interestsand curiosity of children and convinceteachers to cooperate. There are noprescribed linguistic goals, no pre-approved books, and no list of requiredwords to teach.Homeroom teachers,whether or not they have been trained inEFL, must take on the task of conductingEnglish activities. As a guideline forteachers, a 2002 handbook suggests theydiscover what children would like to sayin a foreign language, and help them to doit. Teachers are encouraged to design anddevise lessons to create an environmentwhere students can say what they want inEnglish. In its first year, over 10,000 ofthe 24,000 public elementary schoolsopted to pursue teaching these suggestedEnglish activities. MEXT hopes that thenumber and frequency of lessons per weekwill increase over the next few years.While the government wants more Englishtaught in elementary schools, there appearsto be a problem with coming up withadequate levels of funding and time fortraining. Some school principals have saidthey will try to follow in future, but for nowhave directed staff to teach other things ofgeneral interest, such as environmental and

Japanese Young Learners Fall in Line withthe Rest of Asia to Learn English

global issues, to their students withoutemphasizing foreign languages.

It took a long time for Japan to finally decideEnglish was safe for children as early as thethird grade. In previous years Englishinstruction began at age twelve in junior highschools. Behind the Japanese drive tointroduce English as a foreign language atyounger and younger ages is the assumptionthat younger is better: a child who begins tolearn English at age 8 should be moreproficient than a child who begins at age 12.In much the same way that Japanesecorporations closely watch entrepreneurialforeign companies try out new ideas andintroduce new products overseas beforefinally coming up with a higher quality andusually more successful and profitableversion themselves, Japan followed themoves of its Thai, Korean and Taiwaneseneighbors to check on the assumptions thatyounger is better, but still safe. In Asia,English is being introduced as a compulsorysubject as early as 5 years of age. Classroominstruction varies from 40 to 120 minutes perweek. In the Philippines all subjects have been

Over 6,000 trained teachers were needed,therefore prospective primary school teacherswere culled from among the ranks of freshcollege graduates. From 1999, trainees wererequired to master 360 contact hours withina 3-month to 1-year training period.

Two major reasons underlie the Japaneseelementary education strategy ofimplementing a general course of English,and freeing up weekends allowing foractivities based on the perceived interests andcuriosity of children. First, Japan hopes tocreate a positive image around the globe forits English and global studies education. Itrealizes practical skills, and competencemeasured by testing results, are alsonecessary. Where Hong Kong, Singapore andthe Philippines have managed to develop theirown credible varieties of Englishes, Japanesepidgin English and Japlish are still consideredpejorative terms for the variety of Englishassociated with Japan. Second, in addition towanting its population to master English, likethe stated goals of government in Singapore,Japan would like to foster more innovationand creativity.

Teachers are mixing movement-centeredcurricula with multicultural componentslike folk tales

taught in English since the end of World WarII. In Thailand, a 1997 plan People’s Charterin the Constitution paved the way for allcitizens to receive at least 12 years ofeducation, 6 years of which are in primaryeducation with English classes. The Asianeconomic crisis of 1997, that started withThailand, curtailed training programs forelementary teachers. At about the same timein Indonesia elementary school teachers ofnon-English subjects were assigned asEnglish teachers without training, resourcesor support. Here in Korea, a 1999 curriculumchange introduced English to elementaryschools. EFL teacher-training institutionsonly require students to gain 140 to 156credits in order to be licensed to teach English.In September 2001 the Ministry of Educationin Taiwan enacted its formal decision to teachEnglish from fifth grade in primary schools.

In some of the new elementary classroomsteachers are mixing movement-centeredcurricula with multicultural componentslike folk tales. World Cup soccer plays andTPR (total physical response) commandsare another popular mix. Teachers guidethe conversations, but try to draw studentsinto asking about the world about them.Some schools are hiring their students’American, Filipina, Korean and Chinesemothers who are capable of speaking inEnglish. Their multicultural flavor adds tothe purpose of studying English as a globallanguage. The experiential learning modelhas come to the fore, and young learnersare invited to experience, observe,conceptualize, and experiment in theirlessons. On visiting day, all parents areinvited to join in BINGO singing and yes,World Cup vocabulary games.

19


2002 National Executive Council Candidacy and Election

“Where has all the time gone?” I apologize for the cliché, but the question is accurate. This hasbeen an incredible year in many aspects: a leap in KOTESOL’ s recognition and acceptance do-mestically, continuous soul-searching regarding ways to improve our organization, and expansion ofSIG’s, to name only a few.

The time has arrived for us to think about our purpose and activities for the coming year, to createnew opportunities for our organization and membership. Included in this process are the leadershipand direction provided by the National Executive Council. To serve on the Council is both an honorand an important role in furthering our aims. To this end, we will hold elections for Council officers atthe International Conference, October 5-6, 2002 at Sookmyung Women’s University. I therefore askyou to think how you or another capable member could serve.

Many of you have already thought about participating, or even continuing on the council but in anew role. Alternatively, you may know a suitably qualified member who is interested but hesitant,and needs encouragement from you and others. In either situation there are four important reasonswhy participation has merit: it is stimulating to work with some of the best thinkers in Korean TEFL,it furthers the educational process, it is personally rewarding, and it enhances your professionalprofile.

The value of Council membership emerged during my travels to KOTESOL conferences and re-gional meetings this year, where I saw, met and was inspired by the many talented individuals thatcomprise our organization. Observing them, I saw firsthand the tremendous potential we have, andunderstood better our role and importance within Korean education.

Now is the time for dedicated and capable members to step forward for KOTESOL, and by so doingenhance not only the organization but also their own professional development. I hope you will joinus.

The application process for a seat as an elected officer on the National Executive Council isstraightforward:

· Write a statement of perceived goals and activities for KOTESOL (250 words maximum).· Indicate the position you are interested in, and why you believe you are qualified to fulfill it

(250 words maximum)· Send your statement to James Gongwer, Nominations & Elections Chair, at

[email protected] by 15 August at the latest .

Remember: KOTESOL is only as good as the individuals within it. Make your contribution count byvoting as a member and by considering a position on the Executive Council.

The available positions are:

· 1st Vice President (succeeds to President the following year)· 2nd Vice President· Secretary· Treasurer· Nominations and Elections Chair· Conference Co-Chair (succeeds to Conference Chair the following year)

James Gongwer, Nominations & Elections Chair 2001-2002


20

Calendaredited by

Louie L. Dragut

CONFERENCES

Jul 19-20 ‘02 “The Sixth International Conference on MultimediaLanguage Education” ROCMELIA 2002, Kaohsiung City, Tai-wan. Contact: (Email) <[email protected]> (Web) http://www.learn.org.tw/2002/call2002e.htm

Aug 5-7 ’02 “2002 LSK International Summer Conference” Lin-guistic Society of Korea, Seoul, Korea. Contact: (Email)<[email protected]> or <[email protected]> (Web)http://www.linguistics.or.kr

Aug 8-9 ‘02 “9th International Conference on Head-DrivenPhrase Structure Grammar” HPSG-2002, Seoul, South Korea.Contact: (Web) http://web.kyunghee.ac.kr/~lsk2002/index.phtml

Sep 2-6 ’02 Linguistics and Phonetics 2002, Urayasu, Japan.Contact: (Web) http://www.adn.nu/~ad31175/lp2002/lp2002main.htm

Sep 28-29 ’02 “Peace as a Global Language” Japan Associationfor Language Teaching (JALT), Japan Environmental Ex-change (JEE), and JAPANetwork, Tokyo, Japan. Contact: J.Nakagawa (Tel) +81-293-43-1755 (Email)[email protected]> or <[email protected]>

Oct 3-5 ’02 “A New Paradigm for Innovative Multimedia Lan-guage Education in the 21 Century” Korea Association forMulti-media Assisted Language Learning (KAMALL) 2002,Seoul, Korea. Contact: (Web) http://www.kamall.or.kr/inter_conf/inter_conf_home.html

Oct 5-6 ’02 “Crossroads: Generational Change in ELT in Asia”Korea TESOL (KOTESOL) 10th Korea TESOL InternationalConference, Seoul, Korea. Contact: Craig Bartlett (Email)<[email protected]> (Web) http://www.kotesol.org

Oct 14-16 ’02 “The Challenge of Learning and Teaching in aBrave New World: Issues and Opportunities in Borderless Edu-cation” Hatyai, Thailand. Contact: (Web) http://www.uum.edu.my/colt1

Nov 8-10 ’02 “ELT in Asian Contexts: Four PCs in the 21st Cen-tury” The Fourth Pan-Asian Conference and Eleventh Interna-tional Symposium and Book Fair on English Teaching, Taipei,Taiwan. Contact: Johanna E. Katchen (Fax) +886-3-5718977(Email) <[email protected]>

Nov 22-24 ’02 “JALT 2002: Waves of the Future” The 28th An-nual JALT International Conference on Language Teaching/Learning, Shizuoka, Japan. Conatact: (Email) <jalt.gol.com>(Web) http://jalt.org/jalt2002

Dec 12-15 ‘02 “Language Testing In Global Contexts”, The24th International Language Testing Research Colloquium(LTRC 2002), Hong Kong. Contact: (Email)<[email protected]> (Web) http://www.engl.polyu.edu.hk/ACLAR/ltrc.htm

Dec 16-21 ‘02 “13th World Congress of Applied Linguistics:Applied Linguistics in the 21st Century: Opportunities for Inno-vation and Creativity” Singapore. Contact: Anne Pakir (Email)<[email protected]>

Jan 23-25 ’03 “ELT 2003, Culture, Content and Competency”Thailand TESOL’s 23rd Annual International Conference,Bangkok, Thailand. Contact: (Email) Suchada Nimmannit<[email protected]> (Web) http://www.thaitesol.org

Mar 25-29 ’03 Teachers of English to Speakers of Other Lan-guages, Inc. (TESOL). Annual conference, Salt Lake City,Utah. Contact: (Tel) +1-703-836-0774 (Fax) +1-703-836-7864(Email) <[email protected]> (Web) http://www.tesol.org

Apr 23-26 ’03 IATEFL's 37th Annual Conference. Brighton, En-gland. (Web) http://www.iatefl.org

For a comprehensive list of upcoming conferences and eventsplease look at the TESOL Affiliates’ Conference CalendarWebsite at http://www.tesol.edu/isaffil/confcalendar.html.

CALL FOR PAPERS

July 31 ’02 “ELT 2003, Culture, Content and Competency”Thailand TESOL’s 23rd Annual International Conference,Bangkok, Thailand to be held 23-25 Jan. 2003. Contact:(Email) Chaleosri Pibulchol <[email protected]> (Web)http://www.thaitesol.org

SUBMISSIONS

To post information on job opportunities, please contact The En-glish Connection at (Email) <[email protected]>.

All information on upcoming conferences or other teacher-relatedevents, should be sent at least three months in advance to: LouieL. Dragut, Hannam University, 133 Ojung-dong, Daejeon 300-791 (Email) <[email protected]>, (Tel) +82-(0)42-629-7387.

Professional growth is both a duty and an opportunity.Who else will be the Mentors and Advisors for future novice teachers, if not us?

Professional growth is a focus of KOTESOL --

* Chapter meetings * Conferences * KTT events *SIGs

* Publishing in Korea TESOL Journal / KOTESOL Proceedings / The English Connection

Are you working towards your next professional step up?

21


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SIGs



22

What's Up in KOTESOL

edited by Michael Duffy

BUSAN-GYEONGNAM

by Jason Renshaw

We had some very special treats featuredin May... Our ELT colleagues across theStraits of Korea in KitakyushuJALT kindly donated one of their mostpopular presenters to come to Busan-Gyeongnam Chapter’s regular monthlymeeting. Miki Niiyama is AssistantProfessor of Baiko Gakuin Women’sJunior College in Yamaguchi prefecture,

Japan - and the Facilities Chair on thecommittee of Kitakyushu JALT. She wasour keynote speaker on May 25, and shepresented on a successful trial of peerfeedback among seventeen students in anEnglish writing class at a women’suniversity in Japan. In our secondpresentation for the meeting, SheilaWindle from Pusan University of ForeignStudies spoke on culture in language andits importance to the EFL Teacher (bothin and out of the classroom). Bothpresentations were extremely well-received.

Our keynote presentation for the Junemeeting came from John Bailey, one ofour local members. John’s presentationwas “Managing and grading largeconversation classes”, in which he offereda flexible management strategy based onrole-plays and grading/rating scales whichhe has used, with favourable results, in hisclasses of 50+ students at Korea MaritimeUniversity. And since we could not let theeve of the World Cup Final pass withoutsome celebration, we finished with a“What Works” presentation from JasonRenshaw titled “The 2002 World CupEnglish Challenge”, a multi-purposequestion/answer football-based activitythat unlike the tournament itself, was opento almost any age or level of ability.

July will be a “month of rest” for theBusan-Gyeongnam Chapter--no meeting

this month. As of August, our meetingswill revert to the first Saturday of the month(next meeting Saturday August 3rd).

Busan-Gyeongnam has also launched itsnew Chapter website, on which you canfind many details on the Chapter’s presentand past activities, columns and articles,and a KOTESOL members-only sectionfeaturing downloadable teaching resources,a discussion forum and on-line chatrooms.

CHEONGJU

by “Koh Tae-sul”

Larry Hoffarth gave our local chapter’sfinal presentation for the spring semesteron “Keeping student records usingMicrosoft Excel”. We will be taking thesummer off and will return in Septemberfor the fall semester.

Using a ubiquitous and easily learnedstatistics program, Larry has minimizedthe end-of-semester bottleneck andrelieved some of the stress that comes atthat period. He has developed a standardworksheet for keeping his studentrecords. In its final version he keepsrecords of attendance, all other scores andeven uses it to grade his midterm and finalexams. He introduced the program,showed its advantages, and illustratedhow one can adjust his worksheet to suitone's needs.

Larry is working at Chongju University andis vice-president and web master for theCheongju chapter of KOTESOL, as well asthe national webmaster for KOTESOL.

DAEGU-GYEONGBUK

by Julie Stockton

Although the romanization of the name haschanged, our meetings are still held atGyeongbuk National University andmembers had no problem finding us. Wehad a good turnout (about 40 people) tohear Dr. Steve Garrigues discuss Englishphonology. ESL pronunciation difficultiesare usually related to first language andEnglish phonological discrepancies.Initially, it may be useful to compareEnglish phonemes to students’ native

language; however, instruction that focuseson comparing English phonemes withKorean phonemes does not produce goodpronunciation. Rather, phonologicalinstruction should focus on distinguishingand producing English sounds.

A good way to discover and practice sounddifferences is to use minimal pairs.However, endless drilling using minimalpairs is not what Dr. Garriguesrecommends. He suggests that studentsneed to think about and learn what theirmouths and tongues should be doing asthey produce English sounds. As studentsraise their awareness of how to produceEnglish phonemes, they will begin topronounce them distinctly and theirpronunciation will improve.

In May, Dr. Shinhye Kim and Mr. KwakByuong-kwon presented their research onthe effects that native English teachershave had in Korean high schoolclassrooms. Their study focused onstudents’ English performance andattitudes when faced with native-speakerEnglish teachers invited as part of theEnglish Program in Korea (EPIK).

They found that students’ motivation tospeak English was greatly improved.However, most students couldn’t reallyunderstand what the English teacher wassaying. Students also didn’t see that nativespeaker instruction improved their testscores. One way to facilitate understandingand raise test scores would be to haveKorean teachers and native speakers team-teaching. Another option would be to hirenative speakers who speak Korean as asecond language. Overall, having native-speaker English teachers in the classroomis beneficial, but more effective programsneed to be developed.

It was an interesting and informativediscussion about teaching English inKorea, which is what KOTESOL is allabout. For information, please check thechapter website.

GANGWON

by Ryan Cassidy

The members of the newly formedGangwon chapter met for the first time onJune first. Despite the World Cup and a

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host of other possible things to do on abeautiful Saturday afternoon, we had afantastic turnout with the vast majority ofour members in attendance. After theApril meeting, those that became membersleft not knowing who the other membersof our chapter were. Therefore getting toknow everyone was one of the mainobjectives of our first official meeting.Beyond that, electing a chapter executiveand setting a course for our future werethe other agenda items.

Towards the first aim, I shared some ideasfor teachers to use when meeting a newgroup of students. As well as givingmeeting attendees some new ideas for“breaking the ice”, completing theactivities also gave us an opportunity tointeract with each other and get to knoweach other a little better.

In the second part of the meeting we choseour chapter executive and had some timeto discuss the future of GangwonKOTESOL. Through that discussion welaid the groundwork for a membershipdrive in the western half of the provinceto take place in the fall, and to set aschedule of meetings for the coming year.

Look for the Gangwon KOTESOLmembership to continue to grow. Our nextmeeting will be in Chuncheon on SaturdaySeptember 7.

JEOLLA

by Adam Lee

The first chapter meeting of this autumn’ssemester will be on September 7 atChonnam National University inGwangju. Please note the location for thebi-monthly meetings has been changed,and that there will no longer be anymeetings held at Chonnam Girl’s HighSchool. Brian Heldenbrand from JeonjuUniversity and Joseph Nicolas fromIncheon National University of Educationwill be presenting. Brian is this chapter’scurrent president and Joseph served for acouple years as chapter vice-president, andis now Korea TESOL’ s NationalSecretary.

Jeolla KOTESOL’ s English DramaFestival will take place on Saturday,October 26th. This event, the eighth annual

festival, will be held in the midst of theautumn beauty on the campus of JeonjuUniversity. Teachers with interested teamsshould contact Jeolla KOTESOL directlyat [email protected] as soon aspossible in September. Summer vacationis a great time to get your students thinkingabout writing their scripts for thecompetition. Team registrations are notofficial until they have been confirmed bya telephone call or e-mail from the chapterpresident.

SEOUL

by Myung-Jai Kang

On behalf of the Seoul Chapter, I’m soproud and pleased to report that the FourthAnnual Seoul-Gyeonggi Conference onMay 18th at Suwon University was asuccessful one. I’d like to thank onceagain all the presenters, participants,volunteers, and other KOTESOLsupporters who made the conferencepossible. I hope for your continuingconcern and support for the KOTESOLSeoul Chapter and our conferences.

At our monthly meeting on June 15th, Dr.Peter Nelson of Chungang University gaveus a dynamic and much appreciated talkon “Teaching Stress, Intonation, andRhythm.” For our next meeting, onJuly 20th, Prof. James Gongwer isscheduled to speak, and on August 17th,we will have Dr. Andrew Finch talkingabout Action Research.

The Seoul Chapter is always lookingfor enthusiastic volunteers. Please contactus through the chapter website.

SUWON-GYEONGGI

by Dr. Mijae Lee

The chapter officers all felt very gratefulfor the support of everyone who made sucha success of the 4th KOTESOL Con-ference sponsored by Seoul and Suwon-Gyeonggi chapters held at the Universityof Suwon on May 18th, with the theme of“Reflecting on ELT in Korea”. WithAbout 320 people - English teachers,English educators and students –participating, it surpassed our

expectations, and turned out to be a bigsuccess. Thanks each and every one of youall for your support.

The chapter’ s meetings for the fallsemester will be held on the first Saturdayof the month from 3:30 to 6:00 at theAmaranth Hall of the University of Suwon.However, the October meeting will bereplaced by the International Conference,which will be held on the 5th and 6th. So,keep the dates November 2 and December7 in your diary to hear inspiringpresentations by devoted Englisheducators.

Finally, we have some changes in ourroster of officers. Mr. Jeomjong Song hashad to resign as treasurer due to his busywork schedule. We thank him for hisgenerous effort and time. Meanwhile, ourpresent membership coordinator,Gyehyeong Yu, will now take on thetreasurer position as well. Next, we havefinally found a web master, Mr.Cheol-HunSong, a teacher working at ChoseokpoPrimary School. And last but not least, wewelcome Zora Reilly, of the ESLdepartment of the University of Suwon,who will be working as member-at-largefor the chapter.

GLOBAL ISSUES SIG

by jen lalonde

Global Issues SIG was able to sendUS$100 to Brother Nicholas Thielman inDhaka, Bangladesh for the Narinda Techand Trade Project, thanks to all the peopleat the Daejeon Drama Festival on May25th who supported the concession stand.

KTT

by Douglas Margolis

KTT presenters have been busy during thislast semester. New KTT member JamesRanalli took time away from his MAstudies to give a “fantastic” presentationto help kick off the new Gangwondochapter. He’s also put his KTTcommitment to the test by writing a two-part article on teaching listening skills for

continued on page 24


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THE ENGLISH CONNECTION is accepting submissions on matters related to the teaching of English as a secondor foreign language. Appropriate topics include, but are not limited to, classroom research, methodology,reports of events in Korea and commentary on issues facing the TESOL profession. See page four forcontact information.

THE ENGLISH CONNECTION welcomes any previously unpublished article in the following categories:

Feature articles should be 1,500-2,500 words and should present novel ESL/EFL methodology, materialsdesign, teacher education, classroom practice, or inquiry and research. Feature articles should be lightlyreferenced and should present material in terms readily accessible to the classroom teacher. Findingspresented should be practically applicable to the ESL/EFL classroom. The writer should encourage in thereader self-reflection, professional growth and discussion.

Short Features or Reports should be 500-1500 words and should focus on events of interest to TESLprofessionals of a noncommercial nature.

Guest Columns should be limited to 750 words. THE ENGLISH CONNECTION publishes columns under thefollowing banners: "Teachniques" (submissions should present novel and easily adopted classroom activitiesor practices with firm theoretical underpinning); "Global Contexts" (submissions should describe languageteaching in countries other than Korea), and "Training Notes" (submissions should address one teachingissue and give relevant practical solutions).

Reviews of books and teaching materials should be 300-700 words in length. Submissions should be ofrecent publications and not previously reviewed in THE ENGLISH CONNECTION.

Calendar submissions should be less than 150 words for conferences and calls for papers, less than 50words for events. Submissions should have wide appeal among ESL/EFL practitioners.

Your submission should follow APA (American Psychological Association) guidelines for source citationsand should include a biographical statement of up to 40 words.

Contact information should be included with submissions. Submissions cannot be returned. THE ENGLISH

CONNECTION retains the right to edit submissions accepted for publication. Submissions will be acknowledgedwithin two weeks of their receipt. Submit to the relevant editors, as listed on page 4.

We welcome alternative suggestions as well. Offers to write/edit ongoing columns/sections are welcomedand will be assessed, in part, on the writing skills and experience of the proponent, and the level of interestto be expected from our readership.

T H E E N G L I S H C O N N E C T I O N

C o n t r i b u t o r G u i d e l i n e s

the TEC’s Training Notes column. Youcan check out part one this month! Inaddition, original KTT members, Dr. PeterNelson and Gerry Lassche, gave present-ations at the Jeolla and Seoul-Gyeonggidoconferences.

These days, KTT is gearing up for theKOTESOL International Conference andwelcomes volunteers for tabling at theconference. This year, KTT plans toconduct a survey of teacher training needsat the conference and anyone interested inhelping to put this research project intohigh gear should contact Douglas Margolis([email protected]) to get your nameadded to the author list!

As always, we want you to step forwardand take a role in leading KTT to biggerand brighter glory. KTT needs ideaspeople, foot soldiers, warriors, andwizards. Don’t worry about not havingenough magic: if you have the energy,we’ll cast the spells! Please contactDouglas and share your ideas for buildingup KOTESOL’s teacher training projects.


What's Up -- KTT

25


THE VOICE OF ASIAN YOUTHINTERNATIONAL ESSAY WRITING CONTEST

“Championing Youth Leaders for Sustainable Growth and Development”

CONTEST RULES/GUIDELINES:

1. This international essay writing contest is open to allstudents from any college/university, worldwide.

2. Entries must be original, unpublished and be writtenin English. Length should be 500 to 800 words.

3. Essays must conform with this year’s AYF theme;“Championing Asian Youth Leaders for Sustainable Growthand Development.”

4. Submit essays through email (as an attachment)together with your name, address, name of school, date ofbirth, course/major and contact numbers. Times NewRoman size 12 must be used in the text format. Email entriesto [email protected]

5. Criteria for judging to be used are as follows:

Content & Relevance to the Theme 40%Originality 30%Clarity/Organization of Thought & Ideas 20%Overall Impact 10%Total 100%

6. Three major winners will emerge. The winners will havethe chance to go to Taiwan and join the roster of AYFdelegates. They will deliver their winning entries at the forum.

Note: Finalists will be chosen depending on the number ofentries received. We will seek (but can not guarantee) EVAAir or China Airlines (Taiwan’s official flag carrier) air ticketsas scholarship prizes.

7. The decision of the board of judges is final, irrevocableand not eligible for appeal.

8. The organizers reserve the right to accept or disqualifyany entry. All entries, once submitted/accepted, areconsidered official property of the Asian Youth Forum withdue credits to the writers.

9. AYF past delegates including organizers are restrictedfrom joining this international essay writing contest.

10. Only one entry is allowed for each participant.

11. Deadline for submission of entries is August 15, 2002

12. The announcement of winners will be done bySeptember 15, 2002. Please regularly visit AYF’s websitefor more details.

13. For more information about this contest, please visitwww.asianyouthforum.org or email Algy Ayson([email protected]) and/or Melvin Allena Jabar([email protected]) for more details.


26

NATIONAL OFFICERS &COMMITTEE CHAIRS

Robert J. Dickey, President Kyongju University 42-1 Hyohyun-dong, Kyongju, Kyongbuk 780-712 (H) 055-356-0968,(W) 054-770-5136, (Email) <[email protected]>

Dr. Woo Sangdo, 1st Vice President Gongju Nat'l University ofEducation. 376 Bonghwang-dong, Kongju, Chungnam 314-711, (W) 041-850-1741, (WF) 041-850-1700, (C) 011-436-1749, (Email) <[email protected]>

Paul Mead, 2nd Vice President Dong Ju College, Kwejong-dong, Saha-gu, Pusan 604-715 (Cell) 019-463-0582, (F) 051-201-5420, (Email) <[email protected]>

Joseph Nicholas, Secretary Incheon National University of Edu-cation (Cell) 017-642-5771, (Email)<[email protected]>.

Dr. David E. Shaffer, Treasurer Chosun University, College ofLiberal Arts and Sciences, English Language and Literature Di-vision, 375 Seoseok-dong, Dong-gu, Kwangju 501-759. (W)062-230-6917, (WF) 062-232-4704, (H) 062-521-2013,(Seoul H) 02-323-9152. (Email) <[email protected]>

James Gongwer, Nominations & Elections Chair (Email)<[email protected]>

Craig Bartlett, KOTESOL Conference Chair English Educa-tion Department Chuncheon National University of Education(Email) <[email protected]> or<[email protected]>

Dr. Ju Yangdon, Conference Co-Chair Hyechon College(Email) <[email protected]>

Kirsten Reitan, International Affairs Committee ChairGraduate School of Pan-Pacific International Studies, KyungHee University, 1 Seochun-ri, Kihung-eup, Yongin, Kyunggi449-701 (W) 031-201-2386, (WF) 031-204-8120, (Email)<[email protected]>

Demetra Gates-Choi, Domestic Relations Committee ChairDaegu National University of Education (W) 053-620-1426,(F) 053-584-4294, (Email) <[email protected]>

John Phillips, Technologies Committee Chair (TechComm)Fulbright Korea (Cell) 011-9436-4609, (Email)<[email protected]>

Dr. Andrew Finch, Research Committee Chair KyungpookNat'l University (Email) <[email protected]>

CHEONGJU CHAPTER OFFICERS

Paul Hwang, President Chongju University (Email)<[email protected]>

Larry Hoffarth, Vice-president and Webmaster Chongju Uni-versity (Email) <[email protected]>

Kim Hye Ran, Treasurer (Email) <[email protected]>Jim McMillan, Membership Coordinator (Email)

<[email protected]>

DAEJEON CHAPTER OFFICERS

Kevin Parent, President Chungnam National University Lan-guage Research Institute, 220 Kung-dong, Daejon 305-764,(H) 042-369-6435, (Cell) 019-9155-9745, (Email)<[email protected]>

Donna Myers, Vice-President Woosong University (W)042-630-9783, (Cell) 018-402-9344, (Email)<[email protected]>

Seo Oo-shik, 2nd Vice President Nonsan-Daejeon High School(Email) <[email protected]>

Brian J. Quirk, Treasurer Woosong University (W) 042-625-6922, (Cell) 019-470-5316, (Email)<[email protected]>

Sharon Morrison, Communications Coordinator Gongju Na-tional Univ. of Education (W) 041-850-1748, (Email)<[email protected]>

Brian Lint, Member-at-large Woosong Language Center(Email) <[email protected]>

DAEGU-GYEONGBUK CHAPTER

OFFICERS

Steve Garrigues, President Kyongbuk Nat'l Univ., Dept. of En-glish Language & Lit., Taegu 702-701 (W) 053-950-5129,(Email) <[email protected]>,<[email protected]>

Park Heebon, Vice President (Email) <[email protected]>Chae Joon-kee, Treasurer Kyongbuk Nat'l University (W) 053-

950-5291, (F) 053-950-6804Julie Stockton, Secretary 054-850-5698, (Email)

<[email protected]>Andrew Finch, Webmaster (Email) <[email protected]>Suh Kong-ju, Council Member (Email)

<[email protected]>Cho Jae-Young, Library (Email) <[email protected]>Mike Stockton, Council Member (Email) <[email protected]>Scott Hillwick, Newsletter Editor & Secretary (Email)

<[email protected]>

SUWON CHAPTER OFFICERS

Dr. Lee Mi-jae, President University of Suwon, Dept. of EnglishLang. & Lit., San 2-2, Wayu-ri, Bongdam-eup, Hwasung,Kyonggi 445-743 (W) 031-220-2375, (H) 031-222-7697,(WF) 031-222-7522, (Cell) 016-739-7697, (Email)<[email protected]>

Dr. Boyce T. Fradsham, Vice President University of Suwon(W) 031-220-2113, (H) 031-352-7150 Ext. 1514, (F) 031-352-4616, (Email) [email protected]>

Gye hyeng Yu, Treasurer Suwon Buk Middle School (Email)<[email protected]>

Gerry Lassche, Outreach Coordinator Ajou University Gradu-ate School of Education (TESOL), (W) 031-219-1793 (Email)<[email protected]>

Cheol-Hun Song, Webmaster Choseokpo Elementary School,(W) 031-358-2193, (H) 031-403-3315

Zora Reily, Member-at-large University of Suwon (W) 031-220-2388, (Email) <[email protected]>

Who's Wherein KOTESOL

National Elections take place at the annual International Conference.This year it's Oct 5-6, in Seoul. Are you running for office? (see page 19)

27


SEOUL CHAPTER OFFICERS

Kang Myung-Jai, President Yeojoo Institute of Technology (W) 031-880-5316 (C) 019-246-1251 (Email)<[email protected]>

Kevin Landry, Vice President Catholic University (C) 016- 373-1492 (W) 032- 340- 3431 (Email)<[email protected]>,<[email protected]>

Tory Thorkelson, Secretary Hanyang University (C) 018-850-0778 (Email) <[email protected]

Choi Yoon-kyung, Membership Coordinator (H) 031-840-8953 (Email) <[email protected]>

Asif Siddiqui, Interim English Beat Editor KAIST and YonseiUniversity (C) 016-737-7397 (Email) <[email protected]>

Peter Nelson, Member at large Chungang University (C) 016-211-53969 (Email) <[email protected]>

BUSAN CHAPTER OFFICERS

Jason Renshaw, President ( Email)<[email protected]>

Roger Fusselman, 1st Vice President (Email)<[email protected]>

Huh Seon-A, Treasurer (C) 018-570-2343 (Email)<[email protected]>

Paul Mead, Adviser (W) 051-200-3467 (Email)<[email protected]>, <[email protected]>

Mike Duffy, Adviser (W) 051-200-7054 (Email)<[email protected]>

Terri-Jo Everest, Adviser (W) 051 640-3228 (Email)<[email protected]>

GANGWON CHAPTER OFFICERS

Ryan Cassidy, Founder (Acting President) (C) 018-324-9110 (Email) <[email protected]>

Christopher Wolfe, Vice President (Email)<[email protected]>

Ho-jin Chee, Vice President (Email)<[email protected]>

Geum-lim Kim, Treasurer (Email)<[email protected]>

Laurie Malcolmson, Treasurer (Email)<[email protected]>

Chantal Martel, Webmaster (Email)<[email protected]>

JEOLLA CHAPTER OFFICERS

Brian Heldenbrand, President Jeonju University, Dept. of En-glish (W) 063-220-2670 (C) 019-678-2378 (F) 063-224-9920(Email) <[email protected]>

Phil Owen, Vice President Kunsan National University, Dept. ofEnglish Language and Literature (W) 063-469-4337 (C) 016-665-6915 (Email) <[email protected]>

Tammy V. Fisher-Heldenbrand, Treasurer Jeonju University,Dept. of English (W) 063-220-2670 (F) 063-224-9920(Email) <[email protected]>

KOTESOL PAST PRESIDENTS

Scott Berlin, 1993-94Dr. Kim Jeong-ryeol, 1994-95Dr. Oryang Kwon, 1995-96

Dr. Park Joo-kyung, 1996-97Carl Dusthimer, 1997-99Dr. Han Sangho, 1999-00

Dr. Andrew Finch, 2000-01Dr. Hyun Taeduck, 2001

Adam Lee, Secretary Kunsan University,Dept. of English Lan-guage and Literature Department 68 Mi-ryong Dong, GunsanCity, North Jeolla Province 573-701 (O) 063-469-4334(Email) <[email protected]>

Youjin Jung, Membership Coordinator Jeonju University(W)063-220-2089 (C)016-685-0754(Email) <[email protected]>

Daniel Armfelt, Webmaster, LG Chemical (W) 061-680-1531 (H) 061-681-4700 (Email) <[email protected]>

KOTESOL DEPARTMENTS

Research SIGDavid Kim, Facilitator (Email) <[email protected]>

<[email protected]>

Teacher Development & Education SIGKevin Landry, Facilitator (Email) <[email protected]>

Global Issues SIGJen Lalonde, Facilitator (Email) <[email protected]>

CALL SIGMichel Trottier, Facilitator (Email)

<[email protected]>

Young Learners SIGJake Kimball, Facilitator (Email) <[email protected]>

Writing & Editing SIGAdam Turner, Facilitator (Email) <[email protected]>

KTT (KOTESOL Teacher Training)Douglas Margolis, KTT Co-Coordinator International Gradu-

ate School of English, 449-11 Sungnae-dong, Gangdong-gu,Seoul, 134-847, (W) 02-6477-5116 (Email)<[email protected]>

TechCommJohn Phillips, Chairperson, System Administrator (see info

under national officers)Larry Hoffarth, National Webmaster Chongju University

(Email) <[email protected]>Seo Eun-Mi, Secretary Hoseo University (Email)

<[email protected]>Hwang Sungsam, Treasurer (Email)

<[email protected]>Tory Thorkelson, Inventory Manager (Email)

<[email protected]>


28

Advertisement

Headway


29


Korea TESOL

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 generatemailing labels and membership directories sort answers in ways that make "see above" meaningless. Long answers may be truncated.Use abbreviations if necessary. Please complete this form in English -- and also include Hangul if possible.

❑ New membership ❑ Membership renewal ❑ Change of address / information

Type of membership:

❑ Individual (40,000 won/year) ❑ Lifetime (400,000 won)

❑ International (US$50.00/year) ❑ Undergraduate Student (20,000 won/year, attach ID)

Payment by ❑ Cash ❑ Check ❑ Online transfer Please make online payments to " (KOTESOL)" at Kwangju

Bank ( ), account number 004-107-002321. If you transferred funds online, please indicate:

Bank Name:__________________________ City:______________________ Date of Transfer:____________________________

Family name: ________________________ Given name: ______________________________ Title: _________

Chapter Affiliation (circle your choice): Seoul, Gyeonggi-Suwon, Cheongju, Daejeon, Daegu-Gyeongbuk, Busan, Jeolla, Gangwon, International.

Confidential: ❑ YES or ❑ NO (If you answer YES, the following information will not be included in any published form of the

membership database. The information will be used by KOTESOL general office staff only for official KOTESOL mailings.)

Email address(es): ___________________________________, ______________________________________Telephone:Home Phone: (_____)_________________Work Phone: (_____)_________________Fax: (_____)_________________Cell Phone: _______________________

Work Address: _______________________________________________________________________________

School/Company Name

_______________________________________________________________________________Address Line 1

_______________________________________________________________________________Address Line 2

___________________________________________________________City / Province / Country * POSTAL CODE *

Home Address: _______________________________________________________________________________

Address Line 1

_______________________________________________________________________________Address Line 2

___________________________________________________________City / Province / Country * POSTAL CODE *

To which address would you prefer KOTESOL mailings be sent? ❑ Home ❑ Work

Please check all those areas of ELT that interest you:❑ Global Issues ❑ Elementary Education ❑ Teacher Development❑ Reading/Writing ❑ Secondary Education ❑ Learning Disabilities❑ Speech/Pronunciation ❑ Post-Secondary Education ❑ Inter-Cultural Communication❑ Video ❑ Adult Education ❑ Applied Linguistics❑ CALL ❑ Intensive English Programs ❑ Research❑ Testing ❑ Teaching English to the Deaf ❑ Other: __________________

Date: _____________________ Signature: ____________________________________

Send this form to: (Fax) 054-746-1097 or (Email) <[email protected]>Anyone can join KOTESOL by attending a local chapter meeting.

www.kotesol.org Rev. 2002-05-1


30

KOREA TESOL MEMBERSHIP INFORMATION

All English teachers, regardless of level or nationality, are invited to join KOTESOL. We welcome native and non-nativespeakers teaching at elementary, middle and high schools, hagwons, colleges and universities.

College students are also welcome to join as student members. The student rate only applies to undergraduate students;graduate students are under the “regular membership” category.

People who are interested in the Learning and Teaching of English in Korea are also welcome to join, as regularmembers, even if they are not currently teachers or students.

MEMBERS ...1. Can attend chapter meetings (of any chapter), and conferences and other events. Currently Korea TESOL

has 8 active chapters: Jeolla, Daejeon, Chongju, Suwon-Kyonggi, Seoul, Daegu-Kyongbuk, Busan, andGangwon.

2. Can participate in KOTESOL SIG (Special Interest Group) activities, which currently include GlobalIssues, Research, Writing & Editing, Young Learners, and Teacher Development & Education.

3. Receive The English Connection (TEC), a bi-monthly publication featuring articles related tolanguage teaching/learning, teaching tips, reviews, job announcements, and notices of upcomingmeetings and conferences, as well as information about a variety of language teaching materials.

4. Receive The Korea TESOL Journal, an annual publication featuring both practical and theoreticalarticles and research reports.

5. Receive the annual Conference Proceedings, a publication of papers and important releases frompresentations of the annual International Conference and Educational Materials Exposition.

6. Receive a local chapter newsletter (whichever chapter you officially signed up through).

7. Advance announcements, pre-registration discounts, calls for papers, and early registration for theannual KOTESOL conference and other events (drama festivals, regional conferences, etc.).

8. Opportunities to build a network of important professional and cross-cultural contacts.

9. Access to the latest in quality teaching resources and related materials.

10. Access to employment postings and the Employment Center.

11. Professional recognition as a member of the leading multi-cultural EFL organization in Korea.

12. Opportunities to give presentations at KOTESOL venues and publish articles in TEC, the KoreaTesol Journal, Conference Proceedings, etc.

13. Opportunities to gain experience as a KOTESOL volunteer and leader at both national and locallevels.

Regular Membership, Annual dues are 40, 000 won.*Undergraduate Student Membership, Annual dues are 20, 000 won.*International Membership , Annual dues are US$50.*Lifetime Membership, Lifetime dues are 400,000 won.Educational/Institutional Membership & Associate/Commercial Membership, see the website.

* Period of membership: 12 months, from the month of application to the 1st day of the 12th month following thatdate.* Renewals shall run for a full 12 months. Membership expiry date: 1st line of address label used to mail TEC maga-zine.

We need your feedback, active participation and help! Join us!

www.kotesol.orgEmail: [email protected]

Rev. 2002-01-10

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Constitution (Adopted April 1993Amended October 1996, March1998)

1. Name The name of this organization shall beKorea TESOL (Teachers of English to Speak-ers of Other Languages), herein referred to asKOTESOL. The Korean name of the organi-zation shall be .

II. Purpose KOTESOL is a not-for-profit or-ganization established to promote schol-arship, disseminate information, and facili-tate cross-cultural understanding amongpersons concerned with the teaching andlearning of English in Korea. In pursuingthese goals KOTESOL shall cooperate inappropriate ways with other groups hav-ing similar concerns.

III. Membership Membership shall be opento professionals in the field of languageteaching and research who support thegoals of KOTESOL. Nonvoting member-ship shall be open to institutions, agencies,and commercial organizations.

IV. Meetings KOTESOL shall hold meetings attimes and places decided upon and announcedby the Council. One meeting each year shallbe designated the Annual Business Meetingand shall include a business session.

V. Officers and Elections 1. The officers ofKOTESOL shall be President, a First Vice-President, a Second Vice-President, a Sec-retary, and a Treasurer. The First Vice-President shall succeed to the presidencythe following year. Officers shall be electedannually. The term of office shall be fromthe close of one Annual Business Meetinguntil the close of the next Annual Busi-ness Meeting.

2. The Council shall consist of the officers,the immediate Past President, the chairs ofall standing committees, and a representa-tive from each Chapter who is not at presentan officer, as well as the KOTESOL Gen-eral Manager. The Council shall conductthe business of KOTESOL under generalpolicies determined at the Annual BusinessMeeting.

3. If the office of the President is vacated, theFirst Vice-President shall assume the Presi-dency. Vacancies in other offices shall bedealt with as determined by the Council.

VI. Amendments This Constitution may beamended by a majority vote of members,provided that written notice of the proposedchange has been endorsed by at least fivemembers in good standing and has beendistributed to all members at least thirtydays prior to the vote.

_ _ _

Bylaws (Adopted April 1993Ammended March 1998)

I. Language The official language ofKOTESOL shall be English.

II. Membership and Dues 1. Qualified indi-viduals who apply for membership and paythe annual dues of the organization shallbe enrolled as members in good standingand shall be entitled to one vote in anyKOTESOL action requiring a vote.

2. Private nonprofit agencies and commercialorganizations that pay the duly assesseddues of the organization shall be recordedas institutional members without vote.

3. The dues for each category of membershipshall be determined by the Council. Theperiod of membership shall be twelve (12)months, from the month of application tothe first day of the twelfth month follow-ing that date. Renewals shall run for a fulltwelve (12) months. For the those mem-bers whose membership would lapse on thedate of the Annual Business Meeting in1998, their renewal year will commenceon October 1, 1998.

III. Duties of Officers 1. The President shallpreside at the Annual Business Meeting,shall be the convener of the Council, andshall be responsible for promoting relation-ships with other organizations. The Presi-dent shall also be an ex-officio member ofall committees formed within KOTESOL.The first and second Vice-Presidents shallcooperate to reflect the intercultural dimen-sion of KOTESOL.

2. The First Vice-President shall be the super-visor of the Chapters and work with theCouncil representatives from each Chap-ter. The First Vice-President shall also un-dertake such other responsibilities as thePresident may delegate.

3. The Second Vice-President shall be the con-vener of the National Program Committeeand shall be responsible for planning, de-veloping and coordinating activities.

4. The Secretary shall keep minutes of the An-nual Business Meeting and other businessmeetings of KOTESOL, and shall keep arecord of decisions made by the Council.The Treasurer shall maintain a list ofKOTESOL members and shall be the custo-dian of all funds belonging to KOTESOL.

IV. The Council 1. All members of the Coun-cil must be members in good standing ofKOTESOL and international TESOL.

2. Five members of the Council shall consti-tute a quorum for conducting business.Council members shall be allowed to ap-point a qualified substitute, but that personshall not be allowed to vote at the meeting.

3. The KOTESOL General Manager (GM)shall be an equal member of the Councilin all respects, except that the GM will beexcluded from deliberations and votingconcerning the hiring, compensation, re-tention, discipline, or termination of theGM or affecting the position of GM. TheGM serves as Chief Executive Officer forKOTESOL, and retains such authority as isvested by the action of the Council for day-to-day management of KOTESOL activities.

4. Minutes of the Council shall be available tothe members of KOTESOL.

V. Committees 1. There shall be a NationalProgram committee chaired by the SecondVice-President. The Committee will con-sist of the Vice-Presidents from each of theChapters. The Program Committee shallbe responsible for planning and develop-ing programs.

2. There shall be a Publication Committee re-sponsible for dissemination of informationvia all official publication.

3. The Council shall authorize any other stand-ing committees that may be needed toimplement policies of KOTESOL.

4. A National Conference Committee shall beresponsible for planning and developingthe Annual Conference. The National Con-ference Committee Chair shall be electedat the Annual Business Meeting two yearsprior to serving as Chair of the NationalConference Committee. This person shallserve as Cochair of the National Confer-ence Committee for the first year of theterm. In the second year of the term theCochair shall become the Chair of the Na-tional Conference Committee.

5. There shall be a Nominations and ElectionsCommittee responsible for submitting acomplete slate of candidates for the respec-tive positions of KOTESOL to be elected.The Chair of this Committee shall beelected by a majority vote of members. TheChair is responsible for appointing a Nomi-nation and Elections Committee and forconducting the election.

VI. Chapters 1. A Chapter of KOTESOL canbe established with a minimum of twentymembers, unless otherwise specified by theCouncil.

2. The membership fee shall be set by theCouncil, 50% of which will go to the Na-tional Organization, and 50% will belongto the Chapter.

3. The Chapters will have autonomy in areas notcovered by the Constitution and Bylaws.

VII. Parliamentary Authority The rules con-tained in Robert's Rules of Order, NewlyRevised shall govern KOTESOL, in allcases in which they are applicable and inwhich they are not inconsistent with theConstitution and Bylaws.

VIII. Audits An audit of the financial trans-actions of KOTESOL shall be performedat least (but not limited to) once a year asdirected by the Council.

IX. Amendments The Bylaws may beamended by a majority vote of membersprovided that notice of the proposed changehas been given to all members at least thirtydays before the vote. The Bylaws may beamended without such prior notice only atthe Annual Business Meeting, and in thatcase the proposal shall require approval bythree-fourths of the members present.

Constitution & Bylaws of Korea TESOL

The approved minutes of recent KOTESOL Council meetings may be found on the website.


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