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ma dampen“

AN EFL TEACHER TRAINING-PROGRAM: EVALUATION OF THE
INTERNA HONAL EDUCA HON WORKSHOP FOR KOREAN ELEMENTARY SCHOOL
ENGLISH TEACHERS
By

Ae-J in Kang

A THESIS
Submitted to
Michigan State University
In partial fulﬁllment of the requirements
for the degree of
MASTER OF ARTS
Department of English

1997

ABSTRACT
AN EFL TEACHER TRAINING PROGRAM: EVALUATION OF THE
IMERNA HONAL EDUCA HON WORKSHOP FOR KOREAN ELEMENTARY SCHOOL
ENGLISH TEACHERS
By

Ae-J in Kang

This thesis focuses on how a teacher-training program, the 1995 International
Education Workshop for Korean Elementary School English Teachers (IE ”9, was
formed and how to improve such kind of program. With an overview of how the
workshop was conceived, developed and implemented, the thesis describes the
participants’ needs and expectation, and also their evaluation about the workshop and
suggestions to make the workshop better.

In order to see what kinds of needs and expectations the participants had taking
part in the workshop, a questionnaire and an interview were used. Observation was
adopted to see how the participants responded to each session of teacher training
workshop, cross-cultural communication session, ﬁeld trips and cultural activities. A
follow-up survey was conducted to see if there were any changes in the participants’
teaching after they took part in the workshop when leading their English classes. The
survey was also designed to see how much the workshop contributed to improving the
participants’ teaching.

As one of the purposes of the thesis was to make suggestions to improve the
workshop, the participants’ suggestions and opinions collected through the questionnaire,
interview and follow-up survey were used to improving the curriculum of the 1996 IE W

and enriching its contents.

Copyright by
Ae-J in Kang
1997

ACKNOWLEDGEMENTS

This thesis would not be born without the International Education Workshop for
Korean Elementary School English Teachers. Since the workshop was established in the
summer of 1995, one hundred and eighty-one English teachers and supervisors of Cholla
buk-do, Korea, took part in the workshop, which led to an indispensable contribution to
the promoting of English education in the school district. Having been implemented by
the Visiting International Professional Program of International Studies and Programs at
Michigan State University and the Ofﬁce of Education of Cholla buk-do, Korea, the
workshop can serve as a model for similar EFL teacher-training programs.

I want to convey my sincere and heartfelt thanks to all the participating teachers,
MSU endowed Professor Gill-Chin Lim, and the VIPP and the IEW staff. The workshop
was a success because of the participants’ enthusiasm to learn something new for their
students, Professor Lim’s vision for building a truly civilized global society, and the
staffs commitment. I cannot thank enough the people from MSU and the community
who gave us their affection and priceless time as the volunteers for the ice-cream social
meetings and homestay program.

I appreciate my Advisor-Professor, Charlene Polio’s help. She gave me valuable
advice and guidance in writing this thesis. I am grateﬁrl to my parents. Without their
prayers and support, I could not have come so far. Finally, I wish to share this

achievement with my husband and son who forgave my absence as a wife and mother.

iv

TABLE OF CONTENTS

LIST OF TABLES ....................................................................... vii
INTRODUCTION ......................................................................... 1
Background of the study ......................................................... 3
Signiﬁcance of the study ......................................................... 5
Organization of the thesis ........................................................ 6
CHAPTER 1
PROGRAM FORMATION ............................................................... 7
Prior Information .................................................................. 8
Program Description and Rationale ............................................. 9
Teacher-Training Workshops .............................................. 10
Cross-cultural Communication Sessions .................................. 12
Special lectures ............................................................... 15
Cultural Activities ............................................................ 16
CHAPTER 2
METHODS ................................................................................. 17
Questionnaire for Needs Analyses ............................................. 17
Interview (7 participants) ....................................................... 18
Observation ........................................................................ 19
Evaluation/Feedback from the Teaching Staﬁ‘ ............................... l9
Follow-up Survey ................................................................. 19
CHAPTER 3
RESULTS OF THE QUESTIONNAIRE, INTERVIEWS, OBSERVATION, AND
FOLLOW-UP SURVEY .................................................................. 21
Results of Questionnaire .......................................................... 21
Interview: 7 Participants .......................................................... 35
Observations .on How the Participants responded to Each Session, Lecture,
And Cultural Activity ............................................................ 37
Interview: Evaluation/Feedback from the Teaching Staﬁ‘ ..................... 38
Results of Follow-up Survey ...................................................... 41
CHAPTER 4
SUMMARY AND SUGGESTIONS ............................................ 51
Summary ............................................................................. 51
Changes ﬁ'om 1995 IEW to 1996 IEW .......................................... 52

Teacher-Training Workshop Sessions ........................................... 52

Cross-Cultural Communication Sessions ....................................... 53
Computer Class ..................................................................... 53
Cultural Activities ................................................................ 5 5
Ice-Cream social Meetings ...................................................... 56
Conclusion .......................................................................... 56
Suggestions for More Changes .................................................. 57
Suggestions for Further Studies ................................................. 58
LIST OF REFERENCES ................................................................. 60
APPENDICES
Appendix A: Agreement ............................................................. 63
Appendix B: Program Statement ................................................... 65
Appendix C: Itinerary for IEW ...................................................... 66
Appendix D: Information and Schedule/Group Assignments ................... 75
Appendix E: Questionnaire (English & Korean Version) ........................ 81
Appendix F: Translation of the Answers to the Questionnaire ................ 91
Appendix G Interview Questions for the Participants ........................... 105
Appendix H: Translation of the Answers to the Questions for the Participants
........................................................................ 106
Appendix 1: Observation ............................................................ 110
Appendix J: Follow-up Survey (English & Korean Version) ................... 131
Appendix K: Translation of the Answers to the Follow-up Survey ............ 135
Appendix L: Interview Questions for Teaching Staﬂ’ ............................ 150
Appendix M: Interview: Evaluation/Feedback from the Teaching Staff ...... 151

vi

LIST OF TABLES

Table 1 - Teaching Year(s) ...................................................................... 23
Table 2 — Years of Studying English ............................................................ 25
Table 3 — What DO You Do for Your Own English Study? ................................. 26
Table 4 - How Oﬁen Do You Speak with Native-Speakers? ............................... 27
Table 5 — How Do You Feel When You Speak with Native-Speakers? ................... 28
Table 6 - What Makes You Feel Not Comfortable? .......................................... 28
Table 7 — Which Field Do You Think You Should Improve the Most? ................... 28
Table 8 — The Desire Period of a Teacher-Training Program Held Abroad? .............. 29
Table 9 — Helpful Parts to Reﬁne Teaching/Language Skills ............................... 30
Table 10 — Suggestions to Make the Program Better ........................................ 31
Table 11 — How Do You Feel about the Classes? ............................................ 35
Table 12 — Follow-up Survey: Teaching Experience ........................................ 41
Table 13 - Changes After the Workshop ...................................................... 41
Table 14 — Factors that Prevent them from Changing Teaching Methods/ Style ......... 42
Table 15 — Teaching Methods which are More Applicable ................................. 43
Table 16 — Teaching Methods/Activities which are Less Applicable ..................... .43
Table 17 - What Makes them Not Applicable? ............................................... 44
Table 18 - Follow-up Training/Workshop .................................................... 45
Table 19 -— Types ofFollow-up Program ...................................................... 45
Table 20 - Suggestions for Cross-cultural Communication Sessions ..................... 47
Table 21 — Suggestions for Cultural Activities ............................................... 48
Table 22 — Suggestions to Make Better Program ............................................ 49

vii

INTRODUCTION

This thesis focuses on how a teacher-training program was formed and how to
improve that kind of program that is particularly for Korean English teachers teaching at
public elementary schools. This thesis is based on the International Education Workshop
for Korean Elementwy School English Teachers.’ SO far, the workshop is the ﬁrst case of
Korean elementary school English teachers taking part in a teacher-training program
conducted in the United States in order to reﬁne teaching and language skills and as such,
the workshop seems useﬁrl for developing similar kinds of programs.

Among teacher-training programs for English teachers, there can be roughly three
types of programs: First, there is a teacher-training program which is held in Korea during
either summer or winter break or on certain weekdays or weekends, under the leadership
of Korean or English native-speaker teacher-trainers. With this kind of program, a
relatively larger number of teachers can take part even with a small budget. Second, a
small number of teachers selected by the Ministry of Education or the Oﬂice of Education

in each school district are given the chance to go to the United States or other English

 

' This workshop was held by VIPP (Visiting International Professional Program) of
International Studies & Programs at MSU from July 19 to Aug. 17, 1995, for forty-ﬁve
participants who are elementary school teachers and supervisors from the school district of
Cholla buk-do in Korea

speaking countries for a relatively longer period such as a few months or up to one year.
In such a case, while the selected teachers have enough time to learn new methods and
improve language skills, its weakness is that only a restricted number of teachers can be
given this chance. Even so, only the teachers of secondary schools have been the
beneﬁciaries Of the second type of overseas teacher-training programs so far.

Third, a relatively larger number of teachers can participate in a teacher-training
program held in the United States or English speaking countries for a short period of time
such as one month. In the third case, the program would be an intensive course.2 In this
thesis, I will focus on this third type of teacher-training program which, although it has
not so far generated much interest among teachers and administrators, deserves
consideration when the administrators are planning a teacher-training program based on
the example of International Education Workshop for Korean Elementary School
English Teachers. Since the third type of intensive program can give a relatively large
amount of teaching skills and materials in a relatively short period of time along with
ﬁrsthand observation and experience of American culture, it can meet the needs of
training a relatively large number of English teachers as soon as possible in order to

prepare the teachers. As Mariani (1979) stressed, "for foreign language teachers, the

 

participants who are elementary school teachers and supervisors from the school district of
Cholla buk-do in Korea.

2 Of the possible three types of teacher-training programs, the second type of program has
beenconductedforonlymiddleandhigh school Englishteacherssofar. Thethirdtypeof
programs hadn’t been conducted before the workshop with which this thesis deals was held.

importance of 'stages' and refresher courses abroad (in the case of non-native speakers)
can hardly be overestimated" (p. 77).
In order for the workshop to be served as a model for EFL teacher-training

program, more speciﬁcally, this research study was carried out to accomplish the

following objectives:
1. To give an overview of how the International Education Workshop for
Korean Elementary School English Teachers was conceived, developed,
and implemented.

2. To describe the participants' English language learning and teaching
experience, why they took part in the workshop, their expectations, and
their perceptions of the workshop.

3. To describe how the participants have changed teaching methods or style
after they took part in the workshop, and what are the most important
changes that the workshops brought to them.

4. To make suggestions to improve that kind of workshop on the bases of the
participants' suggestions, wishes, and opinions for future use.

Background of the Study

After a lot of discussion and criticism of whether or not Korean students should
begin their English learning in elementary school, it was ﬁnally decided that English should
be part of the core curriculum at public elementary schools. The problem is how English

education at the elementary school level could be conducted with a communicative

approach.3 According to Lee (1995), the curriculum of English as a subject at Korean

 

3 Here, communicative skills mean listening and speaking skills that the students need to
be able to communicate with the English-speaking people in spoken English. That is, as one of
the primary functions of language is to communicate with the other people using the language,

elementary schools consists of spoken English to raise basic communication skills.
Looking at the English-education that most Korean students have received so far, raising
communicative skills in spoken English is to be a primary concern.

To achieve this goal, it is necessary and urgent to secure qualiﬁed teachers who are
able to teach English focusing on communicative skills. Only qualiﬁed teachers can
convert a grammar-translation—oriented English education into one focusing on raising
communicative skills. Indeed, the teacher factor can be said to be one of the most crucial
points in making English education at elementary school a success or failure. Back in
1969, in his article Is the Teaching of Foreign Languages in Elementary School
Worthwhile .74, Hussain argued against foreign language education in elementary schools
mainly because it is diﬂicult for each school to have a teacher who is bilingual. The factor
still remains a challenge to foreign language program in elementary schools. (Heming-
Boyntin, 1990; Lipton 1992).

Rosenburg (1995) said in her article Guidelines for Starting an Elementary School
Foreign Language Program that "schools that are planning new elementary school foreign
language programs need to be well informed about the factors that led to the

disappearance of the popular elementary school foreign language program of the 19505

 

communicative skills are the tools with which they can communicate with one another. In
addition, the term ‘communicative skills’ is used in contrast with the term grammar-translation-
oriented’ English education that Korean students have received With the perception of the fact
that, with ‘grammar-translation oriented’ English education, they cannot make Korean students
able to communicate in spoken English, the communicative skills of listening and speaking has
been stressed in elementary school English education since the purpose of elementary school
English education is to raise basic skills for communication in spoken English.

and 19605" (p. 3). As one of the main factors, she pointed out the “lack of teachers with
suﬁicient language skills and qualiﬁcations to teach a foreign language to young students”
along with other factors such as ‘programs inadequate in design and without necessary
ﬁrnding,’ 'inappropriate or unrealistic program goals', and 'inappropriate teaching
methodologies for young students' to name a few (p.3.) It is true in Korea that English
teachers largely rely on audio- and videotapes instead of the active instruction of a teacher
in charge of an English class even in a model-case schools in which an English class is
reconunended to be conducted by the Ministry of Education or the Oﬁce of Education at
each school district.
Signiﬁcance of the study

The study has a national signiﬁcance not only for the Korean English teachers, but
also for other foreign language teachers regardless of the levels of their students. For the
teachers who are supposed to teach English at the elementary school level, this kind of
teacher-training workshop held in the USA is signiﬁcant for two reasons: 1) To show the
teachers eﬂ‘ective teaching methods and materials presented by a teaching staﬁ‘ actually
teaching ESL classes in the United States, 2) to provide them with ideas and perspectives
about American culture and life by having them experience them during the workshop

period.

 

5. Paul C. Burns and Leo M. Schell (eds. ) 1969. Elementary School Language Arts: Selected
Readings Chicago: Rand Mcnally & company

Even before the Ministry of Education oﬁcially announced m 1995 that English education would
be introduwd beginning In 1997, the ministry and each school district’ s Ofﬁce of Education selected some
elementary schools and had them set up English class for experiments. The selected schools were called
model-case school. Usually, in such a model-case school were the teachers who were able to teach

So far, this workshop was the ﬁrst case in Korea in which a school district sent '
their elementary school English teachers to an English-speaking country, the USA, to take
part in an intensive teacher-training workshop. It could serve as a model for other school
districts who would like to send their teachers to the country in which the target language
is spoken in order to have them take part in a teacher-training program. If the workshop
proves more eﬁ’ective and helpful for the participating teachers in teaching their young
students than similar kinds of teacher-training workshop held domestically, the
administrators should consider sending their teachers to the target language's country and
even requiring those who would like to teach a foreign language to take part in a teacher-
training program held in that country to secure the quality of teaching.

Organization of the thesis

The thesis has been organized into ﬁve chapters: In Chapter 1, the program
formation is described, in which prior information, and program rationale and descriptions
are provided. In Chapter 2, a description of methodology is given including the
interviews, questionnaire, observations and follow-up survey that were used to do the
needs analysis. In Chapter 3, the results are given. In Chapter 4: a summary and
suggestions for improving this kind of workshop are given and for ﬁrrther study. In
particular, this chapter describes how '96 IEW was formed on the basis of the suggestions

and opinions of the '95 IEW participants.

 

English and facilities. But, even so the teachers heavily relied on audio- and videotapes instead of their
active instruction.

Chapter 1

PROGRAM FORMATION

As stated in the Introduction, the Oﬁce of Education in Cholla buk-do realizes
that it is urgent to secure teachers who are qualiﬁed to teach English. Among the possible
ways of securing qualiﬁed teachers, such as hiring new English teachers who majored in
English in a university or ﬁnding volunteers from the community who have been living in
English-speaking countries, the superintendent of the Oﬁce of Education has chosen to
train the existing teachers so that they will be able to teach English focusing on
communicative speaking and listening.

In order to train existing teachers, the superintendent decided to send his teachers
to the United States, to attend the Visiting International Professional Program at the

International Studies & Programs in Michigan State University.‘ Having informed VIPP of

 

‘5 TheMdpaﬁngteachemwensueenedmmughahstemnngandaspeahngmbynauve-
speakers of English who worked for a local university as instructors. But, the number of teachers who
took the screening test was restricted because the Ofﬁce of Education wanted every city, county and
smaller unit of administration in the school district to secure at least one or two teachers who would take
part in the workshop. So, the oﬁ'rce of education allotted the number of teachers who would go to
participate in the workshop in each city, county and the other smaller unit of administration. 200 teachers
who were recommended by their own city, county and smaller unit of administration took the screening
tests and 45 teachers and supervisors were selected. Most of the 200 teachers were recommended to take
thescreeningtestmainlybecausetheyusedtorrmEnglish class asan extra-curricularactivity sothatthey
had experience in teaching English. In the case of the schools at which there were no teachers having
experience in teaching English, the principles would recommend relatively young teachers who seemed to
be interested in teaching English

their participation, the Oﬁice of Education in Cholla buk-do asked VIPP to consider
certain aspects' that VIPP should keep in mind in developing and setting up a teacher-
training program ﬁ'om which their teachers could beneﬁt.
Prior information

The Oﬁce of Education selected the participants and gave VIPP a list of their
names. At the same time, in order for both parties to work together for the workshop
without any misunderstanding, an agreement8 was made. Inside the VIPP, the workshop
team9 was formed to be in charge of everything relating to setting up and carrying out the
workshop. Having made decisions about what kinds of seminars, classes, and cultural
activities should be prepared, the workshop team frequently called meetings and asked
advice from experts in related areas. Except for the visa problems10 that happened at the
moment right before the workshop started, there was no serious problem preparing the

workshop.

 

experience in teaching English, the principles would recommend relatively young teachers who seemed to
be interested in teaching English
7 The superintendent of the Ofﬁce of Education in Cholla buk-do sent a request in which he
informed VIPP of the plan to have his teachers take part in a teacher-training workshop; its purpose
should be to train the teachers to reﬁne basic spoken English language skills to be good English teachers,
with the focus of the acquisition in American English pronunciation. In addition, he asked about several
administrative issues such as training period, accommodation, transportation, the number of participants,
budget plans, time schedule for the training, and the texts with which the participants will teach their
students.

See Appendix A
9 For the workshop team, Gill-Chin Lim, Dean of ISP at MSU, was supervising along with the
director of VIPP. Shelly LeMahieu, Academic coordinator, and Ae-Jin Kang, a global preceptor of VIPP
were working for the workshop as co-managers. In addition, two other graduate assistants took part in the
workshop as working staff along with other VIPP global preceptors.
'° The Oﬁce of Education was concerned about possible situations in which some of the
participants could not get visa since there were participants who were unmarried and younger than 30
years-old. Also, the number of people who applied for visas during the summer was so large that the
American embassy in Seoul often couldn’t get the applicants’ visas on time. But, the participants got the
visas after two delays.

Program description and rationale
For the purpose of introducing English communicative skills into public elementary
schools in Korea beginning in the academic year of 1997, the public elementary schools set
up English classes for their fourth graders (9 or lO-year olds) . Overseas training during
the summer break was recommended to give English teachers the opportunity to enrich
their professional knowledge as well as reﬁne teaching skills and improve their own
English proﬁciency. Therefore, all activities in which the participants took part were
designed and prepared to meet following objectives11 (See Appendix B: Program
Statement):
1. To equip the EFL (English as a Foreign Language) teachers with necessary
skills required for teaching the fourth graders in Korean elementary

schools.

2. To give the EFL teachers the opportunity to examine the current methods
in the area of second/foreign language learning and teaching.

3. To have the teachers develop teaching materials for their own English
classes .

4. To expose the teachers to the important aspects of life in North America
through cultural activities such as ﬁeld trips, homestay-program, and taking
part in cultural events in order to achieve better cross-cultural
understanding.

5. To improve the teachers’ own English proﬁciency.

With the above-mentioned objectives, the program mainly consisted of teacher-

training workshops, cross-cultural communication sessions, cultural activities including

homestay, ﬁeld trips and traveling, ice-cream social meetings, and special lectures. For the

10

teacher-training workshops, the forty-ﬁve participants were divided into three groups with

12 They were also

each ﬁve participants having the same level of English proﬁciency.
divided into three groups for cross-cultural communication sessions according to their
English proﬁciency level. Thus, the participants had different classmates for the
workshops and for the cross-cultural communication sessions so that they might
experience a diﬂ‘erent atmosphere in the sessions. For detailed schedule and information
about which groups the participants belonged to, see Appendix C: Itinerary and Appendix
D: Information and Schedule/Group Assignments.

Teacher training workshops

Objectives: The workshop aimed at having the participants reﬁne and acquire skills of
teaching English to Korean elementary school fourth graders who were expected to learn
English for the ﬁrst time. The other purpose of the workshop was to develop teaching
materials that the teachers would use for their own English classes.

Leaders: The workshops were led by two ESL teachers who had been teaching English to
non-native students at elementary school, high school, and evening classes for adult
learners.

Lessons”: In the workshop sessions, the two instructors covered 23 topics for the

lessons with which the participants were expected to lead their own English classes. In

 

" The objectives were set up by the workshop team who considered Korean English teachers’
expected needs.

2 WhentheOﬁceofEducationinformedVIPPofthepanicipants’ namelisttheyalsoindicated
the participants’ English proﬁciency. According to the results of screening tests, the participants’ English
proﬁciency was divided into three levels. relatively high, average, and relatively low.

Sample lessons for the workshop and cross-culture communication sessions will be shown In the
AppendixI: Observation

11

order to deal with the topics, appropriate teaching skills and materials were introduced.
Below are the topics for each lesson:
Teaching Beginners
Pronunciation
Total Physical Response (TPR)
Authentic Materials
Developing Listening Skills
Colors and Numbers
Picture Dictionaries
Adopt An American Family
Action English Pictures
Teacher Talk
Songs
Jazz Chants
Book-Making
Family Posters
Learning Centers/Choice Time
Teaching English in the Content Area
Calendar
Parts of the Body
Animals

Holidays

12

Additional Materials

Games

Positive Reinforcement
Cross-Cultural Communication Sessions
Objectives: These sessions aimed at helping the participants gain a better understanding
about the American culture as well as improve their own proﬁciency. To meet the
objectives, the sessions consisted of three parts: Survival English, American Culture and
Cross-Cultural Communication. Objectives and curriculum are as follows:
Survival English
Objectives

1) To learn and practice set English phrases which are useﬁrl in everyday
experience.

2) To expand participants’ working vocabulary.

3) To gain practical information regarding typical activities in the United
States and to be able to talk about them.

4) To improve ﬂuency through dialogue practice
Lessons:

“How Not to Get Lost” -- Asking for Directions

“How to Ring Up a Big Phone Bill” -- Using the Telephone

“The Root of All Evil” -- American Money

“The Most Important Task” -- Ordering Food in a Restaurant

“Talking About the Weather” -- Small Talk

“What Do You Call This?” ~- Grocery Store Shopping

13

“The National Pastime” --- How to Describe People
“How Not to Get Killed” --- Avoiding and Reporting Crime
“How to Pick Up Chicks/Guys” --- Dating
“1 Need a Vacation” -- Planning a Trip
“A White Picket Fence” -- Housing in the United States
“Take Two Aspirin and Call Me in the Morning” -- Health
American Culture
Objectives
1) T 0 gain insights into how American culture is formed
2) To expand knowledge of Americans

3) To deepen understanding of American culture

Lessons:
“What is an American?” -- American Customs and Values
“Here You Go” -- Useful and Fun Idioms
“The Golden Rule” -- American Schools
“That 01’ Time Religion” --- Religion in the United States
“As American as Apple Pie” -- American Foods
“The Grass is Always Greener” -- American Regions
“What it Means to Be Equal” --- Gender Roles
“Who’s Cooking Dinner.” -- The American Family

“The American Dream” -- Its Eﬁ’ects on Americans

14

“Home for Holidays” --- Holiday Celebrations
“Blushing Brides and Dead Doomails” --- American Weddings and Funerals
“I Got the Blues’ --- American Music
Cross-Cultural Communication
Objectives
1) To become familiar with various aspects of interpersonal communication.
2) To be able to use the verbal and non-verbal language associated with each
of the interpersonal skills.
Lessons:
Introductions, Part I: Self-Introductions to the Class

Introductions, Part II: Making introductions, Forms of Address, Shaking Hands,
Distance and Space Requirements

Complementing and Showing Appreciation: Choosing Words for Compliments,
Giving and Receiving Gifts.

Expressing Emotions: Using Non-Verbal and Verbal Communication

Showing That You Understand: Giving Feedback, Interrupting, Asking for
Focused Repetition, Asking for Meeting, Checking Bits of Information

Keeping the Conversation Moving
Choosing Conversation Topics

Guiding the Conversation: Asking for Focused Explanation, Holding Your Turn,
Correcting Misunderstandings, Summarizing

Interacting in a Group: Getting into the Conversation, Participating in Discussions
and Meetings

Making the First Move: Meeting and Getting to Know Others, Extending
Invitations, Visiting

15

Sincerity and Forrnality

Communication in the 90’s
Special Lectures

The lectures were prepared to provide the participants with chances to listen to
experts and professionals in the areas of Second Language Acquisition, TESOL (Teaching
English to the Speakers of Other Languages), Teacher Education, and Education
Administration. The purposes of the lectures were to give the participants an overview of
background of theories and practices as well as current trends in teaching English as a
Foreign/Second Language eﬁ’ectively. In addition, an elementary school teacher and a
parent gave them lectures based on their own experiences to convey the information of
what American school life looks like.

Lecture Titles:

The Power and Value of Literature in Inﬂuencing Language Development

Cross-culture Communication

What are the Objectives of Primary Education?

The Educational System in the State of Michigan

Teaching English as a Second Language: A Realistic Approach

The New Role of Korean Teachers: English as an International Language

Pros and Cons of Using L1 in an L2 Classroom

Humanistic Globalization

What’s Going On in an American Class

16

Cultural Activities

With the classes, various cultural activities were arranged in order to give the
participants as many opportunities as possible to experience and observe American culture
and life ﬁrsthand, which is an indispensable element that only the workshop held in the
USA can offer. Therefore, ﬁeld trips to elementary schools, museums, a dairy farm,
historical and traditional attractions, and admissions to concerts and festivals were
arranged. A homestay program and ice-cream social meetings were set up to give them an
overview both insight about what American family life looks like and an opportunity to
make contact with Americans and other English speaking people to talk over various
topics with them. In addition, trips to Niagara Falls and Chicago were taken to provide
them with more chances to observe American culture.

For sample lessons of each session, special lectures and cultural activity, refer to

Appendix 1: Observation.

Chapter 2

NIETHODS

I chose to base my thesis on a questionnaire, observations, interviews and a
follow-up survey designed to see what kinds of needs and expectations the participants
had, and how they responded to the program. The questionnaire was prepared in Korean
so that the participants might express their needs, expectations, and opinions without
language problems. An interview was conducted with seven individual participants to
complement the questionnaire. Observations were adopted to see how the participants
reacted to the program and what was going on in each session as well as other cultural
activities. Interviewing the session leaders was used to complement observations and to
see how the session leaders thought of and evaluated the participants in the class. I
conducted a follow-up survey six months later to see what the participants thought of the
workshop and what kinds of changes there were in their English classes after they took
part in the workshop. The follow-up survey was also conducted in Korean to have them
comfortably express their opinions.

Questionnaire for needs analyses
In order to see what kinds of needs the participants had in taking part in the

workshop, I used a questionnaire. (See Appendix E: Questionnaire (English and Korean

17

18

versions), and Appendix F: Translation of the Answers to the Questionnaire.) Even
though the participants were supposed to have similar concerns and needs since they were
all English teachers or supervisors of English education, it was necessary to get detailed
information concerning their bio-data and language proﬁciency as well as teaching
experience and individual interests. Questions 11, III and IV were designed for the needs
analyses, V for language information as to how the participants had studied for improving
their own language skills, V1 for suggestions for making the program better, I for bio-
data. The questionnaire was distributed right after they had a special lecture on August 1.
Some of the participants ﬁlled out the questionnaires and turned them in on the spot, but
others returned them later. Along with the results of the screening tests by which the
participants’ English proﬁciency were classiﬁed as relatively high, average, and relatively
low, the questionnaire could be a good source of evaluating their English learning
experience and proﬁciency.

Interview (7 participants)

The interview (Appendix G: Interview Questions for the Participants, and
Appendix H: Translation of the Answers to the Questions for the Participants) was
conducted to complement the questionnaire. I chose seven participants who seemed to
represent each level of English proﬁciency; three ﬁ'om the level of relatively low, two from
relatively intermediate, and two ﬁ'om relatively advanced. Their level of English
proﬁciency was decided by the results of the screening tests conducted by the Oﬁce of

Education in Cholla buk-do, Korea. The questions were similar to those of the

19

questionnaire. But, taking advantage of an oral interview, they might express their

opinions and feelings more thoroughly.

Observation

Observation was used to see what was actually going on at each session, lecture,
and cultural activity and to determine the participants’ responses as much as possible. I
went to seven workshop sessions, one workshop-supporting session, three cross-cultural
sessions, nine special lectures, and also accompanied and observed them for almost every
cultural activity. See Appendix 1: Observation.
Evaluation/Feedback from the teaching staff

Since the teaching staﬁ’ had been interacting with the participants in the classes
more than any other staﬁ’ or lecturers during the workshop, they were able to talk about
the participants’ needs, strengths and weaknesses as EFL teachers. I used seven questions
for interviewing two of the teaching staﬁ‘: one was a workshop session leader, the other a
cross-cultural communication session leader. The interviews were conducted on August.
28 and September 8, 1995.
Follow-up survey

In about six months after the workshop was completed, I conducted a follow-up
survey to see what kinds of changes the participating teachers brought to their own
English classes after they had taken part in the workshop, especially comparing their
classes to those they taught before the workshop. The survey was also intended to
evaluate the eﬂ‘ects of the workshop: What types of teaching methods and materials

worked better or worse when they taught young students? What did they think would

20

improve the workshop? Did they need a follow-up workshop? If so, what types of follow-
up workshop did they need? , etc. The follow-up survey was mailed to every participant
except for the three who were supervisors and did not actually teach. I used Korean for
the survey. Among the 42 participants, 21 participants ﬁlled it out and returned it. See
Appendix J: Follow-up Survey (English and Korean versions), and Appendix K:

Translation of the Answers to the Follow-up Survey.

Chapter 3

RESULTS OF THE QUESTIONNAIRE, INTERVIEWS, OBSERVATON, AND
FOLLOW-UP SURVEY

This chapter consists of each participant’s answers to the questionnaire (Results of
Questionnaire), to the interview questions (Interview: 7 participants), to the follow-up
survey. It also includes their response to each workshop session, lecture, and cultural
activity (Observation), and teaching staﬁ’ s evaluations (Interviews: Evaluation/feedback
ﬁ'om the teaching staﬁ).

Results of Questionnaire
II) Why are you participating in the workshop?

The participants had three main motivations to take part in the workshop. First of
all, they wanted to have chances to talk with native-speakers and foreigners to improve
their English language skills. Among the 40 participants who ﬁlled out the questionnaire,
29 participants directly mentioned that the reason why they were coming to take part in
the workshop was to improve their own language skills.

Second, the participants said that they took part in the workshop to see American
culture ﬁrsthand. Among 40 respondents, 23 participants pointed out that they took part

in the workshop to see and observe American culture ﬁrsthand.

21

22

Third, another main reason why they took part in the workshop was to reﬁne
teaching skills and acquire new teaching methods. Nineteen participants directly
expressed that the reason why they took part in the workshop was to improve their
teaching skills and acquire new teaching methods. The answers to question 11 seem to
prove how much the participants want to improve and reﬁne their own language skills. It
shows that the participants are well aware of the importance of teachers’ language skills in
creating good lessons.

Along with the three main motivations the participants directly mentioned, seven
participants pointed out that English will be a global language and also mentioned the
Korean govemment’s decision that Korean children should start learning English when
they are fourth graders. As English teachers, the participants acknowledged the reasons
why the Korean government would like to introduce English education into elementary
schools, and wanted to contribute to English education as eﬂ’ectively as they could. In
addition, one participant answered that he took part in the workshop to diagnose how well
he is speaking English.

III) What kind of expectations do you have in taking part in the workshop?

The participants’ desires and hopes paralleled the reason why they took part in the
workshop. Strikingly, 29 respondents showed strong desire/hope that they would be able
to improve their language skills by participating in the workshop. In particular, 14
participants strongly hoped to see and experience American culture as much as possible
during the workshop. Since the workshop was held in the United States, the participants

wanted to see and observe ﬁrsthand what American culture is, including the American

23

educational system. They well recognized the aspect that language is culture so that
understanding American culture may lead to acquire English effectively.

Fifteen participants said that they came to the workshop with the hope that they
would reﬁne teaching skills and acquire new skills of developing teaching materials.
IV) Teaching Experience
1. Amount of teaching experience:

Five participants (3, 12, 13, 15, 26) answered that they hadn’t yet taught English.
One of the ﬁve was a supervisor; his job was related to administration in the Oﬁce of
Education in the school district. The supervisor took part in the workshop to lead the
participants and make a report in a view of administrator. The other four participants
simply don’t have English teaching experience but are expected to teach English soon.
2. How long have they been teaching English?:

The other thirty-ﬁve participants who had English teaching experience have taught
English from three months to twelve years:

Table 1: Teaching Year (s)

 

 

 

 

 

 

 

Teaching year(s) No. of the participants
Lessthanoneyear 5
Betweenoneyearandthreeyears 14
Betweenthreeyearsandsixyears 9
Betweensixyearsandnineyears 2
Betweennineyearsandtwelveyears 5

 

 

3. What do you think is the most important thing in teaching English?

 

24

The longer the teachers had been teaching English, the stronger they felt that they
needed good materials along with good teaching methods and skills (especially among the
ten participants whose teaching experience was longer than three years). In the case of
the participants whose teaching experience was less than three years pointed out that the
teachers’ language skills are more crucial in leading English classes.

In addition, two participants pointed out as important having native speaker
instructors along with having opportunities to speak with the other native speakers (one
participant), securing suﬁcient English class hours per week (three participants), and
early education“ (one participant), as well as keeping students interested in English and
aware of why they should learn English (two participants)

4. Which part of language skills do you want to focus on among the six areas of
pronunciation, reading, listening, writing, speaking and grammar when
teaching English?

Fifteen participants answered that they want to focus on raising listening skills,
speaking skills, pronunciation, reading skills, writing skills, and grammar in order. Three
participants pointed out listening only as the area on which they should focus while one
participant would focus on speaking only, and one participant on pronunciation only.
Seven participants answered it is pronunciation on which they would like to focus the
most.

The evident tendency is that the teachers would focus on listening, speaking, and

pronunciation rather than reading, writing, and grammar. That is, it seems that the

 

” Earlyeducaﬁonmeansherethattheearherthestudentsstanlngngﬁsh, thebetter
commandofEnglishtheywould have.

25

teachers want to teach communicative skills rather than traditional skills such as reading
and appreciating grammar. Not one teacher said that s/he would like to teach reading,
writing, or grammar prior to listening, speaking, and pronunciation. Considering that the
purpose of English education at elementary-level schools is to teach students
communicative skills, the acknowledgment of the teachers of how important listening and
speaking skills are will be helpful when they are teaching.

V. The teachers’ language skills

1. How long did you study English?

Table 2: Years of Studying English

 

 

 

 

 

 

 

 

Year(s) of sudying English No. of the participants
Lessthan6years 8
Between6yearsand9years 8
BetweenlOyearsandlSyears 16
Between l6yearsand20years 4
Morethan20years 3
No response 1

 

 

 

In addition, considering that every Korean person who attended middle and high
school must have studied English for six years as a core curriculum, the participants who
answered that they had studied English less than six years should be interpreted that they
didn’t count the years in which they studied English at middle and high schools. Also,

since the teachers graduated hunt a teacher college, the teachers must have studied

26

English for at least one year as one of humanities subjects at college. So, a teacher must
have studied English seven years by the time they graduated from a teacher college.
2. Have you ever taken TOEFL?:
Only three participants had taken TOEFL test; while the other thirty-seven participants
had not.
3. If yes, what was your score?:
451- 500: l
501- 550: 1
No answer: 1
4. If yes, why did you take TOEFL?
To prepare to study overseas: 2 participants
To be tested in order to work for the 1988 Summer Olympics held in Seoul, Korea: 1
participant

It is not surprising that there are only a few teachers who have taken the TOEFL
test. Even though TOEFL is one of the most common tests to diagnose one’s English
proﬁciency, it is not unusual for the teachers not to take the test. Usually, nobody but

those who would apply for a university in the United States takes the test in Korea. Thus,

teachers who already have jobs do not have good reason to take the test.

5. What do you do for your own English study?

Table 3: What Do You Do for Your Own English Study?

 

 

 

 

 

 

 

What do you do for your own English study? No. oljrarticipants
aLAttend a private institute 9
b) Use video and/or audio tapes 25
0) Take a private lesson 0
d) Study with such exercise book as one for TOFEL 5

 

 

27

 

[e) Use a method other than the above-mentioned methods I 12 I

 

Other ways mentioned were:

1. Watching movies and meeting foreigners: 1 participant
Watching and listening to English programs offered by EBS (Educational
Broadcasting System): 5 participants

3. Reading English books including fairy tales, newspaper, magazine: 3 participnats

4. Speaking with native-speakers: 1 participants

5. Practicing speaking by myself imagining a certain situation in which I am talking to
native-speaker: 1 participant

5. Pronunciation-drill watching mirror: 1 participant

6. Studying by him/herself: lparticipant

7. Studying with his/her own children: lparticipant

8. Taking part in teacher-training program: lparticipant

Therefore, most of the teachers had been studying to improve their own English
proﬁciency by using audio and video tapes, watching English programs, or attending
private institute.

6. How often do you speak with native speakers?
Table 4: How Often Do You Speak With Native Speakers?

How often do with No. of
a V 26

b About once in a month
c About once in a week
Almost

 

Question 6 shows that more than half of the teachers don’t have chances to speak with
English native speakers, which is considered one of the best ways to raise their
communicative skills. Considering the number of teachers who have spoken with native
speakers more than once in a week is nine, they could be attending private institutes in
which they can take English classes led by native speaker instructors. (See Question 5.)

7. How do you feel when you speak with native-speakers?

28

Table 5: How Do You Feel When You Speak with Native Speakers?

 

 

 

 

 

 

 

 

How do you feel when you sjeak with native speakers? No. of participants
a) I can speak comfortably. 3

b) I am comfortable to some degree. 9

c) Usually, I don’t feel comfortable. 11

d) I have difﬁculties speaking with native speakers. 17

 

Almost one third of the teachers who answered the questionnaire said that they didn’t feel
comfortable speaking with native speakers.

8. What do you think makes you uncomfortable if you don’t feel comfortable
speaking with native speakers?

Table 6: What Makes you Feel Uncomfortable?

 

 

 

 

 

 

 

What do you think makes you uncomfortable if you don’t feel No. of participants
comfortable speaking with native speakers?

a) Few chances to speak with native-speakers 5

b Poor speakig skills 13

c) Poor listening skills 16

d) Other factors 1 (lack of vocabulary)
No response 8

 

 

 

In addition, one teacher said that she doesn’t feel too uncomfortable because she thinks
that the purpose of language is to communicate, and communication can be achieved even
with a single word. But more than half the teachers who answered the question mentioned
poor listening ability as the main obstacle in speaking comfortably with native speakers.

9. Which ﬁeld do you think you should improve the most? Please write down
them in order.

Table 7: Which Field Do You Think You Should Improve the Most?

 

Which field do you think you should improve the most? No. of participants

 

 

 

L-S-R-W"I 18
L-S-W-R 3
S-L-R-W 3

 

 

S—L—W-R 2

 

 

 

29

L-S

S
R-L-S-W
W
"‘ L stands for Listening skills, S Speaking, R Reading, and W Writing skills.

 

Except for only three teachers, the other 37 participants pointed out that they
would like to improve listening skills the most before the speaking, reading, and writing
skills. It shows well that they, as English teachers, want to improve communicative skills
rather than equip themselves with reading and grammar skills. Their answers sound like
those that they gave to Question 4 of part IV in which they said that they would like to
focus on listening skills when they are teaching their students. Considering that the
primary reason why English education should be introduced into elementary schools is to
raise communicative skills after the failure of current English education centering on
grammar—translation skills, it is good that the teachers deemed the importance of listening
skills as the ﬁrst step in raising communicative skills.

VI. Suggestions to improve the program
1. How long do you think it is appropriate for a teacher-training program to be

conducted abroad?

Table 8: The Desired Period of a Teacher-Training Program Held Abroad

 

 

 

The desired period No. of participants
a) Less than one month 2
b) A month 4

 

c) Between one month and three months 16

 

 

 

 

3O

 

d) More than three months 16

 

 

No response 2

 

 

The teachers who wished for a period longer than one month were 32 out of 38.
So, they might feel a one-month long program was too short for a teacher-training
program conducted abroad.

2. Which do you think is helpful in refining teaching skills and/or language
skills?

Table 9: Helpful Parts in Reﬁning Teaching/Language Skills

 

 

 

 

 

 

 

 

 

Helpful parts in reﬁning teaching/langu_a_ge skills No. of participants
Pronunciation drills especially by the HAMMER technique“ 11
and/or TPR" in the workshop sessions.
Practicing using and making teaching materials in workshop 7
sessions.
Jazz-chants 6
Cross-culture sessions were helpﬁrl to understand American 1
culture.
Workshop sessions and CCC“ sessions were helpﬁrl. 4
Every teaching method they learned in the workshop sessions. 7

 

The opportunities including the ice-cream social meeting to speak 9
with native speakers or foreigners especially on a person-to-person
basis were very helpful, and wanted more chances to speak with
English-speaking people.

 

 

 

Every activity was useful. 4

 

* CCC stands for the Cross-Cultural Communication Sessions.

* The HAMMER technique was developed by one of the teacher-training workshop
session leaders as a means of improving accent and pronunciation. H stands for Hold and
swing the important vowels in the important words; A All consonant are whispered and
all unimportant vowel sounds are reduced; M Mouth wide open, drop tongue and jaw’;
M Move sound to the front of the mouth; E Elide (blend the sounds); R Rhythm,
Intonation and Stress.

" TPR stands for total physical response.

3. What do you think should be improved and supplemented to make the
program better? Your suggestion will be highly appreciated.

 

31

Table 10: Suggestions to Make the Program Better

 

Suggestions

No. of participants

 

The schedule was so tight that they didn’t have enough time to
review what they learned and to have free time.

11

 

Wished to have longer than at least one-month period workshop.

 

Complained that some participants made so many personal
questions that the other participants were forced to just listen to
him/her without being given the opportunities to speak out in the
sessions. There should be discussion time among the participants
to adjust that kind of uneven time-spending among the participants
during the workshops and CCCS.

 

The special lectures presented in English were hard to understand
due to difﬁcult vocabulary.

 

Wished to have other people in the classes to make the class
population diverse.

 

Wanted to stay with English-speaking people rather than at
dormitory.

 

Wished to spend more time on practicing pronouncing and
listening to, and speaking with the instructors rather than on
singing songs or drawing pictures.

 

Wished to practice speaking with the other participants.

 

Wanted to group themselves according to their English
proﬁciency.

 

Wished that they could have a teacher-training program focusing
on raising teachers’ language skills rather than on reﬁning teaching
skills.

 

The schedule was so tight that s/he would like to choose only the
parts that s/he really needed.

 

Wanted various programs dependingn a teacher’s speciﬁc needs.

 

They should get the texts for the workshop sessions and CCCS
prior to coming to the workshOp in order for them to preview
them.

 

Wanted native speakers for the ice-cream social meetings rather
than just foreigners since it was hard to understand foreigners’
pronunciation.

 

Wanted special training for listening skills.

 

Wished to enlarge vocabulary power and practice reading and
writing a lot.

 

 

“fished to have meeting time for all the participants to share
information and have discussion including exercise like volleyball
games.

 

 

 

32

 

 

 

 

 

 

 

 

There were so many classes that they wanted to reduce the 1
number of classes.

“ﬁshed to make each day’s ﬁrst class a conversation class as 1
warm-up activity for the day.

Wanted as many opportunities as possible to speak with native- 2
smakers.

“fished to reduce the classes and increase cultural activities 1
including tours and traveling.

Wanted concrete guide on the contents of the classes. 1
Wished to have as many Korean meals as possible. 3

 

As mentioned in Question 3 of part VI, there were various opinions and
suggestions. But roughly two suggestions could be regarded as made by the majority of
the participants: 1. They wanted to have a less tight schedule. 2. They wanted more
opportunities to speak with native-speakers. Ifwe consider that it would be hard to extend
the workshop period, the two suggestions sound incompatible.

At least eleven teachers out of forty mentioned that the schedule was too tight to
have free time to review what they learned and observed. It was true that they had a very
tight schedule: their schedule ran ﬁ'om 8:00 am. to sometimes even later than 10:00 pm.
almost everyday. It was literally an intensive program. In fact, there were some teachers
who asked me if the program was originally developed to be three months long. In
addition, the teachers might have been overtired since they suﬁ’ered ﬁ'om the thirteen hour
time difference between Korean and Michigan, especially for the ﬁrst two weeks.

However, even though most of teachers complained about the tight schedule, they
still wanted to have more activities, especially those related to cultural activities, including
traveling. Actually, the evening activities were not compulsory. We staff members used to

tell them that they didn’t have to go to evening activities if they were feeling so tired that

 

33

they needed to take a rest and they thought it would affect the following day’s classes and
activities. But, the teachers were so eager to take part in every activity that they seemed
unwilling to lose any single chance to observe American culture.

As some teachers suggested, it would be better to more than least one month for a
teacher-training program conducted abroad in order for them not to have that tight
schedule. As seen in Question 1 of part VI, the majority of the teachers (32 out of 38
respondents) suggested that the period of a teacher-training program held in a foreign
country should be longer than at least one month. But, since a large number of teachers
must and can only use summer break, which usually begins around July 20 and ends at the
end of August, it is hard to make the workshop period longer. How the teachers could
secure a longer period for a teacher-training program is one of their main concerns.

Next, the teachers pointed out that they wanted as many opportunities as possible
to speak with native speakers. This wish should be interpreted not as a fact that the
program did not oﬁ'er many chances to speak with native-speakers, but as one that the
teachers were eager to improve their language skills rapidly. As they pointed out, the
program consisted of various activities in which they could speak with native speakers.
But, they generally regarded only person-to-person conversations with native speakers as
real opportunities to speak English because a person-to-person situation ensured the
exchange of dialogue. Also, it greatly depended on each teacher’s personality: some dared
to initiate conversation with native speakers regardless of their being strangers, while
others were too shy to begin conversation with native speakers who were not the teaching

staﬁ‘ in class or in designed meetings.

34

The questionnaire shows that the teachers wanted to reﬁne their language skills so
much that they suggested staying with an American family instead of at a dormitory to
secure time and chances to speak with native speakers as much as possible. They,
especially two of the forty, even suggested that they speak with other participants only in
English during the workshop period in order to improve their language skills rapidly. Also,
two participants wanted as many opportunities as possible to speak with native speakers.
They seemed to acknowledge that the best way to improve language skills would be
speaking with native speakers, but still felt the lack of opportunities to speak with native
speakers.

Considering that most participants came to the United States for the ﬁrst time,
they might have wished they could have spoken with native speakers all the time during
the program period. But, partly because the population consisted of all Korean
participants among whom it sounded artiﬁcial if they were asked to speak only in English,
and partly due to the fact that their English proﬁciency did not make them ready to talk to
one another only in English, speaking English continuously was not possible. But this
suggestion should be considered for the next program. If the program could offer an
atmosphere in which participants were speaking with one another without having them
feel it does not sound too artiﬁcial, the participants would think they are enjoying the

advantages of a teacher-training program conducted in the United States to the ﬁrllest.

35

Interview: 7 participants”

1. How do you feel about classes — morning classes and afternoon classes? (Such as
It is hard or easy to understand or it is interesting or boring. )

Table 11: How do you feel about the classes?

 

 

How do you feel about the classes? No. of
participants
MC“ are effective to learn developing materials and teaching methods 7

such as games, jazz-chants, role-play, classroom activities and
pronunciation. MC gave me conﬁdence as an EFL teacher.

 

 

The methods would be hard to apply in English class in Korea partly 2
because they need a lot of materials.
15 members per session is too big to give each participant to speak out. 1

 

‘ Suggested that the number should reduce.
AC“ has good contents but lacks organization and preparation.

 

NN

AC is helpful to learn idiomatic expressions.

 

ﬂ

AC seems insuﬂicient for learning survival English. Want to learn more
about how children interact with their parents, how to write notes, etc.
Pre- and post-study for AC are not enough.

 

 

 

 

* MC stands for morning classes that are teacher-training workshop sessions.
* AC stands for afternoon classes that are cross-culture communication sessions.

All the seven participants said that morning classes (teacher-training workshop
sessions) were good, eﬁ’ective and helpful in learning teaching methods such as games,
jazz-chants, classroom activities, and how to teach pronunciation. One participant said
that the morning classes gave her conﬁdence as an EFL teacher. One participant said that
he learned a lot of teaching methods but wondered whether the teaching methods would
be applicable in his own class in Korea. He also pointed out that the class size of 15
members is too big to give every participant opportunities to speak out. In other words,

all of them seemed satisﬁed with the teacher-training workshop sessions, but were still

 

‘5 See Appendix: G: Interview Questions for the Participants, and Appendix H: Translation of the
Answers to the Questions for the Participants.

36

worried if the teaching methods and skills were workable in a Korean situation in which

they would not get enough support.

2. Do you think the educational materials and the teaching skills that the
teaching staff has presented are beneﬁcial to improving your teaching skills
and also your own English proﬁciency?

Four participants said that the teacher-training workshop sessions (TTW) were
good for acquiring and reﬁning necessary teaching methods and skills. They were also
satisﬁed with the leaders’ organized operation of the sessions. But, in the case of cross-
culture communication sessions (CCCS), they wished that there were more materials,
systematic operation, and practice.

3. What kinds of classroom activities do you like more?

They showed great satisfaction with the TTW because there were a lot of physical
activities and good communication. But they were less content with CCCS, partly because
they thought it was less organized, and partly because there were too many members in a
session, and as a result, everyone could not have enough opportunity to speak out and get
feedback from the session leaders.

4. What do you think of cultural activities such as ﬁeld trips, traveling, picnic,
concerts and festivals? Do you think that they are helpful to raise your
understanding American culture and life?

They wished there were more opportunities to make contact with American people
and see various aspects of culture, including those of the lower classes. One participant
suggested that there should be a translator present when they listened to an American

guide. While one participant said that the ice-cream social meeting was helpful, another

complained that there was not enough communication in the meetings.

37

5. What are your opinions and suggestions for improving this kind of program?

They wanted more opportunities to speak with native speakers and wanted more
corrections from them. They wished they could choose classes according to their
preferences and English proﬁciency level. They also wished for a longer period for the
workshop: three months would be good.

While the participants showed general satisfaction with the workshop, they still
wanted more time and opportunity to improve English proﬁciency along with teaching
skills. Considering that a tight schedule must be kept; it is not easy to see how the
program could add more activities or classes in only a month. Whether the administrators
can secure a longer period of workshop will be a key point in solving these problems.

The results of the interview were not diﬁ‘erent from those of the questionnaire.
That they wanted more opportunities and activities through which they were able to
contact American people and culture, and wished a longer period for the workshop was
exactly same with those of the other participants who ﬁlled out the questionnaire. But, the
seven participants interviewed more strongly expressed their wishes that the cross-cultural
communication sessions should be more organized with proper materials supported while
they were greatly satisﬁed with the teacher-training workshops.

Observation on how the participants responded to each session, lecture and cultural
activity16

The participants, in general, were so eager that they actively took part in every

class and cultural activity. Considering that they were not supposed to have studied or

 

'5 For detailed description, see Appendix 1: Observation.

38

taught English as elementary school teachers, it should not be expected that they have a
good command of English. As most of them didn’t have a lot of trouble understanding
classes, they should be able to eﬁ‘ectively lead English classes if they were given enough
materials and proper training.

At each ﬁeld trip and cultural activity, they showed great enthusiasm to observe
and experience American culture. It was good for them as English teachers to be able to
convey correct and concrete information about American culture to their young students.
Interview: Evaluation/feedback from the teaching staff"

I interviewed two of the teaching staff to see what they thought of the participants’
response to the sessions and materials.

1. What do you think of the participant’s response to your teaching?

The two teaching staff thought that all the participants were very enthusiastic and
interested in the sessions throughout the workshop period. But, they seemed tired at the
end of the workshop so that there were some participants who couldn’t come to the
sessions.

2. What do you think their strengths and weaknesses are, especially in terms of
the fact that they are English teachers?

For the strengths, the two teaching staff pointed out that the participants were
creative and interested in teaching English. In particular, one teaching staff said that the

participants were already skilled elementary school teachers so that they knew how to deal

 

'7 I interviewed two of the teaching staﬂ‘: One is in charge of the workshop sessions, the other of the
supporting class of the workshop sessions and Survival English session, which is one of the cross-cultural

39

with children, and saw that their conﬁdence as EFL teachers increased as the workshop
progressed. For their weaknesses, the two staﬁ’ worried that the participants’ English
proﬁciency was low and recommended them to practice for improving their own language
skills.

3. Do you think the educational materials with which they were being taught
were proper for their English proﬁciency?

The two teaching staﬁ‘ said that the materials were proper.

4. Do you feel that they are responding to your teaching differently according to
their ages, gender, English proﬁciency, or even personality?

Both teaching staﬁ‘ didn’t notice big diﬁ‘erence possibly caused by the
participants’ age, gender, or English proﬁciency. But one teaching staff felt that
older participants rather than younger ones seemed more enthusiastic. The other
teaching staﬁ‘ said that it depended on their personalities. One teaching staff
noticed that there were some participants who were misplaced.

5. What kinds of classroom activities do you think attract the participants’
attention more?

The two teaching staﬂ‘ recognized that most of the participants were more
interested in the classroom activities such as songs, games, jazz-chants and role-
play. But, the participants seemed less interested in discussion and making
materials.

6. For some participants whose English is not good enough to understand your
teaching, do you think that this workshop is still effective?

 

communication sessions. See APPENDIX M: INTERVIEW: EVALUATION/FEEDBACK FROM THE
TEACHING STAFF.

mantel

40

Both teaching staﬁ‘ agreed that the participants were able to understand
what they dealt with in the classes. But, it is interesting that one teaching staﬁ‘
thought that the participants didn’t seem interested in American culture since all
the participants said that they wanted to appreciate American culture and life.

7. What are your opinions and suggestions for improving their teaching skills?

One teaching staﬁ‘ suggested that the participants give and take their
feedback on another’s teaching methods, skills and materials. Videotaping can be
a good ways to analyze their own teaching. The other teaching staﬁ‘ recommended
to cut the classes, especially the cross-cultural communication sessions in half in
order to give the participants free time for rest and their own use.

As general comments, the workshop leader said that having the supporting class18
of the workshop sessions in the morning was extremely useful. Since more time was
needed to give demonstrations, they had to double the class-time or take supporting class.
Concerning the class size consisting of 15 participants, it was good enough to be
enthusiastic. Also the participants could feel more conﬁdent and motivated hearing the
others talk.

Besides interviewing two teaching staﬁ’, I discussed with one more teaching staﬁ‘
who was in charge of the American Culture session how the participants responded to her

session depending on their proﬁciency level. She said that the higher their proﬁciency

 

‘3 There was a supporting class for the workshop sessions which were held in the morning. Since
the workshop had to deal with various activities during 75 minutes, the supporting class was set up to help
the participants practice activities and for making materials that they should have tried but they couldn’t
becauseofnotenoughtimeduringtheworkshopwssions.

41

level was, the more questions the participants made. However, even though the
participants of relatively low proﬁciency level seemed to have difﬁculties understanding
lectures, they still kept active in the session.

Results of Follow-up Surveyl9

Teaching experience:

Table 12: Follow-up Survey: Teaching Experience

 

 

 

 

 

 

 

 

 

 

Teaching experience No. of participants
Less than 2 years 3
Between 2 years and 5 years 9
Between 5 years and 10 years 3
Between 10 years and 15 years 4
Between 15 years and 20 years 1
More than 20 years 2
I. Are there any changes in your teaching methods after you took part in the
workshop? If there is any, please write them down with as much detail as

possible.

Table 13: Changes after the Workshop

 

 

 

 

 

Chapges after the workshop No. of participants
Have become more conﬁdent in teaching English. 13
Are able to lead ﬁrn English class, using activities such as games, 10

 

 

16. The follow-up survey was mailed to each participant in February, 1996, as about six months had
passedaﬁertheworkshopinordertomainlyseehowmuchtheparticipantstookadvantage ofthe
knowledge and skills they earned at the workshop, and how they evaluated the workshop in
general. Since they spent one semester with their students, they might have a much clearer idea
of whether or not the workshop was useful in their teaching, and make suggestions to improve
the workshop if they felt something inefﬁcient among the sessions and activities of the workshop.
Among the 45 participants, I mailed the surveys to 42 teachers since the other three participants
were school inspectors who are not actually teaching. Out of 42 teachers, 22 teachers responded
to and mailed back the follow-up survey.

 

 

42

 

jazz chants, role-plays, and songs.

 

Teaching skills were improved.

 

No—o

Teaching style has changed ﬁ'om listening to tape and watching
videotape, to using active methods like TPR songs and motions

 

Have become abler/more conﬁdent to prepare the class, including 8
developing educational materials.

 

Have spent more time in communicating with students

 

Got to acknowledge the importance of English education at
elementary school

 

 

 

 

 

Have used spoken English more than written English. 1
Have used classroom English more ﬁ'equently when they give 4
instructions.

Have set up more detailed goals of lessons. 1
Have studied English harder than ever to acquire good language 2

 

skills to be a good English teacher.

 

In addition, one teacher mentioned that he used TPR because he wanted to have
the students recognize English rather than just speak out following what teacher reads out.
II. If you don’t think there is change in your teaching methods after you took
park in the workshop, why do you think so? Could you write down your

reasons with as many details as possible?

Table 14: Factors that Prevent them from Changing Teaching Methods/Style

 

Factors prevent them from changilrLteaching methods/style? No. of participants

 

 

 

 

 

 

 

 

 

 

 

 

No response 15
Lack of speaking skills. 1
Lack of audio and visual materials. 1
Lack of native-speaker instructor. 1
Curriculum does not yet allow English to be a core curriculum so 1
that they can have only one English class-hour in a week.

Lack of conﬁdence in the methods that s/he learned in the l
workshop.

Lack of incentives to take part in in-service program and try new 1
methods.

Lack of proper materials. 1

 

That ﬁfteen out of twenty-two participants didn’t answer the question could be

interpreted as the fact that they have experienced changes in their teaching methods.

 

43

111. Are the teaching methods you practiced at MSU applicable to your own

teaching?

1. Are they easily applicable? Then, what kind of activities are more

applicable?

Table 15: Teaching Methods which are More Applicable

 

TeachingLnethods which are more applicable

No. of participants

 

 

 

 

 

 

 

TPR 9
Jazz-chants 6
Paper-materials like book-making, games, songs, pictures and 13
other collaborative activities.

Drawingz colorinJ l
Role-plays l
Person-to-person conversation with structure patterns. 1
Flash-card, dice and/or game board. 13

 

 

 

Hammer-theory when teaching pronunciation.

w

 

2. Are they difﬁcult to apply to your own class? What kind of activities are less

applicable?

Table 16: Teaching Methods/Activities which are Less Applicable

 

Teachirg methods/activities which are less applicable

No. of participants

 

Jazz-chants

4

 

Role-play

 

Hammer rules

 

Phonic system of alphabet.

 

Need methods and materials suitable for non-native speaker
instructors.

1
l
l
1

 

Diﬁcult to apply some methods due to the lack of supporting
materials.

1

 

Motions, pronunciation

 

Cannot remember some methods that they didn’t practice in the
workshop.

 

Need teaching methods for the children who don’t know English
at all.

 

 

Diﬁcult to adjust the content of the activities suitable to our
situation.

 

 

 

 

In addition, two respondents mentioned the big class size as a factor preventing them from

applying the methods they learned in the workshop. One complained that English teachers

were overburdened because they should prepare everything including making materials.

One said that it was hard to apply various teaching methods with only one or two hours of

English class per week.

IV. If they are not applicable, what do you think makes them not applicable?

Table 17 : What Makes them Not Applicable?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Factors preventing them from being applicable No. of participants
Lack of listening & speaking skills. 2
Lack of materials suitable for Korean situation. 1
Difﬁculty understanding the content of the workshop
sessions due to lack of LC“

Need phonetic table by which the young students can easily I
understand the pronunciation and alphabet.
Wished that they could have learned how to pronounce l
correctly rather than how to make materials.
Dimculty in remembering some methods that s/he learned 1
at the workshop sessions.
Lack of musical and rhythmical sense. 1
Wished they could have had more opportunities to correct 1
pronunciation.
Lack of various materials. 1
Difﬁculty in preparing the materials in terms of money and 1
time.
The large-sized class. 2
Inﬂexible administrative system or parents who are grade- 1
oriented.
Diﬁculty developing appropriate lessons due to the 2
uneven levels of students’ English proﬁciency and diﬁ‘erent

es.
Only one or two English classes in a week, which is too 2

small to apply various methods.

 

Wished that they had learned TPR in more details.

 

Lack of drill patterns.

 

 

Not enough teaching experience or previous knowledge in
terms such as TPR.

 

 

 

45

 

 

 

 

No good command of English because they might have 1
diﬁculty in making good lessons.
No response 7

 

* LC stands for listening comprehension.

V. Do you think there should be follow-up training to intensify and/or support
the training you received?

Table 18: Follow-up Training/Workshop

 

 

 

 

 

Follow-up training/workshop No. of participants
1) I don’t think that I need a follow-up training program. 2
2) I think that I need a follow-up training program. 17

 

Ifyour answer is 2, then what kind of follow-up program do you want?

Table 19: Types of Follow-up Program

 

 

 

 

 

 

 

Types of follow-up pggram N0. of participants
a) I’d like to go to take part in a workshop held in the United 12
States again.
b) I’d like to go to take part in an intensive camp held in Korea 7
duringummer or winter break.
c) I’d like to go to take part in a training program regularly held 4
on weekends in Korea.
d) Besides above-mentioned kinds of programs, what sort of 3
follow-up program do you want? Please note them with as many
details as possible.

 

d. Besides the above-mentioned kinds of programs, what sort of follow-up
program do you want? Please note them with as many details as possible.

One teacher voiced his opinion that a one-month long period for a workshop is too
short. He suggested that an at least six-month-long intensive program would be desirable.
He also wished that he could have been trained to adjust to real American life as well as
acquiring new teaching methods. One other teacher also expressed his feeling that a one-
month-long teacher-training program is too short. He also said that it was due to the

participants’ lack of proﬁciency if they felt unsatisﬁed. The other teacher wished that there

 

 

 

46

had been detailed direction for how to use methods and materials. He also suggested that
there should be incentives for the teachers who took part in the workshop and expressed
the opinion that the workshop should directly focus on improving teaching methods as
well as giving individual error-correction for pronunciation.

Question of Part V shows that almost every teacher who took part in the
workshop wanted a follow-up workshop. Even the two teachers (16, 19) who marked the
# 1 alternative chose the alternative (a), which could be interpreted that they would like to
participate in a workshop held in the United States regardless of whether it is a follow-up
workshop or separate one. While twelve teachers wanted to attend a follow-up workshop
held in the United States, eight teachers chose a follow-up workshop which would be held
in Korea using summer/winter breaks or weekends.

Looking at the survey results that there were many teachers who wished that the
workshop could be longer so that they could be given more time to review what they
learned and observed, it could be second best to have a follow-up workshop to review
even after the workshops and discuss with one another what methods are working well,
and which activities need improving. If it costs a lot in terms of time and money to come
to the United States to take part in another workshop, then it is highly recommendable to
participate in a follow-up workshop held in Korea. Therefore, to set-up an effective
follow-up workshop, it is necessary to continuously develop and reﬁne teaching methods.
Also, there should be discussion about what a follow-up workshop looks like. Actually,
one of the participants said that basically, he did not expect much effect from a workshop

held in the short length span of one month. Instead, he has taken part in a meeting for

47

English teachers in the school district or workshop led by native speakers regularly,

implying that they can share better information about teaching methods and materials by

meeting steadily.

VII. For Cross-Cultural Communication Sessions, do you think it was helpful in
teaching your own class? If yes, what makes you think so? What are your

suggestions to improve the sessions?

Table 20: Suggestions for improving the Cross-Cultural Communication Sessions?

 

 

 

 

 

 

 

 

 

 

For the Cross-Cultural Communication sessions No. of participants
More detailed explanation on cultural diﬂ‘erences between Korea 2
and USA.
More chances to speak with English-speaking people on a person- 1
to-person basis.
More topics covering various areas of culture. 1
More chances and time to speak out. 1
Converting the session time to the one to see real American life. 2
Changing class members (It was boring to speak with same 1
members all the time of the sessions.)
More visual aids such as VCR to learn through watching concrete 1
scenes.
More time for the sessions. 2

 

 

Fifteen out of twenty-two participants said that the Cross-Cultural Communication

sessions were (highly) helpful understanding American culture saying as follows:

1. It was good to know cultural diﬁ‘erences/similarities between Korean and USA: 5

participants

2. It was good or highly helpful to understand the American culture since language is

culture: 11 participants.

3. It was helpful in understanding videotapes produced in the USA that they have

been watching in Korea: 1 participant.

4. He got to acknowledge tat language is a tool to express human desire deep inside

the mind: 1 participant.

S. It was helpful to understand idiomatic expression, habit, etc.: 1 participant.

 

48

6. It was a good opportunity to learn to trust each other: 1 participant.

But, one participant complained that there were some conﬂicts between session leaders’
explanation. Another participant said that the sessions had almost nothing to do with
improving teaching skills and language skills even though they admitted that it was needed

to understand American culture.

The respondents suggested improvements: 1) To oﬁ‘er more, detailed information
concerning American culture. 2) To provide them with more opportunities to ask
questions and get answers as well as discuss the differences and similarities between
Korean and American cultures. 3) To give them chances to see other participants’
opinions and ideas as much as possible by changing members.

VII. Among the cultural activities, what do you think are the most useful ones
related to your teaching? What are your suggestions for making better

cultural activities?

Table 21: Suggestions for Cultural Activities

 

 

 

 

 

 

 

 

 

 

 

 

 

For the cultural activities No. of participants
Every cultural activity was useful (to see American culture 4
ﬁrsthand.)
Homestay program 7
Visiting museums. 2
Visitingfarrn. 1
Festivals. 1
Visiting elementary schools 1
Ice-cream social meetings. 5
Suggested the ice-cream social meetings be improved into the 1
meetings that could give them the chances to go to places related
to the tOpics of dialogue.
Wanted to have native-speakers with whom they could speak and I
listen to their explanation whey they had ﬁeld trips or travels.
Wished to have homestay program and the ice-cream social 1

 

 

49

 

meetings complementing each other.

 

S ecial lectures

 

Performances such as concerts and theater

Ar—I

 

Wanted more opportunities to go to museums, libraries, and
exhibitions.

y—s

 

Chicaﬁr trip and Niagara Falls trip

 

Wished to have more chances to visit American homes and
schools.

 

 

 

While the participants positively evaluated the cultural activities including ﬁeld trips and

travels, they wanted to have more cultural activities because they seemed to think that

they should see American culture and life ﬁrsthand.

Suggestions: Besides the above-mentioned questions, could you please write down
anything else you would like to implement in order to make a better

program?

Table 22: Suggestions to Make Better Program

 

Suggestions

No. of participants

 

 

The schedule was too tight and wished to have longer period of
workshop.

5

 

Suggested to have more ﬁeld trips and traveling.

1

 

Wanted more detailed training on pronunciation with error-
correction.

 

Wished to stay with native-speakers to improve listening and
geaking skills.

p—s

 

Wanted more time for cultural activities.

 

Suggested to reduce the number of participants.

 

There should be follow-up workshop.

 

Wished to have more chances to speak with native-speakers on
person-to-person basis.

Nr-INN

 

It would be better if they had gotten the texts for the workshop in
advance and preview them.

 

Wished to have more free time for individual activities.

 

Wanted closer observation on what American elementary school
looks like in terms of class management, educational materials,
etc.

 

Suggested the meeting between the participants and their host-
farnilies should be arranged by individual contact such as calling
each other rather than being matched by staﬁ‘ at the same place at

 

 

 

 

 

50

 

the same time.

 

Wished to stay at an American home for the workshop period. 2

 

Wanted lorger homestay program.

 

“H

Wished to have been matched with a native-speaker or a student

who can speak English ﬂuently to get help or explanation when
they had difﬁculties in English.

 

Wished to have more time to improve their own language skills.

 

 

Suggested to use only English except for the cases in which they
needed information urgently.

 

 

In addition, three participants among the sixteen who gave suggestions to improve the
workshop gave good evaluations, saying that, overall, the workshop was great and highly
recommendable. Also, one other participant said that the staﬁ‘ was kind and well prepared

to conduct the workshop.

 

Chapter 4

SUMNIARY AND SUGGESTIONS

Summary

The workshop in a sense was a cooperative eﬁ‘ort of university, community, and
school. MSU oﬁ‘ered classrooms, dormitory, library, and other necessary facilities such as
intramural sports centers, and the special lectures given by its faculty. The community
helped the participants see and understand what American life and culture looks like by
providing volunteers for the homestay program and the ice-cream social meetings. The
school (the Oﬁce of Education in Cholla buk-do, Korea) oﬁ‘ered ﬁnancial support so that
the participants were able to take part in the workshop without feeling an economic
burden. This kind of cooperation is essential in helping schools improve the quality of
instruction and ultimately the quality of education.

In the process of organizing the workshop, there was a criticism that the Oﬁce of
Education in Cholla buk-do spent too much money for training just 45 teachers for only
one month. Those who were against a teacher-training program held overseas pointed out
that, with such a short period as one month, it is very hard to improve the teachers’

language skills. They instead claimed that the Oﬁce of Education should invite native

51

52

speaker instructors to Korea to enable more teachers to take the workshops about
teaching methods, which would be a much more economical way to hold a teacher-
training workshop.

However, as the teachers said in response to the questionnaire, a workshop held in
the United States gave participants chances to see and experience American culture and
life ﬁrsthand, which made them more motivated to study and teach English. Another
positive eﬁ‘ect of the workshop was that it required that the teachers of the school district
study English hard to pass the screening tests to take part in the workshop. The 1996
participants said that they had been studying English very hard for one year either by
attending a private institute or by receiving tutoring. Without the hope that they could
take part in a teacher-training workshop held overseas, they would not have been so
motivated to study so hard. So, a teacher-training workshop held in the USA itself can be
a good incentive for the teachers to be English teachers.

Changes from 1995 IEW to 1996 IEW

Based on the experience of the workshop team and suggestions made by the
participants of the workshop in 1995, ’96 International Education Workshop for Korean
Elementary School English Teachers had a better format and content. Below were the
changes brought to each section of the 1996 IEW:

Teacher-training workshop sessions:

As some participants pointed out in the follow-up survey, they needed to have

more time to practice teaching methods instead of being lectured by the session leaders.

Otherwise, they thought they would forget how to use the methods when teaching their

53

students after the workshop. So, for ’96 IEW, the teacher-training workshop sessions
have been given 100 minutes with sixteen or seventeen participants in a session, while
before they lasted 75 minutes with ﬁfteen participants in attendance.

To secure 25 more minutes for the sessions, the supporting class was eliminated
since most participants didn’t know why they should have the class, anyway. It would be
better instead if the workshop session leaders directly show and have the participants
practice the methods at the moments when they are actually learning them in the
workshop sessions.

Cross-Cultural Communication Sessions:

The participants said that the sessions were useful in understanding American
culture and ways of American people’s thinking. But, at the same time, they wished they
could have had more detailed explanations covering a broader range of topics concerning
American culture and life. Also, due to the large size of each session for a 50-minute class
period, the participants felt that they did not have enough time to speak out and that the
leader did not spend enough time to give thorough feedback about the participants’
questions and opinions.

The ’96 IEW consisted of four sessions: American Culture 1, American Culture 11,
Survival English, and Cross-Culture Communication. Thus, they were able to deal with
more topics and give more detailed explanations about American culture. Also, the class
size was reduced ﬁom the ﬁfteen of 1995 to the eight or nine within the same class period
of 50 minutes.

Computer class:

54

The computer class was introduced in the ’96 IEW to give participants the
knowledge needed both to use computer themselves and to teach their students how to
use computer, especially for email correspondence with American children. If the
teachers and their students can communicate with American teachers and students via e-
mail, English education will have new aspects in an EFL setting such as Korea where they
don’t have everyday opportunities to use English. The language they will get from the e-
mail can be one of the best authentic texts. Even though we consider e-mail to be written
English, it will greatly help to raise the sense of what spoken English sounds like in terms
of vocabulary and grammar.

Due to the age factor20 and the general demand that Korean students learn how to
use computers, the teachers also need to get used to computers in order to take advantage
of one the more eﬁ‘ective educational devices in teaching English. In particular, teachers
and children’s interest in e-mail and the Internet has rapidly increased in Korea since
March 1996, and accordingly, the Global Youth Network (GYN)21 and Chosun Daily

have launched the Internet for Younger Generation (Kidmt) project. As a model case,

 

2° Nowthatthestudentsrangefrom9to120r13yearsold,theyareapttolearnnewskills
including those for computer with fewer diﬁculties. Computers can be one more good source for their
English learning if they are given opportunities to communieate with American children through e—mail.
2‘ The Global Youth Network (GYN) has been formed by MSU endowed Prof. Gill-Chin Lim,
former dean of International Studies & Programs at MSU. He has also set up and supported the
workshop. During and after the workshop, he acknowledged that it would greatly help if Korean children
learned how to use e-mail and the Internet in preparation for their future in the era of Globalization. So,
be along with other supporters created GYN, whose primary aim has been to provide Korean children,
especiallythosewhoarelivinginmralareaswithbothhard-andsoﬁwarefore-mailcorrespondenceand
usingthelnternet TheGYNmovementisoneoftheprojectsofProgramsonHumanistic Globalimtion
(POHG).

55

GYN connected Chinan Elementary School22 with Murphy Elementary School; they have
been communicating with each other by e-mail roughly once a week since March, 1996.
For the computer class, three Korean instructors taught the participants. The class was
held four times during the workshop period in the evenings from 6:00pm to 9:00pm: For
the ﬁrst 30 or 40 minutes, one instructor gave an introduction and an explanation of the
day’s lesson to all of the participants in one lecture room. Then the participants were
divided into two groups and went to two computer labs to practice under the guidance of
three instructors.

Cultural activities:

For participants, cultural activities are both an incentive to and a beneﬁt of taking
part in a teacher-training workshop held in the United States since in fact a teacher-
training program held in Korea can also introduce them to new teaching methods and
skills, and chances to improve their English proﬁciency. But, to see ﬁrsthand what
American culture is can only be satisﬁed by participating in a program held in the USA
So, it cannot be overemphasized that the workshop should oﬁ’er as many various cultural
activities as possible to have the participants observe diverse aspects of American culture.

Because the participants expressed great satisfaction with every cultural activity

they had, ’96 IEW offered with the cultural activities that the participants had appreciated

22 A teacher from Chian Elementary School was one of the participants. As an initial step to
promote the Internet for Younger Generation, GYN supported the teacher and her students by providing
computer hardware and volunteering to help her communicate with a teacher and her students at Murphy
Elementary School in Michigan.

56

in 1995, with some activities added and improved.23 At the same time, for those who
would want to spend time for private purposes, evening activities were managed with
ﬂexibility. In addition, the workshop needed more volunteer native speakers to create an
atmosphere in which the participants would be given more chances to listen to and speak
with native speakers. For example, for the campus tour and the library tour, three and six
native-speaker of English volunteers respectively joined the participants and gave them
explanations. For both the welcome and farewell dinners, we carefully arranged the
tables so that at least one English native speaker was available to talk to the participants.
Besides the volunteers, the teaching staﬂ‘ was encouraged to join the participants in
various ﬁeld trips and travels.

Ice-cream social meeting:

Since the participants highly appreciated theses meetings, we kept them going and
encouraged the volunteers to take the participants to places where the participants can
ﬁnd a theme related to the topics of conversation. Also, we have urged in the information
letter that the participants bring something that they could use to introduce Korea and her
culture to the volunteers.

Conclusion:

The workshop itself plays a role in encouraging the teachers to make good eﬁ‘orts

to improve their own English proﬁciency. Since they have to pass a listening

comprehension test and an oral interview to be selected, the teachers who are interested in

57

the workshop may have prepared for one year, which is one of the most effective
backwashes that the workshop can exert.

The ’96 IEW was improved by the suggestions and Opinions ﬁ'om the participants
during and after the workshop, and through the experience that I got in working with the
ﬁrst workshop. But, like 1995’s, the schedule for ’96 IEW was very tight so that we had
them choose activities accordingly while urging them not to give up any single activity.

In particular, the number of participating teachers increased from 45 in 1995 to 65
for the 1996 IEW, and also 71 for the 1997 IEW. Because the workshop was evaluated
as a good case of bringing globalization to the site of education, the Ministry of Education
in Korea supported 20 out of 65 participants in 1996, and 35 out of 71 participants in
1997 to take part in the workshop.

Suggestions for more changes

If the workshop team were able to handle all the issues such as recruiting enough
number of host families and arranging transportation, it should be considered to have the
participants stay in American homes for the workshop period rather than having them stay
in a dorm. Staying in American home would guarantee more opportunities for the
participants to speak with native speakers of English and to observe American culture
more closely.

In order to secure an atmosphere in which the participants are encouraged to

communicate only in English, there should be enough staﬂ‘ who are either American or

 

’3 Among the cultural activities, the participants counted the Homestay program as the best. But,
since they suggested that they have longer Homestays, we arranged a weekend in which they were invited

58

Korean, and able to lead the participants to speak out English and check if every
participant really speaks in English. Also, at the end of the workshop, there should be
some programs at which the participants can present what they learned in the workshop in
such forms as mock-conference, short-play, or practicing lesson plans.

In the case of visiting American schools, rather than just taking a look at the
classrooms and other facilities, it would be better if the participants are allowed to stay in
classrooms longer enough to observe what is really going on in the classrooms, and
consult teaching methods and materials.

After the workshop, a follow-up workshop should be given to back up the
participants’ teaching with the methods and skills learned at the workshop, even if the
workshop must take place in Korea near their schools if it is too hard to set up a follow-up
workshop in the United Sates. When the participants are conﬁdent enough to teach
without being concerned about methods and skills, they could become teacher-trainers,
passing on what they acquired in the workshop to those who didn’t come to the workshop
and are still in need of methods and skills. Therefore, the teachers who have once taken
part in the workshop should have appropriate support and continue to reﬁne teaching
skills not simply for improving their own skills, but also for spreading their skills to their
colleagues.

Suggestions for further studies:
In order to see what is going on in the participants’ class since they took part in

the workshop, and what kinds of change the workshop actually brings to their teaching,

 

fortwonightsandthreedaysfromFridaytoSundayinsteadofonlyaSundayprogram.

59

observation of their classes should be conducted. The students’ response to the ways in
which the teachers lead the English classes and use materials to support the teaching
methods should also be collected and analyzed. Ifthere have been evaluations or tests of
the students’ English proﬁciency since the teachers applied the new methods and materials
that they earned in the workshop, they may be compared to those before the workshop.
One of the ﬂaws of this thesis was that I couldn’t prove how much progress in
teaching skills and language skills the participants actually achieved through taking part in
the workshop since there was no pre-test or post-test to diagnose the degree and
difference in the skills. I relied on what the teachers said about the diﬁ‘erences between
before and aﬁer the workshop through the questionnaire and follow-up survey to see how
the workshop had aﬁ‘ected the teachers’ teaching and language skills. Therefore, in order
for this kind of research to prove whether there are any changes and progress in the
participants’ teaching and language skills, there should be some device to prove the

changes.

LIST OF REFERENCES

REFERENCES

Alfred, Irlande. 1994. “ESL in the Mainstream: Challenges and Possibilities ,” paper
presented at the 28th Annual Meeting of the Teachers of English to Speakers of
Other Languages. Baltimore, MD. March. PP.8-12.

Aran, Shai. 1993. “The Young Learner,” English Teachers Journal, Vol.47, May. PP.46-
50.

Bax, Stephen. 1995. “Principles for Evaluating Teacher Development Activities,” English
Teachers Journal, Vol.49, No.3, July. PP.262-271.

Britten, Donard. 1988. “Three Stages in Teacher Training,” English Teachers Journal,
Vol.42, No.1, January. PP.3-8.

Burnaby, Barbara & Sun, Yilin. 1989. “Chinese Teachers’ Views of Western Language
Teaching: Context Informs Paradigms, TESOL Quarterly, Vol. 23. N02, June.
PP. 218-238.

Burns, Paul C. and Schell, Leo M. eds. 1969. Elementary School Language Arts: Selected
Readings. Chicago: Rand Mcnally & Company.

Edge, Julian. 1988. “Applying Linguistic in English Language Teacher Yraining for
Speakers of Other Languages,” English Teachers Journal, Vol.42, No.1, January.
PP.9-13.

Fanslow, John and Candlin, Chris. 1988. “Talking Shop: The First TESOL-IATEFL
Summer Institute,” English Teachers Journal, Vol.42, No.3, July. PP.202-207.

Farmy, Jane Jackson. 1992. “Planning a TEFL Education Program: Politics, Perspectives
and Promise,” Eugenics Sadtono ed., Language Teacher Education in a Fast-
Changing World Anthology Series 29.

Fisiak, Jacek. 1992. “English Language Teacher Training in Poland: Past Legacy and
Present Challenge,” English: A World Language, Vol.2, No.1, May. PP.6-l4.

Forth, Ian. 1991. “Foreign Language and Grammatical Analysis in Teacher Training,”
system, Vol.19, No. 1-2. PP.39-44.

60

61

Freeman, Donald. 1995. “Asking ‘good’ Questions: Perspectives from Qualitative
Research on Practice, Knowledge, and Understanding in Teacher Education,”
TESOL Quarterly, Vol.29, No.3, August. PP.581-585.

Hayes, David. 1995. “In-service Teacher Development: Some Basic Principles,” English
Teachers Journal, Vol.49, No.3, Jult. PP.252-261.

Heining-Boynton, A. 1990. ‘Using FLES history to plan for the present and ﬁiture”
Foreign Language Annals, 23, 503-509.

Jochums, Brenda L. and Todriguez, Juan C. 1994. “Grandfathered ESL Teacher
Development: Assessment of Change and Lessons Learned,” Journal of
Educational Issues of Language Minority Students, Vol.13, Spring. PP. 107-1 19.

Kalenkin-Fishman, Dvora. 1992. “A Triangle, a Parallelogram, and/or a Circle?” English
Teachers Journal, Vol.46, May. PP.63-66.

Lipton, G.C. 1992. Practical handbook for elementary language programs (2"d ed),
Lincolnwood, IL: National Textbook.

Mariani, L. 1979. Some Guidelines for Teachers Training Programs. In Susan Holden
(Ed) Teacher Training. England: Modern English Publications, c1979.

Parish, Charles and Brown, Raymond W. 1988. “Teacher Training for Sri Lanka,” English
Teachers Journal, Vol.42, No. 1, January. PP.21-27.

Perez, Arna S. 1988. Language and EFL Teacher Preparation in Non-English-Speaking
Environments.

Peter F. Oliva. 1969. The Teacher of Foreign Languages. New Jersey: Prentice-Hall, Inc.,
Englewood Cliffs.

Rosenbusch, Marcia H. 1995 “Guidelines for Starting an Elementary School Foreign
Language Program, ERIC Digest.

Rubby, Rani. 1989. ”Maximizing Intrinsic Relevance in Teacher Education in ElT,”
RELC Journal: A Journal of Language Teaching and Research in Southeast Asia.
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Schnell, J rm. 1990. International Communication Education in the People ’3 Republic of
China.

Terdal, Marjorie and Brown, Kimberley. 1992. “Framework for Culture in ESL Teacher
Education,” paper presented at the 26th Annual Meeting of the Teacher of English

62

to Speakers of other Languages. Vancouver, British Columbia, Cananda. March.
PP.3-7.

Ur, Penny. 1992. “Teacher Learning,” English Teachers Journal, Vol.46, No.1, January.
PP.56-61.

Waters, Alan. 1990. “Getting the Best Out of ‘the Language Learning Experience’,”
English Teachers Journal, Vol.44, No.4, October. PP.305-315.

Whitson, Gayle and Bodycott, Peter. 1992. “Using Feedback and Reﬂection as Tools in
Bridging the Theory-Practice Link in Language Teacher Training at the Primary
Level,” Eugenics Sadtono, Language Teacher Education in a Fast-Changing
World Anthology Series 29.

Wright, Tony. 1993. “Language Awareness: A Missing Link in Language Teacher
Education,” English Teachers Journal, Vol.47, No.4, October. PP.292-304.

Korean Sources

1. Chonbuk Education, published by the Cholla buk-do Provincial Ofﬁce of Education,
1995.

2. Public Hearings on Setting Up English As a C ore-Curriculum at Elementary School,
held by the Institute of Korean Education Development and Sogang University,
sponsored by the Ministry of Education in Korea, June 9, 1995.

3.- Studies on the Evaluation System of Foreign Language Education in Pursuit of the
Essence of Educationﬂ) : Searching for the Role of Foreign Language Education and
Its Evaluation, published by the Institute of Korea Education Development,
December 1990.

4. Studies on Improving Elementary Schools’ Curricula for Setting Up English As a
Core-Curriculum, published by the Institute of Korea Education Development,
August, 1995.

5. A Foundation of Globalization: Report on the Elementary School English Teachers ’
Overseas Training, published by the Ofﬁce of Education in Cholla buk-do, Korea,
September, 1995.

APPENDICES

APPENDIX A

APPENDIX A

AGREEMENT

This agreement is between the Visiting International Professional Program of
International Studies and Programs at Michigan State University and the Office of
Education in Cholla buk-do Province in Korea.

The Office of Education in Cholla buk-do Province is an organization which promotes
the quality of education that the students have received attending schools in the Cholla
buk-do Province, and also help the teachers enrich their professional knowledge.

The Visiting International Professional Program is based on an idea of combining global
affairs, cultural understanding and specialization in professional knowledge. The
program offers a highly effective opportunity for international professionals to reﬁne
their knowledge and broaden their cultural and global perspectives.

The purpose of this agreement is to deﬁne the educational and administrative
responsibilities for the period from July 19, 1995 to August 17, 1995 between both
parties in achieving a common understanding.

The two parties agree on the following:

The Visiting International Professional Program of International Studies and Programs at
Michigan State University will provide:

1. Accommodations, three meals per day during the workshop, and transportation
during the period between July 19, 1995 and August 17, 1995.

2. Pick-up at the Detroit International Airport in Detroit on July 19 and drop-oﬁ‘ at
the same airport on August 17.

3. Teacher-training workshops and cross-culture communication sessions regarding
necessary and essential aspects of how to teach 4th graders such as developing
educational materials and classroom activities, and also how to improve listening
and speaking skills in terms of acquiring communicative abilities.

4. Field trips and cultural activities which would include visiting to elementary
schools, museums and other local sites of interest.

5. An opportunity to see ﬁrsthand what American family life looks like.

63

64

Agreement

6/15/1995

Page 2

6. Opportunities to exchange culture understanding with American students and
other foreigners.

7. Certiﬁcates upon completion of the workshop.

8. Appropriate welcome and farewell dinners as well as other social functions.

9. Staff and personnel from the Visiting International Professional Programs and the

Department of Teacher Education, the ﬁelds of Second Language Acquisition,
and TESOL (Teaching English to the Speakers of Other Languages.)

The Ofﬁce of Education in Cholla buk-do Province in Korea will be responsible for:

1.

Health and hospital insurance coverage.

Informing Michigan State University of the number of participants, their gender,
and brief sketches of educational background of participants.

Making payment of $120,800 for all the participants to Michigan State
University. (In the payment of $120,800, $10,000 of which is reﬁrndable.)
Informing their participants that the arrival will be July 19 and departure on
August 17 at Detroit airport.

No amendments or modiﬁcations to this agreement shall be effective unless they are in
writing and signed by both parties.

The signature below agree to the agreement as stipulated in the aforementioned provisos:

 

 

Gill-Chin Lim Michael F. Miller
Dean, International Studies & Programs Director, VIPP
Seung Rai Lim

Governor

Ofﬁce of Education of Cholla buk-do
Republic of Korea

APPENDIX B

APPENDIX B
PROGRAM STATEMENT

INTERNATIONAL EDUCATION WORKSHOP FOR KOREAN ELEMENTARY
SCHOOL ENGLISH TEACHERS

JULY 19 TO AUG. 17, 1995

 

PURPOSE

The International Education Workshop for Korean Elementary School English Teachers
will be offered by the Visiting International Professional Program at Michigan State
University. The workshop is based on the philosophy that education is the key to our
ﬁxture. In the era of globalization, we are urgently asked to prepare Korean children for
their future. These children will live in an era of unlimited competency, and their
preparedness is dependent upon the quality of education they receive.

The ﬁrst step in achieving this goal is to equip teachers with the necessary knowledge
and perspective. In particular, the Korean Ministry of Education announced that they
would introduce English education into public elementary school beginning in 1997. The
participants of this workshop are Korean elementary school teachers who will be in
charge of English education for fourth graders beginning in the 1997-1998 academic
year.

CONTENT

The workshop consists of seminars centering on professional training and cross-cultural
communication. By taking part in the seminars led by experts and specialists in Second
Language Acquisition, TESOL (Teaching English to the Speakers of Other Languages),
and Teacher Education, the participants will enhance their professional knowledge as
English as a Foreign Language Teachers. Also, this workshop offers the discussion hours
for cross-culture communication in which the participants can enhance their English.

CULTURAL EXPERIENCE

The workshop will provide the participants with many opportunities to experience
American life through a variety of cultural and professional activities including ﬁeld trips
and lectures. By exposing the participants to American culture as much as possible, the
workshop will help them understand and appreciate the similarities and differences
between cultures.

65

APPENDIX C

APPENDIX C

INTERNATIONAL EDUCATION WORKSHOP FOR KOREAN ELEMENTARY

SCHOOL ENGLISH TEACHERS

MICHIGAN STATE UNIVERSITY
JULY 19, 1995 — AUGUST 17, 1995

DETAILED ITINEARY

Introductory Notes:

Please be on time for all classes, trips, and lectures.

For cultural activities, always meet the staff members outside the main entrance to
Owen Hall and always stay together as a group.

Cultural activities are planned to enrich your understanding of American culture;
while we encourage you to attend these events as much as possible, attendance is not
mandatory.

We will keep you updated concerning schedule revisions or changes.

In case of rain, activities scheduled for outside will either be canceled or moved
inside if possible.

Our guest lectures will be held in a few classrooms across campus: N22 BCC or 282
Engineering Building. N22 BCC refers to the north section of the Business College
Complex. The Engineering Building is located just south of the International Center.

 

Wednesday, Julyl9:
10:10am: Arrival at Detroit airport (Asiana Airline ﬂight # 242)
1:30-3 :OOpm: Korean-style lunch at Hong Kong restaurant in East
Lansing
3215-4230pm: Check in at Owen Hall
5:30pm: Bus pick-up in front of Owen Hall for Welcome Dinner
6:00-9:30pm: Welcome dinner at University Club
Thursday, July 20:
7 :00-9200am: Breakfast (Owen Hall Cafeteria)
9:45am: Meet in front of Owen Hall to walk to orientation

66

10:00am-12:00pm:

12:00pm-l :00pm:
1:30pm:
1:30-4200pm:
5:00-7:00pm:
7:30pm:
8:00-9:00pm:

Friday, July 21:

7 :00-9:00am:
9:00am-12:00pm:

12:00pm-1 :00pm:
1:30pm:

2:00-3:30pm:
5:00-7:00pm:
7:15pm:

8:00-10:00pm:

Saturday, July 22:

8:00-8:30am:
8:30am:

10:00am-4:30pm:

67

Workshop orientation (Room N22 of the Business College

Complex, which is located directly to the west of the Owen
Hall)

Lunch (Owen Hall Cafeteria)

Meet in front of Owen Hall for a campus tour

Campus Tour

Dinner (Owen Hall Cafeteria)

Meet in front of Owen Hall to walk to the Wharton Center

MSU Choral Union Concert (at the Wharton Center, which
is located directly south of Owen Hall)

Breakfast (Owen Hall Cafeteria)

Optional shopping trip to Meijer (Meijer is a large grocery
and department store. This trip is intended for those of you
who need to buy some items you may have forgotten. Two
trips are scheduled: the ﬁrst will leave at 9:00am and return
at 10:15am; the second will leave at 10:30am and return at
12:00pm. On each trip we can take six people. Ifyou are
interested in going, please meet in front of Owen Hall at
9:00am or 10:30am. We can schedule additional trips if
necessary).

Lunch (Owen Hall Cafeteria)

Meet in ﬁ'ont of Owen Hall to walk to MSU Library for a
tour

MSU Library tour, led by Mr. Talbot Huey, MSU Librarian
and Coordinator of International Collections

Dinner (Owen Hall Cafeteria)

Meet in ﬁont of Owen Hall to walk to Summer Circle
Theatre Festival (an outdoor theatre festival sponsored by
the MSU Theatre Department)

Summer Circle Theatre Festival’s presentation of Arthur
Kopit’s play entitled “Indians”

Breakfast (Owen Hall Cafeteria)

Bus pick up in front of Owen Hall for a trip to the Henry
Ford Museum in Dearbon, Michigan

Henry Ford Museum (This museum is one of the best in the
state of Michigan. Your visit here will give you a better
understanding of the history of American industrialism and
creativity. We will not be led on a formal tour of the
facilities; you will, however, be given a map and be
allowed to explore the museum on your own. There will be
several staff members available to answer your questions.
Lunch will be provided through a voucher system.

Sunday, July 23:

Monday, July 24:

68

Everyone will be given a $10.00 voucher to be used at one
of the concession areas in the museum. When you purchase
your lunch, present your voucher to the clerk. Please note
that you may spend less than 10.00, but not more.)

4:30pm: Meet at the ﬁont entrance to the Henry Ford Museum to
return to MSU

6:00-7:00pm: Dinner (Owen Hall Cafeteria)

7: 15pm: Meet in front of Owen Hall to walk to the Summer Circle
Theatre Festival

8:00-10:00pm: Summer Circle Theatre Festival’s presentation of Arthur
Miller’s play entitled “A View from the Bridge”

NO ACTIVITIES SCHEDULED

7:00-8:00am: Breakfast (Owen Hall Cafeteria)

8:00am-12215pm:
12:15pm: 1 :00pm:

1:30-4z30pm:
5:00-6230pm:
7:00-8230pm:

Tuesday, July 25:

7:00-8:00am:

8:00am-12:15pm:
12:15pm21200pm:

1:00pm:

1:30-4:00pm:

4:00pm:
5:00-7:00pm:
7: 15pm:
7 230-9230pm:

Workshop sessions: See Attached Schedule

Lunch (Owen Hall Cafeteria)

Cross-culture sessions: See Attached Schedule

Dinner (Owen Hall Cafeteria)

Guest Lecture by Dr. Pat Cianciolo, Professor of Teacher
Education, Michigan State University: “The Power and
Value of Literature in Inﬂuencing Language Development”
(Room N22 BCC)

Breakfast (Owen Hall Cafeteria)

Workshop sessions

Lunch (Owen Hall Cafeteria)

Bus pick-up for Capital Tour and Michigan Historical
Museum Visit

Capital Tour and Michigan Historical Museum Visit (We
will ﬁrst attend the newly renovated Capitol Building of the
State of Michigan and receive an hour-long tour of the
facilities. After the tour we will walk over to the Michigan
Museum. This visit will allow you to understand a little bit
more about the people and history of this state. There will
be not a formal tour at the museum; you are free to look
around as you wish).

Meet at the ﬁont entrance of the museum to return to MSU
Dinner (Owen Hall Cafeteria)

Meet in the Owen lobby area

Social Hour with education-related people from the MSU
or greater Lansing area (For this event we will divide you
into groups of 4 or 5; each group will then be introduced to

Wednesday, July 26:

7:00-9:00am:
9:30-11:00am:

11:15am-12:00pm:

12:00-1 :00pm:
1:30-4z30pm:
5 :00-7 : 00pm:

Thursday, July 27:

7 :00-8:00am:
8:00am-12215pm:
12:15pm21200pm:
1:30-4z30pm:
5:00-7:00pm:

7 :30pm:
8:00-10:00pm:

Friday, July 28:

7:00-8:00am:
8:00am-12:15pm:
12:15pm:1:00pm:
1:30-4230pm:
5:00pm:

9:00pm:

Saturday, July 29:

8:00-8:45am:
8:45am:
10:30am:

10:30-11:30am:

69

a person who will be responsible for discussing education-
related issues with them over the next four weeks. Groups
may stay in Owen Hall or walk to a café or an ice cream
shop for this event. Take a few dollars with you to buy ice
cream or coffee).

Breakfast (Owen Hall Cafeteria)

Guest Lecture by Ms. Nancy Mark, Assistant Director of
MSU’s Intemationalizing Student Life Ofﬁce: “Cross-
Cultural Communication” (Room 282 Engineering
Building—it will take about twenty minutes to walk there
from Owen Hall.)

Guest Lecture by Dr. Hee Yun Hwang, Visiting Scholar at
Michigan State University and Professor of Urban
Engineering at Chungbuk National University; “What are
the Objectives of a Primary Education?” (Room 282
Engineering Building)

Lunch (Owen Hall Cafeteria)

Cross-culture sessions

Dinner (Owen Hall Cafeteria)

Breakfast (Owen Hall Cafeteria)

Workshop sessions

Lunch (Owen Hall Cafeteria)

Cross-culture sessions

Dinner (Owen Hall Cafeteria)

Meet in front of Owen Hall to walk to the Wharton Center
Verdehr Trio Concert at the Wharton Center, featuring
works by Corelli, Mozart, Smetana, and Arutiunian

Breakfast (Owen Hall Cafeteria)

Workshop sessions

Lunch (Owen Hall Cafeteria)

Cross-culture sessions

Bus pick-up in ﬁont of Owen Hall for picnic at Patriache
park

Meet at shelter area to return to MSU

Breakfast (Owen Hall Cafeteria)

Bus pick-up in front of Owen Hall for Frankenmuth trip
Arrival in Frankenmuth, a traditional Bavarian village in
the eastern part of Michigan

Guided tour of Frankenmuth

11:30am-1:00pm:

1:00-2145pm:
2:45pm:
3:00-4:30pm:

4:30pm:
5:00-7200pm:

Sunday, July 30:

8:00-10:00am:

11:00am-1 :00pm:

7:00pm:

7230-10230pm:

Monday, July 31:

7:00-8:00am:

8:00am-12:15pm:
12:15pm:l :00pm:

1:30-4z30pm:
5200-6230pm:
7:00-8:30pm:

Tuesday, August 1:

7 :00-8:00am:

8:00am-12:15pm:
12: 15pm: 1:00pm:

1:00pm:
2200-43sz

5230-70sz
7:15pm:
7:30-9:30pm:

Wednesday, August 2:

7:00-9:00am:
9:30-11:00am:

11:00am: 1 :00pm:

130-4130me

70

Traditional lunch at the Bavarian Inn restaurant

Free time to walk around the town and shop

Meet at the Visitors Center

Visit to Bronners, the largest Christmas store in the United
States

Meet in front of Bronners to return to MSU

Dinner (Owen Hall Cafeteria)

Breakfast (Owen Hall Cafeteria)

Lunch (Owen Hall Cafeteria)

Bus pick-up in ﬁ'ont of Owen Hall for Open House at Dean
Lim’s home

Open House at Dean Lim’s home (An open house is an
American social event at which a host invites many people
to come to his or her home to eat and drink).

Breakfast (Owen Hall Cafeteria)

Workshop sessions

Lunch (Owen Hall Cafeteria)

Cross-culture sessions

Dinner (Owen Hall Cafeteria)

Guest Lecture by Dr. Kisuck Chung, Member of the State
of Michigan Board of Education: “The Educational System
in the State of Michigan” (Room N22 BCC)

Breakfast (Owen Hall Cafeteria)

Workshop sessions

Lunch (Owen Hall Cafeteria)

Bus pick-up for trip to an American dairy farm

Tour of American dairy farm facilities, led by Mr. Dave
Elizinga

Dinner (Owen Hall Cafeteria)

Meet in the Owen Hall lobby

Social Hour with education-related people (See July 25)

Breakfast (Owen Hall Cafeteria)

Guest Lecture by Dr. Haeja Kim Chung, Assistant
Professor in the Department of American Thought and
Language, Michigan State University: “Teaching English
as a Second Language: Realistic Approaches” (Room 282
Engineering Building)

Lunch (Owen Hall Cafeteria)

Cross-culture sessions

5 :00-7:00pm:
7:00-9200pm:

Thursday, August 3:

7:00-8:00am:
8:00am-12:15pm:
12:15-1200pm:
l:30-4:30pm:
5:00-7:00pm:

Friday, August 4:

7 :00-8:OOam:
8:00am-12215pm:
12: 15-1:00pm:
l:30-4:30pm:
5:00-6:30pm:
6:30pm:

8:00-10:00pm:

Saturday, Aug. 5:

7:00-8z30am:
8:30pm:

10:30am:

10:30am-12:00pm:

12200-1130pm:
1:30-3z30pm:
3:30pm:
5:30-7200pm:

Sunday, August 6:

8:00-10:00am:

71

Dinner (Owen Hall Cafeteria)

Special lecture: Ms. Son-Hee Mercer, teacher working for
Grand River Elementary School in Lansing: 118 Eppley
Center, “What’s going on in a class at Grand River School”
with educational materials presented

Breakfast (Owen Hall Cafeteria)
Workshop sessions

Lunch (Owen Hall Cafeteria)
Cross-Culture Communication Sessions
Dinner (Owen Hall Cafeteria)

Breakfast (Owen Hall Cafeteria)

Workshop sessions

Lunch (Owen Hall Cafeteria)

Cross-Culture Communication Sessions

Dinner (Owen Hall Cafeteria)

Meet in front of Owen Hall to walk to the Michigan
Festival Concert (The Michigan Festival is a week-long
outdoor event held on the west side of campus. During the
day you can attend exhibits relating to Michigan history
and art; at night the festival features various singers and
musical groups in outdoor concerts. You will be given a
small Michigan Festival button—this is your ticket to get
into the festival exhibits and concerts——that must be worn
to all Michigan Festival events. Please do not lose your
button).

Michigan Festival Concert: Earth, Wind, and Fire (a
popular group during the 19705)

Breakfast (Owen Hall Cafeteria)

Bus pick-up in front of Owen Hall for trip to the state part
in Holland, Michigan (The state park in Holland is a beach;
please take your bathing suits, towels, and sunscreen).
Arrival in Holland

Free time to swim or walk along the beach

Lunch will be served at the park’s picnic area

Free time

Meet in the main parking lot to return to MSU

Dinner (Owen Hall Cafeteria)

Breakfast (Owen Hall Cafeteria)

10:00am:
lO:00am-8:00pm:

Monday, August 7:

7:00-8:00am:
8:00am-12:15pm:
12:15pm-1:00pm:
1:30-4130pm:
5:00-6z30pm:
7 200-8230pm:

Tuesday, August 8:

7:00-8200am:
8:00am-12215pm:
12:15pm-1200pm:
1:15pm:

1:45-3 :30pm:
5:00-7z00pm:

7: 15pm:
7:00-9z00pm:

Wednesday, August 9:

7200-8200am:
8130-10200am:

10:15am:

10:30am-12:00pm:

1230-120sz

72

Meet in ﬁont of Owen Hall for homestay visit pick up
Homestay Visits (You will be picked up by an American
family and taken to their home for the day; you will be able
to see how an American family lives and what an American
home looks like. They will return you to Owen Hall during
the early evening. You may want to bring a small gift for
you host family. The list of participants and host families
will be distributed soon.)

Breakfast at Owen Hall Cafeteria

Workshop Sessions

Lunch (Owen Hall Cafeteria)

Cross-Culture Sessions

Dinner (Owen Hall Cafeteria)

Guest Lecture by Ms. Sandy Hagman, English as a Second
Language Instructor and Consultant: “The New Role of
Korean Teachers: English as an International Language”
(room N22 BCC)

Breakfast at Owen Hall Cafeteria

Workshop Sessions

Lunch (Owen Hall Cafeteria)

Bus pick-up in front of Owen Hall for trip to Nokomis
Learning Center

Nokomis Learning Center visit (This facility is designed to
teach people about the Native American heritage not only
of the state of Michigan, but of the United States as well.)
Dinner (Owen Hall Cafeteria)

Meet in the Owen Hall lobby

Social Hour with education-related people (see July 25)

Breakfast (Owen Hall Cafeteria)

Guest Lecture: Dr. Charlene Polio, Director of the TESOL
Program and Assistant Professor of English, Michigan
State University: “The Pros & Cons of L1 use in an L2
class” (Room 282 Engineering Building)

Bus pick-up in front of Owen Hall to visit Murphy
Elementary School

Murphy Elementary School Visit (We will be led on a tour
of the facilities by the principal, who will give us some
information on his school and will answer any questions
you might have).

Lunch (Owen Hall Cafeteria)

1:30-4z30pm:
5:00-6230pm:
6:30pm:

8:00-10:00pm:

Thursday, August 10:

7:00-8:00am:
8:00am-12:15pm:
12:15pm-1200pm:
1:30-4:30pm:
5200-6230pm:
6:30pm:

8:00-10:00pm:

Friday, August 11:

7:00—9:00am:
9:30-11:00am:

11:00am-12200pm:

12:20-1200pm:
1200-4230pm:
5:00-6z30pm:
6:30pm:

8:00-10:00pm:

Saturday, August 12:

8:00-10:00am:
11:00am-1:00pm:
5:00-7:00pm:
ALL DAY

Sunday, August 13:

8:00-8:30am:
8:30am:

73

Cross-Culture Sessions

Dinner (Owen Hall Cafeteria)

Meet in front of Owen Hall to walk to the Michigan
Festival concert (Please remember to wear your buttons.)
Michigan Festival Concert: Johnny Cash (a legendary
American county music singer)

Breakfast at Owen Hall Cafeteria

Workshop Sessions

Lunch (Owen Hall Cafeteria)

Cross-Culture Sessions

Dinner (Owen Hall Cafeteria)

Meet in ﬁont of Owen Hall to walk to the Michigan
Festival concert (Please remember to wear your buttons.)
Michigan Festival: Greater Lansing Symphony Orchestra
(They will be performing jazz music.)

Breakfast (Owen Hall Cafeteria)

Guest Lecture by Dr. Gill-Chin Lim, Dean of International
Studies and Programs, Michigan State University;
“Humanistic Globalization’ (Room 201 International
Center)

Guest lecture: Ms. Son-Hee Mercer, teacher working for
Grand River Elementary School in Lansing: “What’s going
on in a class at Grand River School” with educational
materials presented. (Room 201 International Center)
Lunch (Owen Hall Cafeteria)

Cross-culture sessions

Dinner (Owen Hall Cafeteria)

Meet in ﬁont of Owen Hall to walk to the Michigan
Festival concert (Please remember to wear your buttons).
Michigan Festival: Aretha Franklin (a terriﬁc Motown and
soul singer)

Breakfast (Owen Hall Cafeteria)

Lunch (Owen Hall Cafeteria)

Dinner (Owen Hall Cafeteria)

Various activities celebrating Korean Independence (More
information on this event will be distributed soon).

Breakfast (Owen Hall Cafeteria)
Bus pick-up for trip to Niagara Falls

2:00pm:

2:00-2:30pm:
2230-6z30pm:
7:00-8z30pm:

Monday, August 14:

8:00-9:00am:
9:30am-12200pm:
12:00pm:
7:00pm:

Tuesday, August 15:

7:00-8:00am:

8:00am-12:15pm: .

12:15pm—1:00pm:
5:00-7:00pm:
7:15:
7:30-9z30pm:

Wednesday, August 16:

7200-8100am:
8:00am-12:15pm:
12:15pm-1:00pm:
1:30—2:30pm:
3:00pm:
3:30-5200pm:

5:30pm:
6:00-9:30pm:

Thursday, Aug. 17:

7 :00-8:00am:

11:00am-12z00pm:

12:00pm:
3:40pm:

74

Arrival at White Oaks Inn, Niagara-on-the Lake, Ontario
(We will eat lunch during the trip.)
Welcome Reception

Tour of Niagara Falls
Dinner at White Oaks Inn

Breakfast at the hotel in the Royal Oak Lounge
Free time in the Niagara-on-the Lake city

Bus pick-up to return to MSU

Arrival at MSU

Breakfast (Owen Hall Cafeteria)

Workshop Sessions

Lunch (Owen Hall Cafeteria)

Dinner (Owen Hall Cafeteria)

Meet in the Owen Hall lobby

Social Hour with education-related people (See July 25)

Breakfast (Owen Hall Cafeteria)

Workshop Sessions

Lunch (Owen Hall Cafeteria)

Cross-Culture Sessions: Farewell Party

Bus pick-up for trip to Bennett Woods Elementary School
Tour of Bennett Woods Elementary School (this year
Bennett Woods Elementary School is beginning a year-
round school year. The principal will take us on tour of the
school and will explain a little bit about the transition to a
year-round school year.)

Bus pick-up in front of Owen Hall for Farewell Dinner
Farewell Dinner at the University Club

Breakfast at Owen Hall Cafeteria

Lunch (Owen Hall Cafeteria)

Bus pick-up for departure at Detroit Airport

Departure from Detroit Airport (Asiana Airline ﬂight #
241)

APPENDIX D

APPENDIX D

INTERNATIONAL EDUCATION WORKSHOP
TEACHER TRAINING WORKSHOP SESSIONS
INFORMATION AND SCHEDULE

Introduction:

The teacher training workshops will be held on Mondays, Tuesdays, Thursdays,
and Fridays from 8:00am-12215pm and will be led by Ms.A, Ms. B, and Ms. C.1
These sessions will center on assisting you in developing materials which you can
use when you return to Korea. The Instructors will focus on various instructional
techniques and philosophies. These sessions will be workshops, which means
that you will often be working together in small groups to share ideas and develop
materials together. We have divided this training workshop time into three
sessions: the ﬁrst will begin at 8:00am and end at 9:15am; the second will begin
at 9:30am and end at 10:45am; and the third will begin at 11:00am and end at
12:15pm. The classes will meet mainly in the two sessions of the business
building: Eppley and the North Business College Complex. We have also divided
you into three groups; A, B and C (see that attached sheet for group assignments).
Below is the daily schedule for the workshop sessions.

Schedule:
GROUP A
8:00am-9: 15am: Room 105 Eppley Center
9:30am-10:45am: Room N124 BCC
11:00am-12:15pm: Room 104 Eppley Center (please
note that this class will meet in
Room 105 Eppley on July 24 and in
Room 119 Eppley on July 25).
GROUP B
8:00am-9215am: Room 104 Eppley Center (please
note that this class will meet in
Room 105 Eppley on July 24 and in
Room 119 Eppley on July 25).
9:30am-10:45am: Room 105 Eppley Center
11:00am-12:15pm: Room N124 BCC
GROUP C

8:00am-9:15am: Room N124 BCC

9:30am-10:45am: Room 104 Eppley Center (please
note that this class will meet in
Room 105 Eppley on July 24 and in

 

‘ Tosecuretheinstructors’anonymity,ldidn’tputdowntheirnames

75

76

Room 119 Eppley on July 25).
11:00am-12:15pm: Room 105 Eppley Center

77

INTERNATIONAL EDUCATION WORKSHOP
TEACHER TRAINDIG SESSIONS
8:00AM-12:15PM

GROUP ASSIGNMENTS
GROUP A:
There were ﬁfteen different participants.2
GROUP B:
There were ﬁfteen different participants.
GROUP C:

There were ﬁﬁeen different participants.

 

2 In order to keep the participants anonymous, I deleted the participants’ names.

78

INTERNATIONAL EDUCATION WORKSHOP
CROSS-CULTURAL TRAINING SESSIONS
INFORMATION AND SCHEDULE

Introduction:

The cross-cultural training sessions will be held on Mondays, Wednesdays,
Thursdays, and Fridays from 1:30pm-4:30pm and will be led by Mr.A, Ms. B, and
Ms. C3. These sessions will focus on three cultural issues: Ms. C will be teaching
a course on Survival English, focusing on basic situations and experiences in
which you may ﬁnd yourself in the United States; Mr. A will be teaching a class
on cross-cultural communication, which deals with how to talk comfortably with
American people; and Ms. B will be teaching a class focusing on some of the
basic aspects of American life, including religion, music, food, and family. We
have divided this cross-cultural sessions time into three sessions: the ﬁrst will
begin at 1:30pm and end at 2:20pm; the second will begin at 2:30pm and end at
3:20pm; and the third will begin at 3:30pm and end at 4:20pm. These classes will
meet in the two sections of the business building: the Eppley Center and the
North Business College Complex. We have divided you into three groups for
these sessions: I. II, and 111 (see attached sheet for group assignments). Below is
the daily schedule for the cross-cultural sessions.

Schedule:
GROUP I
l:30-2:20pm Room 105 Eppley Center
2:30—3120pm Room 104 Eppley Center (please note
that this class will meet in Room 116
Eppley on July 24 and July 26).
3 :30-4220pm Room N124 Business College Complex
GROUP 11
1:30-2:20pm Room N124 Business College Complex
2:30-3z20pm Room 105 Eppley Center
3 :30-4220pm Room 104 Eppley Center (please note
that this class will meet in Room 116
Eppley on July 24 and July 26).
GROUP [[1
1:30-2z20pm Room 104 Eppley Center (please note

that this class will meet in Room 116
Eppley on July 24 and July 26).

 

To secure the instructors’ anonymity, I didn’t put down their names here.

79

2:30-3 :20pm Room N124 Business College Complex
3:30—4:20pm Room 105 Eppley Center

80

INTERNATIONAL EDCUATION WORKSHP
CROSS-CULTURAL SESSIONS
l:30PM-4:30PM
GROUP ASSIGNMENTS

M

There were ﬁfteen different participants.4
GR UP II:

There were ﬁfteen different participants.
M13

There were ﬁfteen different participants.

 

" To secure the participants’ anonymity, I didn’t put down their names here.

APPENDIX E

APPENDIX E
QUESTIONNAIRE

INTERNATIONAL EDUCATION WORKSHOP FOR KOREAN ELEMENTARY
SCHOOL TEACHERS

MICHIGAN STATE UNIVERSITY
JULY 19 — AUGUST 17, 1995

NEEDS ANALYSIS AND PROGRAM EVALUATION FOR MAKING
SUGGESTIONS FOR BETTER TEACHER TRAIINING PROGRAMS

1. Objective of the questionnaire: To get the exact needs and desire of the subjects
who are participants of International Education Workshop for Korean Elementary
School Teachers which has been held at Michigan State University ﬁom July 19
to Aug. 17, 1997. Also, the subjects will be asked on how they have felt right
after the workshop completes and which part they thought was better in preparing
themselves as English teachers.

11. Subjects; 45 Korean elementary school teachers who would be in charge of
English education for their fourth graders beginning in 1997.]

111. Contents of the questionnaire
1. Bio-data
H. What makes you take part in the workshop?
III. What kinds of hopes and desires do you have in taking part in this
workshop?
IV Information on teaching experience
V. Language information
VI Suggestions for better program

81

82

QURESTIONNAIRE

This questionnaire will be used for making suggestions to build better teacher training

program. I would appreciate it if you could ﬁll out the following questions as mush as in
detail.

I. Bio-data:

1. How old are you?
2. Gender:M( ), F( )

 

11. Why are you participating the workshop?

Could you please specify what makes you take part in the workshop?

 

 

 

 

1H. What kind of desire and/or hope do you have in taking part in the workshop?

 

 

 

 

 

 

 

HI. Teaching Experience:

1. Have you ever taught English?
a) Yes b) No

2. If Yes, how long have you taught?

 

83

3. When you are teaching English, what do you think is the most important
thing? Could you order them?

a) Educational materials ( ) b) Time spent for English education ( )
c) Teacher’s teaching skills ( ) d) Teacher’s English ﬂuency ( )

4. When you are teaching English, which part will you relatively stress
more? Could you order them?

a) Listening( ) b) Reading( )

c) Listening( ) d) Writing ( )

6) Spealdns( ) 0 Grammar( )

Language Information:

1. How long have you been studying English?

 

2. Have you ever taken TOEFL?

a) Yes b) No
3. Iers, what was your score?
a) less than 450 b) 451-500
c) 501-550 (1) more than 551

4. If Yes, why did you take TOEFL?
a) To estimate my English proﬁciency
b) To study abroad

 

c) Others (please specify: )
5. For your own English study, what do you do?
a) Attend a private institute b) Use video or audio tape

c) Take private tutoring
d) Use text such as TOEFL exercise book

 

e) Others (please specify: )
6. How often have you talked to native speakers of English?

a) Rarely b) Once or twice a month

c) Once or twice a week d) Almost every day

7. When are you talking to native speakers of English, how do you feel?
a) I can speak comfortably.
b) I am comfortable to some degree.
c) Usually, I don’t feel comfortable.
(I) I have difficulties speaking with native speakers.

8. In the case that you are not feeling comfortable, what do you think makes
you so?

84

3) Due to few chances to speak with native speakers.

b) Due to poor speaking skills.

c) Due to poor listening skills.

(1) Others (please specify )

 

Which ﬁeld do you think you should improve the most? Could you order
them?

a) Speaking ( ) b) Listening ( )

c) Writing ( ) (1) Reading ( )

V. Suggestion for better program

1.

3.

For a teacher-training program which is especially conducted abroad, how
long do you think it is appropriate for it?

a) Less than one month b) One month

c) Between one month and three months d) More than three months

What do you think are helpﬁrl in reﬁning teaching and/or language skills?

 

 

 

 

 

 

What do you think should be improved and supplemented to make the
program better? Your suggestion will be highly appreciated.

 

 

 

 

 

Thank you.

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APPENDIX G

APPENDIX G
INTERVIEW QURESTIONS FOR PARTICIPANTS: 7 PARTICIPANTS

How do you feel about classes — morning classes and afternoon classes? (such as
It is hard or easy to understand, or it is interesting or boring.)

Do you think the educational materials and the teaching skills that the teaching
staff have presented are beneﬁciary to improving your teaching skill and also your
own English proﬁciency?

What kinds of classroom activities do you like more?

What do you think of cultural activities such as ﬁeld trips, travels, picnic,
concerts, and festivals? Do you think that they are helpful to raise your
understanding American culture and life?

What are your opinions and suggestions for improving this kind of program?

105

APPENDIX B

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APPENDIX I

APPENDIX I

OBSERVATION

Workshop:
Workshop session on July 24, 1995:

Class size: 15 participants

Where: Conference room at Owen Hall
Time: 75 minutes (8:00 - 9:15am)
1. The workshop leader asked the participants what kinds of curriculum/topics for
English class they have in Korea.
2. As the participants talked about the topics they are mainly treating, the leader put
them down on the blackboard.
Greetings House Clothes
Colors Shapes School things
Numbers Sports Time
Food Season Places
Family Weather Parties
Body Culture Telephoning
Grade Animals Holidays
3. The leader asked some questions related to English class such as how many

English class hours they have in Korea. They answered: one class hour that lasts
40 minutes a week.

4. The leader introduced the concept of ‘critical period’ which is deﬁned as that
time, usually before adolescence (approximate age 13-15), when language,
theoretically, is more readily acquired. Also, the ‘critical period’ theory says that
older learners learn English faster, while younger ones learn English better , up to
a point.

The ﬁrst class-hour of the workshop seemed to focus on getting to know each other, even
though they already met in the welcome dinner. The ﬁrst class-hour was used for
introducing themselves and brainstorming the topics that they would deal with in the
workshop sessions to come.

110

11]

Workshop session on July 25, 1995:

Class-size: 15 participants

Where:
Time:

1.

102 Eppley Center
75 minutes (8:00 - 9:15 am.)

The workshop leader brought up the issue of whether or not grammar should be
explicitly taught. It is difﬁcult to teach children grammar. It doesn’t work. Since
speaking is more important, an English teacher should use simple sentences using
correct grammar. By showing and using grammar, an English teacher can teach
grammar naturally. That is, don’t teach grammar, but use grammar.

The leader introduced positive reinforcement. A teacher should use positive
reinforcement as much as possible such as candy, school suppliers, patting the
shoulder, stickers, praise, clapping, etc.

About the issue of how much English an English teacher should use for lessons,
the leader suggested that 60 % to 100 % of instruction should be given in
English. Using teacher talk, an English teacher should try to reach the stage in
which the teacher uses only English for his/her lesson.

Some participants posed questions such as: what if there are abstract things such
as concepts or difﬁcult vocabulary? If there is new vocabulary that is abstract
and/or very difﬁcult, the teacher may explain ﬁrst in Korean with a weak voice,
then again in simple English. Then the teacher could continue the lesson in
English so that the students are not made to feel badly about the switch to Korean.
However, main point is that the teacher should try to use English as much as
possible.

Workshop session on July 28, 1995:

Class-size: 15 participants

Where:
Time:

1.

103 Eppley Center
75 minutes

The workshop leader presented ideas about how to lead an English class. First of
all, an English teacher should be positive and active. When an English teacher
gives instruction, s/he should try to use various ways to have the students
understand his/her lesson effectively: drawing pictures, writing down the words,
showing the movements of the mouth, showing the face, using balls and other
toys which could be helpﬁil ways in giving instructions.

The leader introduced ideas about how to improve pronunciation. There are
several possibilities:

112

Watching TV

Listen to radio.

Talk to native speakers.

Go to market/movies.
Eavesdropping.

Read aloud and listen to yourself.
Sing and listen to songs.

Listen to tapes.

Call 1 - 800 -

0. Use TPR: learn by doing.

“pmﬂp‘ﬂhr‘rft’h’f‘

Workshop-Supporting Session on July 28, 1995

Class-size: 15 participants

Where:

Time:

1.

Business Complex Building
75 minutes

This session aimed at supporting the workshop session. During the workshop, the
participants are exposed to a lot of activities and teaching methods but they are
not allowed enough time to practice to the degree in which they are able to
acquire every activity and method they are dealing with. So, the supporting
session was set up to help the participants to practice the activities and the
methods.

The leader asked the participants to volunteer to sing songs that they learned at
the previous workshop. Six volunteers sang songs along with motions.

The participants were given time to practice giving instruction individually using
OHP. While they were practicing giving instruction, they were videotaped. Aﬁer
being videotaped, the participants were asked to watch the videotape, to write
down what they had said while giving instructions and to think of suggestions to
improve the instructions.

For example, if they said while giving instruction. “Raise your hand if you went to
England?, ” then they had to think of another expression like, “ Who has been to
England?. ”

Workshop session on July 28, 1995:

Class-size: 15 participants

Where:
Time:

1.

102 Eppley Center
75 minutes

The leader introduced the concept of jazz chants. Basically, jazz chants help
learners follow the rhythm of the English language. Also, the leader asked the

113

participants to practice a jazz chant using with the example of, “Grandma ’s going
to the grocery store. What’s she gonna buy? ” For this activity, the participants
made a circle and moved around the classroom singing the jazz chants

Grandma ’s going to the grocery store.
What ’s she gonna buy?

A bottle of milk.

A loaf of bread

A can of beans

The leader introduced other activities such as: drawing for 3 minutes, put it on the
window, using pictures, ﬂash cards and labels indicating their names if they are
learning English with the content of geography.

Workshop session on Aug. 3, 1995:

Class-size: 15 participants

Where:
Time:

1.

102 Eppley Center
75 minutes

The leader introduced why and how to use games. She suggested:

First, be sure of the process.
Second, give the directions in English and Korean.
Third, demonstrate the directions.

She asked how many participants have used games in teaching English in Korea.
Eight of ﬁfteen participants answered that they have been using games. But, they
sometimes have difficulties using games. The teacher him/herself may not know
about the games. S/he may not have enough materials to do games. So, they
wanted to understand thoroughly the exact use of games.

The leader suggested that in giving directions of how to do a game, TPR (Total
Physical Response) is highly recommended.

The leader then introduced the activity of small group discussion. Discussionhelps
students develop a lot of vocabulary. Also, leading a discussion, the teacher can
model the grammar being taught.

Workshop Session on Aug. 7, 1995:

Class-size: 15 participants

114

Where: 103 Eppley Center
Time: 75 minutes

1. The leader introduced how to make picture cards. For this activity, the leader
brought magazines, markers, glue, tape, and laminating sheets. The participants
practiced making materials books such as a Color book, Fruit book, Flower book,
Stationary book as an example of group-work.

2. After making the books, the participants presented their own materials to the
class and explained them.

Workshop Session on Aug. 7, 1995:

Class-size: 15 participants

Where: 102 Eppley Center
Time: 75 minutes
1. The leader introduced the Information-gap activity. This activity is designed to

help raise speaking and listening skills. Also, the process of deduction was
practiced. The participants practiced several kinds of information-gap activities.

2. After the Info-gap activities, the participants practiced a game of “Charades”
during which they pretended to be animals.

3. The participants also practiced the game of “Hangman” which is a good speaking
activity.

Cross-Cultural Communication Session: Survival English on July 24, 1995:

Class-size: 15 participants
Where: Business Complex Building
Time: 50 minutes (1 :30 - 2:20 pm.)

1. With the topic “How not to get lost - Asking for Directions,” the session leader
introduced the idioms which are frequently used for giving and understanding
directions:

across ﬁom

on the comer of
between

on

near

behind

to right/leﬁ of

kitty comer to/cross

Cross-Culture Session on July 26, 1995:

Having learned the idioms, the participants were asked to practice speaking out by
giving directions to one another.

To help the participants understand, the session leader used a picture simulating a
real street. Also, the leader used an information-gap activity.

The participants actively took part in the activities by forming questions.

Class-size: 15 participants

Where:
Time:

1.

Business Complex Building

50 minutes

The leader introduced idioms which may be helpful to non-native speakers for
understanding American customs and values, for example:

It’s raining cats and dogs.
What are you up to?
What’s up?
How’s your day
week going?
It

115

Not much. I’m sitting, reading, sleeping.

I have a ton of stuff to do.
I’m in a sticky situation.

Terrible
So-so
Pretty good
Super
Terriﬁc
Excellent

Stop-by
Drop-by

I’m pooped.

I’m exhausted.
worn out.
burn out.

I think I’ll pass: skip me please.

Steamy, sticky

116

73 is a perfect temperature

I’m hanging out, watching TV, not doing anything.
That sucks! That’s terrible.

Pick up chicks.
guys.

Hunt down

I’m dead-tired.

I’m dead on my feet.

I’m bright-eyed and bushy tailed.
I’m ready.

poop = shit
OOPS!
to help out = to assist

Time ﬂies when you’re having fun.
psst

hey you

excuse me

come here

come on = hurry up

2. The leader explained each usage of each one using appropriate intonation and
motions.

Cross-Cultural Communication Session: American Culture on Aug. 10, 1995:

Class-size: 15 participants

Where: Business Complex Building
Time: 50 minutes
1. The leader explained non-verbal communication with the examples of bar

hopping, hugging, wedding, wearing an engagement ring: Showing her fourth
ﬁnger and its ring, she explained that sapphire is the gem of the month in which
her ﬁance' was born.

2. The leader continued explaining about engagements comparing the United States
and Korea. The participants also talked about engagement customs. Engagements
there take place six months or one year prior to a wedding.

3. The engagement-topic was followed by the wedding-topic. In Korea, weddings
are conducted on Sunday. In the United States, Saturday or holidays are chosen

117

for a wedding day. Saturday evening is the most traditional time in the United
States except for Jews. They only marry on Sundays, because Saturday is their
Sabbath day.

4. The leader introduced some important wedding traditions in the United States
such as bride’s maids, a ring-bearer, a ﬂower-girl, gifts, bridal shower, bachelor
party, average wedding expenses, second weddings and how father, uncle,
grandfather, minister and even guests should participate in a wedding ceremony
according to their religion.

5. The participants were eager to explain Korean wedding traditions.

Special Lectures:

The lectures were set up to give the participants exposure to recent theories and
methods relative to English teaching. Educational policies and practical aspects of
American schools, such as how to deal with culture shock, and globalization, were
included. There were 9 special lectures. All participants attended. Four of the lectures
were English-speakers. They slowed their speech rates to help the participants increase
understanding. But, the participants still had difﬁculties with comprehension. It was
suggested that there should be an interpreter. One of the lectures given by a Korean
Professor was presented '/2 in Korean and '/2 English. The other four lectures were
Koreans who mostly used Korean since the purpose of the lectures was to convey real

information rather than to raise language skills.

The Power and Value of Literature in Inﬂuencing Language Development

Lecturer: Prof. Pat Cianciolo
Time: 7:00-823Opm, July 24, 1995
Place: Room N22 BCC

In her lecture, Prof. Cianciolo stressed the value of the pictures since the pictures

tell information along with the words. Based upon her experience of teaching English in

118

more than sixteen countries, she has found that literature can be a powerful tool for
students to improve their literacy. As one of the modern approaches of language
teaching, the whole language approach was cited as an ideal method which can provide
the learners, especially young learners with simultaneous experience to develop the four
skills of listening, speaking, reading and writing. But, since it is realistically hard to get
ﬁrst-hand experience all the time, literature is highly recommended to give them a
vicarious experience.

Reading and listening to a work of literature, children can develop a better feeling
for language: By talking about what they read or listen to, the children feel comfortable.
The skills build naturally so that the more they read, the better they speak; the better they
speak, the better they listen; the more they write, the more they read. It is important to
choose books carefully and have a good library. Learners will be more motivated by book
they like. Through literature, children learn life in general and verbal language. The
basic qualities that good books should have are: the language should be beautiﬁrl, the
story interesting, and the information presented in an attractive manner, etc. She
brought some books that exhibited their qualities. They were The very lonely ﬁreﬂy by
Eric Corle, and Yeh-Shen Chinese Cinderella.

The lecturer read real books to demonstrate good examples of children’s
literature. While reading them out before the participants, the lecturer demonstrated the
use of visual aids. But, probably due to the lack of speaking skills, the participants
didn’t ask many questions. Some of them took a look at the books that the lecturer

brought after the lecture and then asked some questions.

119

Cross-Cultural communication

Lecturer: Nancy Mark

Assistant Director of MSU’s Intemationalizing Student Life Office
Time: 9:30-11200am, July 26, 1995
Place: Room 282 Engineering Building

This lecturer focused on cross-cultural understanding. Since 70% to 90% of
communication is non-verbal, it is almost impossible to have correct communication
without the perception of cultural differences. She introduced cultural shock adjustment
patterns by describing the degree of familiarity and comfort, such as the honeymoon
period, the complaining period, and the like something/dislike something period. Having
pointed out that the fact that it takes three times as much energy to study in languages
other than one’s own, she suggested that they share how they are feeling with other non-
native speakers, and also native-speakers, and be able to laugh with humor.

The lecturer showed a video called Chairy Tale produced in Canada in the 19505
depicting the communication between a man and a chair. There is no human language
involved. In spite of the lack of verbal expression, the man and the chair reached a
shared feeling, which served an example of how important it would be to understand
other people’s point of view and feeling rather than through mere verbal expression. The
lecture elicited a lot of responses from the participants. This was especially true when
the lecturer asked, “what are the similarities and differences between Korean and
American things that the participants had found so far?” They listed such things as a lot
of grass, no mountains, no walls, no fences between houses, well-mannered, standing in

line, no formal suit, huge land, no boundary, taxes, etc.

120

What are the Objectives of a Primary Education?

Lecturer: Prof. Hee Yun Hwang
Dept. of Urban Engineering, Chungbuk National Universtiy, Korea
Visiting scholar at Michigan State University

Time: 11:15-12:00am, July 26, 1995

Place: Room 282 Engineering Building

The lecture was based on the lecturer’s personal observation, as a parent who had
two school-aged daughters, as well as being a visiting scholar to MSU. Having spent
three years here, he found that American society has a lot of good aspects. First of all,
keep traffic rules are obeyed very well and people stand in line if there is more than one
person. Second, volunteerism is one of the best things that we may want to learn. Third,
social organizations such as the public library are well equipped and run properly.
Fourth, there is ethics among entrepreneurs.

He compared the American primary education to that of Korea. He observed that
it differed from the heavy focus on the study of a core-curriculum relying on
memorization in Korea. American education stresses raising the consciousness of order,
safety, good relationship with school mates and arrangement for belongings especially for
1" and 2“‘1 graders. They encourage discussion, presentation and cooperation as well as
reading and writing almost everyday. When they take tests or exam, they are often open-
book tests since one of the main objectives of the tests is to raise the power of

understanding and criticism, and the ability to ﬁnd information. The lecturer gave his

lecture in Korean.

The Educational System in the State of [Michigan

Lecturer: Dr. Kisuck Chung
Member of the State of Michigan Board of Education
Time: 7:00-8:30am, July 31, 1995

121

Place: Room N22 Business College Complex

The lecturer presented how the educational system has been operated: Federal
government and state government share the rights for education. In America, citizens get
involved in education by electing the members of the board of education in each state. A
superintendent is hired by the board. Michigan is the tenth state in terms of population,
where there are 82 county level school districts, 52 intermediate level school districts,
555 local districts and 38 charter schools. Michigan is one of the states that is rich
enough to have good public schools. In particular, the East Lansing public school district
has 7 elementary schools, 2 middle schools and 1 high school. The budget per student is
$7,108 a year, which is 32"" in the rank in the United States. Average salary per teacher
is $48,955 a year, which is 95‘h in the United States.

In Michigan, 20% of high school students don’t or cannot graduate. Detroit
shows a 50% drop out rate from high school. Unlike the economic situation of 30 year
ago, at which time even the. drop-outs could earn enough income to lead a middle class
life, as technology has developed, job conditions demanding at least a high school
graduation have increased. There are evaluation tests in the fall semesters of 4‘”, 7‘“, 9th
and 10th grade. One of the problems of public schools, especially high schools, is a
shortage of teachers who can teach natural science, such as math and science. In order to
raise the quality of math and science teachers, hiring retired persons from business or
industry has been considered. Also, the lecturer presented information about the general
process of applying for and admission to college or university.

In conclusion, he mentioned that one of the major issues of domestic politics is

education. It is thought by some that change doesn’t come from education but from

122

technology or the economy. Education seems to follow established values. He gave the
lecture in Korean. After the lecture, there were questions and answers about race-related

problems in education, the relationship between teacher-unions and job-security.

Teaching English as a Second Language: Realistic Approaches
Lecturer: Prof. Haeja Kim Chung,
Dept. of American Thought & Language, MSU

Time: 9:30—11:00am, August 2, 1995
Place: Room 282 Engineering Building

Having studied English for more than four decades and lived in the United Sates
for 27 years, the lecturer has found that phrasal rhythm is more important than grammar
or accent in speaking English. In music, single. notes are not stressed, but heard within a
rhythm. Understanding the groups of words as rhythm is much more important in
acquiring a language, too. If a non-native speaker didn’t begin learning spoken English
until his/her early twenties, it would be hard for him or her to perfect native-like grammar
and accent. But, English has a certain pattern of rhythm. So, if non-native speakers have
the group or rhythm and connect the words into groups, then they can speak ﬂuently even
though they still make some errors in grammar and accent. In order to get the rhythm,
they should increase the feeling for the language. To do this, they need a lot of reading,
listening and speaking.

With the feel for the language, they should get used to using idiomatic
expressions. Whether they can speak ﬂuently largely depends on how well they can use
idiomatic expressions. She recommended that they consult a dictionary of American

idioms as well as magazines, newspapers and short stories, paying little attention to the

grammar. She showed the relationship among speaking, listening, grammar as follows:

123

 

 

 

 

Speaking Reading Writing
Listening
Pronunciation Passive vocabulary Active vocabulary

 

| l

Idiomatic Feel for the language Grammar
Expressions Your Goals

 

Along with the importance of rhythm, ‘Feel for the language,’ and idiomatic
expressions, she stressed early education for foreign language for the above-mentioned
reasons. Like music, the earlier the learner can be exposed to the foreign language, the
better they can acquire the language. She gave the lecture in English for the ﬁrst half and

then in Korean.

English as an International Language: A New Role of Korean Teachers
Lecturer: Sandra L. Hagman, President & Senior consultant
Intercultural Training Associates, Inc.
White Lake, Michigan
Time: 7:00-8:30pm, August 7, 1995
Place: Room 282 Engineering Building
One of the most important jobs that today’s English teachers can do is to
encourage their students to be open-minded and consistent learners in order to be a
citizen of a global society. This is important that since the students are going to live in an
era in which they will meet people coming from many different cultures. Meeting such

people, they might have the attitude ‘they are not like us,’ because language, culture, and

personality are affecting one another like this:

124

Culture

/ X

I
\

Language *2 Personality

 

But, English-speaking people do not consist of only Americans, Britons or
Canadians, etc. Nowadays, English has become an international language. So, people
are learning English in order to communicate not only with the people of American and
British cultures but also with people from all around the world. In the era of the Global
Village, being an English teacher requires them to help their students prepare for their
future as a world citizen, able to overcome cultural differences and understand others.
She also presented some interesting facts: of the 4.5 billion people of the world, 800
million people use English. Of those, 350,000,000 are native speakers of English while
450,000,000 are non-native speakers of English. Three fourths of the world’s mail is
written in English. 80% of all information stored in computer banks is in English. Most
English teaching is done by non-native English speakers.1
Pros and Cons of Using L1 in an L2 Classroom
Lecturer: Prof. Charlene Polio, Dept. of English

Director of MA TESOL program, MSU
Time: 8:30-10200am, August 9, 1995
Place: Room 282 Engineering Building
The lecture focused on the amount of the native language the teacher should use

when teaching a foreign language. Input is one of the most important ingredients in

learning a foreign language. One of the ways to increase comprehension is to translate the

 

' The interesting facts were cited from “Future by Design The Practice of Ecological Planning "
ed. by Doug Aberley, 1994, New Society Publishers, Philadelphia PA

125

input into the native language. But, translation does not facilitate learning the target
language. It reduces the amount of input. Students begin to expect that the teacher will
give them translation when they do not understand the input. All of this may lead may
lead them to inattention in what their teachers are talking about in the target language.

Instead of giving the students translation, the lecturer suggested that the teacher
might choose to modify, paraphrase with simpler vocabulary, or repeat the input in a
slower speed. Also, teachers might use a written version of the input or a
gesture/demonstration unless the students can clearly understand the input. Especially in
the listening or speaking class, the teacher should use as much target language as
possible. The more the teacher uses the target language, the better the students can
acquire the target language. But, for the very beginning level of students, and also in the
cases where the target language is vastly different from the native language, the teachers
can use native language up to the point at which it can facilitate the students’
understanding.
Humanistic Globalization
Lecturer: Gill-Chin Lim

Dean of International Studies & Programs, MSU

Time: 9:30-11200am, August 11, 1995
Place: Room 201 International Center

The lecturer focused on the importance of multi-cultural education to prepare
children for the era of globalization. Having them notice differences between and among '
the cultures is one of the ﬁrst steps to understanding diversity and achieving a new

concept of the world citizen who can contribute his/her ability to the peace, justice and

the affluence of human beings. This leads to humanistic globalization.

126

The lecturer suggested that, in order for Korea to achieve humanistic
globalization, she should develop Korean ethical principles along with each
developmental stage, and conduct multi-dimensional education. In addition, she should
invest in foreign language education, develop Korean oriented plays, systematic
operation, early childhood education, environmental enlightenment and new technology.
These efforts should be made for harmony and diversity.

What’s going on in an American Class?

Lecturer: Son Hee Mercer

Teacher at Grand River Elementary School
Time: 11:00-12200am, August 11, 1995
Place: Room 201 International Center

Having taught at an American elementary school for more than 20 years, the
lecturer presented what American school life looks like using the example of her own
class. She showed the time-table for her students and explained the relationship between
the teachers’ union and the individual teacher. She also talked about the roles of
principal, teachers in charge of a class, and teachers in charge of special classes such as
music, reading, gym and art. She brought student progress report forms and about 40
textbooks that her students had used at class. Since the participants wanted to see the
report forms and American textbooks, it was a good opportunity to take a look at them.
Her lecture was presented in Korean.

Ice-cream social meetings:

The social meetings were arranged to give the participants chances to speak with

English speaking people in a more natural atmosphere. For this goal, nine volunteers

worked with ﬁve participants each. For the ﬁrst meeting, they were given the of

127

introducing each other’s educational system to have their talking start. Among the
volunteers, there were Chinese, Zimbabwean and Philippines besides Americans. The
participants could discuss various kinds of educational systems comparing them to
Korea’s. As most of the volunteers were students majoring in education or related areas,
or teachers of elementary or high school, the information exchanged between the
volunteers and the participants seemed professional and beneﬁcial to all. At the second
meeting and thereafter, they were encouraged to choose any topic. Due to the small size
of the groups, they had the ﬂexibility to go to some places near MSU campus and they
enjoyed talking to one another. Meetings were held every Tuesday evening from 7:00-
9:00pm during the workshop period.

Cultural Activities
Homestay: Sunday, August 6, 1995

The Homestay program was offered to provide the participants opportunities to
experience and observe American family life ﬁrsthand. It was arranged through
Community Volunteers for International People at MSU. Each host-family voluntarily
invited two teachers from 10:00am to 8:00pm for the day. They met at the Owen Hall
lobby and spent Sunday together, depending on the family’s situation or plan. The
program was evaluated as the best of the cultural activities. According to the
participants’ suggestions that it be longer than a one day program, 1996 IEW provided a
weekend program: the participants spent two nights and three days with their host-family.
Field-trips

Field trips to museums and various kinds of attractions were arranged to give the
participants opportunities to observe and experience American culture and life ﬁrsthand.

Prior to each ﬁeld trip, a brief explanation and objectives were given. Except for some

128

cases in which there were guides, the participants freely looked around and talked to
other people. The Chicago trip was not originally planned, but by the request of the
participants who wanted to see an American big city, a trip to Holland was cancelled and
the Chicago trip was added.

The participants were enthusiastic about exploring American history, culture and
life wherever they went. All of them took pictures and memos partly for their own
souvenirs and partly for future use in the English classes. The cultural activities could
only take place during a workshop held in the United States. So, IEW staff tried to take
advantage of all the opportunities and time providing as many chances for cultural
activities as possible.

Henry Ford Museum (8:30am-4z30pm, Saturday, July 22, 1995): The museum is one of
the best in the state of Michigan. The trip to the Museum gave them a better
understanding of the history of American industrialism, especially in connection with the
car industry.

Capital and Michigan Historical Museum (1 :30-4:00pm, Tuesday, July 25): The trip to
the capital and the museum gave them an overview of the people, history, politics,
culture, and industry of Michigan.

Frankenmuth (Saturday, July 29): It is a European-styled village in Michigan in which
they saw German oriented life-style and culture. They had a traditional lunch at a
German-style restaurant. On a way back to MSU, they dropped in Bronners’ store that is
the largest Christmas shop in the United States.

Open House (7:30-10:30pm, Sunday, July 30 at Gill-Chin Lim’s): An open-house is an
American style, informal social gathering. They met Korean residents working in the
Detroit and Lansing area, and talked with them about Korean-American people’s life,
culture, education and future over Korean foods.

Green Meadow Farm (2:00-4200pm, Tuesday, August 1, 1995): This is the largest dairy
farm in Michigan. Having taken a look at the form and listened to a guide, they observed
the process of a dairy farm system.

129

Chicago trip (Friday, August 4 to Saturday, August 5): While in Chicago, they visited to
Art Institute, Shedd Aquarium, Science Museum, Sears Tower along with city-tour. It
gave them an overview of what an American big city looks like.

Nokomos Learning Center (2:00-323Opm, Tuesday, August 8, 1995): The visit to the
center was mainly prepared to give them a view of native-Americans’ life, culture and
heritage.

Niagara Falls trip (Sunday, August 13 to Monday, August 14, 1995): During the trip,
they enjoyed sightseeing of the falls from the Canaddian side, Niagara Falls Garden,
British styled streets in Ontario City in Canada.

Visiting elementary schools:

Murphy Elementary School (10230-12200am, Wednesday, August 9, 1995): The visit
gave the participants an opportunity to take a look at an American elementary school.
Since it was summer break, there was no students at the school. But, the principal gave
them a brief presentation about the number of students and teachers, each teacher’s role,
how to discipline the students, parents’ involvement, and showed them school facilities.

Benett Woods Elementary School (3:0-5:00pm, Wednesday, August 16, 1995): The
school has adopted a year-round school system so that the participants were able to
observe the classes, to see what an American class looks like, and how students and
teachers interact with one another. The principal also showed school facilities and
explained how the school was operated.

Other activities:

Library tour (2200-3230pm, Friday, July 21, 1995): The tour was arranged to give the
participants an opportunity to see what an American university’s library looks like and
practice how to use the library. Dr. Talbot Huey, MSU librarian and coordinator of
International collections, gave them an orientation.

Campus tour (1:30-4z30pm, Thursday, July 20, 1995): In order to give them directions
to major facilities such as the intramural sports building, and help their adjust to this new
environment, the tour was prepared. During the tour, they were instructed about how to
use the laundry machine and other necessities at Owen Hall.

Meijer tour (9:00-12200am, Friday, July 21, 1995): This was an optional shopping trip.
It also gave them a chance to take a look at a typical American supermarket. Most of the
participants came to the tour.

Michigan Festivals: The festival held on MSU campus gave the participants a chance to
observe an American festival and popular culture. All the participants were given the

130

festival buttons and went to several performances. They were especially encouraged to
visit:

Summer Circle Theatre Festival’s presentation of Arthur Kopit’s play entitled “Indians”
(8:00-10:00pm, Friday, July 21, 1995)

Summer Circle Theatre Festival’s presentation of Arthur Kopit’s play entitled “A View
ﬁom the Bridge” (8:00-10:00pm, Saturday, July 22, 1995)

Michigan Festival Concert: Earth, Wind, and Fire (8:00-10:00pm, Friday, August 4,
1995)

Michigan Festival Concert: Greater Lansing Symphony Orchestra (8:00-10:00pm,
Thursday, August 10, 1995)

Michigan Festival Concert: Aretha Franklin (8:00-10:00pm, Friday, August 11, 1995)
Concert: Verdehr Trio Concert 8:00-10:00pm, Thursday, July 27, 1995)

Korean Independence Day Symposium (9:00am-9:00pm): The symposium was
organized by the Korean community. The ﬁrst part of the symposium was an academic
seminar at which they looked back at the past 50 years since Korea achieved
independence from Japan and suggested a direction of where Korea should go. The
second part consisted of cultural events at which there were Korean traditional songs,
dances and martial arts along with a modern performance by Korean students attending
MSU.

APPENDIX J

APPENDIX J

F OLLOW-UP SURVEY

This survey is to see what you have thought of International Education Workshop in
which you took part last summer. It is also for getting some ideas to improve that kind of
teacher-training program in the near future. Five months has already passed since you
went back to Korea. It is time your should look back at the workshop and make some
comments about what you think should have been included or excluded, and/or changed
if it had been a better workshop. I would appreciate it if you could answer following
questions. Also, your opinions and suggestions will be greatly welcomed. Thank you.

Age:
Gender: M F
How long have you been teaching English? year (5) month (s)

I. Are there any changes in your teaching methods compared since your took part in
the workshop? If there is any, please write them down with as much detail as
possible?

11. If you don’t think there is change in your teaching methods since you took part in
the workshop, what makes you not change your methods? Could you write down
your reason with as many details as possible?

III. Are the teaching methods you practiced at MSU applicable to your own teaching?

1. Are they easily applicable? Then, what kind of activities are more
applicable?
2. Are they difﬁcult to apply to your own class? What kind of activities are

less applicable?
IV. If they are not applicable, what do you think makes them not applicable?
V. Do you think there should be follow-up training to intensify and/or support the
training you received at the workshop?

1. I don’t think that I need a follow-up training program. ( )
2. I think that I need a follow-up training program. ( )

131

132

If your answer is 2, then what kind of follow-up program do you want?

a.
b.

I’d like to go to take part in a workshop held in the United States again.

I’d like to go to take part in an intensive living camp held in Korea during
summer or winter break.

I’d like to go to take part in a training program regularly held on weekends
in Korea.

Besides the above-mentioned kinds of programs, what sort of follow-up
program do you want? Please note them with as much detail as possible.

VI. For the cross-cultural communication sessions, do you think it is helpful in
Teaching your own class? If yes, what makes you think so? What are your
suggestions to improve the sessions?

VI. Among the cultural activities, what do you think are the most useful ones relating
to your teaching? What are your suggestions for making better cultural activities?

Besides the above-mentioned questions, could you please write down anything else you
would like to implement in order to make a better program?

133

Follow-up Survey

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APPENDIX L

‘

APPENDIX L
INERVIEW QUESTIONS FOR TEACHING STAFF

What do you think of the participants’ response to your teaching in the beginning
and now?

What do you think are their strengths and weaknesses especially in terms of the
fact that they are English teachers?
Do you think that the educational materials with which they are being taught are

proper for their English proﬁciency?

Do you feel that they are responding to your teaching diﬂ‘erently according to
their ages, gender, English proﬁciency?

What kinds of classroom activities do you think attract the participants’ attention
more?

For some participants whose English is not good enough to understand your
teaching, do you think that this workshop is still effective?

What are your opinions and suggestions for improving their teaching skills?

150

APPENDIX M

APPENDIX M

INTERVIEW: EVALUATION/FEEDBACK FROM THE TEACHING STAFFl

1. What do you think of the participant’s response to your teaching?
They were totally positive, very enthusiastic, and interested In particular, at the
beginning, they were extremely enthusiastic, almost crazy about everything in
class. At the end of the workshop period, they seemed still positive and really
excited at what they were dealing with in class.

2. What do you think their strengths and weaknesses are, especially in terms of the
fact that they are English teachers?

Their strengths are that they are creative, able to adapt to what I was teaching
with drﬂerent class size, time schedule. I saw their conﬁdence increase as the
workshop progressed Their major strength is that they are already skilled
elementary school teachers. So, they know what students are expecting and how
to deal with child'en. They know all about the lads. We workshop leaders could
easily share our background knowledge about how to deal with kids.

Their weakness is that their English proﬁciency is still law. They need
practice. In addition, partly due to the very tight schedule, one or two
participants were sleeping during the class, which annoyed the others. Also,
some of them seemed to suﬂer from homesickness.

3. Do you think the educational materials with which they were being taught are
proper for their English proﬁciency?

 

‘ I interviewed two of the teaching staﬂ‘: One was in charge of the workshop sessions, the other of
the supporting class of the workshop sessions and Survival English that was one of the cross-cultural
communication sessions.

151

 

152

Yes, the materials consisting of songs, games, and projects were introduced at the
right level.

Do you feel that they are responding to your teaching differently according to
their ages, gender, English proﬁciency, or even personality?

Of course. But, age didn ’t make a big drﬂerence. I sometimes felt that
older participants rather than younger ones seemed so happy and enthusiastic for
the most part. Due to their long period of teaching experience, the older
participants might understand children better, so that I think the older
participants could be more enthusiastic. But I can say that participants of all ages
were enthusiastic.

Gender also made no drﬁ'erence perhaps due to the fact that there was not
a big female population. 2

As far as English proﬁciency is concerned it didrr ’t make a dzﬂerence. I
still didrr ’t recognize who was at the advanced intermediate, or low level,
respectively. So, I think that it was best to mix up the levels for the workshop
sessions.

Regarding personalities, I could ﬁnd nothing surprising. But, some liked
songs and drawings while others didrr ’t. I remember that most of them like jazz
chants.

What kinds of classroom activities do you think attract the participants’ attention
more?

The classroom activities involving physical actions such as jazz chants, clapping,

and singing with rhythm attracted the participants’ attention more. Also, they

 

Among 45 participants were 15 women participants.

 

153

were interested in posters when I showed them, even though they were not so
much interested in making posters.

For some participants whose English is not good enough to understand your
teaching, do you think that this workshop is still eﬁ‘ective?

I don ’t think that anybody couldn ’t understand my teaching. I think everybody
understood Even if they didn ’t understand everything, they could still get the
main idea ﬁom someone else or from the written materials. They had explanation,

demonstration, written materials, and also Korean classmates who could

translate

those kinds of input.

What are your opinions and suggestions for improving their teaching skills?

It would be helpful if they could practice more teaching in English using very
little or no Korean. Also, if they could get feedback from all of the classmates
who are, after all, teachers, or videotape their teaching and analyze their own
teaching style, it would help improve their teaching skills.

With the same questions, I interviewed one cross-cultural session leader

on September 8, 1995.3

1.

At the beginning, they were so enthusiastic, especially for the ﬁrst week. But at
the end some people left class earlier, or didn ’t come. They seemed too tired at
the end of the program.

As for their strengths, I could tell they were creative. They seemed interested in
being able to teach English to their students. So, they were especially interested in

games, and songs which usually attract young children ’s interest. For their

 

154

weakness, I would say that they might have drﬂiculty because their English
proﬁciency is not good They needed to work on improving English proﬁciency.
But they can still teach English using simple words.

For the workshop sessions, the educational materials were ﬁne. Also, I think that
the materials for Cross-Cultural Communication Sessions were also ﬁne and
proper because they consisted of basic conversations. Even though some of the
participants had trouble understanding, the others could explain to those
participants who had dzﬁiculties. So, overall, the educational materials seemed
proper for the participants.

There were not big diﬁ'erences caused by their ages or gender. Rather, I think that
it depended on their personalities. I also thought that some people were totally
misplaced 4

In the morning class, they seemed to enjoy games, songs and jazz chants the
most. They were not so interested in pictures. For the afternoon classes, they
actively took part in role-plays and info-gap activities. However, class-discussion
didn ’t work very well as their enthusiasm had dropped toward the end of the
program partly due to homesickness and partly to the fact they were feeling tired
I think that the workshop was effective if they were willing to try. But the

majority of the participants were not interested in ﬁnding out what America is.

We could have divided the participants into their proper levels depending on our

own tests. In addition, we should have given them more free time. For example,

 

3

For this interview, I used the same interview questions as I used interviewing the workshop leader.

Thus, I put down the answers the session leader made without repeating the questions here.

Since we didn’t have placement test for the participants, we just placed them according to how

they had already been divided into three levels: the Oﬂioe of Education had the participants take the

155

ice-cream social meetings should be optional. If the evening activities were
optional, then they could have had more time to relax and prepare the following
day ’s classes. They seemed so tired when the program was approaching the end;
that the rate of absence was one—third in the case of morning classes even though
afternoon classes had pretty good attendance. Besides, I suggest that we cut the
afternoon class in half seven or eight is a good number for a Cross-Cultural
Communication session. For the starting time, 8:30 or 9:00 would be good
instead of 8:00 a. m. Also, the supporting class for workshop-classes should be
shorter, such as one hour instead of 75 minutes.
Besides interviewing two members of the teaching staff, I talked to one more instructor
who was in charge of the American Culture session, about how each level of classes was
going. The session leader depicted how different levels of participants took part in the
sessions:
The participants at level I seemed to have a hard time understanding lectures, but
still kept active. The lectures moved quickly since the participants did not ask
many questions. The participants at level 2 showed average listening and asked
an average number of questions. Those at level 3 were most actively negotiating,
asking questions, and comments. They didn ’t leave the classroom even though the

class was over because they seemed so enthusiastic to have a lot of questions.

 

listening and interview test, and put them into one of three levels: relatively advanced, relatively
intermediate, or relatively low.

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