|
Korean Job Discussion Forums
"The Internet's Meeting Place for ESL/EFL Teachers from Around the World!"
|
| View previous topic :: View next topic |
| Author |
Message |
withnail
Joined: 13 Oct 2008
Location: Seoul, South Korea.
|
 Posted: Fri May 29, 2009 8:24 am Post subject: University Employment Conditions - Part Two |
 |
|
I'd like to start off a new thread on this topic which was started a few years ago by the excellent and always readable PRagic. Here's one of his quotes and I think it's a gem:
| Quote: |
The main reason, however, is probably not that they don't know what to do, it's just that they don't care. ESL, while heavily touted here, isn't really approached with any sincerity at the university level.
Ask around. Most of the programs are integrated into the English Language and Literature programs, and staffed and run by Lit professors or, in some cases, linguistics professors. Some programs have qualified scholars and teachers running the show, but no university support. Students have to take a semester or two to graduate, and that's what the university provides in order to keep their funding.
Next, throw in the tendency for the systems here to be highly loaded in terms of seniority, and based on a strict educational hierarchy. You may indeed know what you're talking about, but it'll be a cold day in hell before a university program headed by a Korean Ph.D. will seek direct input from an MA holder. Cold hard fact, and I've seen it happend at more than one program. |
This really hits the nail on the head. To my mind, whilst we can talk about pay, hours and vacations for hours, here's my question:
How does your university actually treat you? Do you feel at all valued?
In my experience, my first university lost interest in me and my colleagues straight after the recruitment interview. From that point on we might as well have been just numbers. They were not remotely interested in what we did in the classroom providing we:
a: used the prescribed text (it was clear that someone, somewhere was receiving percentages from the publisher's agent). Summary dismissal awaited the person who did not do this.
b. implemented and scored the tests necessary to achieve a grade for the students.
That was it. Providing you did not come late or were not absent too often or didn't do something very stupid or unprofessional which would get you attention, then no one knew who you were except the colleagues in your office, your current students and a few other individuals.
I digress a little. The point is there was no effort whatsoever to take a look at what teachers were doing in the classroom. No interest in quality control. No changes were ever permitted without the utmost resistance and then only of a very minor nature. No innovation at all.
The directives which were issued from the administration by email particularly with regard to grading showed clearly that we were expected to pass these students through the system without any fuss.
It got me thinking about University English classes. I just wonder why they run them like this. Is it apathy? Is it simply because they have to and therefore they do the minimum?
The best that can be said for these programs is that the level of disinterest coming from above does allow many great teachers to operate without control, to innovate and strive for excellence with their own students. I'm sure there are many of you out there.
So I was wondering: are there any uni teachers out there who work in places where the university really cares about the quality of the English teaching and who even bother you with ideas for courses/methods etc. I mean a serious commitment to excellence!
Is there one? Tell us your story or please add your comments. |
|
| Back to top |
|
 |
D.D.
Joined: 29 May 2008
|
| Posted: Fri May 29, 2009 12:14 pm Post subject: |
|
|
There is an unwritten rule at many universities around the world and it is "if you don't complain about how bad our programs are we will let you cruise through"
I notice that the students and the teachers enter a codependant relationship in order to keep both from doing any real work. The last thing these programs want is someone coming in and trying to improve things. Improving things would involve teaching the students to think for themselves and to be independant.
When the goal is co-dependancy such as using textbooks that they get kickbacks on anyone trying to move the program forward will be pushed out.
Their goal is not quality it is for the profs to look good while doing little as possible.
In my public school any mention of improving things is resisted at all costs. Rare is the person that strives to improve himself and others, but common is the person that tries to maintain his postion and keep things static. |
|
| Back to top |
|
|
bassexpander
Joined: 13 Sep 2007
Location: Someplace you'd rather be.
|
| Posted: Fri May 29, 2009 2:15 pm Post subject: |
|
|
What was wrong with the original thread?
Why not post there? |
|
| Back to top |
|
|
Demophobe
Joined: 17 May 2004
|
| Posted: Fri May 29, 2009 2:54 pm Post subject: |
|
|
| bassexpander wrote: |
What was wrong with the original thread?
Why not post there? |
Exactly. No need for a new thread; the other one is right on-topic and full of great info.
http://forums.eslcafe.com/korea/viewtopic.php?t=72496 |
|
| Back to top |
|
|
Dimitris Stylianos
Mod Team
Joined: 05 Jul 2008
|
| Posted: Fri May 29, 2009 3:45 pm Post subject: |
|
|
| Let's keep it on one thread. |
|
| Back to top |
|
|
|
|
You cannot post new topics in this forum
You cannot reply to topics in this forum
You cannot edit your posts in this forum
You cannot delete your posts in this forum
You cannot vote in polls in this forum
|
|
FAQ
Search
Memberlist
Usergroups
Register
Profile
Log in to check your private messages
Log in
