Post on 13-Dec-2014
description
Cross-Cultural Training for EFL Teachers
GAIAEDUCATIONGlobal Consulting Group
WORKING IN SOUTH KOREA
Training Objectives
1. Identify the main aspects of Korean culture that affect the relationship between teacher and students
2. Determine ways in which American culture differs from Korean culture
3. Understand how culture influences behaviors that impact classroom dynamics
4. Provide practical strategies and skills needed to work with students in Korea
SpatialRelationships
BodyMotion
Touching
Training Outline
High Context Communication
(Non-Verbal)
IndirectCommunication
(Verbal)
Hierarchical
KoreanCulture
APPLICATION IN THE CLASSROOM
Group-Oriented
ICEBREAKER
Education in South Korea
View of Education•Greatly Valued•Competitive•High Status
Role of Teachers•Highly respected
–2nd to parents
•Role Model
In the Classroom•Frontal instruction•Large class size•No switching between periods
English Instruction• Required• TOEIC and TOEFL tests• English = Global
Language
Korean Language
I want a book
I did my homework (SVN)
My favorite Korean band is
FT Island. They’re really talented. In addition to
singing well, they’re also really cute!
I want _ book
I homework did (SNV)
They’re really talented. In addition to
singing well, they’re also
really cute! My favorite Korean
band is FT Island
.
USE OF ARTICLES
(the, an, a)
SENTENCE STRUCTURE
(Noun, Subject, Verb)
ESSAY STRUCTURE
English Korean
Korean Language, con’t
No, I did my homework
No, I want your help
Yes, I have a pencil
No, I could hear you
Yes, I understand
QUESTION/ANSWER STRUCTURE
Did you not do your homework?
Don’t you want my help?
Do you have a pencil?
Couldn’t you hear me?
Do you understand?
Teacher Student
SURVEY: CLASSROOM SITUATIONS
Cultural Dimension:SOCIAL ORGANIZATION
STAT
US
Friend-to-Friend
Subject
Paren
t
Eld
erlyRul
er
Husb
an
dWife Youn
gChild
KoreanCulture:
HIERARCHICAL
Cultural Dimension:SOCIAL ORGANIZATION, con’t
Parent
Husband Wife
Child
Ruler
SubjectElderly
Young
American Culture:
EGALITARIAN
Application in the Classroom: HIERARCHICAL In Korean Classrooms….
Teachers–Frontal instruction vs. Interactive discovery
Students–Accept inequality –Assume knowledge from authority is absolute
Do Don’t
• Use lectures & presentations• Prepare for class• Establish formal relationships
• Use student-based learning • Say “I don’t know”• Treat students as equals
Cultural Dimension:SOCIAL ORIENTATION
“American society is seen as a collection of individuals, and in Korea it’s a collection of groups”
(Kohls,123)
American Culture:Individualistic
Korean Culture:Group-Oriented
Application in the Classroom: GROUP-ORIENTATIONIn Korean Classrooms….
“The nail that sticks out gets pounded in” (Asian proverb)
Students• Won’t necessarily participate• Are more motivated to learn as a group
Do Don’t• Assign group work• Give everyone a chance to speak•Award & punish groups
• Single out students• Criticize or praise students publicly
Cultural Dimension:VERBAL COMMUNICATION
Korean Culture:Indirect
Communication
American Culture:Direct
Communication
Application in the Classroom: INDIRECT COMMUNICATIONIn Korean Classrooms….Students• Won’t speak up if they don’t understand• Will rarely say “I don’t know”• May not answer a question if unsure of answer
Do Don’t• Observe body language and tone of voice• Allow few seconds for response• Be cautious not to embarrass students• Ask open-ended questions• Test understanding by asking entire class and observing individual reactions
• Take silence for agreement• Take ‘yes’ for agreement• Be upset with ‘white lies’• Ask direct questions
Cultural Dimension: CONTEXTING
Contexting = Verbal + NONVERBALS + History + Environment + Situation
AmericanCulture:
Low Context
KoreanCulture:
High Context
NONVERBAL COMMUNICATION
Nonverbal Communication
Body MotionFacial expressions, eye contact, posture
Touching BehaviorBody contact, hitting, greeting
Spatial Relationships
Spatial Relationships
Koreans(Same Sex)
Koreans(Opposite
Sex)
Americans
Touching Behavior
Details Application in the Classroom
Male & Female • No affection in public• No touching, gripping or patting on arm, shoulder or back
• Maintain distance with students of opposite sex
Same Sex • Hold hands, arm around shoulder
• Don’t make assumptions about sexual orientation• Okay to pat students’ head/shoulder
Touching Behavior
General Application in the Classroom
Hitting •Corporeal punishment accepted
• Be aware, but don’t practice
Greeting • Bowing• Shaking Hands
• If students bow, just nod• Can judge respect by depth of bowing
Body Motion
General Application in the Classroom
Whole Body • Proper posture • Reinforce standards of posture
Hands • To beckon, extend arm, palm down and make scratching motion• Two hands when giving/accepting something to someone of higher status
–One hand if lower
• Students should give you things with two hands• Give students things with one hand
Body Motion, con’t
General Application in the Classroom
Eye Behavior
• Indirect• No staring
• Don’t get offended if students don’t give you eye contact• Don’t make students look you in the eye
Facial Expressions
• Muted• Smiling and laughter disguise negative emotions
• Don’t take expressions at ‘face value’• Look at context when communicating
DEBRIEFING: CLASSROOM SITUATIONS
#1 RUMORSYou overhear rumors about a group of students who’ve been helping each other cheat on recent tests. You pull aside one of the suspected students and describe the situation, but hold back from directly accusing him. The entire time you’ve been speaking with him, he’s failed to give you any eye contact.
#2 FIRST DAYIt’s your first day of teaching English at a Korean secondary school. You worked all week meticulously planning lessons, and couldn’t sleep from the excitement of meeting your students. After presenting what you thought to be an interesting lecture, you ask the class questions to test their understanding. Nobody raises their hand, and when you call on students individually, they manage to smile but fail to respond.
#3 SPANKINGIt’s been a month since you’ve started teaching in Korea. You’re feeling more comfortable in your new role and are glad you’re finally starting to understand your students. In between periods, on your way back to class, you pass a classroom in which you see a teacher hitting a student on the behind with a yardstick.
DEBRIEFING: CLASSROOM SITUATIONS
• Did any aspects of American culture influence your answers? If so, which aspects?
• Would you change any of your answers?
• What steps can you take to make sure your teaching experience in Korea goes smoothly?
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