Published by the Gwangju International Center since 2001
Before the revision in North Korea, English or Russian were the only languages taught in cities in 2003, but in 2013, English education was expanded nationwide. In the revised curriculum, foreign language subjects were unified into English, and the Russian language course was abruptly ended. As a result, the number of hours spent by students in English classes has been greatly expanded (Cho et al., 2015).
“We are currently at just over 300 teachers. This number is on a slow decline, but this is mostly due to population decline, a prominent issue in Jeollanam-do.”
“This warm welcome reminded me to be mindful of our students’ current circumstances.”
“I decided to focus on just three important elements: choosing a topic, planning, and audience experience.”
“It is definitely the most genuine and wholehearted language exchange program you could ever wish to experience.”
“They will make you a monster on the reading section of the TOPIK.”
“Find ways to excel with your abilities, improve your skills, and remember that we will be students forever, so let’s choose our methods of learning early.”
Everyone likes stories! We listened to stories from our mother as soon as we were old enough to hear. We followed attentively as we were read storybook stories (over and over) at bedtime. The main form of teaching for millennia has been via stories told by village elders to the children. If people like stories so much and if learning, including first-language learning, takes place through stories, how effective would they be in teaching a second language such as English? To answer this question, we look to Jessica Magnusson.
