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Reimagining Languaging:

The Future of Education and Teaching

TESOL-MALL Graduate Program

Woosong University Symposium

KOTESOL DCC Workshop

2020.06.27 (토) 12:00~18:00

우송대학교 서 캠퍼스

Woosong University West Campus

Building W16 5th floor

Table of Contents

WELCOME FROM WOOSONG UNIVERSITY .............................................................. 1

WELCOME FROM THE TESOL-MALL GRADUATE PROGRAM ............................ 3

WELCOME FROM THE KOTESOL DCC CHAPTER .................................................... 4

PLENARY ADDRESS ........................................................................................................... 6

INVITED SPEAKER .............................................................................................................. 8

SYMPOSIUM PROGRAM ................................................................................................. 12

SYMPOSIUM SESSIONS – PRESENTERS AND ABSTRACTS ............................... 14

EDUCATION AND TECHNOLOGY.............................................................................................. 14

SPECIAL NEEDS AND RETHINKING EDUCATION ..................................................................... 19

TEACHING AND LEARNING ...................................................................................................... 25

HUMANIST PERSPECTIVES ....................................................................................................... 30

NOTES ................................................................................................................................... 34

TESOL-MALL Graduate Program Woosong University

TESOL-MALL Graduate Program Symposium KOTESOL DCC Workshop | 1

Welcome from Woosong University

From the President of Woosong University

May I say how wonderful it is to welcome you to Woosong University. From its inception in

1954, Woosong University has instilled strong values such as integrity, excellence, creativity,

diversity, flexibility, and innovation. With over a half century of knowledge and experience

in the management field, Woosong Educational Foundation established Woosong University

under the motto: Paving the way to a stronger and brighter future. The school logo consists

of a circle, triangle, and a square, which are the basis of all forms of life. Thus, the symbol

conveys the strong will of Woosong University, continuously striving to become the driving

force of society for the future.

With that in mind, I encourage you to take advantage of the opportunities being provided

through the auspices of the TESOL-MALL graduate program and the Daejeon Chungcheong

chapter of KOTESOL to expand your knowledge and expertise in English language teaching.

Hopefully the opportunities presented inspire you enough to join our university as a student

of the TESOL-MALL graduate program, undertaking a Certificate in TESOL, the Master of

Arts in TESOL, or seizing the dual-degree opportunity with St. Cloud State University in

Minnesota, USA.

I sincerely believe that today’s symposium will help you learn, and expose you to the tools

you need to excel. Make this day a building block for your intellectual and professional

development. Moreover, please do not forget, when you leave today and move into the world

of the 21st Century, use the tools learned here to continue your never-ending quest for

knowledge and understanding. I wish you success not only while you are here with us for

this event, but in your entire life.

Sincerely,

| TESOL-MALL Graduate Program Symposium KOTESOL DCC Workshop 2

___________________________________________________________________________

TESOL-MALL학과 TESOL-MALL Graduate Program

Highlights

All English instruction

Taught by language and

education doctorate

holders

WHAT IS TESOL-MALL?

The TESOL-MALL Graduate Program at

Woosong University, established in 1999, is

the longest running TESOL program in Korea.

Offerings

Certificate in TESOL

150 hours coursework and

practicum – w2,050,000

Master’s of TESOL

Thesis or portfolio options

30-50% tuition waivers

American MA (TESOL)

1+1 degree – St. Cloud State

University (SCSU)

WHY APPLY?

Gain skills and qualifications!

Engage in professional development.

Earn accredited and transferable

qualifications.

Become more marketable to employees.

Contact

tesolmall.weebly.com/appli

cation-form.html

Woosong Language Center

5th floor S1.509

[email protected]

042 630-9895

HOW DO I APPLY?

Download and Fill out the application form

and send it to us!

NEED HELP APPLYING? Drop by – we can help you complete the forms

Email/telephone friendly multi-lingual office

staff (English/Chinese/Korean)


Welcome from the TESOL-MALL Graduate Program

From the Head of the TESOL-MALL Graduate Program

It is wonderful that you are able to attend this joint KOTESOL DCC and TESOL-MALL

Graduate Student Symposium on digital language learning and teaching being held at

Woosong University, the home of the TESOL-MALL and St Cloud State University 1+1

Master’s degree program, and I extend a very warm welcome to you today.

The TESOL-MALL graduate program was first founded in 1999, and so, we are the longest

running TESOL program in Korea. We were originally founded as the Graduate School of

Foreign Language Communication but this was renamed in 2002 to better reflect the

professional development and educational opportunities that we afford. The TESOL acronym

in our name stands for Teaching English to Speakers of Other Languages, and the acronym

MALL refers to Multimedia Assisted Language Learning. In fact, our program offers an

interdisciplinary curriculum that covers TESOL, MALL, and critical English language

teaching (CELT), and we have a faculty that consists of native speakers with language and

education specializations at the doctoral level. The program is one of only a handful in Korea

that offers English-only education for both native and non-native speakers, as well as that of

a 1+1 option with St. Cloud State University.

Our program offerings include a number of respected certification pathways that are globally

recognized, and comprise of a 150-hour Certificate in TESOL that includes coursework and

practicum components, the Master of Arts in TESOL by thesis or portfolio, and an American

MA (TESOL) dual degree that can be completed from any location through St. Cloud State

University in Minnesota. We also offer a number of competitive tuition waiver scholarships

to assist with the financial aspect of completing higher education. Depending on GPA, TOPIK,

and IELTS scores, tuition waivers range from 20% to 50%, with Woosong employees and

family members guaranteed a 50%-off tuition waiver.

Take the opportunity at today’s symposium to engage in professional development, to

develop and expand the sphere of your personal learning environment, to network, and to

meet new friends. Perhaps also, while you are here, seize the opportunity to expand your

academic horizons and future career prospects by applying to our degree program or by

joining KOTESOL if you have not already done so.

I wish you all the best with your future teaching, engagement with students, and providing

an ever-effective learning environment for those pupils under your care. Enjoy your day today,

and the talks and workshops we are very happy to provide.

Sincerely,

D. B. Kent


Welcome from the KOTESOL DCC Chapter

DCC Chapter President’s Welcome

Welcome to the TESOL-MALL graduate program Woosong University Symposium and

KOTESOL 2019 Daejeon-Chungcheong Chapter Workshop on Reimagining languaging: The

future of education and teaching!

We are so thankful that you have chosen to take time out of your busy schedules to join us

today. The theme of this joint symposium-workshop, that of digital language learning and

teaching, is one that is important for both native-Korean and foreign-born educators residing

on the Korean peninsula today. It is particularly important as we move forward into the heart

of the 21st century and start to consider the changes that our teaching will have to undergo in

response to our students future needs.

We are very happy to welcome the support of the TESOL-MALL graduate program who are

behind the production of this annual event. They have organized a great range of

presentations for us today that revolve around four themes: education and technology, and

have organized a great range of presentations for us today. Themes of the symposium will

include those that consider education and technology, special needs and rethinking education,

teaching and learning, as well as those from a humanist perspective.

The plenary address, delivered by Miranda Wu, discusses the place of instructional

technology in language education following a hermeneutic approach, while our closing

speaker, Daniel Bailey, will take us through an exploration of how social media marketing

activities apply to more than just business English courses.

Once again, thank you for joining us today! Enjoy the talks, professional development, and

the networking opportunities available.

Thank you,

M. Peacock

Daejeon-Chungcheong President


___________________________________________________________________________


Plenary Address

Plenary Address

Wu Yang (Miranda Wu)

Endicott College of International Studies, Woosong University

13:15

Instructional Technology in Language Education:

A Hermeneutic Approach

This presentation will examine instructional technology (IT) from the literature in language

education journals to update themes of IT research, and to examine whether IT research trends

are associated with artificial intelligence (AI) and Natural Language Processing (NLP)

advances over the recent decade. This is worthy of exploration because AI has now become a

theme that is changing many fields, yet no review has documented this association from the

context that this presentation focuses upon. Results show that researchers have explored

myriads of IT frameworks, from earlier Computer Assisted Language Learning (CALL),

Computer Mediated Communication (CMC) to a less-examined AI/NLP technology-

embedded dialogue-based CALL perspective using Automatic Speech Recognition (ASR),

Spoken Dialogue Systems (SDS) and Machine Translation (MT); substantial studies

investigated technological types, attitude and perception and many have investigated teacher

education and training in regards to IT; rather less, have studied quantifiable efficacy and

affordances of language performance; publications trends from 2010 to 2019 are highly

positively correlated with the Google Trend search of AI in language education (p=0.820).

However, volatility and time delay are conspicuous, which provides implications for

researching with more technological fluency and incorporating cutting-edge AI/NLP tools

into language classrooms to improve digital literacy.

Wu Yang (Miranda Wu) Assistant professor of Chinese language (2017-2018); PhD candidate of

International Business Management, Woosong University, Republic of

Korea (2017-); research fellow at the Alpaca Pearson Test of English

Academic Institute (2018-); tenured business English lecturer and

interpreter at the Hunan University of Commerce, People’s Republic of

China (2009-); MA in Foreign Linguistics and Applied Linguistics

(English-Chinese Simultaneous Interpretation, 2006-2009), Central

South University, People’s Republic of China.


___________________________________________________________________________


Invited Speaker

Invited Speaker

Dr. Daniel Bailey

Assistant Professor, Konkuk University Glocal Campus

17:05

A New Era for English Classes: Exploring the Concept of Social Media

Marketing Activities and English Communication Skills

This workshop describes lessons that teach English through social media marketing (SMM).

Social media marketing is a technique for attracting customers to products and services

through personalized content, customer-targeting, and influencing. Seventy-five percent of

organizations worldwide rely on a Social Media approach to marketing, indicating that

Business English courses should integrate influencer and native advertisement activities.

Natural content is defined as useful content that prospective customers value for the content’s

sake (e.g., blog posts, how-to articles, and eBooks). Companies use natural content for product

placement to attract new customers and maintain relationships with existing ones. Influencer

and native advertising entails spreading information through natural content to a specific

audience. Business English through Social Media Marketing helps students create popular

online English content that gets views and shares. Marketing activities in EFL context offer

several benefits, which include learning entrepreneurship by developing a business origin

and purpose, creating customer personas, and producing social media content that attracts

attention and spreads ideas. SMM for language learning is a modern take to Business English

and becoming increasingly relevant as outdated business English books are preventing

students from preparing for a 21st-century work environment. In addition to business purpose

and persona lessons, SMM also covers conversational marketing (e.g., talking to clients and

answering questions), native advertisement (e.g., advertorials = editorial + advertisement),

and digital storytelling. These are just a few additions to traditional Business English courses

made possible with Social Media Marketing.


___________________________________________________________________________

During the workshop, I will describe where, when and how SMM activities provide the

opportunity for second language acquisition. EFL/ESL business English activities with SMM

place customer relationship management (CRM) lessons in an ESL/EFL framework of learning,

specifically learning theories related to the comprehensible output hypothesis and scaffolding.

First, each SMM concept is introduced with relevant vocabulary and phrases. Students are

then provided model examples of real-world business content. Next, students follow a

template-driven approach to content development. For conversation practice, students are

given talking points (e.g., concept-relevant questions) and sample responses. Activities are

flexible for unique teacher skills and course objectives. While the lessons discussed during the

workshop directly apply to business English courses, the activities can be modified from

business English to creative writing, multimedia English, business writing classes, and more.

Overall, comprehensible second language output is the goal. Language learning occurs

through the output of language produced. Language learning is posited to occur because

social media provides an excellent channel for content creation and curation. Students create

content, self-monitor their progress, and compensate for their knowledge-gaps. Over time,

they expand on the syntactic and lexical complexity of their written and spoken content as

they produce language output within their scope of language knowledge. With the use of

Internet tools, students learn how to reach an audience outside their classroom.

Several problems with South Korean English education are addressed through SMM activities,

problems such as lack of authentic opportunity to use English outside of class and outdated

Business English activities. Through this workshop, I hope we can learn how to expand the

current scope of this SMM program. I also hope to help interested members learn how to

integrate similar activities into their own classes.

Daniel Bailey Assistant Professor in the English Department at Konkuk

University’s Glocal Campus in the Republic of Korea. His recent

research has investigated automatic writing evaluation with

Grammarly, and his curriculum design interests pertain to

courses associated with digital literacy. He regularly presents on

topics related to motivational psychology and computer assisted

language learning. Daniel holds a PhD in Education Technology

from Korea University.


___________________________________________________________________________


___________________________________________________________________________

KOTESOL Special Interest Groups

Have a special interest – Get involved with your SIG!

• Christian Teachers

• Classroom Management

• Environmental Justice

• KTT: KOTESOL Teacher Training

• Multimedia & CALL

• People Of Color Teachers

• Reflective Practice

• Research

• Social Justice (Critical Educators in Korea)

• Women and Gender Equality


Symposium Program

12:00 Registration – 등록

Pre-register free: https://tesolmall.weebly.com/registration

SC

HE

DU

LE

–

일정

13:00 Welcoming Ceremony – 환영식

13:15

Plenary Address – 총회 연설

Information Technology in Language Education: A Hermeneutic Approach Wu Yang (Miranda Wu)

Education and

Technology

Special Needs and

Rethinking Education

Teaching and

Learning

Humanist

Perspectives

Auditorium

(강당) 1

Room

(교실) 3

Room

(교실) 4

Auditorium

(강당) 2

13:4

5 –

14:3

0 Using technology

to make listening

more interactive

Nicole Shiosaki

Creating a space for

students with disabilities

and neurodiversity in the

classroom

Crystal S. Cho Jones

The good, the bad,

and the vocab:

Preparing Korea for

environmental

emergencies

Julian Warmington

Maintaining human

ethics and values

with a multilingual

educational

philosophy

Jan Mathys De Beer

CO

NC

UR

RE

NT

SE

SS

ION

S –

동시에

진행되는

세션

14:3

5 –

15:2

0 Audience

response systems

in a Korean

cultural context

Aaron Jones

Expats and mental

health: Living with a

mind of gratitude in a

country not our own

Retha Choi

What Disney can

teach us about

compare-and-contrast

Terri Beadle

My mother tongue is

not enough: A

critique of English as

a Medium of

Instruction (EMI)

Cyril Reyes

15:2

5 –

16:1

0

Analyzing

students'

questions and

interests on

English Q&A

forums using

natural language

processing (NLP)

Irada Gezalova

15:2

5 –

15:4

5 Body language,

emotion and

translanguaging

through cinema and

television

Nicholas Bell

Meta-analysis and

gamification of

education: An

overview

Chris Garland

Reimagining

teaching: The future

of education in light

of the fourth

industrial revolution,

how relevant is the

EFL teacher’s

contributions in a

classroom setting?

Dawn Edgecome

15:5

0 -

16:1

0

The different

perceptions of the

roles and traits of

NESTs in Korean

higher education

Alastair Brewer

16:1

5 –

17:0

0

Internet memes in

the classroom

Andrew Aguiar

The value of English: A

focus on Dhaka

undergraduates

Md Kamruzzaman Patwary

16:1

5 -

16:3

5 Cinema and

superheroes in the

TESOL classroom

Mark Sabourin

16:4

0 -

17:0

0

The advantages

and fundamentals

of ethnographic

research

James Grieg

17:05

Invited Workshop – 초대 워크샵

A New Era for English Classes: Exploring the Concept of Social Media Marketing

Activities and English Communication Skills Daniel Bailey

SC

HE

DU

LE

–

일정 17:30

Closing Ceremony – 폐회식 Award Ceremony and Oxford University Press prize draw


___________________________________________________________________________


Symposium Sessions – Presenters and Abstracts

Education and Technology

13:4

5 –

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Using technology to make listening more interactive Nicole Shiosaki, Gyeongsang National University

One thing that my first-year students consistently complained about is the university-

mandated listening test. Every time the reviews came around, students rated the listening

test as the most difficult aspect of the course. Not only did the students hate the listening, I

hated it.

Listening is an essential skill for EFL students but it is one of the hardest to teach.

Common textbook activities such as fill-in-the-blanks and comprehension questions are

unengaging for both students and instructors. Furthermore, they concentrate only on

receptive skills and only superficially model authentic English. Moreover, the standard

method of playing the audio track over a communal speaker does not allow for

individualized learning opportunities. There are, however, different approaches to

listening that make it more beneficial for learners.

This workshop aims to introduce participants to a method for modifying existing

listening files into interactive integrated listening activities. Participants will learn how to

use the audio editing software Audacity to adjust textbook listening files or even in order

to record brand new audio files. The workshop will also suggest how to use student

smartphones for more individualized listening. Finally, the workshop will discuss using

Google Drive to distribute listening files to students. Participants will learn the tools make

listening better fit the needs of their students.

Nicole Shiosaki has been teaching at the university level in South Korea for three years. She

previously presented at the Woosong University Symposium KOTESOL DCC workshop

The Fourth Industrial Revolution and Education about the videogame Keep Talking and

Nobody Explodes.


___________________________________________________________________________

14

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Audience response systems in a Korean cultural context Aaron Jones, University of Seoul

The use of audience response systems (ARS) in language classrooms has been for some

time an established pedagogical approach to teaching. In the West, the use of ARS’s has

proven effective. However, until recently, little was known about the effects of ARS

inclusion in Korean classrooms. Recently, a study sought to examine the use of Poll

Everywhere as an ARS within the English conversation classroom at a Korean university.

The findings of this study addressed student engagement in English conversation courses

and the relationship it has with Poll Everywhere. Students overwhelmingly noted that the

use of Poll Everywhere in the classroom enhanced their learning experience, allowed them

to be more enthusiastic, interested, and motivated to respond in English, and generally

increased their engagement in English instruction. Furthermore, it was noted by the

students that factors such as anonymity, novelty of teaching style, and the ability to aid in

the expression of English allowed them to engage more in English lessons as they produced

English language in a classroom setting. The results of the study hypothesized that Korean

university students respond positively to Poll Everywhere integration that allowed for

enhanced engagement in English conversation classes. In this symposium, participants will

examine the research and participate in using an ARS in the form of a workshop practicum.

Using ARS’s in Korean classrooms has serious potential to enhance language learning in a

Korean cultural context, and it is the hope of the presenter that other instructors in Korea

can utilize ARS’s to enhance learning in their own classrooms.

Aaron Jones has served as a language instructor at the collegiate level in both South Korea

and the United States. His research interests include engagement strategies and their

effectiveness in regard to cultural context. Aaron received his Master of Arts in Teaching

ESL and Master of Arts in Global Leadership from Dallas Baptist University.


___________________________________________________________________________

15

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Analyzing students' questions and interests on English Q&A

forums using Natural Language Processing (NLP) Irada Gezalova, Woosong University

Students continuously contribute knowledge to online Q&A forums, allowing them to

ask and search for information or share their experiences with other users. Focusing on

Q&A forums, particularly on the forum of Stack Exchange (launched in 2010), this work

aims to extract an online corpus of such questions (answers are not extracted) from the

‘English Language and Usage’ community found on that site. The collected corpus of

several thousand questions is then processed by a novel NLP (natural language processing)

algorithm to define the most frequent ESL (English as a second language) learner’s

questions and potential interests. The obtained data can then be exploited for language

research and education as learner data voluntarily contributed to Q&A forums reflects

students’ real-world problems, and this can be utilized to help teachers in undertaking the

process of student needs analysis and materials development in various contexts.

In order to analyze the corpus of questions extracted from the forum, an algorithm

created using the Python programming language was developed that allows for parsing of

site content and then systemizes the obtained data. The participants tag their questions,

however this may be undertaken inappropriately or a question may refer to several

categories. To address that, the algorithm provides a means of revealing the most

questionable categories through its own tagging system, and one that complements users’

tags. After tagging is undertaken, questions are sorted by category (tag) in reverse order.

In this manner, the most problematic categories can be revealed and the data statistically

analyzed.

The unique feature of this research is in acquiring an amount of contributed data

(utilizing a Big Data paradigm) that allows for the formation of statistically valid

conclusions about out-of-class students’ interests, problems, and their inquiries. Possessing

this data, teachers can then use it to enhance their curriculum and materials development

to meet the needs of their students, while allowing them and researchers to deeply

understand learners of current interests along with their genuine problems.

Irada Gezalova is in her 2nd year of study in the TESOL-MALL Master of Arts degree

program. She received a bachelor’s degree in law from Bashkir State University, Russia.

Her main research interests are English linguistics, ESL, and artificial intelligence.


___________________________________________________________________________

15

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Memes in the classroom Andrew Aguiar, Gyeongsang National University

Though not everyone may be familiar with memes, most people encounter them in their

daily lives. Memes can be as simple as jokes or stories between friends. However, the term

often refers to images that are sometimes used to express opinions on the internet. The

internet is also a place where EFL learners encounter English, including English memes.

Thus, teachers must guide their learners about how to decode and use memes. The

workshop aims to introduce the tools and websites to define, make, and use memes in adult

classrooms. The presenter will introduce a meme activity, and then discuss other possible

activities. The audience will come out of the workshop with the knowledge necessary to

design lessons using memes whether they are beginners or experts. Overall, the workshop

will give instructors the resources and inspiration necessary to start integrating memes into

their classrooms for the betterment of their students in a time where the internet is a

dominant presence.

Andrew Aguiar has been teaching EFL in South Korean academies for over seven years, and

has recently started to work for a national university. He has presented at two KOTESOL

events, including The 4th Industrial Revolution and Education Symposium, where he

introduced how to use commercial video games in the EFL classroom.


___________________________________________________________________________


___________________________________________________________________________

Special Needs and Rethinking Education

13:4

5 –

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Creating a space for students with disabilities and

neurodiversity in the classroom Crystal S. Cho Jones, Indiana University

Neurodiversity is ADHD, dyslexia, autism spectrum, mental health, and personality

disorders. Disability is a physical or mental condition that limits an individual’s

movements, senses, or activities. Cultural and social stigmas hinder these individuals from

succeeding and thriving within society and the education system, especially in Asia. We

need to dismantle stigmas and provide an understanding of neurodiversity and disability.

Is there a lack of early childhood intervention in the South Korea, and the resulting impact

it has on students going undiagnosed? The best methods to improve learning are

implementing Assistive Technology. What is Universal Design for Learning framework?

How can we engage the students and create a space that provides a learning environment

that meets their needs? Moreover: providing a space for the student to be themself without

shame, discrimination, and the constant demand to conform or pressure to “mask.” The

research will be based on teachers’ classroom experiences, studies in special education, and

research. There will be active audience participation to discuss personal experiences, and

the resulting negative impact on disabled and neurodiverse students within the education

system and society. As teachers, we should be able to assist our students in ways that can

help them succeed and understand their needs. The presenter will go in-depth on how we

can improve as educators by creating a classroom and teaching methods that meet the

needs of our students with special needs.

Crystal S. Cho Jones is currently a graduate student at Indiana University in the Master of

Science in Education program specializing in special education. They lived and worked in

South Korea as an ESL teacher for almost six years, teaching K-12 and adults. They have

worked with and helped individuals of different disabilities for seven years.


___________________________________________________________________________

14

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Expats and mental health: Living with a mind of gratitude in a

country not our own Retha Choi, Woosong Information College

The intent of this workshop is to show examples and ways to adapt to Korean culture

and the mentalities that gain a foothold in our own minds as Western expats living in Korea.

There will be personal examples of how to adapt to the physical, mental, spiritual, and

social aspects of a country that we might consider to be so different to our home countries.

There will be discussion about the problems that we face here that are sometimes

overwhelming and hard to come to terms with. These include the freedom of the use of

alcohol, the physical criticisms of our bodies, the spiritual stagnation that one might feel,

the idea that we are stuck with people (expatriates and locals) that we would possibly never

relate to or come into contact in our home countries, the coming and going of the friends

we have made, and the Koreans that may only use us for our English language skills or

other traits. People will learn a few ways to find a positive way to deal with the mind

demons that cause a person to feel hopeless and isolated when lacking familiar support

systems. This situation can make a person feel hopeless and seek ways to hurt themselves.

If this sounds like you, or you are interested in these topics, this workshop might be for

you. It will help you gain a more positive mindset through exploration and discussion of

gratitude, and how it will help you to find other ways to deal with stress and everyday life

in a country that is not your own.

Retha Choi is an assistant professor at Woosong Information College in the Nursing

Department teaching basic nursing English. She has a Master of Arts degree from the

TESOL-MALL graduate program at Woosong University. She has a bachelor’s of social

work from Walla Walla University in Walla Walla, Washington. She has volunteered as an

academic advisor at HOPE – a registered non-profit, NGO based in Seoul, an organization

that provides free English language courses for disadvantaged families and children.

(www.alwayshope.or.kr) She has lived and worked in South Korea for 25 years, with 18

years teaching at three universities in Daejeon. She is currently on a committee at Woosong

Information College for the flipped classroom, developing materials for the university’s

LMS online program. She enjoys learning new methods of using media in the classroom

and developing ways to motivate her students.


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Body language, emotion and translanguaging through cinema

and television Nicholas Bell, Joongbu University

A brief presentation of a proposed semester-length project for university level students

that explores body language, emotion, and translanguaging through television and cinema

performances.

Nicholas Bell is an alumnus of the TESOL-MALL Graduate Program at Woosong University.

He is currently in his 7th year as an assistant professor at Joongbu University in South

Korea.


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15

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The different perception of the roles and traits of NESTs in

Korean higher education Alastair Brewer, Woosong University

This brief talk is about the varying perceptions of the roles and traits that an effective

native English speaking teacher (NEST) should have in order to work well at a university

in South Korea. The talk will discuss the various perceptions that are held by the different

parties involved (namely the NESTs themselves, Korean counterparts, and the students). I

will argue that there needs to be better communication between the different groups, as

these different perceptions mean that NESTs are often not well integrated and therefore

used ineffectually. Teachers should be aware of the different ideas of how they should be

operating. If students and teachers have wildly different ideas of what they should get from

the classroom, then it will lead to unresponsive and uncooperative classes. Therefore it is

in teachers’ best interests to know about the different perceptions of what a NEST should

be doing in the university classroom. I will provide the audience with various views that I

collected through my research from different teachers and students, and use these to make

some suggestions for the classroom. I also hope to get some discussion going to collect ideas

on how we can better understand our students, and foster better communication between

the different parties involved. In understanding the perceptions of NESTs roles, all parties

can make for a more conducive work environment which will ultimately benefit students

greatly.

Alastair Brewer has been living and working in Korea for over ten years, employed at

different universities, as well as in the public school sector and private sector. He holds

master’s degrees in TESOL and MALL from both Woosong University in South Korea and

St. Cloud State University in the United States.


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The value of English in Bangladesh: Focus on undergraduates

in Dhaka Md Kamruzzaman Patwary, Woosong University

The value of English throughout the world, with its relative importance in inner-circle,

outer-circle, and expanding-circle countries is continually worth evaluating and exploring.

Particularly so in countries where English helps unite people under one umbrella through

its use as a second language, where it may be important to continually assess its value in

terms of its impact on everyday life. In this regard, an understanding of the value of English

in Bangladesh will be explored in terms of how being able to speak the language leads to

opportunities that provide access to education, employment, and societal respect for

undergraduate students in Dhaka. The focus of the presentation is on detailing how success

is brought to those who are able to master this language, and the challenges that they

undergo to achieve this.

Md Kamruzzaman Patwary is participating in the TESOL-MALL Master of Arts degree

program at Woosong University, and will defend his thesis this semester.


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Teaching and Learning

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The good, the bad, and the vocab: Preparing Korea for

environmental emergencies Julian Warmington, Climate Education Network, Korea

Whether by developing big-picture thinking and a wider contextual awareness through

social sciences, or more specific high tech needs of STEM, access to English-language

resources on the many environmental crises facing our students will help them to adapt

and survive. This open talk will share the latest in ESL lesson resources from within South

Korea and beyond, with half the 45 minutes reserved for participants’ constructive

contributions of their own lessons teaching language on the topic of current environmental

issues. These might be in the form of resources such as written stories like The

Hummingbird by Wanjira Mathai, or websites that present science in age- and level-

appropriate ways like Global Weirding by Dr. Katherine Hayhoe. They might be stories of

individuals who are contributing to environmental solutions such as those by the very

young Dutch inventor Boyan Slat with his plan for cleaning the oceans of plastics, or of

local groups such as the School Strike/ Fridays for Future team named Youth 4 Climate

Action in South Korea. Or it might be a report on your lesson and how it went in your

hagwon, school, or university, such as Crystal Jones’ excellent study on air pollution for

elementary school students at the Andong National University vacation camp session. Or

perhaps you’ve taught university students how to check peer critique media reports, or

reviewed science journal articles for “conflict of interest” and sponsorship statements. Or it

might be research that you’ve found of others’ lessons, or questions that you have for how

to approach teaching a subject that has piqued your interest. Comments questioning the

veracity of the climate emergency are cute but not welcome; rather, tell us about your lesson

on reducing single-use plastics or in class-energy waste, establishing a school

environmental action group, or something similar.

Julian Warmington has been teaching at the university level in South Korea for more than

ten years. He has been researching on the state of environmental education in ESL for

several years, presenting on it for the last few years, and established the Environmental

Justice SIG in 2018.


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What Disney can teach us about compare-and-contrast Terri Beadle, Woosong University

We all love Disney, but have you ever thought of using Disney to help students

understand and write compare and contrast essays?

Writing may not be the most favorable task of English language teachers, but teaching

it is a necessity. When we think about writing, we usually think about the basic five types

of essays: narrative, descriptive, expository, persuasive/argumentative, and compare-and-

contrast – written in five paragraphs. This can be boring for the students, as we tend to use

the same topics over and over again, so the students can basically engage with us and

develop work on remote. What I am proposing is a different take on the overused, but

needed, compare-and-contrast essay.

Compare-and-contrast is something that we do in everyday life. We are always

analyzing the best way to work a problem, finding all the pros and cons to a solution, or

just trying to determine which action is best. It does not matter what your field of expertise

is, this is something that students need to master in order to be productive members of the

workforce, so why not make it fun?

When we open our students’ creative minds, thinking outside of the box, they tend to

be more engaged in the class. So, in this workshop, I will explain how I use Disney movies

and their original writings to get the students to understand compare-and-contrast, and to

get the students to think creatively about them.

Terri Beadle has been teaching English for 10 years in the US and abroad. She has taught

university language classes as well as content classes in education. She is currently teaching

at Woosong University in Daejeon, South Korea. Ms. Beadle has recently started her

doctorate at the University of Illinois.


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Meta-analysis and gamification of education: An overview Chris Garland, Hanbat National University

This presentation will discuss a meta-analysis on the gamification of education, and the

implications for language education. Beginning with an overview of meta-analysis, I will

explain the benefits of and methods for conducting a meta-analysis, and how to interpret

the results. This will be of particular use to individuals who want to conduct research but

may not actually be able to do so in a classroom setting. Following the discussion on meta-

analysis, there will be a discussion on the results of this specific meta-analysis, and what

they show about the gamification of education. First, I will give a general overview of

gamification and what it is. Then I will go into my specific research and the results of the

meta-analysis. This will be beneficial to educators because it will give directions and

guidelines for how they might be able to incorporate gamification elements into their

classroom. After listening to my talk, participants will have a general overview of meta-

analysis as well as gamification, and how it may be of use to them in their current situation.

Chris Garland is a visiting professor in the English Language and Literature Department of

Hanbat National University. He has lived in South Korea for over ten years, and has taught

at all grade levels, from elementary school all the way through to university. His research

interests include the roles of motivation and gamification in language learning and

teaching.


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Learning English through exploring cinema and superheroes Mark Sabourin, Woosong Information College

Sometimes, the TESOL instructor struggles to find topics that are interesting and

relevant to English language learners (Kumaravadivelu, 2012), both male and female, both

young and old. Two topics that I have found have seemingly universal appeal: movies and

superheroes. This workshop includes a pair of lessons which will apply communicative

language learning. The tasks that will be utilized are role plays, group work (Scrivener,

1994), and information gap activities (Ibid). The lessons work well with both intermediate

and advanced English learners.

Participants in this workshop will see how exploring movie genres (Beach, 2007) allows

students to consider the concept of the genres (such as romance, comedy), and subgenres

(such as romantic comedy) that a motion picture falls into (Ibid). In addition, students will

be encouraged, with limited instructor supervision, to create their own scene in the form of

a movie script. Finally, students can practice and perform their scene.

In part two of this workshop, we will explore the concept of superheroes by examining

famous popular superheroes in the comics (Richards & Renandya, 2002) as well as

examples of failed superhero concepts from the past. Students will then create their own

unique superhero with specific superhuman or supernatural powers as well as a secret

identity. Some of the scaffolding will be done using handouts which are authentic

materials*. A concluding analysis will determine the popularity of each superhero, and

what can be modified to make the character more popular. I will share examples of some

of my students’ past creations, and if time permits, an actual workshop will be conducted

with the attendees.

* The handouts are edited versions of superhero descriptions derived and edited from the web sites

listverse.com, heavy.com and themost10.com.

References

Beach, Richard. (2007). Teachingmedialiteracy.com: A Web-linked Guide to Resources

and Activities (Language & Literacy Series). Teacher College Press.

Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society. Routledge

Publishing Group.

Richards, J., & Renandya, W. (2002). Methodology in Language Teaching. Cambridge

University Press.

Scrivener, J. (1994). Learning Teaching. Macmillan Education.

Mark Sabourin has lived in South Korea for the last twelve years, and he has been teaching

English to students at Woosong Information College for the past eight. He did his

undergraduate work in English literature at California State University in Sacramento. He

is an alumnus of the Woosong University TESOL-MALL Graduate Program at Woosong

University in Daejeon, South Korea.


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Humanist Perspectives

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Maintaining human ethics and values with a multilingual

educational philosophy Jan Mathys De Beer, Woosong University

This workshop will help participants identify their intrinsic educational philosophy and

the human ethical values that flow from that philosophy. The contemporary multilingual

educational philosophy will be explained. Participants will then get the opportunity to

consciously develop their classroom value system according to a multilingual approach.

You are teaching some set of values – if not directly, then indirectly. So, if you are aware of

your own values and reflect on how these values are displayed in your classroom, you can

ensure that you convey these values in your classroom management, teaching style,

classroom exercises, homework assignments, assessments, and personal communication

with students. In the English language classroom, your attitude towards the L1 of the

students, or their knowledge of other languages, also display an important part of your

human ethics and value system. This is also true of your own efforts to understand the

students’ L1, albeit only to enhance your methods of teaching English. We will identify

participants’ values, find which of those values connect with a multilingual language

education philosophy, then brainstorm about how these values can be implemented in the

classroom. You will be able to go and establish which adjustments to make to your

classroom management, style, assessment, homework, instructions, and general

communication in order to reflect the appropriate human values and ethics.

Jan Mathys De Beer (Ph.D) has many years’ experience in education, research, and

publishing, with degrees in philosophy, religion, psychology, and applied education. He

has been a professor at Woosong University in South Korea since 2017 where he teaches

English and research and writing courses. He is currently the assistant research coordinator

of the Woosong Joint Research Project that studies various aspects of EFL teaching, and he

publishes in the areas of philosophy (ethics), language education, and religious studies.


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My mother tongue is not enough: A critique of English as a

Medium of Instruction (EMI) Cyril Reyes, Woosong University

For the past decade, translanguaging and other multilingual movements in SLA and

EFL/ESL circles have advocated for learning spaces sensitive to the learner’s socio-cultural

repertoire and background. And yet the growing internationalization of higher educational

institutions has not embraced the diversity of student backgrounds, but instead blanketed

such differences by requiring participants to study as English speakers. The current wave

of English as a Medium of Instruction (EMI) disenfranchises the mother tongues of non-

native English speakers in order to conform to an external standard of English as a lingua

franca. I shall provide a report on the attitudes of Korean students and international faculty

in regards to EMI. Through the critical lens of translanguaging, I will ask and try to answer

the following questions:

1. How is the mother tongue negotiated back into the classroom?

2. How is it used in collaborative contexts, such as group work and study groups?

3. How do students and teachers fall back to code switching and translation of

difficult terms and texts during class discussion?

4. How do non-native English instructors and native English speakers create or

ignore opportunities for including a student’s native language?

5. What is the place of the mother tongue in an EMI classroom?

6. Why is it not enough?

The purpose of this presentation is to present EMI as a reversal of the lessons learned

from the multilingual movements of the past decade. The manner in which EMI has been

adopted by many institutions necessitates a translanguage critique of the ideological

axioms that privilege English competence over other languages.

Cyril Reyes is an educator. He is interested in social justice, the philosophy of Deleuze and

Guattari, and translanguaging. He is currently employed by Woosong University.


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Reimagining teaching: The future of language and education

in light of the fourth industrial revolution, how relevant is the

EFL teacher’s contribution in a classroom setting? Dawn Edgecome, Woosong University

As teachers, we have always taken our profession for granted, however, the first half

of the 21st century has shown us that change is coming, and it is riding a roller coaster! In

this discussion, we will explore the pros and cons of online teaching vs the benefits and

drawbacks of contact time, as this is a controversial issue which may affect our current

and future employment. Many universities are opting for online classes, as it is more cost-

effective for them – so where does that leave us? The second point of discussion will look

at the overwhelming amount of ‘Ed-Tech’ websites and advertisements with which we

are bombarded on a daily basis, which make it virtually impossible to choose between

what works and what doesn’t. We will look at some methods we can use to sift through

this information overload. Finally, we will take a look at translator apps. How do these

applications change how we teach English? Will they eventually make the learning of a

foreign language, and thus the ESL teacher, obsolete? What can the teacher of today do to

stay relevant and how can we employ all this technology to our advantage?

Dawn Edgecome is an Assistant Professor at Woosong Information College, assigned to the

Sol International School for Culinary Arts and Pastry. She has been teaching for 25 years

and has worked in South Korea for 5 years. She has been teaching at Woosong Information

College since 2017. Dawn has taught students from Kindergarten, to adults and has taught

a variety of subjects. Her focus, however, has always been on English. She has taught

English as a Home Language, Foreign Language, First Additional Language and Second

Additional Language. Her teaching career started in South Africa, where she taught in

Primary Schools and High Schools. She received her B.A. Degree from the University of

Pretoria, in 1988, her PGCE (cum laude) from the University of Johannesburg in 2011 and

a post-graduate degree (B.Ed Hon.) in School Management and Curriculum Development

from the University of South Africa in 2017.


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The advantages and fundamentals of ethnographic research James Grieg, Woosong University

The purpose of this presentation is to introduce the main features of an ethnography

and its potential as a research tool for EFL instructors living in Korea. A general definition

of the term ethnography is a study involving a systematic recording of human cultures as

well as being a descriptive work that is developed from such research. This presentation is

intended to appeal to people who are interested in the cultural dynamics they interact with

in their classrooms, as well as in their communities. Ethnographic research is necessarily

longitudinal and qualitative, and will appeal to those who prefer this over quantitative

models, and to those with a genuine interest in learning about the cultures and sub-cultures

that are influencing and shaping the lives of their students. This presentation will also

provide an overview of the structure of ethnography based on Spradley’s seminal work The

Ethnographic Interview. An ethnographic project previously completed in Daejeon will be

introduced and reviewed. Further discussion will focus on some of the identifiable sub-

cultures that are prominent in Korean society, which, due to its emphasis on group

dynamics and collectivism both at work and at leisure, presents many opportunities for

ethnographic research.

James Grieg is currently employed by Woosong University, and an alumnus of the TESOL-

MALL graduate program having completed the 1+1 Woosong University and St. Cloud

State University degree.


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President of Woosong University John E. Endicott

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