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[garykasparov]

1) http://www.koreaherald.co.kr/
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3) [ENGLISH EDUCATION(3)] Learning from American English teacher standards


Korea can take lesson from American English teacher standards

Following is the third in a series of articles on the government's plans to enhance English education. -- Ed.

Education experts say that Korea can take a lesson from U.S. standards for assessing English teachers, as the government seeks to develop a new teacher-qualification system so as to enhance English education.

Currently, Korean teachers are recruited via a state-run exam which is given once a year. The test has been criticized as failing to evaluate individuals accurately and comprehensively, so the plan is to introduce a new kind of recruiting system this year.

"In the United States, the hiring of language teachers is highly process-oriented, emphasizing teachers' performance and abilities, as reflected in their portfolios, which are a compilation of what they have experienced and achieved during their training to become English teachers," said Heyoung Kim, an English education professor at Chung-Ang University.

The Bush administration introduced the No Child Left Behind Act in 2001, and developed various assessment standards for prospective teachers, as well as students, in 2002. The act is designed to enhance the performance of American public primary and secondary schools by raising the standards of accountability for states, school districts and schools.

Such standards originated from a U.S. initiative for foreign language education, published in 1996, and called "Standards for Foreign Language Learning: Preparing for the 21st Century."

This credo promotes the so-called "Five Cs" or five key elements of foreign language teaching -- Communications, Cultures, Connections, Comparisons and Communities.

"The states set such well-designed standards. 'Connections' mean that teachers connect with other subjects, and acquire information, not just linguistic knowledge. 'Comparisons' refers to the efforts to compare students' native cultures and languages with those of the target language, so that they can develop a deeper understanding," said Lee Jong-bok, an English education professor at Mokwon University.

"Through such learning, teachers can lead students to engage in multilingual 'communities' at home and around the world so that they can become active and responsible members of the international community."

One set of the teacher-assessment standards was created by the American Council of Teaching Foreign Languages in 2002.

The ACTFL's standards focus on teachers' professionalism, and are designed to evaluate six categories -- language proficiency, culture, language acquisition theories, integration of standards into curricula and instruction, assessment of languages and cultures, and professionalism.

Another set of standards was created by TESOL, which is another U.S.-based assessment agency, in 2003. This set lists four areas in which to assess teachers, centering on teachers' theoretical foundations in the target language, their professionalism and their ability to apply their knowledge in classrooms.

The spheres include language, culture, instruction and assessment. In the area of language, the assessment system targets teachers' abilities to describe language, and their expertise in language acquisition and development, while the domain of culture examines the person's understanding of the nature and role of culture in language teaching. To measure teachers' professionalism, the system assesses whether teacher candidates can proficiently plan, manage and implement their instructions well. It also gauges their skills in evaluating students' language proficiency.

Teachers, administrators, and curriculum developers at the state and school district levels in the United States revise such standards to make them well-suited for their school situations and educational goals.

Aspiring teachers in the United States must submit their portfolios when they apply for teaching positions.

They can send their files by mail or deliver them in person, though posting them on the internet is becoming the norm. Online files are called electronic or digital portfolios.

"Some parts of such assessment standards may not jibe with Korea's educational circumstances. However, there are many pointers we can get from America," explained professor Heyoung Kim.

"Such efforts, though time-consuming and arduous, are vital for our public education system, which is understood to be in crisis. The assessment system must be something that focuses on enhancing teachers' professionalism, not merely on punishing or rewarding them. The assessment must also be based on all their efforts and achievements, rather than conducting it as a one-time arbitrary formality."

In Korea, to be hired as public-school teachers, applicants must take an annual state-run teacher recruiting exam. Among all the applicants, less than 10 percent pass the exam each year.

The test had been conducted in two stages. In the first one, applicants took a written exam on various subjects, including pedagogical philosophy, psychology, engineering, assessment, and history. About 30 percent more than the set quota each year can make it to the second stage. At that stage, applicants are required to demonstrate their classroom teaching and be interviewed.

The written exam in the first stage has been criticized for not accurately assessing applicants' ability as educators, as many of the questions focus mainly on theoretical knowledge, not practical language use and teaching. Consequently, many critics have said that only those who are "test-wise" can pass the first stage, which means that quite a few people don't get the chance to demonstrate their ability to lead language classes in the second stage.

In an effort to address these problems, the revised exam will be conducted in three stages and focus more on the practical aspects of applicants' English skills -- beginning this year, their writing and speaking ability will be highlighted.

In the first-stage exam, an English listening part will be added. The applicants, twice as many as the set quota, can advance to the next stage. In the second stage, the applicants take an essay exam in English, and have in-depth interviews and demonstrate their teaching expertise in English in the third stage. The successful candidates will be selected based on an aggregate of their first-, second- and third-stage scores, according to the education ministry's plan.

Those who apply to teach at private schools follow the school's individual hiring procedures.

By Song Sang-ho

([email protected])


2008.03.21

[Insidejohnmalkovich]

What a bunch of politically correct, theoretical hogwash.

Korean children need English, not "engaging in multilingual communities." I suppose that means all the Konglish that teachers tolerate and indulge.