[세부안내] Daejeon-Chungnam KOTESOL's in Daejeon 2008 Spring Symposium "Future Trends in Korean EFL" Saturday April 19th 2.00pm to 6.20pm. Time-Sisa Language Institute, Galleria Time World Daejeon. Plenary Presentation: Dr. Kim Jeong-ryeol, Korea National University of Education "The Changing Face of Korean Public English Education for Young Learners." Biography: Dr. Jeong-ryeol Kim is currently a professor of English at Korea National U. of Education teaching methodology, integrated content and language teaching, English linguistics. He is a vice-dean of center for in-service education at KNUE. He's been an active member of KOTESOL and was the president of KOTESOL back in 1995. He was involved in many different government projects in English education. He has published books on classroom English, teaching methodology, English curriculum, English classroom observation and analysis etc. He has published numerous articles in the area of elementary English education and technology enhanced English teaching. For Plenary Abstract Information (see below). Plus 6 Teacher Training Workshops (Young Learner, Secondary and University Levels) Including: *Utilising Online Vocabulary Flashcards - Scott Miles (Sogang University, Seoul). *Supplementing English Classes with Extensive Reading - Scott Miles (Sogang University, Seoul). *Computer Based Classroom Support for Young Learners and Teachers - Chris Patch (Canadian English Academy). *Video Based Programs to Improve Speaking for Young Learners - Kyungnan Park (Toss English Academy, Korea). Forum: A panel including the plenary speaker Dr. Kim, the workshop presenters, and Korea TESOL National Executive Council members, will discuss the topic of the symposium "Future Trends in Korean EFL". In light of the new President's Myungpark Lee's comments about the future of English Education in Korea, and the move towards immersion English in many areas of EFL here in Korea, as well as the content of Dr. Kim's plenary itself, there will be much to discuss. There will also be time for questions and comments from member's of the audience. Schedule: 1.30pm Registration Opens. 2pm Welcome and Opening Address from Chapter President. 2.30pm Concurrent Workshop Sessions (YL, Secondary and University level workshops). 3.30pm Concurrent Workshop Sessions (YL, Secondary and University level workshops). 4.30pm Plenary Presentation by Dr. Jeong Ryeol Kim from K.N.U.E. 5.30pm Future Trends in EFL Panel Discussion and Forum. 6.20pm Social Dinner. Price: 5000won KOTESOL members, 10000won non-members. Plenary Abstract Information: The Changing Face of Korean Public English Education for Young Learners Jeong-ryeol Kim (Korea National U. of Education) In the 1990s there was a great change in Korean English education drawing distinction of functionalism (communication) from objectivism (grammar and translation). Linguistic focus has swiftly shifted from reading to conversation. Communicative Language Teaching (CLT) heralded as a savior of defunct English education in the 90s. Introduction of elementary school English called for CLT and display of written language was banned from children's eyes in the classrooms. Kwon et al. (2007) study concluded that ten years of elementary school English education had limited success in affective area such as confidence and participation. Despite the success children are learning English without being able to connect what they learn to their daily life. It's ironic in that CLT is providing students with language they should use in their daily communication, but there's no such a place they can use the language they learned in schools. For this reason plus very few class hours combined, children learn English and not use it and forget it. They learn, do not use and forget. To reverse the adverse learning cycle of English, we need a moment of pause to think why on earth we're learning English. The easy kinds of answers to be found are to be a citizen of the world, to communicate with other nationalities etc. Probably, the last thing Koreans living in Korea will do is communicating their daily life matters in English with others. What we need is heightening our thinking skills and explorative powers for children to solve problems and issues critical to their lives. Children who can collect information in English as well as in Korean will have a lot more information to analyze and use to solve the problems at hand. In schools, they learn ten different subjects, and quite a few topics overlap across different subjects. Other important topics such as peace education and conflict resolution are not dealt in any subjects. Schools are not the only place for children to learn these days. Giving knowledge and receiving knowledge itself cannot be the primary function of schools. Schools should be a place for students to practice their explorative skills and problem-solving skills. English is a good medium for children to collect information and widen their horizon of necessary lifetime skills. English classes provide students with necessary language skills, and content subject classes use English they've learned. This cycle of learn-use-get motivated should be put in place to improve the quality of English education. Content and language integrated learning (CLIL) is a most likely way to simulate learning and using English for meaning (the way people really use language) in EFL environment such as Korea. In Korean CLT, information processing (cognitive academic) English should replace interpersonal daily English for children to discover why they're learning English rather than others think why they ought to learn English. TESOL 국제영어교사 학술 세미나입니다.