Global Trends in English Language Teaching

Last fall, the president of the TESOL International Association, Deena Boraie (2013-14),  identified eight current trends in the teaching and learning of ESL/EFL at a TESOL conference in Mexico (Korea TESOL is the Korean Affiliate of TESOL Intl. Assn.). This month I would like to review these trends and comment on their status in the Korean context.

Changes in the Goals of Teaching English

For many years, the goal of teaching English has been to produce fluent speakers of English with pronunciation skills that are comparative to those of a native speaker. This is now shifting to producing competent speakers of English who are easily understood by other English speakers (whether English is their first or second language). It is now the case that there are more non-native speakers of English in the world than there are native speakers, and it is now recognized that a “native accent” is almost an impossibility for many English learners. However, sounding like a native speaker is still the goal of many English learners in Korea. We should try to direct their efforts more toward being easily understood rather than sounding like an American or Londoner.

A second change is a shift from the perspective of learning English as a final goal in itself to looking at English as a means to achieving other goals. Many of my students in the English Language Department are finding this out the hard way: they find that there are no jobs waiting for them after graduation, even though they possess admirable English skills. I try to instill in them the idea that, though their English skills may be sharp, they need an occupation to use them in. I encourage them to take a double major or gain certification in a job-related skill of their choice. Even English interpreter-translators need more than a knowledge of English to be hired for a job.

Teaching English to Young Learners

This trend is for formal English learning to begin earlier in public schools. Japan introduced English at the elementary school level in 2012. That year, Vietnam and Saudi Arabia began teaching English in Grade 4. And in 2012, Dubai, in the UAE, introduced English at the kindergarten level. Korea is experimenting with beginning English with Grade 1. However, “the earlier, the better” does not automatically apply to formal English education. The younger the child, the less cost-effective language learning becomes, and if age-appropriate teaching methods are not employed or teacher qualifications are less than optimal, teaching at a younger age could have a negative effect rather than a positive one.

Change in the Approach to Teaching Culture

More students are learning English in non-English-speaking environments (EFL) than in English-speaking ones (ESL). This means that the dominant culture of the learning and living environment is something other than that of an English-speaking country. Likewise, the English learner, in Korea and globally, is less likely to interact in English with a native speaker than with another non-native speaker. The 2020s will see Koreans using English more frequently in business dealings with Chinese, Japanese, and Vietnamese. Accordingly, the importance of understanding the cultural habits of native English speakers has less utilitarian value and is being dealt with less in the English classroom.

Change in the View of the English Teacher

English teachers teach English as a second language pretty much globally. They teach in many different contexts, and different contexts require different sets of skills. The trend now is to place less importance on whether the teacher is a native speaker of English or not. The emphasis has now shifted to the English teacher’s English proficiency, knowledge of English, and teaching skills. Regrettably, this shift in thinking has been slower in Korea than in some other areas. Many English learners, parents of learners, and administrators here still hold to the idea that the best English teacher is a blonde, blue-eyed, native speaker rather than the Korean with advanced qualifications in both English and teaching. The ability to communicate to Korean students in Korean and to understand their learning difficulties are also advantages that Korean teachers have that are often overlooked.

Change in Teaching Content

A decade ago, the typical English conversation course book contained lessons on the life skills that a person would need for living in an English-speaking country – shopping, going to the post office, calling the repairman, etc. – all recorded by typical native speakers. Present course books contain a variety of native and non-native accents to acquaint the learner with. Courses are no longer limited to pure English conversation courses. Now available for secondary school students are science, math, and other courses taught in English, furthering the concept of English as a means to attaining other goals.

Emphasis on E-Learning

The computer spearheaded e-learning, but hand-held devices have moved e-learning to a new stage. English materials are now not only available in much larger quantities; they are now available for access almost anywhere and anytime. Smartphones, tablets, and similar lightweight, portable devices make e-learning both in and out of the classroom much more practical. Since close to 100% of students in Korea carry a smartphone, many free apps can be downloaded for supplementing classroom content.

Shift in the Teaching and Learning Paradigm

The student has long been viewed as an empty vessel that needs to be filled with knowledge by the teacher. The teacher used to be viewed as the provider of knowledge and the student was to listen quietly to receive it. The view is now that students need to experience things through interaction with others to learn. Teacher-to-student and student-to-student interaction is now being encouraged in all areas of learning, including English. The utility of language games in the classroom has been recognized. There are still those in Korea, though, who cling to the traditional ideas of games as not useful in learning and that learning must be hard work.

Teachers as Life-Long Learners

The teacher is no longer done learning once they graduate from college. Advancements in the profession of TESOL are occurring so quickly that the teacher who does not continue studying and learning after becoming a teacher will be left behind. The desire and need for continued professional development is being realized by many in our field, contributing to the vitality of organizations such as Korea TESOL and the proliferation of graduate and certificate programs in TESOL.

Gwangju KOTESOL Monthly Chapter Meeting

Date & Time: July 12 (Saturday), 1:45 pm

Place: Chosun University, Main Building, Left Wing, Rm 4211

Featured Workshops

• Out of the Class and into the Classroom: Turning Theory into Practice. By Jin Lee (Kumho Elementary School)
• Awesome Online Tools for Project-Based Learning. By Lindsay Herron (Gwangju Natl. Univ. of Ed.)

Swap-Shop: Share your teaching ideas and activities with the group.

Admission:  No Charge

July 12 (11 a.m.): Reflective Practice SIG Meeting, Chosun University side entrance.

Facebook: Gwangju-Jeonnam KOTESOL

Website:    http://koreatesol.org/gwangju

Email:        gwangju@koreatesol.org

Twitter:      @GwangjuKOTESOL

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