Korean Job Discussion Forums

[Swampthing]

Okay, let me explain the scene:

Middle school class. Generally a low level of English competence. Beginner, mostly.

The introduction has finished. The target language/vocab is shown the screen. The Foreign teacher has just practiced the sounds with the class.

What should be done next? Should the FT explain the meanings in English first, followed by the KT explaining it in Korean, or should the KT explain in Korean straight away, before moving onto the speaking/usage portion.

I am of the opinion that it is more efficient in terms of time for for the KT to just explain. The vast majority of the students will not understand my explanation, and will tune out. Having the KT do it saves time, and allows me to get the next activity as smoothly as possible.

[Troglodyte]

That's a very personal choice. Depends on the teachers, depends on the students. You just have give it a try and decide for yourself. Gage it based on your previous experience. No one can tell you a magic formula about what will work best for you and your class.

[edwardcatflap]

Obviously it depends on the vocabulary but even at beginner level, if the target language is pitched at the right level, it should be possible to convey the meaning and usage of it in L2 without the Korean teacher getting involved at all. Explaining in English and then having the Korean teacher explain it is the biggest waste of time as the kids will simply switch off during the English explanation and wait for the Korean. Any time the Korean teacher spends speaking Korean in the class is 'dead' time and should only be used when absolutely necessary. Remember time is not always the most important consideration. If you spend a few minutes explaining the meaning of some words well, with concept checks so you know the students understand, that's real communication and they will get a much bigger sense of achievement and recall it better, than simply having it explained in L1.

[jiberish]

You can always teach vocabulary. I draw lots of pictures, use body language and give lots of examples.

The worst is teaching 1st grade elementry to kids that just know their abc.

[Whistleblower]

Context, context, context. Provide further examples how language is used.

[Fishead soup]

Powerpoint with pictures.

Oxford Picture dictionary- If you can't use Powerpoint in your school.
Word By Word- Oxford Picture Dictionary with translation into Korean.

[nstick13]

Try to teach the vocab this way:

Meaning
Pronunciation
Form (spelling)

Convey the meaning in any way possible. Make sure to ask questions to check the meaning. (ex: cold--is it cold in summer? (no) is it cold in winter? (yes))

Drill pronunciation. I like to use the exploding fist to show where the word stress is. (My hand goes from a fist to a hand on the stressed syllable of the word.) Many sts have picked up on this and just do it themselves now. It's quite helpful.

Lastly, write the word on the board, have it appear in PowerPoint, whatever. This should be the first time they've seen the spelling. Sts try to guess pronunciation when they see it (makes sense) but some of the pronunciation in English isn't as it seems, an especially difficult thing for beginners.


That method works for presentation of any new language--even grammar.

Also, having matching-type games with pictures and words is a great way to take the focus off of you and onto the Sts. Let them work it out themselves with you guiding and facilitating. Then do pron and form. Lower the teacher talk time!

Hope this helps.

[air76]

I know that many people will disagree....but in general I believe that the best thing to do with your co-teacher (regardless of the level) is to somehow find a way to get them completely uninvolved with the class, unless they are truly willing to only speak English through the entire duration of your class. There are rare exceptions, Korean teachers who honestly can go through an entire class without speaking Korean, but these are real exceptions.

If the kids (or adults even) know that the Korean language version is available, they will do everything in their power to see that it becomes available.

I don't care what the level is.....your students will advance more quickly if there is no Korean spoken in class. If anything I think that the only excuse for using Korean (or whatever native language is spoken where you're teaching) in class is in the very highest level of courses. For example, it is probably not worth your time to take 10 minutes try and explain "hyperbole" to a class of advanced speaker just because it came up in their reading....tell them to look it up in their dictionary after class and move on....if you know the word in their language, quickly tell them, and then move on.

Otherwise there is no excuse for using the native language in class and doing so is pure laziness and being obstinate towards learning how to teach a foreign language.

[pangaea]

air76 wrote:

[air76]

[huffdaddy]

[air76]

[huffdaddy]

[nstick13]

There are so many ways around needing an L1 in the classroom. Demonstrations, gestures, pictures, and on and on. Even in my low-level middle school class (as the OP asked about) I do whatever I can to exclude the Korean teacher (it doesn't help her case that I see her other classes, as they're taught where my desk is, and they just seem to go terribly.)

In cases where my KT gets involved and begins explaining things in Korean (sometimes before I even have a chance in English!) the students nearly completely tune me out, even though they WOULD understand. The language is most memorable when they can figure it out for themselves--where the connection to something is self-created.

And my last point is that a teacher should be doing all they can to minimize how much time they talk, and increase the time the students are interacting and talking, something that greatly reduces the need for a Korean co-teacher. Especially by middle school, your are merely a facilitator, and, yes, I know that runs contrary to how Koreans run their schools.

[oskinny1]