Reflective Journal

Two years in the GS of TESOL program has changed my learning and teaching
English a lot. I have investigated ESL teaching principles and developed lesson plans utilizing
various teaching skills, and have constructed a language course applying ESL teaching
methods. For example, I have learned current communicative approaches such as Cooperative
Language Learning and made a unit plan applying content-based instruction (CBI)
approaches related to exploring the sun and moon. These are very helpful for improving my
teaching ability and English competence as a non-native English teacher. However, I think
studying within a variety of TESOL courses provided an invaluable experience that shaped
my thinking about English teaching in general.
For instance, in the beginning I thought using technology in English class was
suitable only for adult learners. Also I assumed activities and task using technology were
limited and one-side way in language class. These opinions changed while I took the “MALL”
and “Instructional Design for MALL” courses. I saw various authentic examples of
technology used successfully in language courses, and also had opportunities to think about
how I could apply multimedia within my classes. I was most impressed by the notion that
technology can provide an interactive environment for learning English to any student.
Recesso (2008) claimed that technology should be used in ways that are engaging and
interactive, facilitate student’s learning, and are instructionally appropriate. In the
“Instructional Design for MALL” course, I had opportunities to see how a complete range of
technology and media formats can be integrated into classroom instruction based upon
learning strategies and principles. Developing a lesson using the ASSURE model and making
materials using technology was very challenging and demanding but was valuable and useful
for teaching English. I developed a lesson that we actually taught in my private language
school using the ASSURE model. I experienced how effective technology can be utilized in
real situations with students. It now provides a framework for integrating technology into
other classes.
Secondly, I had opportunities to read interesting journals and write reflective pieces
related to EFL when I took the “ELT Curriculum Development” course. Issues related to
effective implementation of CBI in EFL contexts were very impressive as I am really
interested in CBI and always consider how it can be used in teaching English within a Korean
context. In the “Content-Based Instruction in EFL Contexts: Considerations for Effective
Implementation,” journal, Yuko discusses factors for affecting CBI implementation and gives
ideas for the successful implementation of CBI within EFL contexts, based on a review of
CBI and observation of CBI classes in an East Asian and EFL context. It is currently a popular
style of English learning in Korea now with reference to the amendment of 7th elementary
education curriculum from 2009. As Yoko points out, CBI can develop both the students’
language and their content knowledge by giving meaningful and coherent information.
Students can develop higher cognitive skills and motivation, as reflected in the new National
English curriculum. However, as Yuko noted that, successful CBI implementation in Korean
situation needs careful consideration such as continuous and specialized language training of
teachers. Teachers in CBI have to have both English competency and content knowledge. This
article gives opportunities for educators to think of how to successfully implement CBI within
a Korean context. I think we need to consider both methodological and language factors of
immersion education as a precursor to language development in an EFL country such as
Korea. This journal and its relevant issues have inspired me to want to study and research
more on CBI.
Lastly, I am currently taking the “Intercultural Communication” course. I have had
opportunities to learn about new issues on EFL such as ownership of English and world
English. It gave opportunities to reflect upon my English and English learners in different
ways, such as how I define English as a non-native teacher or do I have ownership of English?
Now English is the first language to me if I consider how much I use language. I work with
native speakers and have studied in the GS of TESOL program, in which I mostly use English
in class. I speak, listen, write and read English all the time except during private time with my
family. But I still am not confident with my English and am uncomfortable in using English.
If I say I have ownership of English, I should have as much confidence as when I use Korean.
I regard my competence of English as not very high, but as already mentioned, defining a
fluency of language is not simple. If someone can have competence of a language, he or she
does not define him or herself as a native speaker because of his cultural heritage. Bonny
(1997) suggests that if learners of English cannot claim ownership of a language, they might
not consider themselves legitimate speakers of that language. It is time for English teachers in
Korea to take ownership of English. In doing so, I can only wish for students to have more
opportunities to learn English and hope that its influence gets higher in Korea.