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.
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.
That is what I came looking for in Gwangju: the traditions and culture that South Korea is currently evolving from. Gwangju is not the increasingly global society of Seoul; a foreigner here can still get the experience of alterity that should go with any real travel. People can still be surprised here with your altogether “otherness,” be it the way you dress, the way you talk, or the color of your eyes. One Korean friend, in fact, told me that the blue or green color of the eyes of some of his Occidental acquaintances was what struck him the most when meeting them.
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. “
I came from the United States to South Korea with very few expectations. Unlike most of the students I’ve met here, I am not in love with K-dramas, I do not listen to K-pop, and had no inkling of the language. You are probably thinking, “Well why did you come to South Korea?” There honestly were not many factors that went into the decision, but being here has opened my eyes wider than I imagined.
“This warm welcome reminded me to be mindful of our students’ current circumstances.”
Each team-teaching relationship was more different than similar.
