Published by the Gwangju International Center since 2001
The most common thing observable in a Montessori classroom is every child working with materials. They are using their hands to move objects, fold clothes and towels, tie shoelaces, and even wash desks. In this way, through work activities related to daily life, they stimulate their various senses, form life habits, and have opportunities to learn through trial and error.
Think about your education, if you can remember back that far. Kindergarten was full of games and songs to teach you how to do things. I can remember Grade 1, when my teacher made sitting up straight to answer questions in class fun and exciting. She taught us to behave and be quiet through games like this. I even remember us crowded around each other, trying to barely breath so we could hear a pin drop. I swear I heard it. When did we stop making class and learning a good time?
In the Montessori philosophy of education, the concept of a “prepared environment” is emphasized to encourage these children’s physical and mental independence. “Prepared environment” refers to the overall factors provided so that children can engage in activities to satisfy their desire for exploration and learning on their own.
There is a new guy in town, though he is not new to Korea or to Korea TESOL. Taking up a new position at the Gwangju Institute of Science and Technology (GIST) is Reece Randall. He is also the new second vice-president of KOTESOL, and one of his roles in that position is to oversee the organization’s special interest groups (SIGs). In this interview for the Gwangju News, we ask Reece, among other things, to explain what SIGs are and how they work.
If you have been around Gwangju for a while, you have likely heard of Julian Warmington – that pack of energy from New Zealand. Julian taught for years at Chosun University. During that same time, he also spent years contributing to a fledgling Gwangju News, where he wrote articles, served as co-editor, and later served as editor-in-chief. Julian was also considerably involved in Korea TESOL, serving for several years as editor-in-chief of The English Connection, KOTESOL’s quarterly magazine, as well as founding and being a driving force in KOTESOL’s Environmental Justice Special Interest Group. In this interview, we touch on all of the above but focus on how EFL instructors can instill in their students a strong sense of environmental awareness.
“Many expat teachers in Korea today got their start in English teaching at one of the many private English institutes that populate the streets of every population center in the nation. I did not begin my days in Korea working at a language institute (aka hagwon) – nor did any expat in Korea at the time. It was against the law. “English fever” and “English hell” are not such recent phenomena. During the Park Chung Hee administration, only a very few hagwon were granted business licenses, and those that were so lucky were limited to teaching content directly related to standardized exams such as the college entrance examination, and hiring non-Koreans to teach English was also against the law. “
We are all familiar with the terms linguistics, applied linguistics, sociolinguistics, and psycholinguistics. But peace linguistics may not be so firmly seated in our lexicons. To find out more about this, we turned to Jocelyn Wright for an interview.
Those familiar with English language teaching (ELT) are most likely familiar with the international ELT associations TESOL Intl. Assn., centered in North America, and IATEFL, centered in Europe. These two associations have been with us for nearly a half century, leaving Asia underrepresented. To fill this gap, AsiaTEFL was relatively recently formed. The following interview is with AsiaTEFL President-Elect Park Joo-Kyung, a resident of Gwangju, and focuses on what AsiaTEFL is and what it has to offer the ELT community.
