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2011 National Conference Presenters' Details

Presenters' Biographies and Abstracts

Plenary presentation by:

Jason Renshaw: Materials development for language learning - the next ten years

Given the central (and often overwhelming) role materials play in English language instruction, they can make for interesting evidence in terms of where we have been and where we are going within the broader sphere of English language teaching. In this presentation, Jason will review some of the developments in coursebook content and design over the past ten years, both globally and for the Korean context in particular. From there he will go on to present some of here-and-now developments in course material evolution and discuss what we may be seeing in the way of materials (and, as important, the ways in which they are delivered and used) as the next decade unfolds.

Jason writes one of the most popular ELT blogs in the world. Check it out! http://jasonrenshaw.typepad.com/

Featured live webinars with international ELT experts:

Barbara Hoskins Sakamoto (Let’s Go, The Teaching Village)
The Power of Connection: How Twitter (and the Internet) Can Make You A Better Teacher http ://www.teachingvillage.org/

Abstract: The Internet allows us to connect with teachers living around the globe, and Twitter is the easiest entry point! How can an English teacher in Greece or Brazil help you be a better English teacher in Korea? Why are online networks so powerful for teachers? We'll talk about it all -- why teachers connect, how they connect, and why you should, too. This workshop will be very practical and hands on. If you are comfortable with online networks (like Facebook or Yahoo Groups) you will learn how to make even better use of your Internet resources. If have never used the Internet for professional development, or are nervous about meeting new people online, you will learn how to feel confident (and safe) in cyberspace. We'll walk through clear, easy steps in setting up an account with Twitter, and in creating your own Personal Learning Network (PLN). We'll look at examples of ways teachers have used their online networks to learn about new teaching ideas, to find materials for class and to collaborate on projects with other educators. We'll explore ways that you can use online tools in your own classes, whether or not you have computers or Internet access available. While the activities and examples in this workshop are geared toward teachers of young learners, the tools and resources are will be useful for all teachers. You will hopefully leave this workshop eager to meet new teachers around the world, who are already eager to meet you!

Bio: Barbara Hoskins Sakamoto has been an EFL teacher and teacher trainer since 1985. She has conducted workshops throughout Asia, the U.S. and Latin America, and is co-author of the best-selling Let's Go series (OUP). Her motto is "Always try new things, " so these days, when she's not teaching, writing, or giving workshops, you'll often find her online exploring the potential of social media for professional development. If you 'd like to explore with her, you can usually find her on her award-winning blog, Teaching Village at teachingvillage.org, her wiki at teachingvillage.wikispaces.com, on Twitter and Facebook, or in Second Life.

Dr. Rob Waring (Notre Dame Seishin University)

Why rugby players like fairy stories: The Inescapable Case for Extensive Reading (International speaker webinar)
http://www.erfoundation.org/erf/, http://www.robwaring.org/

Abstract: In recent years there has been a greater awareness within Asia for the need for students to build all aspects of their fluency both receptive and productive. This is highlighted by the great increases in the number of Extensive Reading and Extensive Listening programs. However, there are still vast numbers of institutions and teachers reluctant to provide fluency practice for their students because they believe that 'one-point' teaching will meet their students' needs - usually helping them pass exams. Within Asia the 'culture of the one correct answer' which focuses on atomizing language instruction and assessment into discrete elements dominates much of language teaching and learning and deemphasizes the importance of fluency work. This talk will argue that fluency is an essential component rather than an optional extra, not only in the process of language learning but also for helping to build the product. A language teaching framework called The Balanced Curriculum will be used to show how these elements fit together and can be used to help both teachers and students to understand the importance of fluency work - especially Extensive Reading and Extensive Listening.

Biography: Dr. Rob Waring teaches at Notre Dame Seishin University in Okayama, Japan. He is an acknowledged expert in Extensive Reading and second language vocabulary acquisition and lectures and publishes widely on these subjects. He is on the Executive Board the Extensive Reading Foundation and is also author and series editor of the Foundations Reading Library, the Footprint Reading Library, and the Page Turners Reading Library by Cengage Learning.

David Deubelbeiss (English Central, EFL 2.0)
http://www.englishcentral.com/

Getting Your Students Speaking: “The Power of New Technologies”

Abstract: Technology in the English language classroom is mostly seen as a receptive provider and pipeline. Like the TV. One way. audio, video, ebooks, visuals – they all bring passive input into the classroom. However, technology is now able to empower both teachers and learners in new, more “productive” ways. Long gone “should be” the days where students are mere receptacles, only banking language and learning. They now must be active participants in the construction of their own learning. This presentation will highlight the new ways teachers and students can use cooperative and production oriented online tools for language learning. The author will show how teachers can use technology to get their students practicing speaking and writing along with the powerful contextualization that technology can pipe into the classroom.

Bio: David Deubelbeiss is a professor, educational consultant and teacher trainer in TESOL, currently in North Bay, Ontario. He is a leader in promoting the use of technology in language teaching and the use of social media. He has taught at Ewha Graduate School of TESOL and the Seoul Education Training Institute in Korea. Find him online at EFL Classroom 2.0 or through his google profile. He espouses the simple teaching philosophy of “When one teaches, two learn.”

Paul Preibisch (Second Life genius)

You Only Live Twice: Virtual Worlds in Language Education http ://www.youtube.com/user/fire2006

Paul Preibisch is a Second Life developer, Moodle programmer and independent virtual-worlds consultant. He is currently living in Vancouver Canada. Operating out of the Network Hub in downtown Vancouver, Paul actively meets with local IT professionals and works with small to medium sized businesses helping them with their Social Media strategies. Paul has actively been developing game based educational tools for educators since 2006, in Second Life and Open Sim, first in South Korea, and now from Vancouver. His work in virtual worlds has facilitated the rapid expansion of virtual learning worldwide. Paul is also the co-developer and lead technical consultant of the Devil Island Mystery project.

Featured workshops & presentations:

Namjoon Kang PhD. Director, TESOL Programs in Sookmyung University Korea.
SBLT is Better Suited than CLL, CBLT, and Immersion for Korean EFL

This presentation will introduce Subject Based Language Teaching (SBLT) explaining why it is different from CLIL (Content and Language Integrated Learning) and Immersion, and how it can be used, and why it has to be used in an EFL setting like Korea. Three issues will be highlighted in this discussion. In the first part, theoretical rationales for Subject Based Language Teaching (SBLT) will be discussed and it will be compared to CLIL (Content and Language Integrated Learning) and Immersion in order to find out the differences and the similarities between these three methods. In the second part, reasons for applying SBLT in Korean setting will be discussed reflecting some findings from a research which was carried out for this presentation a few months ago. Observation, interviews and surveys were carried out in 4 different public primary schools in Kyungido and Sokrisan areas. More than 150 primary school children between 1^st and 6^th grade and around 10 native and non-native English language teachers were participated in this research. In the third part, ways of implementing SBLT in English lessons for Korean young learners between K1 and K3 will be introduced. For this part, three SBLT mediated text materials that were published last year with the help of EBS (Educational Broadcasting Service, a Korean national TV broadcasting company) and three English television programmes for children (Knock, Knock English Play ground, Yo Yo Play Time 1 and 2) will be introduced. The first one targeted kindergarten learners and the next one Yo Yo 1 and 2 targeted respectively the 1st & 2nd and the 3rd grade learners. These programmes gained a wide popularity from the viewers and were awarded as the best programme of the year in EBS. Four subjects such as Math, Science, Social Studies, and Ethical Issues were chosen for these materials. Content and unit organization of each material parallels Korean national curriculum. It is expected that young English learners in Korea should learn English using contents of the subjects from the same grade. Clear and simple language objectives were used in these materials believing that the main goal of using subjects in English lessons is not to learn content of subjects but to obtain both language and content.

Bio: Kang Nam Joon has her Ph.D. from the University of Leeds in the UK with a focus on young learners. For more than 20 years, she has been interested in teaching, developing English television programmes, CD-roms, and ELT text materials for young learners. Currently, she is very much interested in areas such as subject based language teaching, storytelling and story writing, and drama activities. She is currently involved in several projects related to co-teaching, SBLT, and is involved in developing a daily English television programme for kindergarten and primary school learners in EBS using subject based language teaching as a commentator, curriculum developer, and as a studio teacher. She has been involved in many different aspects of Sookmyung TESOL for several years and currently teaches young learner and methodology classes within the MA programme.

Kevin Giddens
Advancing TESOL in the 21st Century by Simply Doing Less
http://kevingiddens.posterous.com/

Abstract: Is it possible that our students might learn more if we simply do less? As teachers and teacher trainers we generally focus on what to do in order to best serve our students’ learning in the classroom. Action research, reflective practice and experiential learning tend to focus on creating and solving action points related to teaching and learning. In this presentation the presenter will share and we will explore his concept of Do-Nothing Teaching (DNT), which encourages us to focus on non-action points and to experiment with what we might not do in the best interest of our learners. The presenter will share examples from his own and others teaching that demonstrate the value of DNT as a form of reflective practice. He will guide us through a simple three step process of critical questioning that will becoming a process of peeling away unnecessary pedagogical practices as a means of enhancing our students’ learning. Finally he will argue that DNT and reflective practice in general should lead our vision for 21^st Century English teaching and learning .

Bio: Kevin Giddens has worked as a teacher and teacher trainer in Mexico and South Korea since 2006. His passion for teaching can be seen in his active participation in the field as an instructor at Sookmyung Women's University's TESOL program, a supervisor for the SIT Graduate Institute and a co-facilitator of the KOTESOL Reflective Practice SIG. He holds an MA in TESOL, and is a Licensed SIT TESOL Certificate Trainer. His professional interests include experiential learning, reflective teacher development, developing intercultural sensitivity and most recently blogging about Do-Nothing Teaching (DNT) http://kevingiddens.posterous.com

Chris Surridge

Zero to Hero: Low-Budget eLearning That Works
Abstract: The Internet allows us to connect with teachers living around the globe, and Twitter is the easiest entry point! How can an English teacher in Greece or Brazil help you be a better English teacher in Korea? Why are online networks so powerful for teachers? We'll talk about it all -- why teachers connect, how they connect, and why you should, too. This workshop will be very practical and hands on. If you are comfortable with online networks (like Facebook or Yahoo Groups) you will learn how to make even better use of your Internet resources. If have never used the Internet for professional development, or are nervous about meeting new people online, you will learn how to feel confident (and safe) in cyberspace. We'll walk through clear, easy steps in setting up an account with Twitter, and in creating your own Personal Learning Network (PLN). We'll look at examples of ways teachers have used their online networks to learn about new teaching ideas, to find materials for class and to collaborate on projects with other educators. We'll explore ways that you can use online tools in your own classes, whether or not you have computers or Internet access available. While the activities and examples in this workshop are geared toward teachers of young learners, the tools and resources are will be useful for all teachers. You will hopefully leave this workshop eager to meet new teachers around the world, who are already eager to meet you!

Internet services, desktop computing power and the host of applications now available to non-professional eLearning developers has changed the game for language education. Learning Management Systems, like Moodle, can be set up on commercial web hosting packages for less than 10,000 KRW a month, industry standard development tools can be purchased by educators for under 500,000 KRW, and virtual worlds can be launched on virtual private servers for less than 50,000 KRW a month. Video tutorial services that can teach anyone the ins and outs of Photoshop, Adobe Flash, PHP, Silverlight and HTML5, are available for less than 25,000 KRW a month. All that is now required is an educator or developer with some great ideas, a little tenacity, and a few hours a week to turn out industry-standard educational content that really works.

This presentation shows the low cost and high benefits of eLearning resources from within the context of a number of established and proven educational innovations currently used in the English Language Department at KAIST. Join us for an enlightening, inspiring and liberating session that will have you going from zero to hero. We’ll cover the power of commercial web-hosting packages, custom Moodle implementation with Adobe Flash content, powerful add-ons for your online learning site, super-easy video conferencing, and virtual world hosting and building. If you’re an educator or developer who is ready to leave Powerpoint, Ning, and Youtube in the rearview mirror, you can’t afford to miss this session.

Just Click: A Hands-On Workshop With Advanced Digital Media for Absolute Noobs
Abstract: The Internet allows us to connect with teachers living around the globe, and Twitter is the easiest entry point! How can an English teacher in Greece or Brazil help you be a better English teacher in Korea? Why are online networks so powerful for teachers? We'll talk about it all -- why teachers connect, how they connect, and why you should, too. This workshop will be very practical and hands on. If you are comfortable with online networks (like Facebook or Yahoo Groups) you will learn how to make even better use of your Internet resources. If have never used the Internet for professional development, or are nervous about meeting new people online, you will learn how to feel confident (and safe) in cyberspace. We'll walk through clear, easy steps in setting up an account with Twitter, and in creating your own Personal Learning Network (PLN). We'll look at examples of ways teachers have used their online networks to learn about new teaching ideas, to find materials for class and to collaborate on projects with other educators. We'll explore ways that you can use online tools in your own classes, whether or not you have computers or Internet access available. While the activities and examples in this workshop are geared toward teachers of young learners, the tools and resources are will be useful for all teachers. You will hopefully leave this workshop eager to meet new teachers around the world, who are already eager to meet you!

In this innovative workshop, participants will learn how to use Adobe tools to add Flash interactivity to basic Moodle pages. Once the look-and-feel has been conquered, you’ll move on to configuring and launching a Moodle-supported, multi-user video-chat application of your very own. We’ll finish it all off with some Twitter and Facebook integration to let the world know what a geek you’ve become. Don’t miss this chance to learn real skills that could forever change the way you use technology.
1) Zero to Hero: Low-Budget eLearning That Works
2) Just Click: A Hands-On Workshop with Advanced Digital Media for Absolute Noobs

Joshua Davies, MS Ed
Persuasive Communications in the 21^st Century Classroom (3hr Presentation Skills Master Class)
http://www.joshuadavi.es

Abstract: When was the last time you saw a presentation that stayed with you for days? What specific qualities did it have that made its presenter resonate with you? Consider how the goal of a great presentation is not its completion, but in how much the audience remembers and acts. An idea presented and forgotten is almost worse off than one never shared, for the latter at least still has the potential of becoming something more. Ideas are only as strong as the life they find in the minds of listeners. Sadly, great concepts brought by well intentioned teachers and presenters often struggle to reach their audience, and the thinkers behind them are uncertain how to push beyond information overload and really connect. In this series of integrated workshops we'll analyze our own classrooms and see how they can be transformed into places of more powerful and lasting communication. Come prepared to get active and participate- this is definitely not a workshop for napping.

1. Leading with Charismatic Presence
What path can we take to towards achieving a positive leadership role in our classroom? In this session we'll examine the use nonverbal and prosodic techniques in creating powerful presence, focusing on:

How to establish stage presence and rapport with the audience.

Common problems between Eastern and Western styles of voice and body language.

The science behind charismatic presence.

2. Crafting Convincing Content: Basic Engagement Techniques
Many have heard of Search Engine Optimization (SEO), but what of Listener Engagement Optimization (LEO)? This session will help participants to rearrange and structure their message in ways that stay with an audience beyond the final test. Topics include:

Common Errors Preventing Effective Speech: the amount we share, expository versus narrative, and organizational style.

Scripting memorable moments.

3. Getting Everyone Involved: Advanced Engagement Techniques
Beyond simply reorganizing your content: how well do you engage with your audience? We tend often to create presentations with ourselves in mind, rather than considering how best to engage participants and help turn a download into a dialogue. This final session will deal with:

Increased knowledge about different ways of communicating.

Dealing with and encouraging audience questions

Audience analysis.

Methods for greater interaction.

Bio: Formerly faculty at Yonsei University, Joshua now trains and researches for LAM Institute, a boutique corporate consulting firm that works throughout Asia. Specializing in message empowerment, he utilizes a mix of experience, research-based techniques, and good old fashioned practice to enable clients to turn their ideas into audience memories. Through LAM Institute he's worked with Fortune 500 and S&P Asia 50 companies throughout the region, conducting coaching and workshops on various areas of communications improvement (written, intercultural, presentations, team-building, etc.). Joshua can be reached at joshua@laminstitute.com.

Dr. Seongkwan “Mark” Lee (with Aaron Jolly and Joshua Davies)
English for Specific Purposes: 'Save Lives' with Awesome Prezis

Details forthcoming.

Josette leBlanc
Blogging: Creative Interaction
http://tokenteach.wordpress.com/josette-leblanc/

Abstract: We all know the benefits of reflective inquiry: it brings clarity to our teaching practice and helps us define our professional goals. But how many of us really practice reflective teaching? At the end of a long week, the thought of writing a lesson analysis onto a stark white piece of paper, or a blank Word document can seem like an uninspiring task. This is why the presenter began blogging. In the blogosphere, the canvas for reflection is colorful. The possibilities for creative interaction range from meaningful play with photography and video, to passionate personal dialogues with readers. It is through this multimedia, and through peer sharing that the presenter has been able to increase her teaching confidence, as well as develop a clearer vision of her pedagogical ambitions. The speaker will present the evolution of her blog (throwingbacktokens.com), and how blogging can impact the audience’s reflective practice. The presenter would love to see her audience leaving her presentation with the idea that the reflective blogging community may be also be a circle they would like to join.

Bio: Josette LeBlanc (MA TESOL) has always been interested in the art of contemplation. However, her reflective practice as it relates to teaching began during her studies at The School for International Training (The SIT Graduate Institute). Here, via SIT’s approach of experiential education, her appreciation for reflective inquiry strengthened when she was given the task of developing her personal theory of teaching. It is at this point that she became a devoted reflective teacher. Josette is currently working as a teacher educator in the Intensive English Teacher Training Program at Keimyung University in Daegu, where she tries to instill in her participants the same passion for self-inquiry.

Aaron Jolly

1) When in doubt, chant, sing and dance. (Pecha Kucha),
2) Extensive Reading SIG - Practical Extensive Reading Demonstration: Making ER Work with Adults, Teens, Young Learners and Very Young Learners
http://thejollyprofessor.blogspot.com/

Details forthcoming.

Tim Dalby

Negotiate! Winning students’ hearts and minds
https://sites.google.com/site/professortimdalby/

Tired of plodding through a course book? Students disappointed with progress? Try something radical - let students decide what they learn. Scary, yes. Unreasonable, no. Can you imagine going into a travel agent, giving them a large amount of money and saying 'you decide'? We all work better when we have some control over our destiny, so in this workshop we will discuss how to motivate students by involving them in the traditional teacher-led decisions of syllabus design. By involving students in the learning process, you will notice an immediate improvement in attentiveness, attendance and alertness. The best thing of all - it's not difficult to do!

In the first part of the session, we will look at ways in which teachers and students interpret the syllabus and how different interpretations lead to potential classroom conflict. We will look at types of negotiation you can do with your learners and why it is important. Next, we will examine how to do classroom negotiation and the types of decisions that your learners can become involved in. Whether you have a mandatory class with a set course book and external tests or complete freedom to teach and test as you wish, there is always some ‘wiggle room’ that allows you to get your learners involved in the classroom decision making process. The final part of our session will show the importance of learner training in the decision-sharing process.

By the end of the workshop, you will have more confidence in your ability to give your learners some control over their educational goals. This will make your life as a teacher more rewarding and will give your learners an increased sense of self worth.

Bio: Tim Dalby holds an M.A. (with distinction) in English Language Teaching from The University of Reading in the UK. Originally from Portsmouth, England, Tim has been teaching English since the summer of 2000. He has taught in Korea, New Zealand and the Czech Republic in a variety of contexts including business English, general English, EAP, FCE, CAE, IELTS, TOEIC and TOEFL. He has been a head teacher and a teacher trainer and was Korea TESOL’s National 1st Vice-President in 2008-9. He currently teaches at Korea University in Seoul. Contact: professor.tim.dalby@gmail.com.

Jiyoung Jang
Hands on Activities for the Korean Elementary School Classroom

Abstract: This presentation will give you a chance to take a look at some practical activities for developing your students’ four language skills as well as the materials that are used in English classroom management (i.e. English folder, homework checks, quizzes, study guides, and individual and class reward systems.). If you have a large classroom, and If you want to teach all four language skills in a balanced way, you can get some practical answers with Ms. Jang. In addition, she will show her co-teaching lesson videos, so that you can experience how co-teaching works in a lesson and how you can start and wrap up English lessons. Hopefully, through this presentation, you can take away fun and useful ideas that will assist you in teaching elementary English in your own classroom in the future.

Bio: Miss Jang is an elementary school teacher in her fifth year of teaching English at Kaemyeong Elementary School in Seoul. Due to her hard work and dedication to English education, her school had been designated as an English Leading School and, therefore, received extra support for English education from the Seoul Metropolitan Office of Education (SMOE). She has written course books used at Nambu English Centers and developed English educational programs for the English Learning Center of SMOE. She is also a lecturer of in-service training in Seoul.

Ralph Cousins

Spring into Action: Motivating and Managing the Second Language Classroom

This workshop teaches you how to spring into action!! Change your class to the class you deserve. Bring an open-mind. Get rid of negative thinking and habitual negative teaching habits. You will walk away from this workshop with new ideas you can immediately put into use in your classroom.

In line with reflective teaching, humanistic psychology, and a holistic teaching approach, the presenter focuses on improving your classroom through the understanding of student's individual needs, emotions, and feelings. Theories regarding the important role of affect in learning are prevalent. The workshop uses research ideas and quotes from the likes of Maslow, Krashen, Stevick, Gardner, Young, and Price, as well as the speaker's teaching and teacher training experiences.

Bio: Ralph Cousins, is in the Department of Tourism Event Management at Pai Chai University in Daejeon. For the past 15 years, in the field of English teaching, he has done TESOL Certification instruction, editing, writing, corporate Business English, and teacher training. He has extensive experience in teaching and teacher training in all grade levels from kindergarten to university. Aside from English teaching, he has held various positions in the tourism industry for 24 years. In Korea, he specializes in festival and event management and is a leisure tourism consultant for a global firm. His Master degrees are in English and Convention and Event Management.

Tim Thompson

Leveraging Technology: Helping students become more receptive to production.

Abstract: I learn best when I can see a practical application for what I am learning and I believe that my students do too. This presentation will introduce technology-assisted projects that help students take control of their language learning by using their second language to create and share information on topics of interest to them. Projects to be discussed and demonstrated include student-created videos, podcasts, and student-run websites that can be viewed and commented on by millions of people on the Internet. Examples of free software and web resources will be given to show how you can help your students produce fun and interesting projects. Finally, I will explain how to implement these projects across a broad range of learner levels and the pedagogy behind why they help students in the classroom and beyond.

Bio: Tim Thompson (MA TESOL) has been teaching in universities in Korea for more than ten years. He is currently a Visiting Professor at the Korea Advanced Institute of Science and Technology (KAIST). Tim is a lifetime member of KOTESOL and serves at the coordinator for KOTESOL Teacher Trainers (KTT) and the Editor-in-chief of The English Connection magazine. Tim is the CEO and co-founder of Education Anyware, an e-learning design and consulting company which creates and records simulations for language practice and testing. He is also the creator of the Teaching English at KAIST (TEAK) Podcast and the Blagonwight Twins book series which can be read for free in many languages at www.blagonwights.com. Visit Tim’s professional website at www.timothyoday.com or send him an email at thompson@kaist.ac.kr.

Scott Miles
1) How do we assess extensive reading?
2) Extensive Reading SIG - Practical Extensive Reading Demonstration: Making ER Work with Adults, Teens, Young Learners and Very Young Learners

Details forthcoming.

Amanda Maitland
“Accessing a child’s mind through the use of “soft toys”, “imaginary friends” and creative play with a view to developing literacy whilst promoting real dialogue and the voices of children in the classroom.”

Details forthcoming.

Manpal Sahota

Reflective Journal Writing in Collaborative Groups

Journal writing is a valuable method teachers can use to reflect on their teaching practices. Through journal writing teachers can gain awareness of the what is actually going on in their classrooms. Keeping a written record of reflections is a great way to see how your thoughts and beliefs about teaching change over time. By sharing these journals in collaborative groups teachers can benefit from the knowledge and experiences of their group members, and thus increase their practical knowledge at a much greater rate.

In this presentation, attendees will see how foreign English teachers working in public schools in the Gangnam District of Seoul engage in reflective journal writing in collaborative groups. Attendees will have the opportunity to see some sample journals and feedback, as well as see how this project has evolved over the past 2 years. Attendees will leave the presentation with a better understanding of how to set up their own reflective journal writing group and why doing so can help them develop as teachers.

Manpal Sahota has been working in Korea for over 9 years. He is an academic coordinator for the foreign teachers working in elementary, middle, and high schools in the Gangnam District of Seoul. He has a M.A. degree in TESOL and his interests include professional development through reflective practice, issues of race in EFL education, and world Englishes.

Tana Ebaugh & Josette LeBlanc
What Teachers Say: What Students Hear

Abstract: “You can do better than that” and “It’s OK” may seem like words of encouragement, but is it possible that these expressions could decrease student motivation or hinder student learning?
What we say as teachers in the classroom may not be what our students hear. The message we intend to send to our students may be distorted by the words we choose to use. The presenters believe that certain types of language that teachers use to talk to, and about students, can reduce learning, and create a state of classroom disharmony. The language we explore is the language of “classroom English” as presented in published handbooks and textbooks for Korean teachers of English and common expressions we have heard in our training classrooms.
During this presentation we will explore these expressions, examine the effects of language choices used by teachers in the classroom, and with the audience, develop harmonious solutions.The audience can expect to leave this presentation with a new awareness of their language use.

Bio: Tana Ebaugh (Adjunct Faculty, SIT Graduate Institute; Licensed SIT Best Practices TESOL Certificate Course Trainer; MAT, School for International Training) began her career in education by teaching English as a foreign language at American University Alumni Language Center (AUA) and at The Office of His Majesty's Principal Private Secretary, in Bangkok, Thailand. She has taught primarily adults and has worked as a teacher and teacher trainer in Thailand (AUA), South Korea (UCC) and the United States (University of Michigan). She was the lead trainer for the Ann Arbor Languages Partnership under the auspices of the World Languages department at the University of Michigan, where she trained and worked with undergraduates to deliver the Spanish curriculum in the Ann Arbor Public Schools for third and fourth grade students. She has presented at Thai TESOL and Thai Ministry of Education conferences on writing poetry, portfolios for language learners, and grammaring. Her current focus is on the process of change, holistic education and experiential learning models.

Bio: Josette LeBlanc is currently working as a teacher trainer in the Intensive English Teacher Training Program at Keimyung University in Daegu. After having enjoyed her work as an English language instructor, and curriculum designer in various contexts prior to this position, she discovered that teacher training was her calling. Josette recently acquired her MA in TESOL from the SIT Graduate Institute. Her thesis focused on how English language teachers can become aware of how language can cause conflict and harmony. Her interest in this subject was influenced by her practice of the process of Nonviolent Communication (NVC). She has been facilitating a NVC practice group in Daegu since November 2009. Josette’s current areas of interest are holistic education, teacher peer support groups, and the process of communicative peace. She is also the author of the reflective teaching blog, Throwing Back Tokens at http://tokenteach.wordpress.com.

Extensive Reading SIG:

Practical Extensive Reading Demonstration: Making ER Work with Adults, Teens, Young Learners and Very Young Learners

Reflective Practice SIG:
Join this New KOTESOL Special Interest Group & Become a Reflective Practitioner (25mins)

MCALL SIG: This SIG will be represented well in presentations, and the facilitators will be all around to help you out and get you involved in the SIG.

KAIST Int. Students

ESP meets CMS: KAIST Students Pwn Their Destinies Through Joomla, Facebook and Twitter

Abstract: In this open-house style event, you can mingle with KAISTians as build out their Joomla content management systems. Get an inside view of how and why task and skills-based learning is a must-have element for your department’s English Language curriculum.

Bio: Christopher Surridge is a career educator and self-taught technophile who currently lives and works in Daejeon, Korea at the Korea Advanced Institute of Science and Technology. He has constantly pushed the boundaries of eLearning, and is currently integrating Moodle, 3D virtual worlds, adventure learning, portable gaming, and social media into his cutting-edge courses. He is also the creator of Devil Island Mystery.

Pecha Kucha Presentations: |
MC Tim Dalby with Eric Reynolds, Julien McNulty, David Shaffer, Robert Dickey, Maria Pinto & Aaron Jolly

Julien McNulty

English History through Poetry

Abstract: This is a 6min40sec Pecha Kucha presentation on the History of the English Language. It is done in poetic verse. It traces the history of the language from its roots in Celtic to the domination of Latin; from the invasion of the Angles, Jutes and Frisians, to the Norman Invasion. Those pesky things like seemingly contradictory grammar rules, or pronunciation, to inconsistent spelling will be discussed. Have you ever wondered why it is goose-geese, but yet book-books? Even though they are BOTH from the same language root? Chaucer to Claxton, loathing Lowthe to loving our Johnson will ALL be covered – in poetic verse…in 6 minutes, 40 seconds!
I covered this content in an 8 unit course I developed for an Elementary Teacher’s Camp, and the trainees found it very useful and insightful in explaining those difficult questions posed to them by their students, about funky English rules.

Bio: Julien McNulty has been teaching, training, facilitating or instructing in some form for 20 years. He taught French, Spanish, History, and Special Education in British Columbia; then he worked as a corporate trainer in Toronto, developing an accent neutralization program in India. Later, as a bilingual training consultant, he facilitated management and leadership development programs with Fortune 500 companies. Teaching English in Korea since 2008, Julien is currently a Teacher Trainer at JETI, in Jeollanamdo. He is also the 2011 Chair for the KOTESOL International Conference. Email: julienmcnulty@gmail.com

David Shaffer

What Makes a Good Teacher: Teacher and Student Views

Abstract: In order to advance TESOL is this arena in this century, it bodes well for the language teacher to know what both students and teachers consider to be the characteristics of a “good” teacher. This pecha kucha draws on the main findings of the main studies of the relative few works undertaken. The presentation begins with the early studies of what constitutes a good teacher (Brown & McIntyre, 1989; Batten, Marland & Khamis, 1993) as viewed by both teachers and students in both studies and reveals the similarities of the results.
Next the main expectations of a good TESOL teacher by Chinese students (Cortazzi & Jin, 1996) reveal a difference of opinion. Dividing responses into three categories – English proficiency, pedagogical knowledge, and socio-affective skills – these results are compared and contrasted with the most frequently mentioned characteristics of a good TESOL by a mixed group of mainly Asian students in Australia (Mullock, 2003). Using these same three categories, the pecha kucha finishes with a look at the main characteristics of the effective English teacher in a more recent study (Park & Lee, 2006) carried out in Korea. The rankings of the 27 items by both students and teachers reveal surprisingly similar results, making them that much more useful to the teacher in Korea for purposes of self development.

Bio: David E. Shaffer (PhD Linguistics) has been an educator in Korea for over three decades and is a long-time KOTESOL member. He is a professor at Chosun University teaching linguistics, teaching methodology, and skills courses in the graduate and undergraduate programs. In addition, he is a teacher trainer, graduate dissertation adviser, materials designer, and program developer. Dr. Shaffer is the author of books on learning English as well as Korean language, customs, and poetry. His present academic interests, aside from professional development, include loanwords and cognitive linguistic constructs for effective teaching techniques. Dr. Shaffer is active in numerous ELT associations in Korea and regularly presents at their conferences. As well, he is a founding member and executive officer of Asia TEFL. Within KOTESOL, he is presently Gwangju-Jeonnam Chapter President, an editor of KOTESOL’s various publications, and an International Conference committee member.

Rob Dickey

Abstract: In any profession, the professionals are expected to keep up with current developments and improve their own knowledge-base and skills. If we are to be considered professionals in our field, language teachers can do no less. What are our options? There is more than just "do an advanced degree" and "take a recognized certification course." More than "publish." This session will introduce some of the options.

Bio: Rob Dickey has been teaching English in Korea for nearly 17 years. Prior to that he was involved in the legal and management professions. He is a past president of Korea TESOL, past Facilitator for the KOTESOL Teacher Development and Education SIG, and past editor for a number of KOTESOL publications.

Maria Pinto

Lessons from the classroom (what teaching EFL has taught me)

Abstract: In this Pecha Kucha presentation, the presenter will talk about what she has learnt – about students, about teaching, about the EFL classroom – through teaching EFL.

Bio:Maria Pinto has been teaching English at Dongguk University, in Gyeongju, since 2006. She worked at Woosuk University in Jeonju for a year before that, and has also taught English in Mexico, El Salvador and Australia. She is working on her Doctor of Education degree, through the University of Southern Queensland. She can be contacted via email at: maevid@hotmail.com

More presentations and workshops:

Leonie Overbeek

The Cart Before the Horse: Technology in ESL/EFL

Abstract: This workshop is for anyone working at any level in the ESL field in Korea and the focus will be on technology in the ESL classroom. In the first half participants will explore the emergence of technological gadgets that can be used in ESL teaching, and their impact. A case study that presents some of the problems of unbridled and unnecessary use of technology will be discussed. In the second half participants will be introduced to Prezi, if they do not already know about this presentation tool. Ideas for using Prezi, by incorporating photos of the students and their community, to draw and engage students’ attention for the vital stages of presenting new language and drilling of the new language, will be shared. Finally, some of the many useful tools that are available to ESL practitioners on the internet will be discussed and participants will have an opportunity to share ideas and sites that have worked for them. The focus will thus be on classroom techniques and activities.

Bio: Leonie Overbeek has worked in many fields over the years, ranging from research into mining to being a business consultant, and is now pursuing her love of language by teaching middle school students in Korea. She has been able to use her acting and singing abilities, as well as her experience in many fields, to connect with students and to develop additional material to enhance the curriculum material. She continues to research the field of language studies with particular reference to policy and how said policy is implemented in the classroom with regards to the social values in a country. She hold an M.Phil in Value and Policy studies from Stellenbosch University and is developing a thesis for an MA in TESOL. She can be reached at lionafrica@gmail.com

Tim Roberts & Maria Pinto

Making Peer Editing Work

Abstract: When teaching process writing, most teachers choose to have students peer edit their partners’ drafts, to help them notice errors, and to teach them to correct these errors and improve their writing. However, peer editing often does not work because students either don’t notice the errors or see them as common usage, or don’t/can’t do what is expected of them. The authors will share instruction-giving techniques they developed to help their students work through the peer editing process successfully: how to give instructions, how to set up the peer editing process and facilitate 'noticing' and error correction, how to increase student participation and enable students to feel that they could successfully edit or peer edit writing assignments.

Bio: Tim Roberts joined the faculty of Dongguk University Gyeongju in 2010. He has taught at universities in South Korea a total of nine years, as well as teaching in Japan, Russia and Thailand. He holds an MA in English Literature from the University of Alaska Anchorage. He can be contacted by email at novo97@yahoo.com

Bio: Maria Pinto has been teaching English at Dongguk University, in Gyeongju, since 2006. She worked at Woosuk University in Jeonju for a year before that, and has also taught English in Mexico, El Salvador and Australia. She is working on her Doctor of Education degree, through the University of Southern Queensland. She can be contacted via email at: maevid@hotmail.com.

Daniel Gerkin & Hobbes Woudenberg
Express Yourself (with Functions and Expression)

Abstract: Wish you could get more out of spreadsheet programs like Excel, OpenOffice.org Calc, or Google Spreadsheets? Want to create your own gradebook? Want to be able to better compile, manage, and draw results from data? Come learn about using functions and expressions. Functions and expressions can help you do things like:

*combine cells, like first and last names, into one cell, as full names (or vice versa)
*convert numerical data (e.g. percentage grades) to “text strings” (e.g. letter grades)
*find the sum or average of absences, assignment completion, or other data

The tutorial will be conducted in the Google Docs spreadsheet service or OpenOffice.org Calc. Attendees will work independently or in groups along with the presenters to practice inputting data and manipulating it. By the end of the tutorial, attendees will have an improved understanding of electronic spreadsheets, and be able to produce several examples of function and expression use. There will be periodic question and answer segments. Attendees will leave with a handout containing a summary and explanation of the electronic spreadsheet functions and expressions the presenters have found most useful in an EFL/ESL setting.

Bio: Daniel Gerken is an Instructor and Human Resources Coordinator at Woosong University in Daejeon, Korea. He has worked as an EFL instructor in Korea (all in Daejeon) for four years. Before coming to Korea, he was employed as a project manager at Mira Digital Publishing. As a project manager, he took care of clients after the sales force had sold a job. Part customer service representative, and part technologist, he was positioned between the client and the programmers developing solutions for the client. His work there involved extensive use of computer applications such as Microsoft Office, Adobe products, and Internet applications. He has used his computer knowledge to aid him in his current field, for example, by designing his own electronic grade book, in the electronic archiving of courses, and in the use of course management software. He holds a B.A. In English (Composition) from Truman State University in Missouri, and is currently enrolled in Woosong's TESOL-MALL M.A. program with the intention of going on to obtain a Ph.D. He can be reached at dgerkenWLI@gmail.com.

Paedar Callaghan
Active Listening: Moving Beyond Fill in the Blanks

Abstract: Student centered and task based learning have proved again and again to be better teaching methodologies then the traditional teacher centered classroom. However when it comes to teaching listening to often the teacher centered classroom is the norm. Teachers are unsure of how to teach listening using the principles of task based learning or how to give students the ability to take control of their learning with listening. This leaves the teacher with the sensation of only being responsible for pressing the button on the cd player and often bores both the students and the teacher with endless repetition.
This workshop will discuss the basic principles behind good listening instruction. The workshop will then go on to showcase several different approaches to listening tasks applicable to all levels and ages of students.

Bio: Peadar Callaghan graduated from the University of Limerick with an Ma in ELT. He has been working in Korea for over five years. During which time he has taught a lot of conventional listening classes. The classroom techniques in this presentation are a distillation of his attempts to move away from the teacher lead listening classroom. Peadar is best known for his presentation on the use of comic books in the classroom. This presentation brings the same sort of practical and imaginative approach to the teaching of listening.

Melissa Goldman
Blogging and Bravery: A Student-Centered Pedagogical Approach to Using CALL Materials

Abstract: This presentation will describe the journey of one Intermediate Conversation and Writing class and the students' blog entries. One major assignment of this course for English majors was to start a blog and to contribute at least one entry per week. Wanting to find an assignment that would go beyond the classroom, the instructor found out that blogging provided a significant connection to her students. The students also realized considerable learning growth when reflecting at the end of the semester - not only in content but also in confidence.

Bio: Melissa Goldman came to Korea in 2006 after earning master's degrees in English - specializing in American Literature - and Library Science. Her teaching experiences in Korea range from hogwans, public middle schools, to a momentous year at Sookmyung Women's University - where she not only met her husband, but also obtained a CELTA and found the college setting to be her "calling" in the EFL profession. She briefly returned to the States to get married and ended up teaching college courses in public speaking, English composition, and American literature. Melissa is enjoying becoming actively involved in the Sangji University community, and loves incorporating multimedia, drama, and public speaking into every class. She hopes to use all her experiences as a hopeful applicant for a Ph.D program in TESOL and Composition.

Joanne McCuaig
Examples of Task Based Teaching in an Adult Korean Classroom

Abstract: There are many approaches to task-based teaching and I will share with you some of the specific projects, with examples of student's work, that I have successfully used in South Korea. We will discuss set-up, benefits, and some potential drawbacks to this approach, with specific reference to the examples on display. Finally, a group discussion and brainstorming session about potential projects in your own teaching environment will take place.

Bio: Joanne McCuaig has been an instructor in ELL for the past 8 years having worked in Taiwan, Canada and Korea respectively. She has experience teaching young learners and adults, multi and mono-lingual groups, and teacher training. A present, she instructs at Hongik University in Seoul and is working on her MA in TEFL from the University of Birmingham and is expected to complete her degree in March 2010. She can be reached at jmccuaig2@gmail.com

Maria Pinto
Grammar patterns: More conversation, less teacher talk

Abstract: In this workshop presentation, Maria Pinto will show teachers unaccustomed to teaching grammar the QASI approach to forming simple tense questions. For teachers familiar with QASI, have you heard of QASG? SAnotI your students into the negative, and get them to teach you the present perfect with QASpp. Build grammar patterns on the board and help your students become more confident and fluent conversationalists by using these for plug-and-play speaking activities. Input from participants will be used to build the grammar patterns, and teachers will be shown how these can be used in the classroom to assist students in building conversational fluency. Handouts on these grammar forms, and quick practice activities, will be available via email, or to save onto your usb sticks.

Bio: Maria Pinto has been teaching English at Dongguk University, in Gyeongju, since 2006. She worked at Woosuk University in Jeonju for a year before that, and has also taught English in Mexico, El Salvador and Australia. She is working on her Doctor of Education degree, through the University of Southern Queensland. She can be contacted via email at: maevid@hotmail.com

Jackie Bolen
Motivation: Effective Reward Systems

Abstract: In Korea, motivation for learning English can be quite low, especially among lower-level students in mid-lower level universities. However, by setting up a reward system tied to final grades, motivation and participation in class can be greatly enhanced. This presentation will be an informal survey of what reward systems actually work in the Korean University context. The presenter will discuss her own system in detail, as well as cover some common themes of what has worked for fellow colleagues. The goal of the presentation is to provide practical strategies that can be easily implemented into any university classroom, with some application to younger learners as well.

Bio: Jackie Bolen has been teaching English in Korea for about six years, four of which have been at Hoseo University in Cheonan/Asan. The other two years were at private English language institutes teaching kindergarten kids to adults. Through her varied experiences in the uniquely Korean context, she is able to provide practical strategies and ideas that can be easily implemented across the various levels and age groups. She is the creator and sole contributor to the blog, "My Life! Teaching in a Korean University." It has well over 300 entries from the past 3 years and covers a wide range of topics having to do with teaching in a Korean university, as well as some general observations and commentary on the Korean ESL industry as a whole. Feel free to visit the site at: www.eslteacherinkorea.blogspot.com She can be contacted by email at jlbolen@gmail.com or by leaving a comment on her blog.

Gerald de la Salle

We taught the “ABC’s”, but what about the “1,2,3’s

Abstract: Numbers permeate every facet of our lives. There is no escaping them. Unfortunately, as EFL teachers, when it comes to teaching numbers, we’re not getting the job done. The main problem is that numbers are an ignored topic. Textbooks and curricula devote minimal time and space to them (E.G. how to say them). Consequently, many EFL learners have great difficulty verbally communicating numerical data (especially over the telephone). They prefer to send text/email messages containing this data than to say it. To complicate the problem, the translation of numbers from Korean to English is awkward. We don’t say numbers the same way in both languages. Even within the English language, we say numbers differently, depending on the kind of number. We have numbers for addresses, passports, flights, credit cards, prices, years, dates, rankings, money, temperature, statistics, fractions, negatives etc. The focus of this workshop will be on some simple solutions for teaching different kinds of numbers. I will talk about how to make numbers interesting and reveal some games/activities that will enhance students’ competence in numbers. In the end, some games (for teaching numbers) will be raffled to a few lucky winners.

Bio: Gerald de la Salle is a school teacher, lawyer and English professor. He has taught for about eighteen years, including law in Canada, English in Japan, and English in Korea. He taught at all age levels during his ten consecutive years in Korea, including at Chodang University, Mokpo National University, Kyung-hee University, Ajou University, Osan University and Korea University. He also taught in a publicly funded program in Hongseong to help the children of disadvantaged families learn English. He wrote: "Speaking! Speaking! Speaking! English for Korean Beginners" and created "Fast Talk 1", a game designed to help EFL students learn English. He has a B.A. and B.Ed. from the University of Alberta, an LL.B. (law degree) from the University of New Brunswick and an M.A. in Community College Education from Central Michigan University. Gerald currently lives in Jochiwon and can be reached at 010 9434 4885 or at his email address: geralddls@hotmail.com.

Tana Ebaugh & Josette LeBlanc

What Teachers Say: What Students Hear

Abstract: “You can do better than that” and “It’s OK” may seem like words of encouragement, but is it possible that these expressions could decrease student motivation or hinder student learning? What we say as teachers in the classroom may not be what our students hear. The message we intend to send to our students may be distorted by the words we choose to use. The presenters believe that certain types of language that teachers use to talk to, and about students, can reduce learning, and create a state of classroom disharmony. The language we explore is the language of “classroom English” as presented in published handbooks and textbooks for Korean teachers of English and common expressions we have heard in our training classrooms.
During this presentation we will explore these expressions, examine the effects of language choices used by teachers in the classroom, and with the audience, develop harmonious solutions. The audience can expect to leave this presentation with a new awareness of their language use.

Mary Ewald
Using Web 2.0 Tools to Teach (Poetry)
Abstract: Web 2.0 tools offer the world of language teaching endless possibilities to integrate speaking, listening, reading, and writing with practice and review in meaningful contexts at school or at home. With these tools teachers can present their course work online for teaching and review. Students can access their class materials anywhere there is an Internet connection. Students will still produce real and meaningful with the same course materials.
This hands-on workshop will present how web 2.0 tools (Wetpaint Wiki, Voicethread, Voxopop, and other free online tools) are used to teach (Poetry), or a unit of study. Wetpaint is a wiki. Wikis are interactive and editable by one or many people. Voicethread is a site where people can post pictures, video clips or documents and talk, and students can listen to other topics and comment. Voxopop is an online tape recorder for discussions in talkgroups. Participants will create Wetpaint wiki and Voicethread accounts. They will learn how to integrate these Web 2.0 tools by following a step-by-step lesson which is a final project for the unit on Poetry.

Bio: Mary Ewald is a high school ESL teacher at Seoul Foreign School, an international American school. Her bachelors of arts is in TESOL and English Literature, and her masters is in TESOL. She is licensed to teach in both CA and TX in Pre-K to adult in ESL and Language Arts. She completed a year long certificate program in the Principles and Practices of Teaching Online from the University of Wisconsin at Eau Claire. She and continues to incorporate technology into her language and writing materials. Optional: Participants are encouraged to bring a laptop with java and flash updated.

Tory Thorkelson
Webgems: Resourcing Your Classes Online

Abstract: The purpose of this workshop is to share some activities and useful websites for teachers. First, we will look at some sample activities that I have found useful for teaching a variety of skills classes and 2) I will share a bunch of my favorite websites and what I use them for. Finally, participants will share some of their most useful websites with the rest of the group.

Bio: Tory S. Thorkelson (M.Ed in TESL/TEFL) is a proud Canadian active in KOTESOL since 1998 and has presented at or worked on many local and international conferences in Seoul. He has been the Past-President for Seoul Chapter, KTT Coordinator and 1st VP of National KOTESOL for 2007-8. He was Assistant Professor/Research Coordinator for Hanyang University’s PEEC Program until March 1st, 2007 when he moved to the English Language and Literature Department. He has co-authored research studies (see ALAK Journal, December, 2001 June, 2003 as well as Education International September, 2004 V1-2) and a University level textbook, "World Class English", with fellow KOTESOL members. He was promoted to Associate Professor on September 1st, 2009. He is also featured in "Who's Who around the World" - 2009 and 2010 editions. On a more personal note, he married his Korean wife on July 6th, 2002 and is a stage actor with 29 years of experience and has acted in local Drama Productions for The Seoul Players. His daughter, Jean, was born in May 18th, 2008- the first grandchild on both sides of the family!

Julien McNulty
Hi, I’m a writer: A 12-step program to deawkwOrdifying sentence building

I covered this content in an 8 unit course I developed for an Elementary Teacher’s Camp, and the trainees found it very useful and insightful in explaining those difficult questions posed to them by their students, about funky English rules.

David Kent, Michael Jones & Colby Jones
ELT with VoiceThread: From Theory to Practice

Abstract: Instructors can use VoiceThread to provide language learners with the means to develop visually-based digital conversations in both classroom and home contexts. These digital conversations can then be used to engage students in various meaningful language-based tasks from simple lexical activities and commenting tasks right through to extensive digital storytelling projects. In light of this, the pedagogical affordances provided by the Web 2.0 tool will first be presented, along with the types of educational VoiceThreads in use with language learners today. A means of evaluating language production and learning outcomes afforded through use of the tool will also be discussed. The presentation will then highlight a number of resources useful for guiding in-class participation, and out-of-class technological use. In closing, VoiceThread instructional strategies suited to the ELT context will be covered and illustrated through examples. This will occur in conjunction with a practical demonstration that will provide a comprehensive overview of potential classroom uses and activities for English language teaching.

Bio: David Kent is currently employed as Assistant Director TESOL-MALL – Technology at the Graduate School of TESOL-MALL, Woosong University. He first came to Korea in 1995 and has taught at the institute, company, and university levels since that time. He has a doctorate from Curtin University of Technology with a specialization in Computer Assisted Language Learning and Teaching English as a Foreign Language. dbkent@msn.com.

Bio: Michael Jones is an English language instructor at Woosong University, and is currently an MA candidate at the Graduate School of TESOL-MALL. He has been living and teaching in South Korea for sixteen years, and has worked in a variety of instructional contexts throughout the country. mdjemail@gmail.com.

Bio: Colby Jones is an English language instructor at Woosong University, and an MA candidate at the Graduate School of TESOL-MALL. Since coming to Korea he has actively been involved in exploring the use of various technologies to supplement his teaching. comel@msn.com.

Lisa Levine
High Interest CBI: Motivating Students with "Glee"

Details forthcoming.

Eunsol Shin
More of the Case for ER: How Graded Readers Helped Me

Details forthcoming.

Aulia Djunaedi
Reading Strategies

Abstract: This paper involves two subjects; Korean College students and native English teachers in Korea. This paper investigates which reading strategies and teaching reading strategies that Korean college students and native English teachers prefer, the effectiveness of these strategies that both of the subjects choose, and the difficulties and problems that inhibit reading comprehension. It also focuses on the gap and misunderstandings between teachers and students, and to find out what has been lacking in the education system and its facility. Furthermore, the purpose of this paper is to give a better understanding to educators and students, and to give some inputs to publishers to provide better learning textbooks or reading materials.
This survey use Survey of Reading Strategies (SORS, Mokhtari & Sheorey, 2002). SORS measures meta-cognitive reading strategies, which has three categories: the global reading strategies or the intentional and carefully planned strategies, the problem solving or the strategies for basic support mechanism, and the support strategies that is also known as the strategies working directly with texts. For Korean college students:
1.What are the difficulties and problems that inhibit their effectiveness in reading comprehension?
2.Which reading strategies do Korean college students use?
3.Which reading strategies they think effective to help them to improve their reading comprehension ability?
For native English teachers:
4.Which reading strategies do Native English teachers like to teach?
5.Which teaching strategies they think are effective to help the students to improve their reading comprehension ability?
6.What are the difficulties and problems that inhibit their teaching reading strategies?

Bio: Aulia is an Indonesian student who is working on her doctoral thesis in English Education focusing in students reading strategies versus teaching reading strategies. She graduated with an MA in TESOL from Woosong University in Daejeon. During her studies in Korea, she has volunteered and worked as a teaching assistant with Korean young learners, teens, university students and adults. She used to volunteer teaching Korean language for Indonesian factory worker in a culture center and at the moment she is currently teaching as an Indonesian teacher for some companies in Korea.

Mike Peacock
Firefox is CALL's Best Friend

Abstract: Every TOEFL educator who has tried using CALL with their students has run into the same problem: trying to find free resources on the web. And, once found, it's difficult to use them as a stand alone resource. What if there was an easy way to download or link media from a website to use on your blog, Moodle, or Blackboard? There is! Using Mozilla's Firefox Internet browser, educators can easily download or link to media files they would like to use for their class. This presentation will show how this can be done, as well as show examples of how such media files can be used in Moodle.

Bio: Mike Peacock is originally from Peterborough, Ontario Canada. He received his B.A. from Crandall University in Moncton, New Brunswick, where he studied Psychology and Biblical Studies. After finishing his B.A. he went on to do his B.Ed. in Elementary Education. In 2003 he decided to teach English in Koera and has been there ever since. After teaching in two hagwans, he moved on to Woosong University where he has been for the past three and a half years. He currently teaches in the Culinary Arts department at Woosong. Mike recently completed his M.A. in TESOL from Woosong University in the spring of 2010. Mike is currently the 2nd Vice President of the Daejeon-Chungcheong chapter of KOTESOL. His areas of interest include CALL and language learning strategies, and has presented on the two areas at various conferences around Korea. He can be reached at mpeacock@gmail.com .

Bradley Serl
Korean Education: Embracing World Englishes?

Abstract: Historically, English education in Korea has focused on North American accents, to the exclusion of most others. Recently there has been a putative shift away from this towards engagement with English accents from around the world, but has this shift affected attitudes of Korean teachers and learners of English?
This presentation investigates the findings of a study conducted at an international high school in Busan, focusing on attitudes towards English accents that students acquired while living overseas.

Bio: Bradley Serl has been living and working South Korea since 2002. He has worked with students as young as 6 years old, and as old as 75. His undergrad major is in Rhetoric and Composition theory at Thompson Rivers University in his hometown in Kamloops BC, Canada. His Master's degree from the University of Birmingham was obtained in fall of 2010 in Applied Linguistics. He is currently the president of Busan-Gyoungnam Kotesol, and is a teacher trainer at Pusan University of Foreign Studies. He can be reached at bradleyserl@gmail.com.

Andee Pollard
Writing in the Wide World of Web 2.0

Abstract: Since the days of the language laboratory, technology has played a role in the language classroom. The development and change through the times has lead us to the current state of affairs that very much promotes the use of web-based mediums as learning supplements. As technology moves forward and the Internet becomes a genuine part of the lives of all, the language learners that are a part of Generation Web are seeking new ways of practising and developing their languages. This paper suggests ways in which these learners can develop both their learner autonomy and their language skills through the use of the technology that is available and Web 2.0 specifically. Through this research it is possible to see how Web 2.0 technology can be used to develop the written proficiency of language learners and how these same learners view Web 2.0 as a tool in their language learning journey.

Bio: Andee Pollard is involved in the ELT sector with experience in both Australia and Korea. He holds a BA (Asian Studies) and MA (Applied Linguistics) from Curtin University and is an alumnus of Yonsei University. His research interests have an emphasis on developments in Korea and lay in English as a Lingua Franca, second language acquisition, bilingual education and TESOL. Andee can be contacted via email at: andeepollard@gmail.com

Daniel Craig
Video conferenced teaching: potentials and challenges

Details forthcoming.

Michael Massey & Vincent Greenier
Advancing Critical Thinking in the Korean EFL Classroom

Details forthcoming.

Froilan Vispo
Lights, Camera, Action! Creating Student-Friendly Role Plays

Abstract: Role plays are a significant part of the Korean elementary English curriculum. Lessons often lead into the role play as the ultimate activity designed to help students develop communicative competence. Despite its importance, role plays provided by textbooks may be poorly conceived, awkward and uninteresting. This presentation explores approaches that empower teachers to improve the effectiveness and student-friendliness of the role play in their classrooms. Attendees will reflect on the characteristics of the effective role play then learn how to cast their own critical eye. Practical methods for more effective and student-centred role plays that encourage creativity and motivate students to push their own language competence forward will be explored and discussed.

Bio: Froilan Vispo is from Toronto, Canada and has taught in Japan, India and Thailand. He is currently working at the Seoul Metropolitan Office of Education. He can be reached at froilanvispo@gmail.com.

James Life
Meeting the Challenge: English Native-Speakers in Korean Universities

Abstract: The ESL environment in Korean universities and colleges offers a unique challenge for English native-speakers. Some may say I have under-stated the mountain of obstacles that inhibit the effective educating of Korean university and college students by English native-speakers. If unmanaged, the obstacles can over-whelm us but this need not be the case. The Korean ESL environment is a challenge but a manageable one and an impressive amount of learning is possible in this environment if managed within the Korean context.
In this presentation and discussion the following topics will be addressed; the university ESL environment in Korea, what can and cannot be changed, the classroom environment, giving the ESL students what they need, and how to develop a more professional image. Practical examples will be offered and audience interaction encouraged. The purpose is to give guidance for new instructors and encouragement for those frustrated by the reality of instructing ESL at Korean colleges and universities.

Bio: James Life is a professor for the English Linguistics Department at Hankuk University of Foreign Studies, Seoul Campus. His graduate degree is in Education – Curriculum Development from the University of Victoria, Canada. The author has instructed at post-secondary level in Korea for eleven years having been employed at five different institutions. The experience helps give credibility to observations and advice offered by the author on the ESL educational environment in Korea. His areas of interest and research include language strategies, conceptual expression, instructional methodology, and curriculum development. Email: jlifevic@gmail.com

Dr. David Shaffer
The Five Spheres of Teacher Development: Which Are for You?

Abstract: In order to prepare today’s student for tomorrow’s world, we need not only consider what tools the student will need, but also what tools we will need as English teachers. This presentation highlights what the EFL teacher needs to do in today’s reality to develop professionally in order to be prepared to prepare tomorrow’s learners. Professional development is presented as being part of one of five “spheres,” or areas of activity: (1) oneself, (2) oneself and one’s students, (3) oneself and one’s colleagues, (4) oneself and one’s school, and (5) oneself and one’s profession. Sphere 1 focuses on self-reflection, journal writing, subject-matter knowledge improvement, and professional reading. Sphere 2 stresses classroom communication, student needs analyses, action research, and new techniques and materials. Sphere 3 suggests colleague observation, mentoring, and teacher development groups. Sphere 4 recommends participating in and organizing school events, and proposing administrative changes. Sphere 5 urges teachers to be part of an ELT organization, attend and give presentations, write, publish, and pursue further education. This presentation intends to heighten teacher awareness of what is readily available and what one can do for professional development, and motivate teachers to challenge themselves to greater heights in self improvement.

Bio: David E. Shaffer (PhD Linguistics) has been an educator in Korea for over three decades and is a long-time KOTESOL member. He is a professor at Chosun University teaching linguistics, teaching methodology, and skills courses in the graduate and undergraduate programs. In addition, he is a teacher trainer, graduate dissertation advisor, materials designer, and program developer. Dr. Shaffer is the author of books on learning English as well as Korean language, customs, and poetry. His present academic interests, aside from professional development, include loanwords and cognitive linguistic constructs for effective teaching techniques. Dr. Shaffer is active in numerous ELT associations in Korea and regularly presents at their conferences. As well, he is a founding member and executive officer of Asia TEFL. Within KOTESOL, he is presently Gwangju-Jeonnam Chapter President, an editor of KOTESOL’s various publications, and an International Conference committee member.

Simon Gillett
Integrating Globalization

Abstract: Content and Language Integrated Learning (CLIL) integrates content into language teaching, especially for adult learners, who can be stimulated and motivated by learning useful and practically applicable language. It is gaining increasing popularity in the European Union. This presentation contends that it can be applied to teaching about globalization in Korea. Using evidence and materials from a university English language content course, the presentation combines applicable techniques for teachers considering integrating globalization in their teaching, or who are simply interested in academic discourse about globalization. A textbook, a series of slideshows, graphics, charts, pictures and assessments will be shown for suggested use in the classroom. These can be supplemented with online content and a course management system. Also, findings from a course taught at a Korean university aims to show how students have studied the integration of globalization content in their English language study. Those students' written coursework and the class's organization and syllabus are provide for teachers wishing to directly implement globalization content in the adult classroom. A question and answer session about how to integrate content and language learning, how to negotiate ethical issues, and how to maintain student motivation will follow the presentation.

Bio: Simon G. Gillett is a teacher and doctoral candidate of Education. Currently teaching at Sookmyung Women's University in Seoul, he has taught at universities in the UK, China and Korea. At the University of Exeter in England he is studying towards a doctorate degree in Education, specialising in TESOL. As well as teaching English outside his native Britain, Simon Gillett has taught legal theory and modern foreign languages (French and German) in the UK. His research interests include content and language integrated learning, political science, law and linguistics. He is also interested in the application of technology in creating a community of practice. Perhaps connected, he is a professional scuba diver and enjoys reading. Please contact him via sgg206@exeter.ac.uk.

Joanne McCuaig
Instructions and CCQ's

Abstract: In this session we will discuss and practice how to word and deliver effective instructions for activities, tests, homework etc. I will then introduce Concept Checking Questions (CCQ's), what they are, when you can use them, and finally, how and why to use them. We will practice creating and using them in the session. There will be time for questions and discussion at the end.

Bio: Joanne McCuaig has been an instructor of EFL for the past 8 years, having taught in Taiwan, Canada and South Korea. She has experience with both mono and multi-lingual groups, young learners, adults, and teacher training. She presently works at Hongik University in Seoul and is expected to complete her MA in TEFL from the University of Birmingham in March 2012. She can be contacted at jmccuaig2@gmail.com

Doug Huffer
Creating Coherent Writing

Abstract: After students learn the basic structure of an essay, what do you teach next? This presentation will show how to use topical themes to help create more coherent writing. By focusing on how sentences are connected to each other, students can better develop their ideas and details.

Bio: Doug Huffer teaches at Gyeongju University, in Gyeongju, South Korea. He is currently working towards an MA in Applied Linguistics from the University of Birmingham. His interests are learner corpora, second language acquisition and sociolinguistics. In his free time, Doug manages a heard of three milk goats and makes cheese.

Kyle Kim
Harnessing Youtube in the Classroom

Details forthcoming.

Kevin Giddens and Kevin Hajovsky

Classroom Interactions: Method or Madness

Abstract: The post-methods era of teaching has empowered us as teachers to use our knowledge to creatively design our lessons to try and best meet the needs of our learners. At the same time, we run the risk of falling into a rabbit hole of possibilities leading to confusion both in our personal teaching methodology as well as among our learners. “Classroom Interactions” is a new method, used at Sookmyung Women’s University’s SMU-TESOL program as well as other sites in Latin America, created by Ron Schwartz and Jodi Crandall of the University of Maryland at Baltimore. In this presentation we will introduce some of the techniques used in this method, explore challenges faced by teachers and students who are required to use a particular method when teaching and attempt to address the bigger question of whether the madness of the post methods era lies in the wonderland of choices we are asked to navigate as teachers or in attempts to prescribe new methods that limit those choices.

Bio: Kevin Giddens holds an MATESOL from the School for International Training and currently works as an Instructor of Methodology and Practicum Sookmyung Women's University's SMU-TESOL program.

Bio: Kevin Hajovsky holds an MATESOL from Northern Arizona University and currently works as Program Coordinator and Instructor of Intercultural Communications at Sookmyung Women's University's SMU-TESOL program.

John Broden

Harnessing YouTube in the Classroom

Abstract: Multimedia content is no longer an optional, but rather a required, tool in the classroom. ClipEnglish exposes learners to web content from around the world. Through the use Youtube, ClipEnglish exposes learners to (a) various accents and speaking speeds (b) cross-cultural topics and (c) up-to-date, timely lessons. With clips in over 10 categories including Movie Trailers, IT & Technology, and Science & Culture, ClipEnglish is designed to give learners latitude in choosing content that they prefer. And the bite-sized clips, averaging 1.5~2.5 minutes in length, allow ambitious learners to study a clip every day. ClipEnglish offers two innovative tools. First, our MP3 dictation activities compares what learners write with the correct answer. Second, learners may catalogue everything they have learned, along with a scapbook of notes, linked to each clip they study. ClipEnglish provides free access to teachers and hopes our site may offer some value in your classroom.

Bio: John Broden has lived in Korea for 14 years. He is happily married to his Korean wife and has a 7 year old son. He has extensive teaching experience, having first taught in a hogwon for two years. He has also held posts at The Korean Air Force Academy (www.afa.ac.kr) and Songkyungwan University (www.skku.edu), and has participated in several Korean teacher programs in conjunction with the Hangook University of Foreign Studies (www.hufs.ac.kr) Mr. Broden earned an MBA while in Korea (www.kdischool.ac.kr) and has held posts at the Financial Supervisory Service, Canadian Chamber of Commerce in Korea, and Hana Daetoo Securities. Since 2005 Mr. Broden has launched two businesses. He successfully ran High Impact Business Training for 4 years, a company that provided proprietary business English programs to multinational companies. In September 2010, with a Korean partner, he launched ClipEnglish, a website dedicated to online learning. He may be reached at johnbroden@yahoo.com

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